Fake Flesh Recipe for Costumes and Decorations

Fake Flesh Recipe for Costumes and Decorations Use common kitchen ingredients to make non-toxic fake flesh or organs for Halloween and scary parties. Its a variation of a common slime recipe and has viscoelastic properties, so youll incorporate science into your decorations. Fake Flesh Ingredients 2 tablespoons corn starch4 teaspoons water2-5 drops red food coloring1/2 teaspoon cocoa mix (with marshmallows or without) How to Make Mix together the cornstarch, food coloring, and water in a bowl.After you have a smooth consistency, mix in the cocoa powder. Its okay if the cocoa forms little clumps (theyll look like blood clots).Use your fingers to press the mixture against the side of the bowl to form shapes. If you use your hands, youll get crumbly edges, so a mold (the bowl) is best for a smooth effect. You may wish to mix in a little more cornstarch or cocoa mix to firm up or darken your organs. Gruesome Tips and Tricks Mix in tiny bits of gelatin if you want a fatty appearance. Drizzle fake blood over the flesh as desired for extra gore. You can stick fake flesh and organs onto objects, clothing, or flesh using syrup or corn starch. The recipe actually tastes okay, so you can eat it for effect! Recipe Variations If you microwave this recipe, youll get rubbery flesh that wont fall apart when you put it in water. If you want a more flavorful flesh, use unsweetened cherry or berry drink mix instead of food coloring and cocoa. You could use the sweetened version, too, but the resulting flesh might be sticky.

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Compare essays Martin Luther King Jr.s I Have A Dream speech and Patrick Henrys Give Me Liberty or Give Me Death speech are two great America speeches. These speeches both are alike and different as well as the authors of the speeches. One speech discusses equality while the other speech discusses war. Also, the authors are different. One is African-American and the other is Caucasian. Martin Luther King Jr. was born Michael Luther King on January 15, 1929 in Atlanta, GA. His name was changed to Martin when he was six years old. Born one of three children, his father was a pastor of Ebenezer Baptist Church and his mother was a schoolteacher. Martin Luther King, Jr. entered Morehouse College to study religion at the age of 15 in the year 1944. He was a junior in college when he was ordained a minister and made the assistant pastor of Ebenezer Baptist Church. In 1948, Martin Luther King, Jr. entered Crozier Theological Seminary in Chester, Pennsylvania, where he began to seriously study the life and work of Ghandi. While he was working toward his doctorate degree in Systematic Theology at Boston University, Martin Luther King, Jr. met and married Coretta Scott. In 1954, he became the pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama. King was also a great civil rights activist. He organized the Montgomery Improvement Association (MIA) and adv ised African-Americans to boycott buses and picket businesses who were in favor of segregation. In 1957, Dr. King helped organize the Southern Christian Leadership Conference (SCLC) to end segregation using non-violent protests. He led many demonstrations against discrimination including rallies, sit-ins, the Freedom Rides and voter registration drives. One of his most famous acts was when he gave his famous speech I Have A Dream on August 28, 1963 on the steps of the Lincoln Memorial. The Declaration of Independence influenced Mar...

Youth Violence Essay Example | Topics and Well Written Essays - 2500 words

Youth Violence - Essay Example However, violence amongst youths is the widely recognized form of violence in the society. Throughout the world, media present reports on almost daily a basis about violence being perpetrated by youths in schools or as gangs in the streets (Lane, 2004). Youth violence does not only affect the victims but it also leads to significant effects to the families of those affected, their friends and the communities (Rutherford, Quinn, and Mathur, 2004). The effects of youth violence are not only viewed from the number of deaths, disabilities and illnesses caused, but it also affects the quality of life. Violence perpetrated by and against young people leads to increased costs of welfare and health care, causes a decline in property value, disrupts some services and causes a breakdown of the social fabric (Rutherford, Quinn, and Mathur, 2004). Webber and Plotts (2008) explain that youth violence cannot be isolated from other problem behaviors exhibited by young people. Violent youths general ly commit more types of crimes and exhibit a range of problems including truancy, drug and substance abuse, school drop-out, cheating, high rate of sexually transmitted diseases and reckless driving (Ryan, Pierce and Mooney, 2008). Nevertheless, teachers should be aware that all violent youths do not necessarily show the problems outlined above and neither do all young people having such problems have to be violent. According to Lane (2004), there is usually a close relationship between youth violence with other types of violence. For instance, a child who goes up witnessing violence at home or is sexually or physically abused may grow up with his mind set that violence is accepted as a way of resolving conflicts. Additionally, if a child grows up in an environment where s/he is exposed to prolonged armed conflict may lead to such a child to develop a mind set of terror and this can increase rates of violence (Lane, 2004). In developing a plan to manage youth violence, it is critica l to understand the factors that lead to such behaviors and its symptoms. This paper has been prepared as a guide for teachers to understand this behavioral disability. Particularly, the history of the youth violence, its cause, statistics and symptoms will be discussed. In addition, strategies that can be used by teachers to manage this disability will be discussed. The History of Youth Violence Youth violence is described as the harmful behaviors which start during a person’s early age but continue into early adulthood. A young person can either be a perpetrator, victim, or witness of violence (Webber and Plotts, 2008). This form of violence includes an array of behaviors such as hitting, bullying and slapping all which cause high emotional harm. Furthermore, youth violence may be perpetrated through assault and robbery causing significant serious physical harm which may lead to death. Recognition of youth violence as a behavior disability has a long history (Ryan, Pierce a nd Mooney, 2008). Youth violence is recognized as both social and public health behavior problem. Previously, infectious diseases such as tuberculosis and pneumonia were the main causes of deaths in the United States. Once the government has been able to put infectious diseases under control, cases of suicide and homicide begin to rise causing significant number of deaths. From 1965, suicide and homicide have consistently been ranked among the fifteen top causes of death in the United States (Ryan, Pierce and Mooney, 2008). Suicide and homicide cases perpetrated by mostly the youths and minority groups in the society reached alarming levels in the 1980s. Further increase in rates of suicide and homicide increased at the beginning of the 20th century with rates of suicide among