Majority Rule Guarantee Of Democracy Essays - Swiss Law

Majority Rule: Guarantee Of Democracy? Swiss Bank Controversy: Who's Money Is It? It is hard to imagine having everything you ever owned taken away in a split second. Many Jews experienced this after the years of oppression by the Nazi regime. The Jews had everything stripped away: their families, their possessions, their futures, and their dignity. ?I would give that money away for anybody. I should have had some relatives survive. I mean most of my friends, they had sisters, or cousins, or aunts or somebody to belong to. I had nobody,? said Gizella Weisshaus (Jones 1996). It has been about fifty years now since the end of the Holocaust. Up until recent times, the survivors of the Holocaust have decided that they deserve their money that they put into the neutral Swiss bank accounts before the war. They did this to protect their assets from the Nazis. This then provides the controversy, fifty years later, do the Holocaust survivors and their families deserve the money back from the Swiss banks, or are the Swiss banks even responsible for paying back the money? Th e controversy first arose with Gizella Weisshaus, when she could not receive her father's money after the war ended because she did not know her father's bank account number. When she was a young girl, her father had been taken away to the concentration camps. As he was being taken away, he mentioned to her that he had put money away in a Swiss Bank account and that she should go and claim it when the war ended. Years after the war she went back to claim the money, and the teller told her that with out an account number she could not do this. They then told her it would take five years to research the dormant account; therefore she would have to wait. Her response was, ?It made me angry that even now they claim they need five years to find these dormant accounts, as if fifty years wasn't enough? (Jones, 1996). Weisshaus was the first one to raise the red flag of the Swiss Bank controversy. Which has three main sides to the issue, the Swiss side, the United State's side, and the side of the Holocaust victims. The Swiss believe that they do not owe the survivors and their families any money because of the laws that protect them. They said that they are a neutral country and that the money put into the accounts was not claimed in time. The United States took the position that if the money belonged to the victims of the Holocaust, the money then should be returned back to them, regardless if the claim is made one or fifty years later. The money belongs to the victims just as it did before the war. The Holocaust victims' position is that they are owed this money back because it was theirs in the first place before the war, no questions asked. Switzerland was a neutral country at the time of the war, and is still a neutral country at this period of time. The Swiss position on this controversy is that they do not believe that they owe the unclaimed money to the Jewish survivors and their families, if there is not proper documentation to back up the claims. The Swiss are examining the situation and are unable to conclude what happened to the money in the accounts and where the money went. The Swiss are very defensive with the allegations from the Jewish survivors. They do not like being accused of destroying bank accounts and being called an ?ally? to the Nazis during the war (Border 2, 1998). That, therefore, is the reason why the banks are so hesitant to giving the money back to the survivors. They have a valid excuse why the documents may be gone after fifty years, but the banks as a whole, do not like being seen as the bad guys. The Swiss even have laws protecting them and their reasons for not returning the money back t o the survivors. ?Switzerland does not provide for the government to receive the unclaimed property of those who have died with out leaving a will or heirs. Therefore, the Majority Rule Guarantee Of Democracy Essays - Swiss Law Majority Rule: Guarantee Of Democracy? Swiss Bank Controversy: Who's Money Is It? It is hard to imagine having everything you ever owned taken away in a split second. Many Jews experienced this after the years of oppression by the Nazi regime. The Jews had everything stripped away: their families, their possessions, their futures, and their dignity. ?I would give that money away for anybody. I should have had some relatives survive. I mean most of my friends, they had sisters, or cousins, or aunts or somebody to belong to. I had nobody,? said Gizella Weisshaus (Jones 1996). It has been about fifty years now since the end of the Holocaust. Up until recent times, the survivors of the Holocaust have decided that they deserve their money that they put into the neutral Swiss bank accounts before the war. They did this to protect their assets from the Nazis. This then provides the controversy, fifty years later, do the Holocaust survivors and their families deserve the money back from the Swiss banks, or are the Swiss banks even responsible for paying back the money? Th e controversy first arose with Gizella Weisshaus, when she could not receive her father's money after the war ended because she did not know her father's bank account number. When she was a young girl, her father had been taken away to the concentration camps. As he was being taken away, he mentioned to her that he had put money away in a Swiss Bank account and that she should go and claim it when the war ended. Years after the war she went back to claim the money, and the teller told her that with out an account number she could not do this. They then told her it would take five years to research the dormant account; therefore she would have to wait. Her response was, ?It made me angry that even now they claim they need five years to find these dormant accounts, as if fifty years wasn't enough? (Jones, 1996). Weisshaus was the first one to raise the red flag of the Swiss Bank controversy. Which has three main sides to the issue, the Swiss side, the United State's side, and the side of the Holocaust victims. The Swiss believe that they do not owe the survivors and their families any money because of the laws that protect them. They said that they are a neutral country and that the money put into the accounts was not claimed in time. The United States took the position that if the money belonged to the victims of the Holocaust, the money then should be returned back to them, regardless if the claim is made one or fifty years later. The money belongs to the victims just as it did before the war. The Holocaust victims' position is that they are owed this money back because it was theirs in the first place before the war, no questions asked. Switzerland was a neutral country at the time of the war, and is still a neutral country at this period of time. The Swiss position on this controversy is that they do not believe that they owe the unclaimed money to the Jewish survivors and their families, if there is not proper documentation to back up the claims. The Swiss are examining the situation and are unable to conclude what happened to the money in the accounts and where the money went. The Swiss are very defensive with the allegations from the Jewish survivors. They do not like being accused of destroying bank accounts and being called an ?ally? to the Nazis during the war (Border 2, 1998). That, therefore, is the reason why the banks are so hesitant to giving the money back to the survivors. They have a valid excuse why the documents may be gone after fifty years, but the banks as a whole, do not like being seen as the bad guys. The Swiss even have laws protecting them and their reasons for not returning the money back t o the survivors. ?Switzerland does not provide for the government to receive the unclaimed property of those who have died with out leaving a will or heirs. Therefore, the

Macbeth by William Shakespeare Essay Example

Macbeth by William Shakespeare Essay Example Macbeth by William Shakespeare Paper Macbeth by William Shakespeare Paper he was brave enough to make his way through the opposition and slaughter every man in his way, until eventually getting to the rebel Macdonwald and killing him. It was very important to Macbeth that hed made his King and country proud, his bravery reflected this and showed that he was loyal, Like valours minion carved out his passage. Till he faced the slave. And fixed his head upon our battlements. Joined with his friend, Banquo, the audience first sees Macbeth whilst he was on his way home from battle, when they came across three witches. Instantly theres a definite contrast of mixed feelings in the air between Macbeths reaction and Banquos reaction. The prophecy that Macbeth will become thane of Cawdor and eventually King of Scotland gets the best of Macbeth. Macbeth seems to be very accepting and open minded to the prophecies of the three old hags and he doesnt care to question them. The three witches had easily seduced him, Stay you imperfect speakers, tell me more! Macbeth is obviously intrigued. However, Banquo seems to be much more disturbed and suspicious, he questions their motives more, Were such things here as we do speak about? As witches are a sign of evil, he feels threatened. Hes confused by how the prophecies could be possible due to the divine order, where the king is chosen by God, how then could it be Macbeth? Banquo is far more surprised than Macbeth when the prophecies come true yet he still questions the witches, What, does the devil speak true? The witches had successfully manipulated Macbeth to a state where he was almost entranced with the prophecies; he liked what he heard, That he seems rapt withal. With the prophecies fulfilling their purpose, Macbeths ambitious nature runs away with him and leads to regicide to obtain his wishes. The audience in the Elizabethan era in the 16th century had different attitudes and beliefs about witchcraft than the one we share today. The audience would have been horror-struck as witches were seen as the devils agents and the viewers would have taken a great hatred and distrust to them, especially once the reactions to the witches from both the characters were seen. The audience would have now questioned their first impression of Macbeth and would have wondered whether their interpretation of Macbeths character was accurate. Macbeth now being Thane of both, Glamis and Cawdor, started to rethink whether regicide was a good idea. He felt that killing Duncan may not be a necessary thing to do in order to achieve the final prophecy, as he had built a respectable reputation. Macbeth definitely experiences a heavy spell of doubt. Shakespeare uses a powerful soliloquy in order to convey Macbeths feeling of a divided and troubled mind, almost as if theres an angel on one shoulder and a devil on the other. He weighs up the consequences of his actions and the antithesis in the line, cannot be ill, cannot be good, shows his doubt. Macbeth manages to come up with several excuses as to why not to go through with the plan, the first being the simple consequence of murdering the king, which is being put to death if caught. The second being that kingship and loyalty to Duncan would be broken, after all they are related! Thirdly, that king Duncan does not deserve to die because he has been a good king, Besides this Duncan hath borne faculties so meek. Macbeth even goes a step further and thinks how strong his arguments are and decides that theyre all very valid points, Strong both against the deed. Ultimately, Macbeth decides its in his best interest not to perform the task, but not if Lady Macbeth had anything to do with it! Lady Macbeth has shown to have a great influence over Macbeth and proves to be very persuasive. She uses a number of different techniques to make him reconsider as she shares the same character flaw of empowering ambition. Firstly, Macbeth shares with her his new plan and explains that his reputation matters. He hath honoured me of late, and I have bought golden opinions from all sorts of people. However, Lady Macbeth thinks hes crazy and she deploys phase one. She accuses him of breaking his promise to her, and that she can no longer trust his love. Lady Macbeth tells how a promise made to her is important, just like their love for each other. She asks Macbeth who influenced him to break this promise to her, and tells that if it were her she would be selfless and committed of purpose, What beast wast then, that made you break this enterprise to me? She then explains how she would have acted on the most grotesque and unnatural of promises. She would have killed her own baby if she promised to, I had given suck the babe that milks me. Smiling in my face. Have plucked my nipple and dashed the brains out. She makes Macbeth feel guilty. Then she deploys phase two: Macbeth as a man. She questions Macbeths masculinity by calling him a coward, which would have been a real threat, as for a man to be brave was very important, And live a coward in thine own esteem, but screw your courage to a sticking plate and we will not fail! Macbeth relies on Lady Macbeths confidence and agrees that killing Duncan will be a small price to pay for the greater good of, of course, himself! Later that same evening, whilst Macbeth is waiting for the go ahead signal from Lady Macbeth, Banquo and Fleance meet him. The scene conveys the dark and evil nature of what was about to take place. Banquo certainly feels this, The moon is down.. A heavy summons lies lead upon me.. Yet I dare not sleep. Here Banquo explains how its night; connoting darkness and evil, and that even though he is very tired he wouldnt dare to sleep because of the dark nightmares of the three witches. This scene also displays dramatic irony as Macbeth claims to not think about them when the audience knows that he is in fact obsessed, I think not of them. Macbeth then tries to lure Banquo into supporting him and if he does, he will be rewarded, If you shall cleave my consent. It shall make honour for you, Banquo replies in saying, In seeking to argument it, and allegiance clear, I shall be counselled meaning as long as my loyalty to the King can be maintained, I will join you, which clearly shows the conflicting feelings between both characters. Banquo goes on to say how well the King has been received and that the King was so pleased he gave Lady Macbeth a crystal to ward off evil. Obviously another effect of dramatic irony to convey that the real evil will inevitably take place as the owner of the crystal is evil herself. Both characters, Macbeth and Banquo are now beginning to separate and have different views which are the start of a great divide and corruptness between them. As Banquo leaves the scene, Macbeth is left alone to gather his present feelings about the regicide. A powerful soliloquy conveys this and shows what Macbeth is thinking. Macbeth starts to have an adrenalin rush which causes him to suddenly see the vision of a dagger. He suspects that its a manifestation of the mind so he questions his doubts, Is this a dagger I see before me, the handle towards my hand? Macbeth feels that the appearance of the dagger is a false creation of a heat oppressed mind He feels that the dagger isnt real so he tries to touch it to qualify this, Come let me clutch thee, but he doesnt hold it. Theres a conflict between sight and touch. Shakespeare uses punctuation and short sentences to convey Macbeths emotions of panic. The punctuation interrupts the flow to make the actor appear to breathe heavily to empathise Macbeths dilemma, Art thou not, fatal vision, sensible to feeling as to sight. Macbeth begins to trust the dagger and feels encouraged and confident in what hes doing. He sees the dagger guiding him to Duncans room. He begins to see blood covering the blade. A modern audience would have believed that Macbeth was so fired up that this was purely a hallucination. However, and Elizabethan audience would have confidently believed it was a supernatural happening due to the work of witches and the devil. The tone of the soliloquy changes from doubt and uncertainty to confidence and the transition made into evil. Macbeth loses his heroic identity and creates himself a new identity of murderer. He does this by welcoming all things evil. He now feels that he is performing a sacrifice of King Duncan to the goddess of the witches, Pale Hecate. Macbeth associates himself with dark creatures, His sentinel the wolf. Like a wolf, Macbeth hunts out Duncan like any other predator lurking in the night, and just like wolves are represented in folklore, Macbeth stalks the king with his stealthy pace. Macbeth then mentions Tarquins ravishing strides. Tarquin, a Roman, raped his hostess, Lucrecia, in the dead of night. Again, just like Tarquin, Macbeth is out to commit a brutal and violent crime in the cowardly night, a perfect time to kill Duncan in his sleep. Macbeth and Tarquin both victimised innocent people and committed a dishonorable act. Macbeth convinces himself that he is now an inhuman creature. Finally, Macbeth makes a reference to a ghost, Moving like a ghost. Macbeth uses this comparison as he would like to be as quiet as possible. However this comparison would have been far more powerful to an Elizabethan audience as it again refers to the supernatural and again an Elizabethan audience would have been freaked at his lust for satanic qualities! Macbeth eventually proceeds to kill King Duncan. The dagger disappears and Macbeth can now go it alone and fulfill the evil deed. In a little over one act of the play, the audiences have witnessed Macbeth being influenced by several forces which have encouraged the transition from heroic nobleman to evil killer, for example, his overwhelming ambition, which makes Macbeth want a position he cant have due to the system of the divine order. He is also influenced by the meddling, old witches who plant the idea of regicide into his head and finally his wife, who encourages and persuades him to kill the king. The murder of King Duncan results in chaos and anarchy all over Scotland and produces the destruction of Macbeth in the final battle between good and evil.

Internship Report Essay Example | Topics and Well Written Essays - 1000 words - 1

Internship Report - Essay Example But it was also a great opportunity for me to understand the other desks that I didn’t really know about, such as back office teams. I discovered that in this industry, though people focus more on the front office, the back office and middle office are actually quite important. They support the front office: impressive front offices wouldn’t exist without well-organized back and middle offices. About the buddy system, I didn’t have an exact buddy during this internship program. However, I had many chances to interact with junior members from different desks. This helped me to a great extent to understand more about Nomura. Jason from IT, Mark from US rates trading, Jerry from credit trading, Tan, Yuichiro and Bruce from research, and Dennis from JGB swap trading were all great sources of learning. I had some of my meals with these young members, interacted with them when they were at work, and these experiences have brought me very close to some of these talented members of the Nomura team. I could share my dilemmas with them, and they often gave me great advice when I encountered problems, or encouraged me when I was upset. Also, while interacting with them, I could picture myself working at Nomura as a junior, and it helped me imagine how I could contribute as a junior member. During the internship, I also had several opportunities of meeting key people in Nomura. I realized that Nomura has lots of all-star players in this industry. Especially, I was thoroughly impressed with our CEO. He was quite eloquent and persuasive during the interview meeting, and I was fascinated by the speed and intelligence of his reactions to my ideas and queries. I see why he is one of the most successful people in this industry and why Nomura is expanding right now. In addition, I really appreciate Mr.Osone who just let me come into his office whenever I

Analysis of Salome Dancing before Herod by Gustave Moreau Term Paper

Analysis of Salome Dancing before Herod by Gustave Moreau - Term Paper Example Herod, on the other hand, is in love with his own daughter, but of course, Salome does not love Herod in that fashion. Hence, to enforce her father to get John’s head, Salome dances for Herod in a way of seducing him (Nermeena 1). This painting by Gustave Moreau came out quite differently from the facts in the Bible. Critics found the astonishing, superhuman Salome to be an overpowering fascination portrayed from that canvas painting. Also, the watercolor known as the Apparition was fairly screaming. This was how Huysmans, a French novelist, wrote about Moreau's Salome in his book, A Rebours (1884). The theme was tremendously popular in the figurative arts, music, as well as literature, towards the end of the century. The theme concurred with the misogynous attitude of the Symbolists. In the interpretation given in Huysmans’ text, people can view Salome as a vicious female who seduces Herod, her own father, in order to get John’s head. ...The unicorns are symbols of purity, as well as chastity. The work also suggests a feeling of serenity, as well as comfort, in the mythological subject matter. The painting was completed in 1875, and it adopted the style of symbolism (Moreau 1). Also, it is classified under the religious genre. The painting used oil technique on canvas material, and its dimensions are 61cm by 92cm. The room the painting is placed in is extremely spacious with regards to the size of the painting (Moreau 1). The room’s dimensions were 870 by 700 cm. This is adequate space for the painting. A painting, in its showcase, needs adequate room, as well as lighting. The room is also painted white (Moreau 1). Hence, the dark color of the painting makes it stand out. The artificial lighting is, hence, not needed. Other two paintings that caught the eyes of many viewers were the â€Å"Jupiter and Semele†, as well as the Dream. The latter work was done by Gustave Moreau and the first work by Pierre Puvis de Chavannes.

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.

Free Essays on Whartons Ethan Frome: Unselfish and Stupid Ethan :: Ethan Frome Essays

Unselfish and Stupid Ethan Frome Ethan Frome was an unselfish man, he looked out for the interests of others and acted to serve them rather than himself. Though this attitude is normally considered a wonderful characteristic it proved to be Ethan Frome's undoing. All of Ethan's troubles were a direct result of his unselfishness and strict moral standards. The life that Ethan lived, the plot of the story, could have been drastically changed, and most likely changed for the better had Ethan considered the effects of his actions and decisions upon himself. Ethan was an intelligent man, he had high dreams for himself as an engineer, and he wanted to have a life away from the ceaseless drudgery of life in Starksville. When his mother died leaving Zeena without a place to go, Ethan, being the kind man he was, offered to marry her because he felt obligated to do so. This decision however shut out his hopes for a better life. In order for Ethan to get an education he must have money. In order for Ethan to get money he must sell the farm. And with a new wife to take care of he could not possibly manage it. Ethan's decision to marry Zeena had fettered his social mobility and had brought about the backlash of Zeena's discontent. Ethan further brought on the wrath of Zeena when he chose to get involved with Mattie. Ethan cared a great deal for Mattie and didn't' want Zeena to take her from him. Because Mattie was not well suited to be a maid and frequently made mistakes Ethan would help her with her chores. Ethan also comforted her and tried to hide her shortcomings from Zeena. However his efforts to help Mattie ended up hurting him. Zeena was most definitely aware of Ethan's fondness of Mattie; she insinuated this when she locked Ethan and Mattie out of the house. Besides helping Mattie with her chores Ethan stood up for her and stood up for her in front of Zeena. When the cat broke the pickle dish when Zeena was away at seeing a doctor Ethan went out of his way to try to cover it up. He concocted a plan to buy some glue and put the dish back together so that Zeena wouldn't notice. When that plan failed and Zeena found the broken dish, Ethan was willing to take the blame instead of Mattie.

Classroom Observation Essay

Mrs. Cash’s 3rd grade classroom is a comfortable and safe environment for all of her 16 students. She has a very successful approach to education. Throughout the short amount of time I spent at Pelican Elementary, I was introduced to sheer creativeness. During my observation time, I was able to grasp the materials she used, the classroom environment, and the outcome of the classroom’s learning experience. Cash’s methods of teaching are primarily centered on teacher-student interaction. Her ability to serve a multitude of unique needs within the same class is no small feat. As it is an effective learning tool, the majority of the school days are filled with laughter. Because I observed on a Friday, though, I only got to witness test days. In the morning, her students begin with breakfast in the classroom. Mrs. Cash has ‘specials’ right after this because she is in the Green Hallway. ‘Specials’ consist of classes like art, gym, music, etc. She would then take them to lunch at 10:30. When they returned to the classroom, they headed straight into ‘A. R. Time’ where they would read a book on a certain level and then answer questions about that book on the computer. The questionnaire was for the teacher to know the students understood what they read. Each grade level is in a different colored hallway because their rotations are at different times in the day. The hallway that held her classroom was more toward the center of the school. The hallway to her left was the ‘Blue’ hallway for second grade and the hallway to her right was ‘Red’ for fourth grade. In the middle of all the hallways and the main focus of the school was the library. I liked this set up a lot because it showed how important books and reading was. This is where the school was able to show its diversity because there were posters on the walls with different ethnic children promoting sharing and equality. On the backside of the bookcases, there were anti-bullying posters and posters that encouraged speaking out and asking for help. This showed that the school helped students who were being bullied and who had problems at home. After all that was through, they started Language Arts. They took several quizzes where she would have the students put up privacy folders. Because I only witnessed test taking, I didn’t get to truly appreciate Mrs. Cash’s teaching method but I did get to see how she treated each student individually. She walked around the classroom and gave them pointers on how to hold their pencil and gave each child the time they needed to finish. She made the entire class look at her as she read spelling words aloud and then had them give her thumbs up when they finished writing them. The remarkable thing about Mrs. Cash is that she has a lot of patience and gives everyone the time they deserve. By doing this, it showed that she took the time to give everyone the time and materials they needed, regardless of racial background, to finish their work. She worked with everyone’s learning ability to help them succeed. When this subject was over, she took them outside to recess. I did not like this part of the day because it felt as though the day’s schedule was run by Mrs. Cash herself. She took them to recess when she thought it was necessary and then brought them back inside, after what felt like 10 minutes, because she was too hot. The schedule they had did not seem as though it was the school’s plan, but the teacher’s and that each teacher had their own. There were a few children who lost their privilege due to misbehaving and had to sit out while they finished late work. I thought this was a good method to use to teach students to turn in work on time. The academic lessons I watched with Mrs. Cash were focused on reading, writing, and spelling. The criteria seemed very enjoyable and quite natural to teach. The students are quite comfortable and challenged in a healthy way. When they completed a worksheet together, most of the class excelled in getting the right answers and Cash fed off of everyone’s contribution. She never pushed down an answer, even if it was wrong, and made everyone feel like their contributions were appreciated. I admire this because it is very difficult to achieve comfort of that level in a classroom for only a few short weeks. Being faced with adversity in the classroom is an everyday, perhaps every hour occurrence. Mrs. Cash engages her students’ adverse behavioral problems with ease. She agrees that â€Å"You must choose your battles†, and that, â€Å"Not every action deserves a reaction. † This concept, although not novel, is quite challenging for most. Luckily, she has had a lot of practice. I did notice, though, that she had the students who were grasping the material easier farther away from her desk than she had the ones who were struggling. I feel as though some of the students knew she did this and therefore did not want to try as hard. When facing diversity herself, though, Mrs. Cash did not treat everyone fairly. There was one boy in particular who she constantly picked on. He was of Latin descent and, I’m sure, spoke a form of Spanish, but he understood and could speak English. I understand that in most cases of diversity the language barrier is the biggest struggle, but there is more than one way to accommodate a student who does not understand English. I am not sure if he was just having a bad day, but he was being difficult with fulfilling requests. Cash would say things such as, â€Å"I know you understand English . . . † or â€Å"You’re not moving fast enough handing out those papers† as she would snatch them from his hands and turn away as though he were wasting her time. In these circumstances, I understand that she may have been flustered because it was a Friday, but I would have used different words and definitely a different tone of voice or even had an interpreter if I was struggling to communicate with him. The materials used within the classroom were varying. Mrs. Cash labeled everything to keep the classroom neat and organized. This also stimulated the students’ mind because they were subconsciously reading the labels and constantly learning where the materials went. They had purple folders during ‘A. R. Time’ that held their books and quiz scores in one place. They had cubbies that were assigned by seat number and all their school supplies stayed in there during the day. The subject text books were in bins lined up at the front of the class where a ‘Team Leader’ would retrieve them when needed. Mrs. Cash’s tidiness lends greatly to the success of her students. Her classroom is absolutely wonderful. She had an assortment of posters and class work tacked on the walls and a variety of knick-knacks all throughout. She had nicely scented soap that she bought for the class in an amusing pump on the sink, she had silly window stickers on the windows and she had a collection of funny pens and pencils on each table. The tables were set up in four groups of four individual desks and there were assigned ‘Team Leaders’ and â€Å"Material Monitors’. Her classroom decoration was fluid and made it a better learning environment because the students were facing each other, and not toward the teacher. This gave them opportunities to work together and to improve their social skills. What I did not like about the classroom was that it was openly joined with the one next to them. It was hard for some students to test because the class next door was being taught a lesson and therefore making a lot of noise. When Mrs. Cash asked the teacher to quiet her classroom down, she apologized but made no changes. This irritated me because it wasn’t fair to the students. I assume the classrooms were designed this way to save water, because of fewer bathrooms, but it is not a very constructive learning environment. A wife, mother and distinguished grade school teacher, Mrs. Cash has been an ideal observation candidate. Her approach to education is a successful one. Taken away is an informed standpoint about teaching young students in general that assists greatly to the morale of a perspective teaching professional.