The Role of Separation

Appointing a mission-wise Chair: Role separation resolves a potential conflict of interest arising from the fact that the CEO is the primary manager of a company and the chairman is the head of the board, which oversees management (Hodgeson, 2014). Separating the roles strengthens the system of checks and balances and enhances the appearance of board independence. Splitting the roles is widely considered to be a best practice in corporate governance, though its benefits remain controversial in some circles, notably in parts of the mainstream, corporate America. (Tonello, 2011). The mission relevance of the chair's role has long been recognized in the non-profit sector where facilitating mission delivery, through managing and organizing the governing board's mission-related work, has always been central to the chair's role (Akpeki, 2006). Appointing a new board chair, then, may come to be seen as a potential milestone for mission preservation in social entrepreneurships. The chair's role is central to successful corporate governance, and the influence of the person fulfilling this role can be critical to the maintenance of mission within thriving social entrepreneurship. It stands to reason that, through choosing a chair who understands and backs the social mission, organizations can strengthen mission stewardship in the boardroom and thus help avert mission drift. Commitment to carrying the torch of the mission is only a starting point for a chair. The chair's skills, personality, and behavior will determine his or her effectiveness. A capable chair should come with first-hand knowledge of the sector or industry the business is operating in, proven leadership skills and an understanding of board process. In social entrepreneurships, the chair will also need a firm grasp of mission in the practical sense, experience in delivering mission in a business context and a commitment to ensuring that mission has its place in board discussion and decision-making at every level (Shekshnia ; Rowley, 2014). A mission-capable chair will know how to keep the mission on the agenda, how to generate productive group discussion around mission and how to foster a positive board culture with a shared sense of purpose.

Genetically modified food Essay

War, famine, disease, hate, overpopulation; these are all constant struggles that humanity must face every day. How to address these problems so that the world will be able to continue in a stable, productive way is constantly on the minds of scientist, politicians, peacekeepers and the everyday person. The issue I’m choosing to discuss is starvation. With our population ever increasing, how are we going to provide billions of people the proper nutrition? Do we continue using the farming traditions of the past, or do we look to technological advancements and genetic modification for the answers? With technology ever changing, our knowledge of genetics is growing and all the while farmland shrinking. When farmers are producing less harvest per year and having to use more and more pesticides to keep their crops alive, exploring the possibilities of genetic modification (GM) within food is a wise choice. In fact, I’d say it was the way of the future. GM foods have several benefits and in many ways are better and more efficient than sustainable agriculture crops. Scientists have been studying agricultural biotechnology for decades, looking for the best ways to advance our lives. It involves many complex procedures such as moving key genes from one organism to another, crosspollination and selective breeding of plants. These and other processes create beneficial traits within the plant species that allow it to grow and survive better than standard, farm grown produce. Some plants have become resistant to disease and can actually repel potentially devastating insects; this removes the necessity for pesticides. Sustainable agriculture is the other proposed solution to solving the world’s food crisis. Sustainable agriculturists believe that with proper irrigation methods, natural fertilizers and insecticides crops of equal yield can be produced, matching that of bioengineered foods. GM food products are already a part of our every day life. â€Å"Recent estimates show that 60-70% of foods in the U. S. markets contain GE ingredients, meaning they contain at least a small quantity of some crop that has been genetically engineered. (Genetically Modified Food & Human Health). † As our knowledge grows and technology advances they will only become more integrated into our society. Biotechnology has the possibility to remove harmful allergens by altering the plant’s protein structure. â€Å"†¦ Genetic modification can be used to remove or change proteins that are known allergens in plant foods such as the soybean. Recent research has demonstrated that a particular protein causing soybean allergies can be eliminated by modern biotechnology. (Genetically Modified Food & Human Health). † â€Å"†¦ Vast areas of irrigated land have become waterlogged. Chemical fertilizers have run off into rivers and lakes causing ugly, slimy blooms of algae. Crop diseases such as late blight in potatoes, the virulent fungus responsible for the Irish famine, appear to be spreading again†¦ (Will the World Starve? : Feast and Famine)† These are only some of the effects from poor attempts at sustainable agriculture. As afore mentioned, with GM, crops can be made resistant to disease, able to grow faster and stronger, and without the need of harmful chemical fertilizers or pesticides (Will the World Starve? : Feast and Famine). As our population grows exponentially and our farmable land is continuously being reduced we need to find a solution that takes up less space while at the same time providing quality food in the amounts required. Less farmland is available due to commercialization and soil nutrient atrophy. This doesn’t mean that other plots couldn’t be converted into farmland. â€Å"Farm acreage could increase by 10% over the next 40 years†¦ †¦ In many cases it would mean destroying forests or other sensitive habitats†¦ (Will the World Starve? : Feast and Famine). † Protagonists of sustainable agriculture argue that GM foods are unhealthy, unsafe to eat and may have adverse effects in the future. They say that the problem isn’t a lack of food, it’s the poor countries inability to afford the necessary provisions. They also say that, â€Å"If done properly†¦ † sustainable agriculture will be sufficient enough. In response, â€Å"Currently, genetically modified foods on the market are considered safe to eat and no adverse effects have been reported since their introduction in 1995 (Genetically Modified Food & Human Health). † In the short term, GM research will be expensive and costs will need to be recouped from the consumer, but in the long run food will last longer, be more nutritious and cost less to grow greater yields. Once we are able to make this technology available to third world countries at an affordable rate they will be able to prosper more rapidly than if they were to keep using the old sustainable agriculture methods. The process of sustainable agriculture requires a large amount of land and skilled farmers and laborers. If done improperly the land will quickly loose its ability to sustain life. This would require farmers to have much more education in the areas of irrigation, natural pesticides and herbicides, as well as increased research on global climate conditions and the future of these necessities. Why require all this ever-changing knowledge and research when we can create a nutritional plant that is doesn’t require these processes and is immune to natural hazards? In the long run, this would seem the better decision. Though we are still in the early stages of genetic modification, I believe that this is a science with unlimited possibilities which will inevitably benefit mankind in many ways. Discovering and learning about new processes takes time, funding, caution and diligence. The art of farming has been around for centuries and the process has worked in the past, but now today’s society has different necessities and newer knowledge. The past is just that, the past. It’s now time to meet the future.

Feminism in a Doll House Essay

Feminism in A Doll House In Henrik Ibsen’s A Doll House Nora Helmer is a prime example of a woman’s role in the 19th century, that being that she was more for show than anything else. Nora’s husband, Torvald, treats his wife like a living doll and uses pet names for her rather than her actual name further establishing her position as nothing more than a toy. For Torvald. Nora’s purpose in her own home is to be subservient in a mental capacity as her husband often regards her more as a child than an adult by punishing her for simple, silly matters such as eating sweets. This treatment, however, is not new for Nora as it is revealed that her father treated her quite similarly. When the play opens Nora has just returned from Christmas shopping and we are given a description of her home, â€Å"A comfortable room, tastefully but not expensive furnished. † (Doll act I). Further explanation reveals details which tell the audience that the financial situation for Nora and Torvald is good. As with most things the Helmer home is nothing more than a facade for Nora. One author says, â€Å" [T]he house is a mere container, or doll’s house, for Nora, who spends her time entertaining or nervously accommodating (as her nickname â€Å"the squirrel† implies) her demanding husband — rather than decorating, designing, or even â€Å"taking charge of† her own life† (Connie Pedoto). It’s from this that the reader first gets the idea that appearance means a lot to the Helmer family. Early on it is made very evident through the conversation with husband that she is meant to be the face of their marriage. Ibsen introduces the fact that Nora is not allowed sweets; something that seems strange in this day and age, but in the 19th century was not uncommon. It shows the power a husband had over his wife in that time as well as the submissive behavior women adopted in order to have a proper marriage. Ibsen also reveals that Nora and Torvald’s children have been raised by a nanny their whole lives further establishing Nora’s role as a trophy. Because Nora has been absent in the role of raising her children it is safe to say that she did not have the ability to be a proper mother, ot because she did not love her children, but because she never had the chance to be a proper mother. When she is showing Torvald all of the wonderful toys she has purchased for their children it is obvious that her excitement stems from the fact that it is the only thing she can do in order to show her love to them. This can be compared to Nora’s belief that money fixes everything and this is shown when the author writes â€Å"Yes, yes, it will. But come here and let me show you what I have bought. And all so cheap! Look, here is a new suit for Ivar, and a sword; and a horse and a trumpet for Bob; and a doll and dolly’s bedstead for Emmy,–they are very plain, but anyway she will soon break them in pieces. And here are dress-lengths and handkerchiefs for the maids; old Anne ought really to have something better† (Doll act I). Though the Helmer’s have not always had money to spend in such a manner it is obvious that Nora has taken this newfound fortune as a way to express her love and gratitude to those around her through gifts rather than words or physical affection. When Mrs. Linde is introduced the readers are given a different view of women in this society. Nora must hide every crime she has committed, whether that be the forgery of her father’s signature or sneaking a macaroon, because she is married, while Mrs. Linde no longer has a husband to answer to. Mrs. Linde is treated quite differently than Nora as she is widowed and because of that the expectations that are placed on married women no longer apply to her. She is given the opportunity to work at a bank in the position that was once held by Krogstad. This is surprising as during this time it was the peak of women’s suffrage and women were not usually allowed to hold positions that a man did let alone replace one. When Nora sees the freedom that her childhood friend has acquired upon losing her husband the resolve she had in keeping her secret about the forgery begins to wane though the audience does not see this until much later. Torvald’s treatment of Nora may seem harsh in comparison to the relationship between husband and wife these days, but at the time it was very common. This is why Nora plays along and enjoys the little games her husband plays with her. At the end of the play Nora’s misdeeds come to light and she is forced to admit what she has done. Trovald reacts as expected and verbally abuses her before deciding that the matter should be forgotten, all is forgiven and they will go back to their normal lives. It is at this point that Nora realizes that the life and marriage she has been fighting so hard to protect by keeping her secret from coming to light is beyond saving. Though she this is not the first time she has defied her husband this is the first time she has done so without trying to conceal the act. When she decides to leave it is obvious that it is a shock to Torvald, whom has always believed his wife to be obedient, especially when he gives her the chance to forget all about it. It is also shocking for the audience as up to this point Nora has made it quite clear that she believes she would die without the financial support of her husband. Nora was a typical wife in the 19th century. Nothing she did was uncommon and the fact that she came to see the truth about her marriage speaks volumes about the times and political issues surrounding women in those times. Joan Tempelton, author of Ibsen’s Women, says â€Å"Nora’s doll house and exit from it have long been principal international symbols for women’s issues† (111). At the beginning of the play the audience would never expect Nora to make such a bold choice as to leave her husband and children, but as other characters are introduced their help or, in Krogstad’s case, blackmail leads her to the decision that she and her family would be better off without her as she has realized her true role in her marriage which is that she doesn’t have one. She is nothing more than a living doll in her own home and it took her husband discovering the truth, that his wife is no as obedient as he believes, to bring her to this conclusion. Mrs. Linde is the opposite of Nora. She shows the freedom s of a woman not married. Though times are hard for her as she was left with no money it is obvious that she prefers it that way. For Mrs. Linde marriage was financial security, but now that that has been taken from her she takes it upon herself to find a job and uses the friendship she has with Nora, whom is still married and subservient to her husband, in the hopes that she will be able to coax Torvald into getting Mrs. Linde a job. Nora does this as a favor to a friend, but when Krogstad threatens to reveal the truth about the forgery Nora is quick to beg Torvald not to give Mrs. Linde the position that formerly belonged to Krogstad. She does his because, as a woman, she knows men to be the more dominant sex and fully expects him to go through with it. It is surprising to see Torvald deny Nora’s request, not because she is his wife, but because Mrs. Linde is a woman and it was no very common in the 19th century to be chosen for a job over a man. Feminism is a large part of Henrik Ibsen’s A Doll House and perfectly portrays the role of women in the 19th century. Through Nora’s journey of self-discovery she realizes that her father had treated her like a delicate china doll just as her husband does now that she is a full grown adult and at the conclusion of the play she takes it upon herself to break from that cycle and become her own person. Like Mrs. Linde Nora takes this opportunity to become her own person and frees herself from her controlling marriage.

ENC 1101 Using Gilbert and at least one other author weve read this Essay

ENC 1101 Using Gilbert and at least one other author weve read this semester, write an in which you propose the strategies a college student should employ to successfully choose a career path - Essay Example For students to have a successful career in the future, it is important that they choose the careers with much caution. Students can apply several strategies when choosing the careers to ensure that they are successful in the future. People hold the beliefs that when one has money and wealth, they will be happy. This belief passes from generations to generations. Students get the beliefs that by working hard, they will get a lot of money and be happy. This has an effect in career choice for students, as they choose careers that will earn them a lot of money and be happy. Super- replicators influence the way of thinking of the students, in that they make students believe in what they have achieved in their lives. Students take super-replicators as their role models and choose their careers depending on the latter are advice. Ego-centered networks have the ability to produce super-replicators (Gilbert 171). This is because; they have their own means of transmission from generations to generations. Their proportions increase over time thus creating super-replicator and becoming dominant over other networks. Happiness also plays an extremely significant role in career choice, as students want to choose careers that will make them lots of money and wealth. They believe with money and wealth they will have a happy future. One way for a student can choose a successful career is through other people’s experiences. Students should seek advice from the teachers as to the best careers available in the market. As hard as it is to predict and envision the future, the teacher should be able to give guidance to the students. Even when students have ideas of the careers they want to pursue, they should still ask the guidance of a teacher. This is because; they can be able to get lessons from the experience the teachers went through when growing up rather than trying to figure out everything on their own. Moreover, the teachers will advice the

Proposal Draft-Terence Coursework Example | Topics and Well Written Essays - 3000 words

Proposal Draft-Terence - Coursework Example One demographic routinely passed over when it comes to the benefits conferred by technology: senior citizens. While senior citizens could easily benefit from technology in the sense of improved health care and social outcomes, they have trouble adjusting to it. The compelling evidence in the literature suggests technology is less of a cultural resistance and more of a fundamental lack of accessible training and literacy. The old generation is incapable of acquiring the computer skills. The elderly population, today, did not have computers taught in school (Wood, 2010). The modern world requires everyone to possess basic computer skills. When computer access is necessary to acquire information, senior citizens find difficulty when lacking computer skills (Wood, 2010). Computer technology services may include obtaining government services such as pay slips, banking services, and accessing the performance of their children in school (Suntanto, 2012). The elderly population should learn computers because computers are necessary for adapting to modern society. A cursory examination of the issue introduced above reveals a number of compelling studies provide a meaningful overview of the situation as it stands and its most significant social factors. An examination undertaken in 2011 carried out a survey of large random sampling of senior citizens in order to gauge their views towards interaction with information technology (McMurtrey, 2011). McMurtrey (2011) reveal an important point: even if senior citizens do want to learn how to interface with information technology the restriction of access to training or education. Resistance is an issue, which must consider other studies have chosen to look at the issue (Gilly, 2012). The primary obstacle to acceptance seemed to be the usage: lack of support stemming from a lack of available training and

Watercolor Prints Essay Example | Topics and Well Written Essays - 250 words

Watercolor Prints - Essay Example The procedures for this class are; Step 1: Children will sit down on the floor (white coloring sheets on the floor) instead of having a canvas in front of them. (Children will not get tired holding their hands in the air). Step 2: Asked to brush colors on canvas without any restrictions Step 3: teacher will go up to each student and tell them specific points about their painting so they could make it better. Step 4: Let them be. Let them use their imaginations and create whatever pleases them. Step 5: they will be briefed about specifics of painting later so they would take short notes. Step 6: They are supposed to write about their own piece. Step 7: Next day, they are supposed to repeat the process in the hopes of improvement. Purposes of the Lesson The purpose of the lesson is to teach students how to read and express emotions through water painting. Estimated Duration Estimated duration for this course is 5 days; daily 4pm to 10pm. Pre- Assessment Just the basic understanding of water colors would be considered sufficient to enroll in this class. The thing about this class is not much about teaching but letting students express themselves through water paintings.

Portfolio 6 - Lesson Plan Essay Example | Topics and Well Written Essays - 750 words

Portfolio 6 - Lesson Plan - Essay Example Books and computers will be utilized in order to help the student gain an idea of the type of Khattai he or she would like to make. Students will then trace books or print copies of Khattai with carbon paper. Traced image will then be put on to cardboard. This will be done by putting the carbon paper on the over-head projector. This allows the image to project so students may produce larger productions. Task 2: Students will go over traced image on cardboard with marker. Students will need to be able to touch up all missed spots. Traced image will then be checked and then cut out from the card-board. The cut out will have aluminium foil placed over it. Tape will then be placed over cut out and allowed to dry. Clean up and/or pack up: Students will clean up materials. As this lesson is done in three stages, students will put their materials in their box assigned per table. Boxes will then be stored in the area designated for their class. 2. It will help to think of the Lesson Plan as the script for a face-to-face encounter with your class. Therefore each time you list an action or directive you need to be clear why you are doing this and specify how it will be achieved. This may lead to further lesson

Race culture and identity Essay Example | Topics and Well Written Essays - 4000 words

Race culture and identity - Essay Example However, a few scenes later, the same â€Å"gang† member turns up to the police station with the murder weapon. The audience is informed by the prosecution that the â€Å"gang† member is really a concerned citizen who is doing his civic duty to protect the neighbourhood, and Will is left looking, first, shocked, and second, disappointed. Yet, there is no feeling of guilt that registers on Will’s face, the guilt in automatically assuming that this group of black youths can be nothing more than gang-bangers and criminals. What I found particularly challenging about this episode is that, even when the black youth turns out to be an honest citizen, the staging of the scene encourages the audience to sympathize with the lawyers for having accidentally lead the police to the weapon, rather than expressing outrage at the socially constructing binary between the good white man and the bad black man. The reality, which depicts the white man breaking the law and the black man upholding it, is of little importance. In this context, the reality of individual actions is obscured by the construction of race, which posits Whiteness as pure, correct, righteous, and universally good, and Blackness as dirty, illegal, deceptive, criminal, and inherently bad. It is in critically analyzing this construction of Whiteness that will enable a clearer understanding of how power, dominance, and influence continue to be held in white hands. Since the Civil Rights Movement, there have been subsequent movements created to analyze the construction of race, and how these constructions are entrenched and maintained. One of the first movements to emerge was Critical Legal Scholars (CLS), which sought to expose the inconsistencies in legal doctrine to show how these... Since the Civil Rights Movement, there have been subsequent movements created to analyze the construction of race, and how these constructions are entrenched and maintained. One of the first movements to emerge was Critical Legal Scholars (CLS), which sought to expose the inconsistencies in legal doctrine to show how these inconsistencies serve to maintain the class structure of a society; this school of thought relies heavily on the Gramscian concept of ‘hegemony’, in which certain groups have used social, political, legal, etc. mechanisms to center their values, ideas, and perspectives as the hegemonic ideology. Through the imperial project, Whiteness has become enshrined as the dominant or superior race that has remained relatively unchallenged until present; therefore, the past several centuries have witnessed a radical transformation in inter-racial relations, which went from relative cultural and ethnic isolation to the world that has been shaped into a racial hier archy where whiteness occupies the top and blackness the bottom. Although CLS investigated the multiple systems that constructed whiteness as the center, it did not sufficiently discuss how the power of whiteness stems from its ability to cast itself as invisible and universal, which is a central point of analysis in Critical Race Theory (CRT) and Critical Whiteness Studies.

Comparison of Oil and Alternative Energy Sources Research Paper

Comparison of Oil and Alternative Energy Sources - Research Paper Example This makes it an abundant resource that can sustain various energy requirements around the world. Also, when the appropriate technology is put in place in a given area, it is fairly easy for oil to be explored in perpetuity with little additional costs. Although oil machinery and infrastructure is expensive, when they are set up, they can extract crude oil at costs at as low as $2 per barrel. With a high market rate of between $30 and $100, the profit margins are always high for these petroleum companies and they recover their costs in a short time. It must also be pointed that there are two inherent weaknesses in the use of oil. First of all, oil is a non-renewable energy source. This means that once it is extracted from the earth, it cannot be replaced. As such, it is prone to exhaustion. This implies that there will be a time where oil will no more be available to people in the world. Nagle and Guinness (2011 p364) indicate that the International Agency has identified that peak oi will occur in the period between 2013 and 2037. In other words, within this timeframe, oil production will be at the highest levels. And due to declining levels of oil reserves around the world, oil production will begin to fall after this time. This means that the levels of oil will fall in the near future after oil reserves are used up. It is speculated that based on current production levels, known oil reserves will run out between 15 and 80 years (Nagle and Guinness, 2011 p364). Although these figures might be generated through pessimistic estimates, there is a genuine cause for alarm, because if production continues, it is a known fact that oil reserves are going to run out. This therefore presents a strong case for the identification and exploitation of alternative sources of energy. Also, oil leads to high carbon emissions which lead to global warming and climate change (May and Caron, 2009). This is because the oil taken from the earth directly, known as crude oil needs to be refined. In refining crude oil, it needs to be burnt at high temperatures in the process of fractional distillation. This leads to high degrees of emissions into the atmosphere. Also, the usage of oil in cars and other machines leads to combustion which causes the emission of high degrees of pollutants into the atmosphere. These pollutants get into the atmosphere and modify the character of the ozone layer. This leads to a situation where the ozone layer traps the reflection and release of heat from the earth into space. Due to this, the temperature in the world becomes high and this affects the balance in the natural environment. These two inherent weaknesses present compelling case for the introduction of a new and more efficient method of satisfying the energy needs. Research Framework This paper explores the research question: Are alternative energy sources the answer to ending human dependence on oil? In answering this research question, the writer will address the following objectives: 1. A critical analysis of alternative energy sources. 2. A comparison of the alternative energy sources to oil. 3. An evaluation of how appropriately the alternative energy sources could be used in lieu of oil. Alternative Energy Sources Turk and Bensel (2011 p252) identify a paradox relating to the dangers of using fossil fuels and oil. They state that: â€Å"Can the global society make the massive shift to using windmills, solar panels and other renewable

Chemical kinetics is the investigation Essay Example for Free

Chemical kinetics is the investigation Essay The rates at which chemical reactions occur, it is very important as it enables the exploration of reaction mechanism. Even the simplest chemical may consist of a complex sequence of events. Thus, it is customary practice to simplify matters by devising experiment in which, effectively, the concentration of one species only is changing. In this experiment, reactants of different volumes are given, iodine stored in KI(aq) solution is first mixed with given volume of sulphuric acid, acetone and distilled water into a flask. Students are to be worked in pairs. Our group carried out experiment 2 (20cm3 of Acetone) and only experiment 1, 2 and 3 were underwent in our class. Group(Experiment): 1 The flask of mixture is placed in a thermostat. At a fix time interval, portions of mixture are added to a flask containing NaHCO3 solution. Since iodine reacted with acetone to give I- ions, the solution is then titrated against sodium thiosulphate solution, the amount of iodine molecules remained after reaction with acetone are reacted with sodium thiosulphate to give I- ions. At a fixed time interval, the procedure is repeated, thus the reaction rate can be determined by monitoring the volume of titre in each titration. In the experiment, the NaHCO3 is used as a quenching material to quench the reaction of iodine with acetone. CH3COCH3 + I2 CH3COCH2I + H+ +I- I2 (aq) + 2S2O32- (aq) 2I- (aq) + S4O62- (aq). Requirements:0. 02M I2 dissolved in aqueous KI solution 1. 0M acetone dissolved in water 1. 0M sulphuric acid 0. 5M sodium bicarbonate solution Very dilute sodium thiosulphate 25 cm3 pipette 10 cm3 pipette At least 5 clean, dry conical flasks Water trough Burette Measuring cylinder 100cm3 beakers Procedures: ( for pair 2) 25. 0cm3 of sulphuric acid and 20. 0 cm3 of acetone solution were mixed together with 5. 0 cm3 of distilled water into a clean by using 25cm3 pipette and 10 cm3 pipette, dry conical flask, labeled flask B. The flask was stoppered and placed in a thermostat at 25? (water bath). 50.0 cm3 of iodine in KI solution was added in another clean, dry conical flask by using a 25cm3 pipette, labeled flask B. The burette was filled with sodium thiosulphate solution. 10 cm3 portions of the NaHCO3 solution was added into each of three conical flask. The contents of flasks A and B were mixed thoroughly and a stopclock was started at once. The flask containing the reaction mixture was reclamped in the thermostat. The temperature of the mixture was checked carefully, and after about 5 minutes, 10 cm3 of the reaction mixture was pipetted into one of the flask containing the NaHCO3 solution, time at which the act was done was noted. The contents of the flask were mixed thoroughly and the mixture was then titrated against sodium thiosulphate solution. When the mixture was nearly colourless, two or three drops of a fresh starch solution were added and then the titration was continues until one drop of the sodium thiosulphate solution discharged the blue starch – iodine complex colour. After about 10, 15, 20 and 30 minutes, further 10 cm3 portions of the reaction mixture were withdrew from the thermostat and the above procedure was carried out each time. All times and titration data were recorded. Data and Analysis: Graph2 ( please refer to the graph paper attached) The table below shows the volume of sodium thiosulphate solution used against time. ( data for graph 1) Time started/ min 6:00 12:30 18:00 21:00 24:00 27:00 Final reading/ cm3 39. 55 29. 50 43. 90 28. 95 42. 65 32. 60 Initial reading/ cm3 23. 15 14. 20 29. 50 14. 75 28. 95 19. 70 Titre/cm3 16. 40 15. 30 14. 40 14. 20 13. 70 12. 90 Temperature readings remain constant during the experiment: 22. 5?. Analysis: From the table, it was noticed that the amount of sodium thiosulphate solution used is directly proportional to the concentration of the remaining iodine. The slope of graph 1 equals to the negative value of the rate of reaction, it implies that iodine concentration drops at a uniform rate. Therefore, rate of change of the iodine concentration is independent of iodine concentration. The reaction of iodine with acetone is zero order with respect to I2. Graph2 ( please refer to the graph paper attached) By combining the results of Group 1, 2 and 3 class results are obtained. The data is used to plot Graph II: rate of reaction against the volume of acetone added. Volume of acetone/ cm3 25. 0 20. 0 15. 0 Analysis: Data marked with ( ) are abandoned because of its great deviation form the estimated value. With the rate of reaction increases with increasing volume of acetone together with a straight line passing through origin, the reaction of iodine with acetone is in first order with respect to acetone. Volume of mixture left = 47 cm3 Observations: Iodine solution was reddish brown in color while the other reactants are colourless. Gaseous bubbles were evolved when the reaction mixture is mixed with NaHCO3.due to formation of carbon dioxide gas. 2NaHCO3(aq) + H2SO4(aq) Na2SO4(aq) + 2CO2(g) + 2H2O(l) During the titration process, the colour of the mixture containing iodine changed from reddish brown to straw yellow gradually. Once the mixture reached the straw yellow colour, 2-3 drops of starch solution were added into the mixture. The colour turned to dark blue, the solution became colourless after several more drops of sodium thiosulphate were added. Precautions: For mixing the content of flasks A and B, the solution should be transferred alternately between two flasks for 2 – 3 times. The solution is to swirled gently to allow the content inside to mix throughly. Conclusion: For a straight line passing through origin obtained in Graph II and a linear decreasing graph is in Graph I, the reaction of iodine with acetone was to be found in first order with respect to acetone and zero order with respect to I2. Discussion: The experiment cannot be conducted with more than one variable amounts reactions. For reaction more than one reactant, only the concentration of the reactant under investigated (acetone) changes, and the other reactants remain unchanged.

Female Artistic Gymnasts Caloric And Nutrient Intake

Female Artistic Gymnasts Caloric And Nutrient Intake Proper caloric and macro and micro nutrients intake has a significant influence in athletic performance among female artistic gymnasts (Applegate, 2001). Appropriate nutrition is an important portion of a female artistic gymnasts training program because it provides the energy required by the body for optimizing performance during practice sessions and competitions (Achten et al., 2004). Following an adequate diet during the years gymnasts are engaged in extraneous exercise routines contributes for maintaining a healthy life after their athletic careers, delaying the effects of aging (Beals, 2002). Also, a balanced diet improves the immune system and enhances a persons ability to concentrate (Applegate, 2001). Although appropriate diet is extremely important for athletes, female artistic gymnasts are a group predominantly predisposed for engaging in unhealthy eating behaviors for weight management purposes (Benson Gillie, 2001). In addition to the typical social pressure placed on females in general to be thin seen in the Western culture, these athletes are part of an environment that focuses on their bodies appearance (Nutter, 2000). Factors such as pressure from coaches, comparison with teammates, performance demands, aesthetics concerns, and physique-revealing uniforms are positively related to an increase in weight control practices in the sport context that female artistic gymnasts are inserted in (Yoon, 2002). Also, different researchers support the idea that the sport setting may contribute to heighten anxiety related to maintain a perfect body image and promote pathogenic eating behaviors among female gymnasts (Beals, 2002; Soares Ribeiro, 2002). The most common weight control practices observed among female artistic gymnasts are fasting and extremely low calorie intake (Phillips, 2004). Other methods include self-induced vomiting and the use of diet pills, diuretics, and laxatives (Hassapidou Manstrantoni, 2001). Extremely low energy intake is associated with delayed puberty, growth problems, and amenorrhea, which has been shown to affect bone development among women (Beals, 2002). In spite of the unquestionable importance of a balanced diet in terms of energy requirements and macro and micro nutrients for female artistic gymnasts, various researchers have demonstrated that there is a substantial lack of information about sport nutrition among artistic gymnastic coaches and athletes (Ziegler, Jonnalagadda, Lawrence, 2001; Yoon, 2002). According to Beals (2002), it is not rare to find gymnasts with erroneous ideas about sport nutrition who engage in extremely low calorie diets in order to lose weight and modify their body composition and appearance (p.1934). The interest in analyzing the food intake of female artistic gymnasts is attributed to the fact that even with evidences proving the importance of proper nutrition for athletic performance, many gymnasts neglect following a balanced diet. Many times, inappropriate weight control methods are adopted because of the lack of information about sports nutrition and/or constant concern about reaching a specific body composition (Applegate, 2001). Therefore, an analysis of the eating habits of female artistic gymnasts should be conducted in order to determine if their diet contains the proper amounts of calories and macro and micro nutrients. 1.1 Statement of the Problem Appropriate nutrition is a key component on the athletic performance of female artistic gymnasts (Phillips, 2004). However, many athletes tend to adopt inadequate weight control practices that end up compromising their diet as a result of the constant concern with body composition and image (Burke, Gollan, Read, 2001). Therefore, the goal of this paper is to answer the following question: On average, do females artistic gymnasts have a proper caloric and macro and micro nutrient intake based on their nutritional needs? CHAPTER II LITERATURE REVIEW 2.1 Artistic Gymnastics According to the International Federation of Gymnastics, artistic gymnastics, also known as Olympic gymnastics is a sport in which athletes perform a set of exercises in different events. The movements of the gymnasts must be elegant and demonstrate strength, agility, flexibility, coordination, balance and control of the body. The events present in womens artistic gymnastics are vault, uneven bars, balance beams, and floor. In 1881 the International Gymnastics Federation was founded and womens artistic gymnastics entered the Olympics as a team event in 1928. After that, the participation of womens teams in international gymnastics competitions gradually increased. 2.2 Body Composition Body composition measurements are used to describe fat, bone, and muscle percentages in the human body (Berger Shenkin, 2006). It is basically measured in terms of body fat percentage, which can influence athletic performance during competitions and training sessions (Applegate, 2001). Athletic performance in gymnastic is, to a large extent, dependent on the athletes ability to sustain power (both anaerobically and aerobically) and to overcome resistance. Both of these factors are interrelated with the athletes body composition (Burke et al., 2001). Gymnasts with a higher body fat percentage than the desirable may be more prone to injury when performing difficult skills than athletes with a more optimal body composition. Also, excessive body fat can reduce speed and increase the metabolic cost of an action (Nieman et al, 2001). A high lean body mass, which is the sum of the nonfat parts of the human body like muscle, organs, blood and water, may aid athletic performance by improving the strength-to-weight ratio. A higher percentage of lean mass facilitate power production (Jonnalagadda, Nelson, Lawrence, Bacick, 2002). A low body fat content also helps performance by lowering the resistance because the smaller the body profile, the less resistance the body is likely to produce. For example, a gymnast who weighs 110 pounds (50 kilograms) and is 5 feet (152 centimeters) tall with a body fat percentage of 15 percent will have a lower air resistance tumbling through the air than a gymnast with the same weight and height but with a body fat percentage of 20 percent (Burke et al., 2001). However, many gymnasts when attempting to achieve an optimal body composition use counterproductive methods (Economos, Bortz, Nelson, 2003). Diets and excessive training often result in such a severe energy deficit that, although total body mass may be reduced, the constituents of weight also change, commonly with a lower muscle and a relatively higher fat percentage (Singh, Evans, Gallagher, Deuster, 2003). The resulting higher body fat and lower muscle mass is associated with performance reduction that motivates the athlete to follow regimens that produce even greater energy deficits, which can place gymnasts at serious health risk (Nutter, 2000). 2.3 Macronutrients There are two types of essential nutrients, macronutrients and micronutrients.   Carbohydrates, proteins, and lipids are the three types of macronutrients (Burke et al., 2001). Macronutrients are the substrates required to maintain the different energy systems responsible for energy production in the body. Each macronutrient produces distinct amounts of energy and plays a unique role during extraneous physical activity (Baechle Earle, 2008). In general, in a balanced diet 55-75% of the total energy comes from carbohydrates, 12-15 % from proteins and 25-30 % from lipids (p.74). A diet should be adjusted to the specific needs of each gymnast. Many aspects should be considered when prescribing a diet to an athlete, such as weight, height, sex, body fat percentage, age, metabolism and the type, frequency, intensity, and duration of training (Nutter, 2000). 2.3.1 Carbohydrates Carbohydrates are the most important source of energy for athletes because they provide adenosine triphosphate (ATP) for muscle contractions (Baechle Earle, 2008). Once ingested, carbohydrates are broken down into smaller sugars, such as glucose, that are absorbed by the body and utilized as energy (p.76). Glucose molecules that are not immediately needed, get stored in the muscles and liver in the form of glycogen. Glycogen forms an energy reserve that can be quickly mobilized to meet a sudden need for glucose (Phillips, 2004). In the liver cells, glycogen can compose up to 8% of the fresh weight (100-120  g in an adult) soon after a meal. Only the glycogen stored in the liver can be made accessible to other organs. In the muscle, glycogen is found in a much lower concentration (1% to 2% of the muscle mass), but the total amount exceeds that in the liver (Baerchle Earle, 2008). Since ATP and muscle glycogen are immediately accessible in the muscle, they are the main fuels utilized for short and intense bouts of exercise, such as the ones performed by gymnasts (p.90). A short duration and high intensity exercise period is classified as an anaerobic, which utilizes primarily anaerobic pathways for energy production (without oxygen). There are two types of anaerobic energy systems: ATP and creatine phosphate (phosphagen) system and anaerobic glycolysis (p.80). Creatine phosphate molecules, which quickly re-synthesize ATP in the muscle cells, are stored in very limited quantities (Ziegler et al., 2001). So, the phosphagen energy system can only provide fuel for the muscle for approximately thirty seconds. After that, energy will be primarily produced by the anaerobic glycolysis process (Singh et al., 2003). Anaerobic glycolysis exclusively uses glucose as a fuel in the absence of oxygen or more specifically, when ATP is needed at rates that exceed those provide d by aerobic metabolism (energy production with oxygen). The result of rapid glucose breakdown is the formation of lactate (Baerchle Earle, 2008). According to Singh et al (2003), glycogen has four main purposes in the body: functioning as a source of energy for muscles, sparing protein consumption, working as metabolic activator, and providing fuel for the brain (p.329). Muscular glycogen depletion leads to lower levels of blood glucose and liver glycogen (Singh et al., 2003). During prolonged physical activity, insulin secretion from the pancreas decreases, while glucagon and catecholamine concentrations in the blood increase. Catecholamine are hormones (adrenaline, noradrenalide and dopamine) released by the adrenal gland. Together with glucagon they stimulate the breakdown of liver glycogen, a process called glycogenolysis (Achten et al, 2004). When glycogen storages reach a very low level, energy is originated from gluconeogenesis, an energy production process in which amino acids, lactate, and glycerol are converted into ATP for muscle contraction (Baechle Earle, 2008). This process becomes an important source of energy during periods of prolonged exercise and low carbohydrate intake. In extreme condition, gluconeogenesis can cause a significant reduction in the lean body mass, which is associated with higher production of nitrogenous wastes (bi-products of protein breakdown) (Jonnalagadda et al., 2002). One way of classifying carbohydrates is based on the glycemic index (GI), which is a measure of the effect of a carbohydrate rich food on blood glucose levels relative to glucose. Carbohydrates that break down quickly during digestion, releasing glucose rapidly into the bloodstream, have a high GI; carbohydrates that break down more slowly, releasing glucose more gradually into the bloodstream, have a low GI (Singh et al, 2003). A lower glycemic response is associated to a smaller insulin demand. Glucose and white bread are used as reference foods and have a glycemic index of 100. The glycemic index is determined by measuring the postprandial glycemia (glucose levels after a meal) for a time interval of two hours after the ingestion of 50g of a specific food (Berger Shenkin). A glucose response curve is plotted depicting the relationship between blood glucose elevation and time. The area of the curve above the fasting level is measured and divided by the area of the curve of the sta ndard food (either glucose or white bread) and multiplied by 100 (Jonnalagadda, 2002). Up to two hours prior exercise, a meal that is rich in carbohydrates of low (milk and vegetables) or moderate GI (fruits) is preferred instead of one with a high GI. Foods with low to moderate GI will maintain the energy level balanced and avoid energy peaks by keeping the blood glucose and insulin levels low (Burke et al., 2001). In addition, these foods tend to be lower in fat and contain more vitamins, minerals and fiber than the ones with a high GI. Also, low to moderate IG foods promote glycogen storages, which will consequently improve performance during competition or practice session (Benson Gillie, 2001). Carbohydrate intake after physical activity is extremely important because it will replenish glycogen storages used during exercise (Burke et al, 2001). Also, after physical activity cells become more sensitivity to insulin, increasing glucose uptake by the tissues. After physical activity, muscle and liver glycogen is completely replenished in 24 hours. Therefore, adequate carbohydrate intake is extremely important for athletes (Nutter, 2000). According to Economos et al. (2003), 50 to 55% of the total caloric intake should come from carbohydrates. Other authors believe that the carbohydrate percentage in the diet of artistic gymnasts should vary from 55 to 75% of the total calories (p. 388). The American Dietetic Association (ADA) recommends a daily intake of 150 to 175 grams of carbohydrate for each 1000 calories consumed (Yoon ,2002). Lastly, the American College of Sports Medicine (ACSM) suggests that more than 55% of the total calories should be in the form of carbohydrates (Be als, 2002). 2.3.2 Proteins Proteins are composed of one or more amino acids. A typical protein contains 200-300 amino acids but some are much smaller (the smallest are often called peptides) (Beals, 2002). More than 300 different types of amino acids are found in nature but only 20 exist in the human body. Among these 20 amino acids, eight are essential, which means that they cannot be synthesized by the body. The others are called non-essential amino acids, since they are produced by the organism (Phillips, 2004). When the body does not have enough carbohydrate, protein is broken down to produce glucose for energy (Baerchle Earle, 2008). Adequate carbohydrate intake helps prevent protein from being used as energy. Because the primary role of protein is to function as the building blocks for muscles, bone, skin, hair, and other tissues, relying on protein for energy (by failing to take in adequate carbohydrate) can limit the athletes ability to build and maintain tissues. Additionally, utilizing protein as an energy source stresses the kidneys because they have to work harder to eliminate the byproducts of protein breakdown (Soares Ribeiro, 2002). In the body, proteins play other important roles such as functioning as hormones, enzymes and neurotransmitters, participating in the process of energy production, and regulating several metabolic pathways important during physical activity. Amino acids also have a small participation in energy production during extenuating physical activities (Economos et al., 2003). Whereas carbohydrates provide more than 80% of the fuel utilized in the metabolic pathways, amino acids contribute for only 5 to 10% in physical activities of long duration (Jonnalagadda et al., 2002). The recommended protein intake for gymnasts is around 1.1 grams/kg of body weight or 12 to 15% of the total caloric intake (Burke et al., 2001). 2.3.3 Lipids The main lipids in the human body are triglycerides, phospholipids, steroids, and lipoproteins. Triglycerides, which are composed by one glycerol molecule and three molecules of fatty acids, are the most common lipids in the diet and are stored by the body (Nieman, 2001). During a prolonged exercise period, such as a long gymnastic practice, stored triglycerides in the adipose tissue are broken down into fatty acids and glycerol by the enzyme lipase (Economos, 2003). Adrenaline and glucagon secreted in response to low levels of blood glucose stimulate the release of triglycerides from the adipose tissue. High levels of insulin and blood glucose have the opposite effect, since it is associated with the deposit of triglycerides in the adipose tissue (Singh et al, 2003). Glycerol is phosphorylated in the liver into glucose-6-fosfate, resulting in substrate for the formation of glucose (glyconeogenesis) (Baerchle Earle, 2008). The American Dietetic Association (ADA) recommends that 30% of the total caloric intake should come from lipids. The American College of Sports Medicine (ACSM) suggests a lipid intake of 25-30% of the total caloric intake. 2.4 Micronutrients Vitamins and minerals play an important role in regulating energetic pathways, contracting and building muscles, functioning as antioxidants, and participating in the immunologic system (Economos, 2003). 2.4.1 Minerals Minerals represent 4% of total body weight. The two most important minerals in the diet of athletes are iron and calcium because the body concentrations of these are more likely to be affected by intense training periods. Also, they play significant roles in athletic performance (Singh et al., 2003). Calcium plays an important role in muscle contraction. It is stored in the sarcoplasmatic reticulum of muscles and released when muscles fibers are stimulated, forming actine-miosine bridges and causing the muscle to contract (Yoon, 2002). Besides, according to Phillips (2004), there is a correlation between a poor diet in calcium and the occurrence of stress fractures. Low calcium levels in the diet of female athletes are also related to the incidence of earlier osteoporosis than in the average women after menopause (Nutter, 2000). Athletes should have a daily intake of calcium equal to 1.2 grams (Achten et al., 2004). Besides calcium, iron is also significant in the diet of athletes. Since iron is found in the hemoglobin and myoglobin, lack of this mineral directly affects oxygen transport in the blood and to muscles (Beals, 2002). Iron deficits in the body can cause anemia, condition in which hemoglobin is reduced in the blood and red blood cells become small and pale (Berger Shenkin, 2006). Common symptoms associated with iron-deficiency anemia are: slow recover after physical activity, irritability, tiredness, depression, insomnia, and consequently a decrease in athletic performance (Beals, 2002). For female athletes the recommended dietary intake of iron is 18mg/day (Baerchle Earle, 2008). 2.4.2 Vitamins Vitamins A, D, E, and K are denominated lipossoluble and vitamins B1 (thiamin), B2 (riboflavin), niacin (B3), pyridoxine (B6), cobalamin (B12), pantotenic acid, and vitamin C are called hydrosoluble (Willmore Costill, 2001). Vitamins from the B complex function as co-factors and coenzymes in reactions related to the energetic metabolism, such as glycosis, tricarboxylic acid cycle, and beta oxidation of fatty acids (Singh et al., 2003). Vitamin C is important for iron absorption and plays an important role in the synthesis of collagen, carnitine, epinephrine, and serotonin (Yoon, 2002). Vitamin C, E, and beta-carotene (precursor of vitamin A) function as antioxidant, protecting the organism against infections and preventing any harm that free radicals (toxic substances released during physical activity) may cause to tendons and ligaments (Nutter, 2000). Therefore, a proper intake of beta-carotene and vitamin C and E are important in the diet of athletes, since they will help in the elimination of free radicals. Lack of vitamin C may cause muscular weakness, decrease lipid breakdown, and increase occurrence of injuries (Applegate, 2001). Restrictions in energy and nutrient intake in the diet of gymnasts may cause lack of vitamins in the body (Mullinix, Jonnalagadda, Rosenbloom, Thompson, Kicklighter, 2003). 2.5 Caloric Intake Energetic expenditure is determined by the thermic effects of food (5-10%), basal metabolic rate (60-65%) and intensity, duration, and frequency of physical activity (25-35%). The thermic effect of food is the energy required to process and store nutrients for use. The basal metabolic rate (BMR) is the amount of energy spent by the body at rest to maintain in the vital organs functioning. A low body fat percentage and a high muscle mass increase BMR (Baerchle Earle, 2008). Female artistic gymnasts should have a caloric intake adequated to their energy expenditure in order to maximize proper performance, body composition, and health (Phillips, 2004). A low energy intake or an inadequate diet in terms of macro and micro nutrients may result in improper intake of important nutrients for the energetic metabolism and muscle tissue regeneration (Ziegler et al., 2001). Female artistic gymnasts usually practice for long periods (5 to 6 hours a day), which results in high energy expenditure, so they should have a caloric intake of 40-45 kilocalories/kilogram of body weight (Economos et al., 2003). Excessive concern with body image and weight control may affect caloric intake among female artistic gymnasts (Ziegler et al., 2001). Inadequate energetic consumption and eating disorders are frequently seen among athletes who participate in sports in which performance is associate to low body weight, such as ice skating and gymnastics (Ziegler et al, 2001; Yoon, 2002). Soares Ribeiro (2002) reported that 75% of gymnasts who have been told to be overweight from their coaches adopted strong measures in order to loose weight. Therefore, coaches play important roles in avoiding extreme weight control measures and consequently excessive low calorie diets among gymnasts. Also, female artistic gymnasts should consult with sports dietitian in order to minimize this type of problem (Hassapidou Manstrantoni, 2001). 2.6 Eating Behavior: Benson and Gillie (2001) evaluated the eating habits of 32 female artistic gymnasts (20 to 24 years old) from six different gymnastics schools in Canada based on their food intake of three distinct days in which they had normal practice schedules. The average caloric intake (1,838 calories (kcal)/day) was relatively low compared with the energetic recommendation for female artistic gymnasts. Besides, 40% of the athletes had diets that were low in calcium, folic acid, vitamin E, and pyridoxine and 53% showed a low iron intake. On average, the diet of athletes was constitued of 15% of proteins, 36% of lipids, and 49% of carbohydrates (p.83). Mullinix et al. (2003) analyzed the dietary intake of 13 members of two different collegiate womens artistic gymnastic teams (19 to 25 years old) based on the dietary intake of six days collected during 2 weeks. The average caloric intake was equal to 1,845kcal/day and athletes presented a lower caloric intake inferior to the recommendation, like the previous study. Fifty-five percent of athletes consumed less than 50% of the recommended intake for pyridoxine, folic acid, calcium, and iron (p.590). Yoon (2002) also studied the eating habits of ten collegiate athletes using the food intake and activity level of three days. It was estimated on average the daily energy expenditure was 2,855kcal/day. However, the caloric intake was, on average, only 1,357kcal/day, representing a deficit of 1,498 calories per day. More than 50% of the gymnasts had a low intake of calcium, iron, and vitamin A (p.1553) In a study conducted by Ziegler et al. (2001), twenty American gymnasts (22 years old on average) recorded their food intake during three days in which they had training. After analysis, it was possible to conclude that, on average, there was a lack of vitamins A, D, folic acid, calcium, magnesium, phosphorus, and zinc. One fourth of the athletes were taking vitamin supplements. The average caloric intake was equal to 1,771kcal/day (56g of proteins, 75g of lipids, and 218g of carbohydrates) (p.106). In a study conducted by Soares and Ribeiro (2002), the food intake of 20 Brazilian gymasts was evaluated (18-20 years old). In order to analyze the eating behavior of athletes, the authors recorded their food intake for three days and asked participants to do a 24 hour food recall. The average caloric intake was equal to 1,521kcal/day. The carbohydrate content in their diet ranged from 50% to 58% and the protein intake from 15% to 19%. On average, there was a deficit of calcium (45% below the recommendation), magnesium, iron, and zinc (p.350). Hassapidou Manstrantoni (2001) compared chances in the diet of 25 Greek female artistic gymnastics between competitive and non-competitive stages of training. Authors reported that there was no variation in the diet among these two different periods. In both stages, there was a negative energy balance in the diet of 68% of athletes, which was below the recommended caloric intake for gymnasts. Protein intake and micronutrient intakes were, on average, within the recommendation for athletes. Adequate micronutrient intake was attributed to the high consumption of vegetables and fruits, which is a characteristic of the Mediterranean diet (p.395). 3. CONCLUSION In order to achieve a good performance, female artistic gymnasts should adopt a balanced and adequate diet. Athletes should have a varied diet that provides them with proper caloric and macro and micronutrients intake. Factors, such as pressure from coaches to keep a perfect body composition lead many gymnasts to adopt inappropriate weight control methods. In the last decade, eating behavior of gymnasts has caught the attention of many researchers in the field of sports nutrition and exercise science. Recent studies have indicated a constant anxiety related to weight control among many gymnasts, which frequently results in inappropriate eating habits and extremely low calorie diets compared to the recommendations. The studies presented showed that, on average, gymnasts follow low calorie diets, which are below the recommended caloric intake and do not provide athletes with the proper amounts of macronutrients. Besides, also according to the studies there appears to be a low mineral and vitamin intake in the athletes diet. As a result, performance is very likely to be compromised since appropriate nutrition is essential for optimal functioning of the body and health. The only exception was the study conducted by Hassapidou Manstrantoni (2001), in which Greek gymnasts had an adequate intake of micronutrients. This can be attributed to the fact that athletes were probably eating according to the Mediterranean diet, which is rich in fruits and vegetables. In conclusion, the analysis of the studies showed that, on average, the eating behavior of female artistic gymnasts does not follow the nutritional recommendations and adequate intake of calories and macro and micro nutrients. For future studies, in order to improve their eating behavior and mindset about body image, the food intake of athletes should be evaluated after exposure to psychological counseling and nutritional reeducation for a reasonable period of time.

Effect of Exchange Rate on Aggregate Demand Shocks

Effect of Exchange Rate on Aggregate Demand Shocks The exchange rate helps insulate the economy from aggregate demand shocks but it may need unsettlingly large changes to do so. This paper will examine the extent to which the exchange rate of a currency can be used to insulate an economy from aggregate demand shocks. First, it will define aggregate demand. Second, it will look at the monetary implications of the aggregate demand curve. Thirdly it will look define aggregate demand shocks and their effect on the aggregate demand curve. Fourthly, it will examine the ways in which the exchange rate can be used to reduce the impact of an aggregate demand shock. Finally, the question of whether using the exchange rate as a means of reducing the impact of an aggregate demand shock will be examined to determine whether it is a feasible strategy and whether the amounts required would be unsettling or not. Aggregate Demand (AD) refers to the total demand (d) in the economy (Y) for goods and services at a certain price level and at a certain time. AD in an economy is the sum of all consumption (C), investment (I), government spending (G) and net exports (NX), where NX is equal to total exports (X) minus total imports (M). This can be represented mathematically as: [1] Aggregate demand is represented by the AD curve, which will show the relationship between price levels and the quantity that producers are willing to provide at that price. The relationship between AD and price is normally negative, showing that the less people are willing to pay, the less firms will produce or, from the other point of view, the less firms charge, the more people will buy. Below is a simple AD ‘curve’: In the chart above, the AD ‘curve’ is represented by a negatively sloped line. If prices (P) are lower, demand (Y) is greater. This negative relationship between price and demand has a number of important monetary consequences. It is necessary to briefly examine these prior to examining the relationship between exchange rates and aggregate demand.[2] Firstly, price levels (P) have a direct relationship to the real value of money. This is because as price levels (P) decrease, the purchasing power of consumers increases, meaning that the real value of the money they hold increases. Likewise, if P increases, consumers get less for the same money, or the real value of their money has decreased. Therefore, P and the real value of money are inversely related to each other.[3] Secondly, decreases in P cause an increase in the real interest rate. Interest rates, the price a borrower pays to borrow, or the return a lender receives for lending, can be expressed as a nominal or real rate. The nominal rate is the amount that must be paid for borrowing, expressed solely in money terms. The real interest rate is the nominal rate adjusted to take account of inflation (p). Thus real interest rates are expressed by the following formula: Thus, the higher p, the lower the real interest rate. Therefore, any increase in inflation will generally lead to pressure on the nominal interest rate to increase, to offset the deduction that will result from inflation. However, as we have seen above, price level decreases add to the real value of money, this is the same as saying that they decrease inflation. A decrease in inflation will mean that real interest rates are now higher than they were before the decrease in inflation. Therefore, price level decreases raise real interest rates and cause pressure for interest rates to be reduced.[4] Thirdly, lower prices increase the international competitiveness of the economy, and this should be reflected in increased international demand for the economy’s exports, causing a rise in net exports and thus in the aggregate demand. Now we will look at aggregate demand shocks. A demand shock is an event that is sudden and unexpected, and has the effect of measurably affecting the demand for goods and services in the economy, either positively or negatively, for a temporary period of time.[5] That is to say, the event shifts the AD curve, either to the right or to the left. A positive demand shock increases demand and shifts the curve to the right, resulting in higher prices. A negative demand shock decreases demand, shifts the curve to the left, and thus leads to a decrease in prices. Any number of events could constitute a demand shock, from an unexpected tax cut that increases consumer spending, to a dip in consumer confidence that decreases consumer spending. Likewise, an economic boom in for example China could result in higher exports to China, increasing demand. The danger of an aggregate demand shock is that they are a cause of uncertainty in the economy. Uncertainty makes it difficult for firms, government and consumers to budget properly and make the most effective investment and saving decisions. Both positive and negative demand shocks can be harmful, however, negative shocks are generally more feared. A negative demand shock, such as a drop in consumer spending, will lead to price decreases and the 2008 global financial crisis has been traced to such a demand shock in the US, which led to a fall in house prices, causing problems in the US subprime mortgage sector that then extended to the rest of the financial sector and wider economy. However, positive demand shocks, such as China’s increased demand for raw materials to fuel its economic growth have led to price increases in a number of important commodities that have also caused economic difficulties around the globe. Therefore, the consensus is that demand shocks of either ty pe are dangerous and any means of dampening them available to governments are desirable.[6] So could exchange rates be used to dampen a demand shock? A brief look at the relationship between monetary factors and the demand curve will demonstrate that exchange rates can be used to affect the demand curve. Therefore, in a positive demand shock, exchange rates could be used to decrease demand and in a negative demand shock, exchange rates could be used to increase demand. The relationship between two currencies may be nominal (e), or it may be real (RER). The real exchange rate takes into account variances in price levels in the two economies. P represents price in the domestic economy and P* the price in the foreign economy. [7] The exchange rate can be used to increase or decrease the price of goods in the economy relative to other economies. This will in turn impact on the international demand for a country’s products. This will impact on the net export figure (NX). A higher exchange rate will decrease international demand and thus will pressure a demand curve towards the left. This could be used to temper a positive demand shock that had increased demand for goods and pressured the curve towards the right. Likewise, a lower exchange rate will increase international demand, increasing exports and shifting the demand curve to the left. This could be used in the event of a negative demand shock to reduce the impact of the shock.[8] Basically, if any sector of demand changes rapidly, the government can seek to push exports in the opposite direction by making them more or less expensive. It is a simple idea and manipulating exports may be more desirable than manipulating other elements of demand, such as government spending, and may be easier to manipulate than, for example, consumer spending. Finally, the question must be asked, is the approach feasible? A central bank can quite easily impact on exchange rates by trading in its own currency. Buying will increase the exchange rate and selling will decrease the exchange rate. However, in order to move a currency value significantly, a central bank would be required to buy or sell a ‘significant’ amount of a currency. So what constitutes a ‘significant amount’ in the foreign exchange market? The global currency market is the largest and most liquid asset class in the world. The accepted size of this market in 2007 was generally put at about two trillion dollars a day. That would make it ten to fifteen times the size of the bond market and fifty times the size of the equities market. That means on a normal trading day, two trillion dollars passes hands. It would take an enormous amount of selling or buying by a central bank to make a dent in this market. A central bank that stepped in to buy or sell a couple of billion dollars worth of their currency would barely be noticed on the market, especially for the major currencies. And the question arises, how would a government fund such an intervention? It is also estimated that about 85 to 90 percent of the forex market is made up of speculators, meaning that attempts to manipulate exchange rates would be vulnerable to massive speculator bets which would have the power to undo any effect a government had on price movements.[9] Also, given the side effects of exchange rate changes, such as the relationship of the exchange rate to inflation, it is likely that the cost of moving the exchange rate, just to get the indirect benefit of altering net exports, would outweigh the benefit.[10] Therefore, it is concluded here that while exchange rates could be manipulated to insulate the economy from aggregate demand shocks, it amount of intervention required would be too large to justify the measure. Bibliography Dutt Ros, Aggregate demand shocks and economic growth, Struct.C.Ec.Dy 18 (2007) 75-99 Hargreaves-Heap, S.P., 1980. Choosing the wrong natural rate: accelerating inà ¯Ã‚ ¬Ã¢â‚¬Å¡ation or decelerating employment and growth? Economic Journal 90, 239–253 Krugman Obstfeld, (2005) International Economics: Theory and Policy, 6th ed., Pearson: London Krugman, (1987) The narrowing band, the Dutch disease and the competitiveness consequences of Mrs. Thatcher, Notes of Trade in the Presence of Dynamic Scale Economies, Journal of Development Economics (Oct) 1987 p. 321 Krugman, (1998) The Age of Diminishing Expectation, MIT Press: Cambridge MA. Li, X.M., 2000. The Great leap Forward, economic reforms, and the unit root hypothesis: testing for breaking trend functions in China’s GDP data. Journal of Comparative Economics 28 (4), 814–827 Perron, P., 1989. The Great Crash, the Oil Price Shock, and the Unit Root Hypothesis. Econometrica 57, 1361–1401 Romer, D., 1996. Advanced Macroeconomics. McGraw Hill: New York. Romer, D., 2000. Keynesian macroeconomics without the LM curve. Journal of Economic Perspectives 14 (Spring (2)), 149–169 Tobin, (1975) Keynesian Models of Recession and Depression, Am. Ec. Rev. 65, 195-202 Footnotes [1] Krugman Obstfeld, (2005) International Economics: Theory and Policy, 6th ed., Pearson: London [2] Krugman, (1998) The Age of Diminishing Expectation, MIT Press: Cambridge MA. [3] Dutt Ros, Aggregate demand shocks and economic growth, Struct.C.Ec.Dy 18 (2007) 75-99 [4] Krugman, (1987) The narrowing band, the Dutch disease and the competitiveness consequences of Mrs. Thatcher, Notes of Trade in the Presence of Dynamic Scale Economies, Journal of Development Economics (Oct) 1987 p. 321 [5] Tobin, (1975) Keynesian Models of Recession and Depression, Am. Ec. Rev. 65, 195-202 [6] Perron, P., 1989. The Great Crash, the Oil Price Shock, and the Unit Root Hypothesis. Econometrica 57, 1361–1401 [7] Romer, D., 1996. Advanced Macroeconomics. McGraw Hill: New York. [8] Romer, D., 2000. Keynesian macroeconomics without the LM curve. Journal of Economic Perspectives 14 (Spring (2)), 149–169 [9] Li, X.M., 2000. The Great leap Forward, economic reforms, and the unit root hypothesis: testing for breaking trend functions in China’s GDP data. Journal of Comparative Economics 28 (4), 814–827 [10] Hargreaves-Heap, S.P., 1980. Choosing the wrong natural rate: accelerating inà ¯Ã‚ ¬Ã¢â‚¬Å¡ation or decelerating employment and growth? Economic Journal 90, 239–253

Everyman :: essays papers

Everyman The play â€Å"Everyman† is about a complacent Everyman who is informed by Death of his approaching end. The play shows the hero’s progression from despair and fear of death to a â€Å"Christian resignation that is the prelude to redemption.† Throughout the play Everyman is deserted by things that he thought were of great importance portrayed by characters that take the names of the things they represent. Throughout the play Everyman asks the characters to accompany him on his journey to death. He starts with Fellowship, his friends, who promises to go with him until they are informed of the destination. They desert Everyman at that point. He calls upon people who are closer to him, Kindred and Cousin, his kinsmen. They also promise to â€Å"live and die together,† but, when asked to accompany Everyman, they remind of the things he never did for them and desert him. Everyman then calls upon Goods, his material possessions. Goods explains to him that they cannot go on the journey with him, so he is once again deserted. Good Deeds then gets called upon. They say that even though they want to go on the journey, they are unable to at the moment. They advise Everyman to speak to Knowledge. Knowledge is the one that brings Everyman on the journey to cleanse himself. They first go to Confession, which gives him a penance. Once he does his penance, Good Deeds is able to rise from th e ground. They then call upon Discretion, Strength, Five Wits, and Beauty. At first they follow him on his journey, but when they approach his grave they race away as fast as they can. When he finally sinks into his grave, the only one that accompanies him is Good Deeds.

Women as Objects in A Woman on a Roof Essay -- Doris Lessing Woman on

Women as Objects in A Woman on a Roof  Ã‚        Ã‚  Ã‚   Doris Lessing’s "A Woman on a Roof" allows us to understand how some men view woman: as mere objects for display and possession. Lessing shows how each of the male characters reacts and deals with rejection from a woman sunbathing on a nearby rooftop. We discover how three men’s preoccupation with sex keeps them unaware of how their advances may be unwanted and ignorant of their action’s possible consequences. All three men share the desire to get this woman’s attention. Working on a rooftop of a block of flats in the hot, hot, sun, these men seek a diversion from the relentless heat. They whistle, yell, and wave at a near naked woman on a rooftop nearby, but the woman pays no mind to them. Their isolation on the rooftop and the woman’s relentless indignation fuels the men’s decent into a world of lewd behavior, thereby creating an atmosphere of harassment and rejection. They become "taunted" by this woman’s indifference towards them. All three men have distinctly different attitudes towards the situation they have created. Each has experienced rejection from women. In fact, each displays a level of hardness that affects his attitude. They each react differently to the woman’s indifference and each take his efforts to different levels. Tom, the youngest, represents a primary level, a man untouched by rejection. Stanley, the instigator, clearly at a secondary level to Tom, shows a man slightly touched by rejection. Stanley hates the blows of rejection to his manhood. Harry, on the other hand, represents a final level where he considers the woman’s presence trivial. He is long since married and possibly has suffered many indignities with regards to the scowls of women.... ...displayed "lessons learned" in their attitudes. They knew when to quit. Tom took his unbridled actions all the way because he knew no better. The men return to work the next day with a new distraction on their minds. The weather has changed suddenly and is no longer attractive to sun bathers. Without the presence of the woman on the roof there are no sexual thoughts to preoccupy them. For Tom and Stanley, the consequences of their actions are forgotten and only evident in their new levels of understanding. Works Cited Allen, Orphia J., Short Story Criticism. Vol 16. Ed. Thomas Vottler. Detroit, MI: Gale Research, Co., 1990. Atack, Margaret., Short Story Criticism. Vol 6. Ed. Thomas Vottler.Detroit, MI: Gale Research, Co., 1990. Leasing, Doris. "A Woman on a Roof." The Harper Anthology Fiction. Ed. Sylvan Barnet. New York: HarperCollins, 1981.   

All About Me Letter Essay

My favorite sports are football and basketball. I play the recorder. I participated in football for three years and basket ball for one year. I played the recorder for one year in the fourth grade and earned all the belts for each skill level. On the other hand I don’t like to read what so ever, but I’m going to improve my reading this year. I don’t like to read because I fall asleep as soon as I begin to read books. The books that I like are adventurous and action-packed books because they interest me so I won’t fall asleep. These kinds of books stimulate my imagination and help me visualize the story. In order to keep me interested in reading I would like to have audio or graphics books. I did great academically last year as I made A’s and B’s. My academic goals this year are to make straight A’s and to receive scores above 900 on the CRCT. Considering that I do not like to read, it’s hard for me to brainstorm ideas and write an essay. Therefore, I do not think of myself as a good writer, as I prefer digital images to awaken my creativity. The few times that I must write, I like to write narratives about my family vacations in new places. Narratives allow me to express my emotions. Unfortunately, brainstorming ideas causes me to have headaches that turn me off from writing. I hope to learn how to overcome this obstacle and improve my writing skills. In conclusion, you can help me achieve my academic goals by suggesting some action-packed or adventurous book titles for me to enjoy reading. I learn best by following examples and listening to instructions. The activities you can help me with are reading and sentence-structure in writing assignments. I welcome the opportunity to learn from your expertise. Sincerely, Phillip Harrington Phillip Harrington

Catcher in the Rye Essay

Holden, the main character of the book Catcher in the Rye by J.D Salinger, had to face many conflicts during the story. These conflicts connect to him either by secondary character or by himself. Not only do this conflicts affect Holden, but if affects the people around him as well. Holden’s attitude became negative because of all the conflicts he faced. â€Å"The first thing you’ll probably ask is where I was born and how my lousy childhood was like†. During his childhood, he was alone with no close friends or family. This affected him because he felt excluded from the society. It also made him feel like he didn’t have any support so that made him go to the city by himself and get into trouble. He didn’t get any support from anyone so he wasn’t told what was wrong and what was right, that was why he smoked and drank. Also since he didn’t have a family who supported him so he never took the school seriously. He was kicked out of four schools because of his bad grades. (Evidence found in Pg. 1) â€Å"I slept in the garage the night he died, and I broke all the goddam windows with my fist, just for the hell of it†. Allies death affected him mentally. It made him very sad at the moment but after a time it made him aggressive and anti-social. (Evidence found in Chapter 5) He criticized everyone. He calls everyone a phony. Thinks other people are followers and are only tricking themselves. So he wants to rebel against the society because they’re making everyone a phony. This attitude made him see everyone in a bad way which made it very difficult for him to make friends. (Evidence found all over the book) He has a Self vs. Self battle throughout the whole book. He wants to be the same person but he doesn’t realize he’s changing. He likes the museum because it never changes. One part of him wants to be an adult (he drinks and smokes and always thinks of sex) while to other part of him rejects it rejects it as a phony. So as you can see, all these conflicts led to his bad, negative attitude. He became aggressive, rebel, and excluded. It also made him problematic and hard to understand. The conflicts implemented some psychological problems on Holden by making him increase his interest in alcohol and drugs.

American Spanish war in 1898, Spain Loses Colonies

It is quite difficult to make a conclusion on the particular incident that lost 258 American sailors on board the battleship USS Maine, not because of the complexity of the incident but because of the lack of sufficient findings of the case. Even some writers address the incident as â€Å"The USS Maine mysteriously blew up. † The USS Maine was sent to Havana harbor with a mission to protect US citizens in Cuba. According to Phillip Oppenheim â€Å"The Spanish immediately apologized† but â€Å"what evidence there was pointed to an accidental explosion in the Ship’s magazine† (p.  101).The findings however was, the cause of the tragedy was an accidental explosion as a result of spontaneous combustion in the coalbunker near the powder magazine. This finding was particularly concluded by Hyman G. Rickover, a US Navy Admiral and a scientist, published in 1976. Hyman’s findings may be convincing, but then Reckover’s findings according to a wikipe dia article have been disputed by US Naval History Center (Wikipedia).My conclusion on the Cuba incident was the USS Maine was intentionally blown up either by some pro Spanish group such as the â€Å"Spanish Voluntarios† or by Cuban independence fighter in order to spark the war between the United State and Spain. Citing Captain Sigsbee, the commanding officer of the Maine, Evelina Gleaves Cohen pointed out Captain Sigbee’s message reporting that the USS Maine was destroyed by a Mine. Sigbee’s message stated, â€Å"I surmise that her berth was one planted previous to her arrival, perhaps long ago† (Cohen, p. 63).It would be reasonable to believe in the survivor’s account as they have witnessed in detail what exactly had happened. It was intentional as the mine could not be there if it was not planted for that purpose. The only thing that maybe difficult to establish was who were behind this incident. Nonetheless, it serves its purpose. The Origin of the War The origin of Spanish American war cannot be attributed to the so called â€Å"Cuba incident† as the USS Maine were sent to protect US citizens from the hostilities that were orchestrated by pro Spanish Voluntarios which gave the United States a basis to launch in the warship USS Maine.According to Wikipedia article, the war started after Spain rejected the American demand to resolve peacefully the Cuban struggle for independence. The explosion of the USS Maine may have ignited the already smoking conflict but it was the interest of the United States on Spain’s overseas territories that led to them to participate in the Cuban political struggles (Wikipedia). The USS Maine According to Oppenheim the USS Maine â€Å"sailed provocatively into Havana harbor†¦Ã¢â‚¬  (p. 101).An internet article entitled Increasing Spanish-Cuban tensions: Late 19th Century, mentioned that when the conflict broke out in Cuba in 1895, Spain sent 200,000 troops under the infam ous general Weyler, also known as â€Å"the Butcher,† to squash the insurrection. Weyler imprisoned large number in concentration camps under the harsh and inhuman condition causing prisoners rapid death especially from disease. This outraged portions of the US public that called out for immediate action which the provoked the US to issue an ultimatum to the Spanish authorities.With Spain’s refusal to oblige, the US congress passed a declaration of was against Spain prior to the destruction of the USS Maine (The Spanish American War 1898-1901). Consequences of the Confrontation The consequences of the confrontations on the Spanish authorities were enormous as most of their remaining ships were destroyed aside from many lives that were lost in the battle. But most importantly, Spain losses all its overseas colonies including their most treasured possession, Cuba. It also marked the collapsed of Spain’s power.However, the consequences of war on the United States w ere rather positive. The United States became a world power after it acquired the Spanish colonies (Spanish American War). What loosing Cuba meant for Spain? Basically, it seemed that politically and economically Cuba does not really have such importance for Spain than any of their colonies in Asia and all other part of the world. Perhaps the importance of Cuba for Spain was that it was during the Cuban rebellion that led to war against the United States, which eventually led to the loss of the remaining overseas colonies of Spain.Cuba was the last image of Spanish greatness and pride thus Spain was determined to keep the country under their control despite pressure from the United States to grant independence to the beleaguered colony. What other Colonies were lost by Spain The American victory against Spain enables the United States to acquire Spanish colonies such as the Philippines, Guam, and Puerto Rico. The Philippines was acquired by the United States after the Spanish forces in the Philippines surrendered manila to Admiral George Dewey in battle of Manila Bay (Spanish American War).The American forces needed the support of Filipino rebels particularly of Emilio Aguinaldo before finally subduing the Spanish forces in the Philippines. After American victory in the Philippines, Spain lost Guam to the United States with out a fight. Spanish Authorities in Guam According to the internet article Spanish American War were unaware that the war had started until American warship arrived in Guam on June 20, surprised; the authorities surrendered the island without a fight. Another colony that Spain lost to the United States due to their defeat in the war was Puerto Rico.According to the article, the invasion of Puerto Rico began on afternoon of July 21 from the Guantanamo bay. The invasion was spearheaded by battleship Massachusetts, Dixie, Gloucester, Colunbia and Yale, under the command of Captain of Frances J. Higginson with 3,500 U. S Army troops. Although t he US Army encountered pierce resistance but they subsequently over power the Spanish Forces depending the country. Other colonies lost by Spain through treaty and sale to the United States were Hawaiian Islands, The Guantanamo Bay, the Virgin Islands, and part of the Samoan Archipelago. ConclusionThe Spanish American war was the classic encounter between the declining super and the rising world power. The war seemed to be that turned over of power by the exiting world power to the United States as the emerging world power. But the lesson that the war may have taught Spain, and the United States was that war was not only a means for settling disputes, but it was also an expression of unsatisfied cravings for more. The Spanish American War (1898-1901) tp://www. sparknotes. com/history/american/spanishamerican/section1. html Spanish American war http://www. conservapedia. com/Spanish-American_War

2012 Olympics Article Analyses Essay

Picture, title and sub-title: The headline is reversed-out of a colour picture of villagers apparently transporting straw bales in preparation for the eccentric â€Å"Olimpick† games celebrated in the Cotswold village of Chipping Campden. The use of the term â€Å"Olimpicks† would appear to be a deliberate archaisms – as it seems highly unlikely the Cotswold games were actually ever thus known. The strap byline attributes the story to a Mail staff reporter: â€Å"John Carter visits the village with its own eccentric games†. Fact & Opinion: It is a fact that the second paragraph points to the origins of the Cotswold games in the early 17th Century – thus anticipating â€Å"Baron de Coubertin’s Olympic revival by 284 years†. Allegedly, the Cotswold games were started as a Whitsun celebration in 1612 by Robert Dover. The games consisted of quirky rustic pursuits like cock-fighting, coursing and shin-kicking! See more:  Capital budgeting essay These two-day games ran annually for â€Å"250 years† before they were abandoned â€Å"owing to the disorderly mobs which used to attend. The Cotswold games were revived in â€Å"1951 for the Festival of Britain† and continue to this day. The Cotswold Olimpicks are staged at Dover’s Hill in the parish of Weston Sub Edge – close to Chipping Campden. Dover’s Hill is described as a natural amphitheatre. Analysing words and phrases: The writer makes deliberate use of the phrase â€Å"on tenterhooks† to evoke the anxiety of the London bid team, headed by Lord Sebastian Coe – suggesting the term actually originated in the same Cotswold area. The idiom â€Å"on tenterhooks† is thus taken to mean anxious, uneasy – like the fabric stretched taut. Presumably, the reader is supposed to contrast the rustic, charming simplicity and eccentricity of the Cotswold games with the immensely slick corporate Olympic bidding venture. The description of the shin-kicking competition is described as taking place on the first Friday after Whitsuntide – where a participant wearing hobnailed boots kicks the straw-padded shins of his opposition – in a demonstration sport. The writer makes a final contrast in the final paragraph – suggesting hat â€Å"unlike the modern international Games† the Cotswold Olimpicks have never been subject to bribery and corruption. This possibly hints at the Daily Mail’s editorial stance; which was then sniffily agnostic towards the London bid on the grounds that the choice of host city was believed to be a corrupt, nepotistic and hugely expensive process. Nevertheless, the writer then concludes with a humorous aside that a farmer once had to be bribed with a bottle of whisky to remove his sheep from the Cotswold arena! Overall, this feature article shows an affectionate longing for the quirky, amateuristic eccentricity of English rural life and gently contrasts it with the glossy, expensive corporate bidding that comprises the modern Olympic bidding process. The language is largely complex, anachronistic and sprinkled with archaic terms and historical reference. The writer assumes a fair degree of prior knowledge – of Pierre de Coubertin, King James’ puritanical instincts etc. The sentences are flowery, long and elaborate – perhaps suggesting a Mail-like hankering for times past!

Geology & Tectonics of the Himalayan Mountains Essay

Geology & Tectonics of the Himalayan Mountains - Essay Example The Himalayas are mountain range in asia separating the indian sub continent and tibetan plateau. The meaning of the word Himalaya in sanskrit is "abode of the snow." The geology of the Himalayan mountain is the most dramatic and creation of modern plate tectonic forces. The Himalayas are a result of orogeny which is a result of a collison between two continental tectonic plates. They are formed due to the denudation processes of weathering and erosion. The Himalayas supplies water for more than one-fifth of the world population and accounts for a quarter of the global sedimentary budget. Himalayas stretch 2,900 km along the border between India and Tibet. With the collision of two large landmasses, India and Eurasia, driven by the plate movement, collided; this mountain began to form between 40 and 50 million years ago. As both the landmasses have the same rock density, one plate could not be subducted under the other. Thus the pressure of these plates started forming the Himalayan peaks. The Himalayas and the Tibetan Plateau to the north have risen very rapidly. In just 50 million years, Mt. Everest has risen to height of more than 9 km. The Himalayas continue to rise more than 1 cm a year -- a growth rate of 10 km in a million years. If that is the case, the Himalayas should be even higher. This made scientists to believe that Eurasian Plate may now be stretching out rather than thrusting up, and such stretching would result in some subsidence due to gravity. Tectonics of Himalayas: The most important property of the Himalayan orogen is its growth laterally. The Himalayan region is divided into four tectonic units for the convenience and better understanding. 1) The sub Himalaya forms the foothills of the Himalayan range and is composed of Miocene and Pleistocene molassic sediments derived from the erosion of Himalaya. The subhimalyan region consist of the quarternery alluvium depsited by the rivers coming from the Himalayas. This explains that the Himalaya is still a young and active orogen. 2) The Upper Proterozoic to Lower Cenozoic Detrital Sediments from the passive Indian margin forms the Lesser Himalaya. These sediments are formed byintercalated with some granites and acid volcanics (1840 70 Ma, Frank et al., 1977). These low-grade sediments are thrust over the SubHimalaya along the Main Boundary Thrust (MBT). The Lesser Himalaya often appears in tectonic windows (Kishtwar or Larji-Kulu-Rampur windows) within the High Himalaya Crystalline Sequence. 3) The Central Himalayan Domain, CHD (or High Himalaya) forms the backbone of the Himalayan orogen and encompasses the areas with the highest topographical relief. It is commonly separated into four zones. a. The High Himalayan Crystalline Sequence, HHCS is a 30 km thick, medium- to high-grade metamorphic sequence of metasedimentary rocks which are frequently intruded by granites of Ordovician ( 500 Ma) and Lower Miocene ( 22 Ma) age. b. The Tethys Himalaya, TH is an approximately 100 km large synclinorium formed by strongly folded and imbricated, weakly metamorphosed sedimentary series. c. The Nyimaling-Tso Morari Metamorphic Dome, NTMD: In the Ladakh region, the Tethys Himalaya synclinorium passes gradually to the north in a large dome of greenshist to eclogitic metamorphic rocks. As with the HHCS, these metamorphic rocks represent the metamorphic equivalent of the sediments forming the base of the Tethys Himalay

International Business Strategy Essay Example | Topics and Well Written Essays - 2000 words - 5

International Business Strategy - Essay Example International firms do their business utilizing these three strategies and depends on their choice, their success come out. Samsung and Nokia, two internationally renowned mobile phone manufacturing giants, has been credited as long time competitors. The change in technology in mobile phones to smartphones and touchscreens from normal keypad based phones and the firmware updates came with it have emerged as the key issues to be addressed while doing the business. In UK, Samsung entered to capture the market that was dominated by Apple and Nokia. While most of the industrial strategist viewed Samsung’s decision to invade the UK market as a next to impossible venture, the Korean strategists thought it in different way. In the end, it is found that, Samsung has become the market leader and Nokia’s marketing strategy has failed miserably. This paper is concerned with discussing the international business strategies taken by Samsung and Nokia in UK in the context of the industry based, resource based and institution based view of international business strategy. This is also known as Industrial Organization thinking of strategic approaches where it is assumed that internationalization of a firm depends on the degree of competitive rivalry existing in its operating environment. Nokia, once termed as the undisputed king of the mobile handset market, has followed the resource based strategy during their ‘going global’ process. The Finland based mobile handset manufacturing giant has realized that in order to prevent the dipping sales figure, technological up gradation up to the standard of modern day business is needed. Nokia believed that firm’s own resource and capabilities are enough to build core competencies and due to strong brand image of Nokia, their position in the market place will be secured automatically. But it is found that the Symbian OS Nokia’s phones are out dated in