Short Report GIS Data Organization. Chapter Summary

Data management is an important part of GIS operation. However, there is a major difference between information in general and GIS data organization in particular. Fazal offers an overview of data and its use in GIS in a chapter of his book GIS basics.Advertising We will write a custom report sample on Short Report: GIS Data Organization. Chapter Summary specifically for you for only $16.05 $11/page Learn More Although information and data are usually referred to as synonyms, in GIS perspective, there is a huge difference between the two. Despite the fact that in GIS, these two notions are admittedly related, they are still technically not the same. In the specified chapter of his book, Fazal explains that data is the source material, whereas information is the result of data analysis. Data can exist as a linguistic, symbolic, or mathematical expression, and even a signal. Information, however, exists only in the form of a message delivered to a recipien t from a sender. At some point, Fazal states in a straightforward fashion that â€Å"data are facts† (Fazal, 2008, p. 100). In other words, the concept of â€Å"data† embraces all elements known as facts, which can be stored in a database, such as images, programs, rules, etc. Hence the function of an information system is defined – the latter is supposed to convert data into information through conversion, organization, structuring and modeling. Apart from the difference between data and information, there is a huge gap between geographic data and data in general. Geographic data concerns solely providing characteristics for features and resources of the Erath. A geographical reference is another important feature of geographic data – as a rule, latitude and longitude are available to the recipient of the geographic information instantly. In addition, geographical data is supposed to be used for solving geography related problems. Containing both a descr iptive (non-spatial) and a graphical (spatial) element, geographic data provides a three-dimensional view of the current state of the Earth, as well as major geographical issues and dilemmas. Among the issues that GIS data can help solve, a reasonable use of exhaustible resources and the means to restore renewable ones are the priority. When dealing with the use of GIS data, one must keep in mind that it has three dimensions: a temporal, a thematic and a spatial one. Temporal data concern time related information, thematic data concerns a particular problem, and spatial data allow locating the affected areas.Advertising Looking for report on geography? Let's see if we can help you! Get your first paper with 15% OFF Learn More The difference between the spatial and non-spatial data is also to be kept in mind. Spatial data characterizes a particular area or object within this area by denoting its â€Å"location, shape, size, and orientation† (Fazal, 2008, p. 100). Non-spatial data concerns the information that is unrelated to geometric considerations. It is typical to refer to the elements of a non-spatial, or descriptive, data as a â€Å"data item† (Fazal, 2008, p. 86). The organization of data items is rather specific and can be viewed from four major perspectives. The first one is a Data Perspective Information Organization (DPIO); the second one is called a Relationship Perspective of Information Organization (RPIO) and describes the logical links between objects. The third one is the Operating System Perspective of Information Organization (OSPIO) and describes the link between directories. The fourth and the last one, the Application Architecture Perspective of Information Organization (AAPIO) describes the link between the client and the server. In particular, the DP links descriptive and graphical elements. The two have different requirements concerning data storage and organization, and DPIO helps create the environment for p reserving each. Descriptive data, or a data item, is considered the basic unit of information organization. Forming a record, a set of data items is collected into a data file with a unique file name (text file or ASCII file). A numeric data file is called a binary file. These files may form a one-dimensional (vector) or two-dimensional (matrix) array. If the data are arranged in columns and rows, the file is called â€Å"a table† (Fazal, 2008, p. 88). If the data is structured in a complex system with branches, the file is called â€Å"a tree† (Fazal, 2008, p. 88), with â€Å"leaves† and â€Å"nodes.† As a rule, â€Å"leaves† are larger in value than â€Å"heaps;† otherwise, the binary tree is called â€Å"a heap.† The heap sort algorithm sorts data from columns to heaps. Since recently, a database approach is associated with computing. The RPIO method classifies the data with the help of the scale of measurement. The latter is split into four grades, which are nominal, ordinal, interval, and ratio. A nominal level is usually textual, and an ordinal one is numerical. An interval level is a list of numerical data linked to an arbitrary datum, and a ratio level is a list of numerical data linked to an absolute datum. Thus, in the RPIO system, the categories are rather broad. It is usually hard to include spatial relationships into the data set. However, it is possible with sufficient storage space.Advertising We will write a custom report sample on Short Report: GIS Data Organization. Chapter Summary specifically for you for only $16.05 $11/page Learn More The above-mentioned means of information organization might seem rather clear and relatively easy to utilize. However, without knowing the difference between a data file and a database, one might find the descriptions of the four types of information management quite confusing. Therefore, the line between the two concepts must be d rawn. Fazal stresses that there are three basic differences between a data file and a database. A data file traditionally includes a collection of the same or similar data records and description, while a database includes interrelated records with possibly different data and descriptions. More importantly, a database may include several data files, though it does not necessarily have more than one. The processing procedure is another important distinction between a database and a data file. Fazal shows that data file processing is usually related to programming and computing, whereas database processing is always related to a database management system. Finally, a data file is used for spontaneous information check, acquisition, or analysis, while a database is traditionally used on a regular basis. As a relatively more complicated concept than a data file, a database deserves a closer consideration. Fazal explains that database models are the means to organize databases and define s four key types of these models: relational, network, hierarchical and object-oriented ones. Relational data are represented in a manner resembling a table; network data are introduced as a set of records organized according to their types; hierarchical data are listed in accordance with a parent-child principle and based on one-to-many relations; object oriented data are classified in accordance with unique characteristics of the objects included into the data set. The spatial, or graphical, data is also often referred to as the graphical data. Graphical data are split into basic graphical elements. Traditionally, three major graphic elements are distinguished; these are a point, a line, or an arc, and a polygon, or an area. From a dimensional perspective, a point is equal to zero (0), a line is equal to one (1) and an area is equal to two (2). The three elements in question depend on each other: areas consist of lines, lines consist of points, and points, in their turn, are defin ed by coordinates (latitude and longitude).Advertising Looking for report on geography? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of the above-mentioned elements in GIS to represent geographic characteristics of a particular region is usually referred to as a vector method (a vector data model). A vector method requires that the spatial component of a geographical database should be used in order to characterize a particular area. Because of its focus on the features of a physical object, the given type of data representation is defined as a method based on the â€Å"object view of the real world† (Fazal, 2008, p. 92). The positioning of a specific database element as an object represented the way in which it is viewed in the real world is not the only method adopted in the GIS system. Before defining the levels of data abstraction, one should set the concepts of data model and database model should be defined. A data model includes all raster and vector methods of reality representation, whereas a database model is a software implementation of a data model (Fazal, 2008, mp. 93). The highest lev el of data abstraction is denoted as a data structure. Several levels of a data structure (DS) are traditionally distinguished. A descriptive DS shows how non-spatial data was designed and used. A descriptive data structure exists either in the form of a relational DS, or in the form of an object-orientational data structure. A graphical DS may exist as a vector or a raster DS. The latter is represented by such subcategories as â€Å"irregular tessellation (e.g., triangulated irregular network (TIN)), hierarchical tessellation (e.g., quad tree) and scan-line† (Fazal, 2008, p. 94). A vector DS can be implemented as a spaghetti DS, a hierarchical DS, etc. The third type, a georelational data, is supposed to represent geographical information. The existing spatial data (point, line (arc) and polygon (area)) is characterized by two types of spatial relationships (proximal and topological). The OSPIO is linked directly to computing. Unlike in DPIO or RPIO, in OSPIO, directories ar e the primary method of information organization. Directories are also known as folders, which help organize data in a hierarchy – there is a root (topmost) directory in a computer, a sub-directory (the one below the topmost directory), and a parent directory (the one above a sub-directory). A directory structure was created for bookkeeping purposes and has a unique name assigned to it once a directory is created. The concept of workspace is used along with the notion of directory and is defined as a directory which the files of a specific project belong to. AAPIO, in contrast to DPIO or RPIO and OSPIO, is based on client–server relations. Like OSPIO, AAPIO is usually associated with computer databases and hinges on the data management processes in a particular computer or a telecommunication network. A client is a process that requires services, while the server is the one that facilitates them. The client–server architecture works in many ways, yet file server s, database servers, transaction servers, web servers and groupware servers are the most popular ones. With file servers, information is requested from a particular file; with database servers, a structured query language (SQL) request is sent from the client to the server; with transaction servers, a server transaction must be carried out to acquire information; with web servers, Hypertext Transfer Protocol (HTTP) is used as the primary means of communication between the client and the server. Finally, groupware servers are based on the interface, which facilitates communication and information sharing between users (clients). A pure client–server setting provides an immediate access to remote data sources and a subsequent transfer of the retrieved documents to the client. The data structure demands that information should be sorted according to the frequency of its usage. Data that is supposed to be utilized for specific purposes and data that is used on a regular basis sho uld be stored in different databases with different security levels. The choice of a database depends on the type of data. To be more exact, it is necessary to determine whether the data in question is spatial or not. Fazal claims that spatial data are â€Å"multi-dimensional and auto-correlated† (Fazal, 2008, p. 100), while non-spatial data are â€Å"one-dimensional and independent† (Fazal, 2008, p. 100). For spatial data, order is crucial; therefore, the traditional type of databases cannot be used to locate geographical data. With the invention of new types of databases, new means of coordinating them appeared, though. The current DBMS (database management systems) provide two solutions for data arrangement in GIS: 1) providing the user the ability to access all data through DBMS (â€Å"total DBMS solution†); 2) leaving a direct access to some of the data that is inaccessible otherwise (â€Å"mixed solution†). A repository is viewed as an alternative s olution for the problem of data storage. The functions of a repository are restricted by adding data, retrieving it, and deleting it from the system. In some cases, the data added previously can be changed. However, in most cases, changing data in a repository is prohibited for security reasons. Speaking of DMBSs, a user can navigate them by using commands in different languages, such as a data definition language (DDL), a data manipulation language (DML), a query, and a query language. DMBSs have three levels of abstraction, unlike data itself; these levels are known as a physical level (database implementation), a conceptual level (expression of the model of the real world), and a view (a user group portion of a database (Fazal, 2008, p. 103)). In order to structure data appropriately and define the relationship between its elements, data modeling is used. Traditionally, conceptual, logical and physical data modeling is distinguished. In the course of data modeling, a mathematical formalism known as a data model emerges. A data model is composed of a notation for data description and a range of operations for data manipulation. Process modeling is also mentioned among the data modeling types. The given concept, however, is process-oriented and cannot technically be associated with the three data-oriented processes above. Data storage is a relatively hard task that needs to be approached with due responsibility. Knowing the basics of GIS information management, one can use it to the full potential. Therefore, Fazal’s Spatial data structure and models is a crucial piece of information that helps understand the GIS principles better. Reference Fazal, S. (2008). Spatial data structure and models. In S. Fazal (Ed.), GIS basics. New Delhi, IN: New Age Publications. This report on Short Report: GIS Data Organization. Chapter Summary was written and submitted by user Larry Riddle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Job Description

Job Description Introduction Formulation of a job description requires a proper job analysis. This entails identification of the tasks to be performed by employees (Clark 2013, pp. 5-7). It also involves classification of the skills required to perform a given task (Clark 2013, pp. 5-7). This paper examines two job descriptions and the skills required in each of them.Advertising We will write a custom assessment sample on Job Description specifically for you for only $16.05 $11/page Learn More Purchasing Agent Job Description Job Duties The purchasing agent will be required to perform the following functions. First, he or she will be required to procure equipment and office furniture. The agent will ensure that the company’s procurement rules are followed systematically during the procurement process (Edwards 2013, pp. 23-25). Second, the agent will be required to negotiate for better prices during the purchase of various goods and services. Third, the agent will adv ise the management on the challenges that can affect procurement activities (Edwards 2013, p. 25). Thus, he or she will be required to prepare daily procurement reports. Fourth, the agent will be expected to sort and file documents. Finally, the purchasing agent will investigate and solve problems associated with the procurement process. This will entail collecting and analyzing information about market trends (Edwards 2013, p. 30). Experience and Skills Required An applicant for this position must have at least five years experience in procurement or supply chain management. Therefore, the agent must have a comprehensive understanding of procurement policies and procedures (Edwards 2013, p. 26). He or she must have basic computer and accounting skills. The applicant should be able to prioritize tasks, work in a busy environment, and meet set deadlines. The agent must also have excellent documentation, communication, and negotiation skills. Finally, the agent will be required to adh ere to the highest level of professionalism (Edwards 2013, p. 26). Education Background The position requires a person with a university degree in supply chain management or procurement. However, individuals with a diploma qualification will be considered if they have at least seven years experience.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More General Manager Job Description Job Duties The general manager will be required to perform the following duties. First, the manager will provide leadership and forecast the company’s performance goals (Sloma 2012, p. 14). Therefore, he or she will be required to develop a new strategic plan to facilitate growth and maximize profits. Second, the general manager will be required to evaluate the performance of the company periodically (Sloma 2012, p. 14). Third, the general manager will recommend measures to improve the performa nce of the company (Sloma 2012, p. 15). In this case, he or she will be expected to inform the board of directors about the performance of the company. Fourth, he or she will be responsible for building the image of the company (Sloma 2012, p. 17). Finally, the general manager will be required to attend management-training workshops regularly. Experience and Skills Required An applicant for this position must have the following skills and experience. He or she must have served in a senior management position for at least four years. The candidate must have superior skills in strategic planning and management (Sloma 2012, p. 15). He or she must have good communication and coordination skills. The candidate must also possess proficient computer skills (Sloma 2012, p. 16). In addition, the applicant should be able to improve the company’s performance. Education Background An applicant for this position must have a postgraduate degree in business administration or any social scie nce. The company will also consider applicants who are currently pursuing postgraduate studies and have four years experience in management. Personal Skills Match for the General Manager Position My skills and academic credentials are relevant to the aforementioned job description. For instance, between 2009 and 2013, I served as a general manager in an oil company in my hometown. Therefore, I have four years experience in management. I prepared and reviewed the company’s short-term and medium-term plans. Thus, I possess good planning skills that will enable me to develop a strategic plan. Additionally, I was in charge of organizing in-service training programs for employees. The training programs were meant to equip employees with new skills and to sensitize them on the emerging issues in the oil industry.Advertising We will write a custom assessment sample on Job Description specifically for you for only $16.05 $11/page Learn More Through regular t raining programs, I managed to improve the performance of many employees. This led to an overall improvement in the performance of the company. Currently, I am pursuing a postgraduate degree in strategic management. Justification for Selecting the General Manager Position I have selected this position because of the following reasons. First, I have relevant academic qualification. For example, the position requires a person who is currently enrolled in a postgraduate degree program. Second, I have good mentoring skills in business administration. Moreover, I have enough experience in management. Conclusion The discussion in the foregoing paragraphs has revealed that a job description is very important. It enables a company to recruit qualified employees by developing clear job requirements. Thus, companies should always develop job descriptions for their employees to improve their performance. References Clark, M 2013, The Job Description Handbook, Bang Printing, New York. Edwards, M 2013, Recruiting and Hiring Advice, Eagle Publishers, London. Sloma, R 2012, No-Nonsense Management, A General Managers Primer, Beard Publishers, London.

THE ART OF THE ISLAMIC BOOK, 12501600-- Article Review Essay

THE ART OF THE ISLAMIC BOOK, 12501600-- Article Review - Essay Example Roxburgh stressed that â€Å"what Lentz and Lowry’s study could not do, on account of various constraints, was pursue a micrology process, but what was neither their stated brief nor their aim†¦ One of the general observations that they do offer about features of drawings is that in the hundreds of drawings contained in the Baysunghur album in particular, we see the progression toward a visual typology.† ( 47) In light of these, the author distinguished his work as based on a visual analysis of hundreds of drawings and what can be deduced from it. However, he stressed that they were not supported by current scientific imaging techniques because, as stated, non-destructive testing methods are so rudimentary and that non-invasive methods of physical analysis are also not readily available. Roxburgh’s argument is that much can be accomplished outside the laboratory using the eye alone. In the course of the author’s analysis of the Persian drawings, he focused on three salient factors: the materials and methods used by artists in the process of design, the draftsman’s repertoire of mark making, and the methods employed by artists in the production of compositions for manuscript paintings. Roxburgh’s findings give us interesting insights. To start with, according to him, despite evidence that drawings were regarded as a fragile and dispensable detritus, as a processual compost, the mountain of evidence preserved in albums is powerful proof that drawings had a creative currency and at some point came to be valued for their own sake. (44) He also stressed that the conceptual and practical links between writing and drawing must have been palpable even if a written statement to that effect would not be expressed until the early years of sixteenth century. Roxburgh noted that the absence of a corpus of drawings that can be linked directly to a finished object, a fact that precludes

Emotional development Essay Example | Topics and Well Written Essays - 2500 words

Emotional development - Essay Example A multi-agency team, consisting of a play worker, a nursery nurse, and a teaching assistant, worked with Rose to help her come out of her emotional trauma. Fun tools available to the kids and the types of play activities were observed, along with special consideration given to the team’s supervision and other adults’ direct or indirect contribution in play activities. The team saw positive outcomes. 2. Importance of Attachment and Its Effects on Brain The importance of attachment of infants and toddlers with the parents or caregivers cannot be denied in terms of healthy mental development. â€Å"The impact of attachment disruptions on children’s lives can be devastating and far-reaching†, state Kaduson and Schaefer (2006: 148). When the child enjoys vigorous attachment with the caregiver, he will learn how to offer and maintain a devoted and compassionate relationship that benefits the child in both the short and long run. He will learn to rely on others. The long term outcome will be a contented, independent, and confident personality. On the other hand, when the child does not have an attachment bonding with the caregiver, he will learn to fear, to feel guilty, and to feel the world as a place which is not safe and where his needs are not going to be met. The long term outcome is a timid personality suffering from inferiority complex. Hence, we see that the attachment between the infant/toddler and the caregiver has significant importance in terms of personality developmental outcomes. 3. Components of Healthy Attachment According to Kaduson and Schaefer (2006: 267), â€Å"a healthy attachment allows for a balance between the toddler’s developmentally appropriate exploratory drive and need for emotional reassurance and support.† A healthy attachment between an infant and the caregiver has two components. the infant’s needs that he wants the caregiver to fulfill the timely response of the caregiver The attachmen t occurs when the infant has a sure feeling that the parent or the caregiver will always be there to fulfill his needs of hunger, thirst, clothing, cleaning, and the like. When the caregiver gives a timely response to the infant, this gives rise to trust. The infant forms trust on the caregivers when his needs are fulfilled and forms an attachment with them. When the infant feels otherwise, he learns to mistrust others. Attachment also includes such efforts by the infant with which he tries to remain in physical contact with the caregiver, for example, holding a finger tight, clinging to the bosom, sticking to the lap, and etcetera. 4. Parenting Styles and Attachment Parents and caregivers can play very important role in developing and maintaining healthy bonds of attachment with the children (Maccoby 1992). When the caregivers give the children the chance to share their problems and express their needs to them, they are actually ensuring them that they can always depend upon them f or a solution. Parents use many approaches while parenting, most common of which are authoritarian, authoritative, permissive, and uninvolved styles. Attachment occurs when the child feels secure with his parent’s parenting style (Strage & Brandt 1999). Authoritarian parents leave no room for reasoning and communication. Authoritative parents leave room for objections. They listen to their child’s ideas and reason with them due to which the child

Case Study on the application of the U.N Convention on Contract for Term Paper

Case Study on the application of the U.N Convention on Contract for the International Sale of Goods - Term Paper Example Thus, it becomes evident that in the present case, it is possible to apply the CISG. The second important factor to be considered is what happens if one party fails to deliver the products within the specified date. Admittedly, according to the contract, the products were to be delivered by 15th July. However, the products were delivered only on 4th August. According to Article 33 (a) of CSIG, the seller must deliver the goods on the day fixed by or determinable from the contract. Evidently, the contract had fixed the date of delivery as 15th July. However, it seems that FireWeasel (buyer) did not give GeniuX (seller) an additional period of time of reasonable length to deliver the goods. According to Article 47, paragraph 1, the buyer may fix an additional period of time of reasonable length for performance by the seller of his obligations. However, in the present case, it seems that the buyer did not fix any additional period of time for the seller and there was no communication in this connection. So, it becomes evident that though the seller failed to deliver the goods in time, the buyer loses the legal right to claim that the contract was avoided. The third important point is what happens when the contract does not mention anything about the quality of the product ordered. It is evident from the case that the products delivered by the seller are not good enough to enable the buyer to compete in the market. Article 35 (2a) points out that unless agreed otherwise, the goods do not conform to the contract if they are not fit for the purpose for which goods of the same description are normally used. However, the case shows that the products delivered are not so bad and are only slightly inferior to other competitors. Thus, it is possible for the buyer to rely on the poor quality of the products delivered. Another important point is how and when the matter of lack of conformity should be informed by the buyer to the seller. It is pointed out in Article 39 that the buyer loses the right to claim lack of conformity if he does not give notice to the seller, specifying the nature of the lack of conformity within a reasonable time period. Evidently, the buyer in the present case has promptly informed the seller about the lack of conformity. It is seen that the product was delivered on 4th August and was inspected on 8th August. On 9th August, the lack of conformity was reported to the seller by email. Another important point is if the buyer has the responsibility to allow the seller some time to replace the products at their own expense and if the seller has the legal right to request for such chance. According to Article 47 (1), it is the duty of the buyer to fix an additional period of time of reasonable length for the seller to fulfil his obligations. However, it is seen that though the buyer informed the seller about the poor quality of the products, it did not give the seller a chance to improve the performance. It means that though the b uyer can claim that the products were of poor quality, it will not get any legal benefits as it failed to allow the seller a reasonable time to improve the performance. Now the question arises as to whether the buyer has the responsibility to pay for the products it purchased. It is pointed out in Article 53 that the buyer must pay the price for the goods and take delivery of the products in

The Effect Of Anxiety On An Athletes Performance Psychology Essay

The Effect Of Anxiety On An Athletes Performance Psychology Essay Competitive state anxiety is defined as a tendency to perceive competitive situations as threatening and to respond to these situations with feelings of apprehension and tension.(Martens, Vealey Burton, 1990). Competitive state anxiety can be split into cognitive and somatic components, cognitive being negative mental thoughts and concerns about ability and performance for instance indecision and loss of confidence, with somatic being the physiological responses to anxiety such as increased heart rate and muscle tension. It is important to measure both intensity and direction to determine the effect of anxiety on an athletes performance as it allows interpretation of results and can subsequently be used to assist the athlete to alter their thoughts before a competition and to improve performance. The intensity component indicates the levels of competitive anxiety in relation to factors such as situational antecedents (Woodman Hardy, 2001), and direction allows interpretation of results as facilitative or debilitative to performance (Jones, 1995). The athlete in this study is an 18 year old female triathlete. The study was conducted before and after a British Universities Colleges Sport (BUCS) national duathlon championship. The event involved a 3.2km run followed by a 16km bike ride and another 3.2km run in which she came 12th in a time of 54 minutes 52.747 seconds, which was similar to her previous best performances. Results The results for cognitive A-state and somatic A-state anxiety from the Competitive State Anxiety Inventory-2 (CSAI-2) are indicated in the table and graph below. The scores can range from 9 (low) to 36 (high) for intensity, and from -27 (very debilitative) to 27 (very facilitative) for direction. Cognitive Anxiety Somatic Anxiety Intensity 19 14 Direction -8 0 The CSAI-2 indicated that she had low to medium intensity cognitive anxiety and that this would be slightly debilitative to her performance. In contrast, she suffered from low somatic anxiety but had a direction score of 0 signifying that the somatic symptoms she felt would affect her performance neither positively nor negatively. In the interview it was discovered that she felt that the competition was quite important but was not a main race for her although there were a lot of elite competitors in the race. She also added that as it was a BUCS race she felt pressure from her coach as well as herself to do well for the university. The pressure helped her motivation to keep going through the middle of the race, which turned out to be similar to her previous performances. Prior to the race she felt worried but as the race started she kept setting aims to keep up with people and overtake other competitors. The race started early which gave her less time to warm up after a hard training week leading up to the race. Despite the amount of training in the week before the race, she said she had high energy which was helpful to her performance. Discussion The multidimensional theory of anxiety (Martens et al., 1990) indicates that as cognitive anxiety increases, performance will drop. This theory only considered intensity, however later research led to the direction aspect (Jones, 1995) being added and anxiety considered as debilitative or facilitative. Before the race, the athlete was feeling low-medium intensity cognitive anxiety, which should result in a medium to high performance. However, the CSAI-2 results indicated that the cognitive anxiety she was feeling would have a detrimental effect on her performance. Neither somatic or cognitive anxiety were seen as facilitative to performance and research has found that males consistently report higher facilitative perceptions than females (Wiggins, 1998). If cognitive anxiety levels increase too high then, combined with elevated physiological arousal, could lead to a dramatic decline in performance as explained by the catastrophe theory (Hardy Fazey, 1987). Wiggins (1998) also discovered that cognitive intensity was higher than somatic intensity but somatic direction was higher (more facilitative) than cognitive direction. This was evident with the athlete but neither component of anxiety was considered to be facilitative. Studies have shown that athletes intensity of cognitive anxiety is highest before competition and then declines significantly from pregame to postgame (Butt, Weinberg, Horn, 2003). This was evident for the athlete as anxiety eased as the race started. Prior to the race, she was experiencing low-medium cognitive anxiety and felt moderately nervous. The main symptoms of cognitive anxiety suffered by the athlete were concern about the competition, the race result and self-doubt as well as concern that others would be disappointed with her performance. This intensity and pressure helped her feel motivated and stay strong, and any nerves disappeared once she started the race and positive thoughts helped channel her focus on the task in hand. Somatic anxiety intensity has been found to fluctuate over time but direction remains stable (Butt et al., 2003). Intensity was found to be highest before the game and declined during competition. The athlete in this study suffered from low intensity somatic anxiety before the competition but this was not facilitative or debilitative. The main symptoms of somatic anxiety were nervousness, jitteriness and increased heart rate. It was evident that the intensity decreased when the competition started as the nerves eased and she felt energetic. A study of athletes (Hanton, Wadey, and Connaughton, 2005) found that many of the debilitating symptoms remained prevalent after years of many competitions, were reported to fluctuate closer to the event and particularly at higher levels of competition. The event that the data for this study was collected from was for the triathletes first BUCS competition. This shows that even after competing in many previous events as well as internationally, anxiety was still found to be a debilitating factor towards performance. Another discovery made by Hanton et al. (2005) was that an athletes main routine before a competition is to be physically prepared over mentally prepared. Physical readiness, such as warming up and training in the build up weeks, was found to allow the athletes to compete at an elite level despite debilitating anxiety symptoms. However, when comparing athletes who mentally prepared and those who did not, performance was higher in those who had mentally prepared. A problem for the athlete in this study was that due to the race start time being moved forward, she did not have sufficient time to physically warm up let alone to mentally prepare. Failing to warm up properly may have had a detrimental effect on her performance as a warm up can increase the speed of muscle contraction and relaxation, increases heart rate and blood flow to working muscles, in addition to mentally focusing on the task in hand. The coherence between the CSAI-2 questionnaire before the event and the interview afterwards was strong. The athlete felt low-medium cognitive anxiety from the CSAI-2 including self-doubts and concern about the result, and this was backed up afterwards in the interview when she said that she was worried and feeling pressure before the race. She also stated that she was suffering from nerves before the race in both the CSAI-2 and the interview. Conclusions and Recommendations From the CSAI-2 questionnaire and interview I can construe that the anxiety suffered by the athlete did not affect her performance negatively. The intensity of cognitive anxiety was low-medium and somatic anxiety was low intensity before the race. Too much anxiety would have a detrimental effect on performance due to high pressure, negative thoughts and attentional narrowing. Too little anxiety could lead to lack of concentration, focusing on unimportant cues from the environment, external distraction. I establish that the athlete had moderate levels of anxiety which can increase effort as the athlete is not overcome by pressure. In the interview after the race she said that any pressure and negativity was focused onto a positive attitude and setting goals to improve her position. Although I consider the athlete was unaffected by her anxiety levels, if the direction aspect of cognitive and somatic anxiety can be made facilitative, it may have a beneficial impact on performance. To do this there are a number of techniques that sports psychologists can use to manipulate an individuals judgment of a competitive situation, including self talk and imagery. A consistent finding across studies is that sport performers have a stronger preference for problem-focused strategies for overcoming anxiety, and perceptions of cognitive anxiety as debilitative are associated with behavioural disengagement and venting of emotions (Ntoumanis and Biddle, 2000). Self talk can be used to help anxiety responses such as self-doubt. This can be positive, having the ability to win, or negative, not being able to lose. Self-talk can help to increase concentration on the task at hand. Imagery can be used to improve self-confidence and overcome nerves. It involves mental picturing a perfect performance or remembering a previous performance that the athlete would like to repeat. It can be used with mental rehearsal, planning the events and tactics of the event or in the case of the triathlete, the race. She had positive thoughts during the race, but if these can begin before the race then her start may improve, as the pressure and worry may be relieved.

Free Essay on Whartons Ethan Frome: Symbols and Symbolism :: Ethan Frome Essays

Symbolism in Ethan Frome Ethan Frome, the classic novel written by Edith Wharton contains a great amount of symbolism.   The symbolism allows the characters to express themselves more clearly to the reader.   It brings incidents and personalities together in meaning.   The story’s symbolic events is what pulls characters together in time of need.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Starkfield Massachusetts is a boring cold farm town.   People become very ill there from the terribly harsh winters.   Winter greatly affects the actions and behaviors of the characters.   No quote better describes the harsh winters of Starkfield, and the effect that it had on the townspeople, than the following: When I had been there a little longer, and had seen this phase of crystal clearness followed buy long stretches of sunless cold; when the storms of February had pitched their white tents about the devoted village and the wild cavalry of March winds had charged down o their support; I began to understand why Starkfield emerged from its six months’ siege like a starved garrison capitulating without quarter (7).   Another truly symbolic point of the story is the Elm tree.   The Elm tree symbolizes the end and the escape of two lives.   Even though Mattie an Ethan were not killed by the sled crash, that was their purpose.   The Elm tree also symbolizes strength and courage.   After the crash, the Elm tree was still standing, while Ethan and Mattie were terribly injured.   If Ethan was a stronger person he would not have crashed into the tree with Mattie.   He would have had the strength to say â€Å"no† in the first place.   Zeena who was once a hypochondriac, recovered, and now she takes care of Mattie and Ethan. â€Å"It was a miracle, considering how sick she was-but she seemed to be raised right up just when the call came to her.† (131)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The incident with the red dish is the most symbolic event in the story.   The red dish was a wedding present given to Zeena by one of her relatives.   When the red dish broke, it symbolized the breaking of Ethan’s heart when he found out that Zeena wanted Mattie to leave.   Zeena never used the dish, she kept it in the closet.   One day when Zeena went to get her medicine, she discovered that dish was broken, and that someone attempted to glue it back together.

Analysis of “A letter to my mother” by Chenjerai Hove

The purpose of this text, which is a letter from a traveller home to his mother, is to inform her of his experiences on his travels, and is thought and feelings on this. The tone of the letter is largely one of nostalgia and suggestions of homesickness which can be seen in the many contrasting ways he portrays the way of life from his home in Africa to his new home in Norway. However the writer acknowledges that he has learned that travelling is a way to broaden one’s horizons and expand one’s mind so, but looks forward to the day he can return to his roots and share his experiences with his family. The tone of nostalgia is prevalent throughout this text, it even begins with the word ‘Remember’ which suggests that it is going to be a very reflective and personal piece. This is repeated again with reference to ‘memories’ of the way of life the writer has left behind, and the fondness with which he looks back on it. The fond recollections of home which are described in detail such as the way they view the weather, particularly the rain as something which is to be ‘celebrated’ because it ‘gives life to people, plants and animals’. This stands in stark contrast to the way in which Norwegian regard this type of weather. ‘Have not stopped cursing the weather’ shows that they see it as the opposite of the blessing that those who live in Africa see it as. This is again emphasized when the writer treats the type of people who would have cursed the rain in his home as unnatural and evil. These people are a ‘witch who wishes that life should not be brought’, this shows how the local attitudes to the rain could not be more in opposition. This all works to show the writer’s nostalgic view of his home culture and longing to be there, with people he shares the same values with. The writer goes on to talk about the weather conditions of Norway that are new to him and how his inexperience of the ice and snow could possibly lead to real, physical harm. ‘A step on the ice is a potential disaster’, this shows that he could easily fall and cause harm to himself in this new and strange environment, which instantly contrasts with the experienced and graceful Norwegians who have been living in these conditions all their lives. ‘they float on it like Arabs’. The writer also goes on to show how the Norwegian use of the ice for entertainment or sporting purposes is completely alien and almost baffling to him. ‘they even run races and win competitions’ His astonishment is again emphasized by the use of a rhetorical question-‘can you imagine?’, this shows that using something which would be strange and dangerous for him in a competitive manner is bewildering and that he doesn’t quite feel like he fits in yet and that he is so far removed from the culture as to always be an outsider. Further contrasts are shown between the geographical differences of Norway and Africa are introduced by the phrase ‘by the way’ which suggests the writer’s excitement to tell his mother about a novel experience. ‘I forget you have never seen the sea’ this could be taken to be typical of all people of his place of origin, this would be something that they could consider exciting and opening up new ideas to them. This contrasts with the way Norwegian settlements re set out, they are all in coastal areas and gain much of their sustenance from the sea, ‘Norwegians are people of the sea’ and ‘it brings everything they want’, this suggests that while the sea and all it’s bounty are enough to make the local Norwegians happy and content, it does not seem to do so for the author, further alienating him from those round him. This is further emphasized by the Norwegian folk wisdom ‘if you don’t eat fish, like me, you are supposed to be miserable’ . The Norwegians would argue that he is unhappy because he does not eat fish, however the source of his unhappiness is more likely to be his homesickness and desire to be with those he misses. The writer becomes more upbeat towards the end, and begins to describe his thoughts as he looks towards the time when he can return home and share with his mother his experiences and all that he has learned. The use of the verb phrase ‘I hope’ shows that he is looking to that time in the future not with sadness but expectation, that it is something to look forward to. The repetition of the lexical item ‘Maybe’ gives the impression that the writer is uncertain but hopeful, and that he would like nothing more than to be able to return one day. The writer goes on to list the things that he one day hopes to return to do, ‘gaze at the beauty of that African moon’ this suggests that the African moon is unique and perhaps has some magical quality. This suggests that the writer would love to be able to be at home doing these things, but must continue his journey. The writer seems to acknowledge that it may be many years before he is able to return, ‘I may be older, but I will not have given up the idea of being young’ , this suggests that while the writer knows he will be away for years, he will never forget about his homeland and the people he left behind, and will one day return. The use of the lexical item ‘idea’ suggests that the writer considers that it doesn’t matter what age he has reached, as long as he does not feel old in himself then he will not be too old to continue his journey and to continue gaining knowledge. The writer finishes on a positive note, telling his mother how he is determined to carry on his quest to learn and for life experience ‘many streams to the river of knowledge’. This metaphor is describing knowledge as a river, which is constantly flowing, changing and heading somewhere new, just like he was when he left for Norway. The ‘stream’ which flows to the rivers is his path to this knowledge, one that he feels he must continue to travel. The writer is more forceful here than before, having often used the lexical item ‘maybe’ to which showed uncertainty but hopefulness, he now uses the verb phrase ‘ I know’ , this shows his mind has been made up that he shall not give in and come home yet just because he is unhappy. The noun phrase ‘other lads’ refers to his new home in Norway, which could be considered his classroom or learning grounds for his life lessons, but also suggests it could be anywhere in the world due to lands being plural, and that he may move on to somewhere new one day. All in all the writer uses various techniques to show the contrasts of his homeland to his new home, his homesickness and his desire to soldier on, to continue to gain new knowledge and life skills and experience.

The 10 Best Art Schools in the United States

The 10 Best Art Schools in the United States SAT / ACT Prep Online Guides and Tips If you have a passion for art, you should go to a college that will nurture your creativity. An art school will help you to develop your skills and learn more about what it takes to succeed in the professional world of art and design. In this article, I'll give you the details on what defines a great art school and provide a list of the best art colleges in the country for undergraduate students. How Is an Art School Defined for This List? On this list of the best art schools in the United States, I only included schools that exclusively cater to art and design students. Keep in mind that there are many other colleges that have excellent art programs but are less specialized. Colleges like Yale, UCLA, Tufts, and Columbia also have fantastic art programs. I didn't include those schools because this list is geared towards students who are absolutely certain that they want to study art at the college level (and would like to be in an environment with similarly-minded people). There are huge advantages to going to a specialized art college if you fall into this category of students. You will make friends with other people who share your interests and who may inspire you to expand your creative horizons. You also will have the benefit of being in a place where art is never a secondary concern. Career services will be devoted to helping students in artistic fields break into the job world, and you can usually make even better connections with working artists at these schools. If you know that you plan on studying in an artistic field, the schools on this list are great college options. At a school full of art students, everyone has paint on their hands at all times, and you can be as pretentious as you want without facing judgment! What Makes These Art Schools the Best? There are several factors to consider in determining what makes an art school great. First of all, it should have a diverse and modern curriculum. A great art school equips students with the skills they need to enter a rapidly changing, highly competitive job market. It should offer a wide variety of programs that are in step with current artistic trends and movements. The best art schools are invested in providing students with instruction in design practices that are shaping the world’s creative landscape today. A great art school should have excellent facilities for students, with access to the latest technology and artistic tools. Many of the schools on this list have extensive digital labs, on-campus art museums, and workshops that provide students with the ability to practice metalworking, laser cutting, woodworking, and other less accessible artistic disciplines. The quality of the faculty is important as well. The best art schools employ professors who are also successful working artists and leaders in their fields. Reputation is another factor that ties into this. If the alumni of a school have been successful in their careers, the school will have better name recognition and provide you with more future opportunities. The schools on this list have strong combinations of these qualities (and more!). They encourage students to think critically about art-making in the context of modern society and provide students with great opportunities to find their niche within the exciting world of art and design. The art world is always in flux. Is this "graffiti" or "street art"? Or is it both? As methods and standards change, so do the curricula at art schools! The Best Art Schools in the US For each of the schools on this list, I will provide admissions statistics and information about application requirements. I’ve also listed a few facts that will give you a sense of what these institutions offer to undergraduate art students. #1. Rhode Island School of Design: Providence, RI Statistics Undergraduate enrollment: 1,976Acceptance rate: 29%Average GPA: 3.7Average SAT score: 1300Average ACT score: 28 Special Requirements Prospective applicants are urged to follow a college preparatory program in secondary school, taking courses in studio art and art history where possible. A portfolio submission is required for admissions consideration. Your portfolio should show a selection of 12–20 examples of your best recent artwork. This work may be presented in any medium (including film or video) in either finished or sketch form. It can be the result of an assigned project or a self-directed artistic exploration. You’ll also need to send in two drawing samples. For more details, see the admissions website. Notable Facts The campus museum displays over 80,000 works of art, so inspiration abounds! RISD offers advanced tools and resources to its students, including laser cutters and a kiln room. RISD also employs many famous faculty members like Chris Van Allsburg (who illustrated The Polar Express!). Rhode Island School of Design #2. School of the Art Institute of Chicago: Chicago, IL Statistics Undergraduate enrollment: 2,889Acceptance rate: 61%Average GPA: 3.5Average SAT score: Not reported Average ACT score: Not reported Special Requirements In order to be considered for admission, you will need to submit an artist’s statement that represents you and your work. You are also required to submit a portfolio that showcases 10-15 examples of your best and most recent work. There are no limitations on the artistic medium! Notable Facts The School of the Art Institute of Chicago has a facility called the Computer Resources and Information Technologies Center, which ensures that students get access to and training on the latest digital equipment. There are also unique program offerings like art therapy and visual communication. SAIC has many distinguished alumni, including Walt Disney. School of the Art Institute of Chicago #3. California Institute of the Arts: Valencia, CA Statistics Undergraduate enrollment: 984Acceptance rate: 24%Average GPA: Not reportedAverage SAT score: Not reportedAverage ACT score: Not reported Special Requirements You are required to submit 20 examples of your most recent and highest quality independent artwork for your portfolio. You’ll also need to include an artist’s statement. Notable Facts All faculty members at the California Institute of the Arts are working artists with lots of real world artistic experience. Every student is assigned a mentor who guides them through the program and assists them in independent study. CalArts has eight galleries dedicated to showing student work and helping students get accustomed to hanging and presenting art in various forms. The school provides extensive facilities for student use including various media labs and a â€Å"Super Shop† for processes such as woodworking, metalworking, and moldmaking. I'm not sure why they chose to go with "CalArts" as the shortened version of the school's name when CIA was an option. California Institute of the Arts #4. Pratt Institute: New York, NY Statistics Undergraduate enrollment: 3,439Acceptance rate: 50%Average GPA: 3.77Average SAT score: 1300Average ACT score: 26 Special Requirements You are required to submit a portfolio that includes 12-20 examples of your best work. You must also submit three to five observational drawings to demonstrate your drafting skills. Notable Facts Pratt is located in New York City, so you’ll have access to all kinds of great internship opportunities and connections to the art world. Faculty members are working artists with international reputations as well as dedicated teachers. Students get free access to the Frick Collection, the MOMA, the Whitney Museum, and more. Pratt Institute #5. Maryland Institute College of Art: Baltimore, MD Statistics Undergraduate enrollment: 1,694Acceptance rate: 62%Average GPA: 3.5Average SAT score: 1180Average ACT score: Not reported Special Requirements You must submit a portfolio of 12 to 20 pieces of artwork for consideration. Notable Facts The Maryland Institute incorporates internships and other professional development activities into its curriculum to give students a strong foundation for careers in the arts. There are over 150 exhibitions per year by Maryland Institute students, faculty, and visitors. A strong advising system guides students through all four years at MICA. Maryland Institute College of Art #6. ArtCenter College of Design: Pasadena, CA Statistics Undergraduate enrollment: 2,005Acceptance rate: Not reportedAverage GPA: Not reportedAverage SAT score: Not reportedAverage ACT score: Not reported Special Requirements There are different portfolio requirements for different majors, but, in general, you are required to submit 10 to 15 pieces of artwork. See the admissions site for more details. Notable Facts This school is for students who know exactly what they want to do: Art Center gives students a comprehensive education in their chosen discipline starting on day one and there is no first-year general education program. However, the Transdisciplinary Studios program also allows students to collaborate with each other across different majors. Art Center College of Design partners up with companies and organizations in their Designmatters program to sponsor student projects that will make a real impact on the world. ArtCenter College of Design #7. California College of the Arts: Oakland, CA Statistics Undergraduate enrollment: 1,486Acceptance rate: 64%Average GPA: Not reportedAverage SAT score: Not reportedAverage ACT score: Not reported Special Requirements First-year applicants are asked to submit 10 to 20 images of their best work as a portfolio sample. Notable Facts The faculty is comprised of leaders in various artistic fields, and one-on-one attention is common (average student-teacher ratio is 8:1). CCA includes a First Year Program that introduces students to studio practice and incorporates a portfolio review at the end of the year to assess students’ readiness for the majors. There is also a First Year Student Exhibition every year. CCA offers numerous resources for professional development and networking in the arts that will help students to start fulfilling careers. #8. School of Visual Arts: New York, NY Statistics Undergraduate enrollment: 3,752Acceptance rate: 72%Average GPA: 3.3Average SAT score: Not reportedAverage ACT score: Not reported Special Requirements You will need to submit a statement of intent describing why you’re pursuing undergraduate study in the visual arts. You must also submit images of 15-20 pieces of your best work for your portfolio. You can decide to submit a film reel instead if you’re interested in studying film. Notable Facts There are three galleries at SVA that present over 50 exhibitions every year, so students have frequent opportunities to show their work. SVA has an Internship for Credit program that allows students to work with top creative agencies in New York City. The Digital Imaging Center and Print Lab offers extensive technological resources to students studying graphic design and advertising or enrolled in classes at the Center. School of Visual Arts #9. Parsons the New School for Design: New York, NY Statistics Undergraduate enrollment: 6,695Acceptance rate: 51%Average GPA: 3.4Average SAT score: 1200Average ACT score: 26 Special Requirements Prospective applicants must complete the â€Å"Parsons Challenge,† an artistic project exploring something that is usually overlooked in their environment. See the admissions site for more details on this. (I kind of want to do it just for kicks!) Applicants must also submit a portfolio of 8-12 pieces of recent artwork and an artist’s statement. Notable Facts Parsons incorporates digital arts strongly into its undergraduate curriculum, particularly in first-year coursework. Parsons also has a special first-year study program that teaches students to think creatively across different disciplines. With its location at the center of the New York art scene, this is a great place for students to explore different methods of art-making and learn how to turn their creative passion into a career. Parsons The New School for Design #10. Massachusetts College of Art and Design: Boston, MA Statistics Undergraduate enrollment: 1,931Acceptance rate: 71%Average GPA: 3.4Average SAT score: 1170Average ACT score: 24 Special Requirements You must submit a portfolio with 15-20 examples of your strongest and most recent artwork. You will also need to include a statement of purpose that describes you as an artist. Notable Facts MassArt is the nation’s first independent public college of art and design. The college has seven on-campus gallery spaces, routinely featuring work from students, faculty, and visiting artists. Degrees are offered in a wide variety of disciplines, from Industrial Design to Animation to Art Education. Massachusetts College of Art and Design Which Art School Is the Best Choice for You? All of the schools on this list will give you a great education in the arts, but some of them might be better fits than others for you and your interests. Location is a big factor to consider in deciding on the right art school for you. A few of these schools are located in the heart of New York City, which might be an awesome place for some students but an overwhelming place for others. Learn more about the differences between colleges in urban and rural environments. You should also consider the program offerings of each school. The School of Visual Arts, for example, is a great place for film majors. Parsons is a great place for students who are interested in fashion and digital arts. If you're still not sure exactly what you want to study in the arts, you should choose a school that has a first-year general education program and a strong advising system like California College of the Arts. If you are sure of what you want to study, you might choose a school like Art Center College of Design, which allows students to begin working in their chosen major from day one without any general education requirements. Admissions statistics are important as well. If your grades aren't spectacular, you should look for a school where admission is granted mainly based on artistic talent and a lower GPA and test scores won't ruin your chances. Some of these schools can be very competitive, but if you present an impressive portfolio, you can expect to have a shot at admission. What's Next? If you're planning on going to art school, you'll need to create a portfolio of your best work. Learn more about how to make a great portfolio that will impress your dream school. Interested in studying film? Read our article on how to get into film school. Are you worried about how your test scores might affect your chances of attending college? This article will tell you when SAT and ACT scores don't matter in the admissions process. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Globular Protein, X-ray Crystallography

Globular Protein, X-ray Crystallography _1265540470.bin PAGE PAGE 5 Globular protein, X-ray crystallographyGlobular protein, X-ray crystallographyStrategy to purify and characterize a globular protein from bacteriaA bacterium which is a microorganism has a storage f protein inside it. Escherichia coli are one of the bacteria which could be called as protein factory. The two important factors for purifying and characterizing the bacterium protein are the inclusion bodies and cellular metabolism. Some insoluble aggregates which are targeted by protein are called inclusion bodies. Cellular metabolism is directly influenced by the catalytic properties of protein. (Sorensen Mortensen, 2008)The amount of raw material and energy which is used for the maintenance of foreign DNA is known as metabolic burden, which is derived from the host metabolism. One of the most important factors which determine the ability of cell to produce a soluble recombinant protein is that there is no link between the metabolic burden and inclusion body formation but both of them are important.Structure showing the basepairing of 5'-GUC-3' to ...

International Relations Essay Example | Topics and Well Written Essays - 1000 words - 3

International Relations - Essay Example After the disintegration of the Soviet Union that led to the end of the Cold War, there was a general perception that the world had turned into a unipolar one on the political front, with America being the sole country that had the power to influence decisions by arm-twisting other countries into agreeing with it. However, while America and the Soviet Union were busy in propaganda and other activities of the Cold War, several countries which had been devastated by the Second World War or had acquired freedom from their colonial oppressors, were in the process of rebuilding their state. This has resulted in a situation where the world today has a number of important and powerful countries that have the military and economic might that enable them to be significant players in any process of decision-making in the world. The presence of various formations of countries such as SAARC, BRICS and others represent a shift from the political scene that was dominated by the NATO, which was dom inated by the USA. In the recent past, the summits that these formations conduct have attracted considerable attention from the world media that has recognized the shifts that the world has undergone, from bipolarity to unipolarity to the present situation which is of a multipolar world. This shift has also found expression in the increasing power that the G- 20 has acquired in determining the affairs of the world, as opposed to the earlier situation where the USA-dominated G-8 was more powerful in deciding on major issues that the international community was called on to look at. The growing power that has been exhibited by countries like China and India is also something that proves the multipolar nature of the world at this point of time. These two countries have both economic and military resources. China’s military might has been seen as a threat to the might of the USA. With huge populations, both these countries have armies that are large in number and with the steady improvement in the research capabilities of both these countries, the quality of their military is also not in question. Concerted and far-sighted plans that the governments of these countries had laid down for themselves have been rewarded with the military might that they enjoy today. Apart from this, both these countries also possess rates of economic growth that are staggering. China has maintained a rate of ten percent in its economic growth in the past decade, while India has been right behind them. In fact, China has overtaken Japan to become the second largest economy in the world. The social policies that these two countries have adopted are such that they would provide results only in the long run, since both of them have to deal with the difficulties of post-coloniality and damage to the local economy as a result of the Second World War. Another proof of the fact that we live in a multipolar world is the existence of the United Nations and its very structure, where the vo tes of a majority of the nations that are a part of it are required to push reforms through and take major decisions. The members of the permanent Security Council have the power to veto proposals that are brought to the notice of the Security Council. This creates a situation wherein a certain amount of power is invested in the hands of different powers of the world, thereby ensuring mutipolarity. The clamor that various countries such as Germany, South

Promoting Healthy Eating for Dementia in Residential Homes Essay

Promoting Healthy Eating for Dementia in Residential Homes - Essay Example In fact, individuals who are obese are also considered as malnourished. According to the World Health Organization (2000), malnutrition related to hunger is a life-threatening situtaion. Therefore, it can lead to a significant increase in morbidity and mortality rate. Considering the adverse health effects of malnutrition on patients with dementia, nurses who are assigned to take care of this group of patients should pay more attention to the importance of proper nutrition. The number of people with dementia is expected to increase throughout the United Kingdom (Knapp and Prince, 2007:22-23). For this reason, nurses should search for new ways on how they can improve the physical health of these patients. One of the best and most simple ways to improve the physical health of patients with dementia is to focus on how nurses can effectively promote healthy eating. By promoting healthy eating among patients with dementia, the nurses can protect the patients from becoming sicklier or more vulnerable to other types of illnesses. There are certain types of food that can help prevent the incidence of dementia. For example, vitamin B12 and Folate deficiencies are also associated with developing dementia and cognitive impairment (Bruce Fife, 2011). Fish like tuna, salmon, mackerel and herring is rich in Omega 3 fats. Based on a recent study, doctors suggest that eating fish at least once a week reduces the risk of developing dementia by 60% (McFadden, 2011), Since dementia is hereditary, continuous promotion of healthy eating can help public awareness against dementia. Thus, improving the healthcare practices throughout the United Kingdom. Nurses are the front-liners within a healthcare setting. This explains why most of the patients with dementia are being cared for by the nurses. One of the role and responsibilities of the nurses is to deliver a holistic care to their patients. Therefore, nurses who are currently working in a residential nursing home should continuousl y improve their knowledge and skills on how they can effectively promote a healthy eating lifestyle. 5.0 Literature Review General Facts about Dementia in UK Dementia is â€Å"a global impairment of cognitive function that usually is progressive and may be permanent; interferes with normal social and occupational activities† (Kozier et al., 2004:1449). In most cases, patients with dementia suffers from â€Å"a collection of symptoms, including a decline in memory, reasoning and communication skills, and a gradual loss of skills needed to carry out daily activities† (Knapp and Prince, 2007:2). Patients with dementia are prone to suffer from the rising levels of severe illness coupled with reduced sensory function of taste, smell, and teeth which negatively impacts on the nutritional needs of the patient (Linda, 2005: 221-245). This explains why most of the elderly patients who were diagnosed with dementia are less likely to eat properly as compared to patients with deme ntia who are still young or in the adulthood stage. Furthermore, several studies mentioned that a significant decrease in the metabolic process of elderly patients can also lead to other health complications that are