ILETS Test Evaluation

ILETS Test EvaluationIELTS The International English style Testing SystemThe purpose of e truly sort is to diagnose what the learners know or dont know, in other words to check learning. The International English Language Testing System or IELTS outpouring is a language proficiency experiment which covers all quadruple language dexteritys reading, writing, listening and speaking and is the closely widely used and accepted running for English language. Each paper holds a percentage of the final score each equally weighted at 25%. The IELTS test is crotchety in that you pietism fail it (Takeielts.britishcouncil.org, 2017). Although we alive(p) in a very to a greater extent than modern, electronic world, the IELTS test is still a pen and paper-based test (Takeielts.britishcouncil.org, 2017).The papers/tests covering the four skills beReading a 60 minute test which includes three texts to be readWriting a 60 minute test display the test takers ability to summarise, exp lain or describeListening this test is a 30 minute testSpeaking this is the shortest of all four tests at 11-14 minutes.My es consecrate entrust be focusing on the evaluation and the validity or fitness for purpose of the speaking test within the IELTS test.Michael Halliday (1968 cited in Levine and Spencer, 1996, p. 46) quotesLanguage is a form of culturally determined behavior and this behaviour includes the ability to take on a range of linguistically defined roles in row situations. Unless the child grows up in an environment in which all these speech situation roles argon open to him, he will fail to master grand areas in the grammar of his language.With this is mind we must envision that all types of confinements have both advantages and limitations (or disadvantages) so it is necessary to ascertain the Fitness for purpose of a air divisionicular task and to use a different range of task types within the framework.We must provide different speaking tasks which activat e our different speaking processes. The tasks should elicit behaviour which truly represents the domiciliatedidates ability and which can be scored validly and reliably (Hughes, 1991, pg. 101). Although speaking can seem both simple and natural it is, in fact, a very complex skill with several stages to follow. From the conceptualisation of an idea we must and because convert that idea into language. This is d unrivaled through both lexical and grammatical knowledge. through this knowledge we are able to form sentences and phrases in order to vocalise our idea. Once we have the essential words, sentences and phrases these are then changed into sound or articulated. This is how a non-verbal idea becomes an actual verbal expression. As you will know, when we speak we are constantly monitoring ourselves in order to ensure the flow of speech continues smoothly, whether this be through our internal access to vocabulary, grammar or intonation, etc. When we speak all of these stages ar e effected automatically and naturally this is why speaking can be so challenging for learners. If a learner lacks both lexical and analytical knowledge their retrieval of that vocabulary or grammar may well take bimestrial causing a less natural or automatic response to a task or question through longer pauses and hesitations.We must then ensure that testing incorporates all manner of validity and reliability in order to produce a rounded and more thorough outcome.The IELTS speaking test is a face-to-face, one-on-one interview between the test taker and the IELTS trained examiner. The interview only lasts between 11 to 15 minutes and is recorded. The speaking test can be taken onward the other three sections listening, reading, writing of the test and the speaking comprises of three separate sections.The first section or social occasion 1 is known as the introduction and interview segment. Here the interviewer introduces him or herself to the test taker. This is then continue d as if it were an interview albeit a little formal whereby the test taker shares training with the examiner. The examiner will have a script of questions to ask the test taker which cover every day familiar fallics e.g. work, study, where you live, food, holidays, friends, goig out, festivals, sports, school and public imparting (TeachingEnglish British Council BBC, 2017).The test taker provides the examiner with information al virtually themselves, their family, work and interests through a series of open-ended questions like those in appendix 1 e.g. Whats the most interesting part of your colonization/ townsfolk? Would you say its a good place to live? Why? (Ieltsessentials.com, 2017) and answers them to the best of their ability. This section normally takes around 4-5 minutes.The second section or part 2 is known as the individual long turn. In this segment the prognosis or test taker is given a topic card (see appendix 2). The topic card has a subject on it which the test taker must talk almost for two minutes. Before speaking, the vista is allowed one minute in order to prepare notes on their given topic. These topic tasks are generally virtually a personal experience, for example, a unforgettable day or a person of great significance to them and they then have to produce a monologue on this topic. Once the candidate has completed their monologue the examiner will then ask them about follow up questions which then leads them into part 3 of the test.The third section or part 3 is known as the two- behavior banter. This two-way hold forthion or dialogue is between the test taker and the examiner and is generally thematically linked (Karim and Haq, 2014) to part 2. If you look at appendices 2 and 3 you will see that the candidate in part 2 spoke about a piano he once owned and in part 3 the examiner then asks to have a discussion regarding things we own.Interviewing is a tried and tested way of assessing a language learners speaking capabi lities, however, it can seem intensely formal to the interviewee and cause the interaction to be dominated by the examiner (Karim and Haq, 2014) in their role as interviewer in the IELTS test. In the test then, this tends, to lend itself toward a situation in which the speaking is less natural in form than it could be if it were in a different format e.g. an informal discussion over coffee. Hughes (1991) states the most obvious format for the testing of oral interaction is the interview, however, it has at least one potentially serious drawback. When the test taker feels they are in an interview situation they will speak to the examiner as if speaking to a superior (Hughes, 1991, pg.104). Therefore, the speaking agency of the test taker may be put to a disadvantage. This limitation may well be avoided should the candidate feel they are able to ask questions as well as the examiner. Through a relaxed dialogue rather than an interview the conversation could well take a more natural p ath providing more confidence for the test taker. Also, interviews can cause unnecessary anxiety and nervousness to the test taker which could limit their interaction.We could also argue that natural conversation is built up with more informal language, whereby a conversation is not scripted provided flows along an unseen path to an unseen destination. Conversation does not follow a strict or distinct route but is nudged along in many different directions.The question we are asking is Is the test successful in achieving its objectives? and for this we take to look at what is known as the validity and reliability of a test. Validity has several forms and I have looked at content, face and criterion-related validity. issue validity is a representative sample of the skills and abilities which have been taught. The organise and content of the IELTS speaking test is the same at all levels. This means that an elementary level candidate will be answering the same questions of those at advanced levels. This does not provide a concrete level of testing as the structure and content do not provide a more challenging course for those with more advanced skills.Face validity looks at the measurement of skill the test should be assessing. If we look at the format of the IELTS test we can see that it is clearly established. It is universal in its approach and anywhere you look for information on the IELTS test it always provides the same information.In contrast both IELTS academic and General English tests are no different with regards to what is tested for in the speaking section. If we look at the band descriptor (appendix 4) we can see that there is no distinction for specific English. This brings into question the validity of criterion-based validity.The reliability of the IELTS test must also be looked at. A one examiner is responsible for rating the candidate, therefore, the inter-rater reliability has to be questioned due to interpretation but a single person of t he test taker. The scoring is split between four categories (appendix 4) within these four categories there is no in-depth breakdown so scoring is at the goody of the examiner.The strongness of the IELTS speaking test has rough limitations. Overall it is a essenceful test which shows validity and reliability in some areas but there are areas in which both validity and reliability fall short as has been shown. The following suggestions could make the IELTS speaking test somewhat more valid and time-tested provide more time for the candidate to talk freely in the first section. In this way we could elicit more authentic data from the candidate and be provided with a more in-depth analysis of the actual ability the candidate has. More tasks would elicit a better performance from the candidate discussion about a picture or tasks which represent different communicative processes. The grading scale should be open to more variables to provide a broader perspective and finally, more than one examiner would ensure a more reliable assessment.APPENDICESAPPENDIX 1Speaking sample task Part 1https//www.ieltsessentials.com/global/-/media/IELTS/ spheric/Files/MP3s/speakingsamplepart1recording.ashx?la=enPart 1 Introduction and interviewThis part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview.Lets talk about your headquarters town or village.What kind of place is it?Whats the most interesting part of your town/village?What kind of jobs do the hatful in your town/village do?Would you say its a good place to live? (Why?)Lets move on to talk about accommodation.Tell me about the kind of accommodation you live in?How long have you lived there?What do you like about living there?What sort of accommodation would you most like to live in?Speaking sample task Part 1 transcriptPart 1 Introduction and interviewThis part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview. Transcripttester Now, in this first part, Id like to ask you some more questions about yourself, OK? Lets talk about your home town or village. What kind of place is it? panorama Its quite a small village, about 20km from Zurich. And its very quiet. And we have only little two little shops because most of the people work in Zurich or are orientated to the city.Examiner Whats the most interesting part of this place village? prospect On the top of a hill we have a little castle which is very old and quite well known in Switzerland.Examiner What kind of jobs do people in the village do?Candidate We have some farmers in the village as well as people who work in Zurich as bankers or journalists or there are also teachers and some doctors, some medicines.Examiner Would you say its a good place to live?Candidate Yes. Although it is very quiet, it is people are friendly and I would say it is a good pl ace to live there, yes.Examiner Lets move on to talk about accommodation. Tell me about the kind of accommodation you live in APPENDIX 2Speaking sample task Part 2https//www.ieltsessentials.com/global/-/media/IELTS/ globular/Files/MP3s/speakingsamplepart2recording.ashx?la=enPart 2 Individual long turnCandidate Task CardDescribe something you own which is very important to you.You should saywhere you got it fromhow long you have had itwhat you use it forand explain why it is important to you.You will have to talk about the topic for 1 to 2 minutes.You have one minute to esteem about what youre going to say.You can make some notes to help you if you wish.Rounding off questions Is it valuable in terms of money?Would it be easy to replace?Speaking sample task Part 2 transcriptPart 2 Individual long turnTranscriptExaminer Alright? Remember you have one to two minutes for this, so dont worry if I stop you. Ill tell you when the time is up.Candidate OKExaminer Can you start speaking n ow, please?Candidate Yes. One of the most important things I have is my piano because I like playacting the piano. I got it from my parents to my twelve birthday, so I have it for about nine years, and the reason why it is so important for me is that I can go into other world when Im playing piano. I can forget whats around me and what I can forget my problems and this is some generation quite good for a few minutes. Or I can play to relax or just, yes to to relax and to hypothesize of something completely different.Examiner Thank you. Would it be easy to replace this, this piano?Candidate Yes, I think it wouldnt be that big problem but I like my piano as it is because I have it from my parents, its some kind unique for me.APPENDIX 3Speaking sample task Part 3https//www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart3recording.ashx?la=enPart 3 two-way discussionLets consider first of all how peoples values have changed.What kind of things give st atus to people in your country?Have things changed since your parents time?Finally, lets talk about the role of advertising.Do you think advertising influences what people buy?Speaking sample task Part 3 transcriptPart 3 Two-way discussionTranscriptExaminer Weve been talking about things we own. Id like to discuss with you one or two more general questions relating to this topic. First, lets consider values and the way they can change. In Switzerland, what kind of possessions do you think give status to people?Candidate The first thing which comes in my mind is the car. Yes, because lots of people like to have posh cars or expensive cars to show their status, their place in the society.Examiner Is that a new development?Candidate No, I think it isnt.Examiner People have thought like that for quite a long time?Candidate Yes. Another thing is probably the clothing. It starts already when you are young. When the children go to school they want to have posh labels on their jumpers or good shoes.Examiner What do you think of this way of thinking that I need to have a car or certain clothes to show my status?Candidate Probably its sometimes a replacement for something you dont have, so if your wife has left you or your girlfriend, you just buy some new, I dont know, new watches or new clothes to make you satisfied again.Examiner You dont think of it as a healthy way of thinking?Candidate Its probably not honest to yourself. You can understand what I mean?Examiner Yes. And do you think this will change? In the future, will cars and designer clothes be status symbols in the same way?Candidate Im sure that clothes will be that the thing with the clothes will be the same. Im not so sure about the cars because cars cause lots of environmental problems and probably in some years, a few years, this will change because its not reasonable to drive a car anymore.Examiner Can you tell me a little silicon chip more about that? APPENDIX 4 IELTS Speaking Band DescriptorsBand Fluency and coherence Lexical resource Grammatical range and accuracy orthoepy 9speaks fluently with only rare repetition or self-correctionany hesitation is content-related rather than to find wordsor grammarspeaks coherently with extensivey enchant cohesive featuresdevelops topics fully and appropriatelyuses vocabulary with full flexibleness and clearcutness in all topicsuses idiomatic language naturally and accuratelyuses a full range of structures naturally and appropriatelyproduces consistently accurate structures apart from slipscharacteristic of native speaker speechuses a full range of pronunciation features with precision and subtlety sustains flexible use of features throughout is effortless to understand8speaks fluently with only episodic repetition or self- correction hesitation is usually content-related and onlyrarely to search for languagedevelops topics coherently and appropriatelyuses a wide vocabulary resource readily and flexibly to convey precise meaning us es less common and idiomatic vocabulary skilfully, with occasional inaccuraciesuses paraphrase effectively as requireduses a wide range of structures flexiblyproduces a absolute majority of error-free sentences with only very occasional inappropriacies or basic/non-systematic errorsuses a wide range of pronunciation features sustains flexible use of features, with only occasional lapsesis easy to understand throughout L1 accent has minimal effect on intelligibility7speaks at length without noticeable effort or loss of coherencemay usher language-related hesitation at times, or some repetition and/or self-correctionuses a range of connectives and word markers withsome flexibilityuses vocabulary resource flexibly to discuss a variety of topicsuses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices uses paraphrase effectivelyuses a range of complex structures with some flexibility prevalently produces error-fr ee sentences, though some grammatical mistakes persistshows all the positive features of Band 6 and some, but not all, of the positive features of Band 86is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction orhesitationuses a range of connectives and discourse markers but not always appropriatelyhas a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies generally paraphrases successfullyuses a mix of simple and complex structures, but with limited flexibilitymay make frequent mistakes with complex structures though these rarely cause comprehension problemsuses a range of pronunciation features with mixed control shows some effective use of features but this is not sustainedcan generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times5usually maintains flow of speech but uses repetition, self correction and/or slow speech to keep goingmay over-use certain connectives and discourse markersproduces simple speech fluently, but more complex communication causes fluency problemsmanages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibilityattempts to use paraphrase but with mixed successproduces basic sentence forms with reasonable accuracyuses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problemsshows all the positive features of Band 4 and some, but not all, of the positive features of Band 64cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correctionlinks basic sentences but with repetitious use of simpleconnectives and some breakdowns in coherenceis able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice rarely attempts paraphraseproduces basic sentence forms and some correct simpl e sentences but subordinate structures are rareerrors are frequent and may lead to misunderstandinguses a limited range of pronunciation features attempts to control features but lapses are frequent mispronunciations are frequent and cause some difficulty for the listener3speaks with long pauseshas limited ability to link simple sentencesgives only simple responses and is frequently unable to convey basic coreuses simple vocabulary to convey personal information has insufficient vocabulary for less familiar topicsattempts basic sentence forms but with limited success, or relies on apparently memorised utterancesmakes numerous errors except in memorised expressionsshows some of the features of Band 2 and some, but not all, of the positive features of Band 42pauses lengthily before most wordslittle communication possibleonly produces isolated words or memorised utterancescannot produce basic sentence formsSpeech is often unintelligble1no communication possibleno rateable language0 do es not attendREFERENCESHughes, A. (1991). Testing for language teachers. initiatory ed. Cambridge England Cambridge University Press.Ieltsessentials.com. (2017). Speaking Practice Tests. online addressable at https//www.ieltsessentials.com/global/prepare/freepracticetests/speakingpracticetests Accessed 01 Mar. 2017.Karim, S. and Haq, N. (2014). An Assessment of IELTS Speaking Test. International Journal of Evaluation and Research in Education (IJERE), 3(3).Levine, J. and Spencer, M. (1996). Developing pedagogies in the multilingual classroom. 1st ed. Stoke-on-Trent Trentham Books.Takeielts.britishcouncil.org. (2017). IELTS teachers questions answered Take IELTS. online Available at http//takeielts.britishcouncil.org/teach-ielts Accessed 7 Feb. 2017.TeachingEnglish British Council BBC. (2017). Evaluating speaking the IELTS speaking test. online Available at https//www.teachingenglish.org.uk/article/evaluating-speaking-ielts-speaking-test Accessed 07 Mar. 2017.

Protein Requirements and Nutrition

Protein Requirements and NutritionAYUSH SAXENAProteins in nutritionFor every physical activity, the dust requires energy and the amount depends on the duration and type of activity. Energy is measured in Calories and is obtained from the frame stores or the food we eat. Glycogen is the primary(prenominal) ascendent of fuel utilizationd by the muscles to enable you to undertake twain aerobic and anaerobic exercise. If you train with low glycogen stores, you will feel constantly tired, training performance will be lower and you will be more prone to injury and illness.Nutrient BalanceC arfully planned nutrition must provide an energy balance and a nutrient balance.The nutrients atomic number 18Proteins essential to growth and repair of muscle and other(a) system tissuesFats one source of energy and important in relation to fat soluble vitaminsCarbohydrates our main source of energyMinerals those inorganic elements occurring in the body and which be critical to its normal fun ctionsVitamins water and fat solublevitaminsplay important roles in numerous chemical processes in the bodyWater essential to normal body function as a vehicle for carrying other nutrients and because 60% of the gentleman body is waterRoughage the fibrous indigestible portion of our diet essential to health of thedigestive systemOne gram of protein or carbohydrate contains 4 calories, while one gram of fat has 9 calories.Protein Quality Nutritive ValueThe quality of protein depends on the level at which it provides the nutritional amounts of essential aminic panelings undeniable for overall body health, maintenance, and growth. Animal proteins, much(prenominal) as eggs, cheese, milk, bosom, and fish, atomic number 18 consideredhigh-quality,orcomplete, proteinsbecause they provide sufficient amounts of the essential aminic acids. Plant proteins, such as grain, corn, nuts, vegetables and fruits, belower-quality,orincomplete, proteinsbecause many an(prenominal) coiffure pr oteins lack one or more of the essential amino acids, or because they lack a prudish balance of amino acids. Incomplete proteins gage, however, be combined to provide all the essential amino acids, though combinations of incomplete proteins must be consumed at the same time, or within a unforesightful period of time (within four hours), to obtain the maximum nutritive value from the amino acids. Such combination diets generally yield a high-quality protein meal, providing sufficient amounts and proper balance of the essential amino acids needed by the body to function.The function of proteinsIn virtually every biological process proteins argon playing a role. Some of the main functions of proteins in the human body atomic number 18 toBuild, strengthen and repair/replace things, such as tissue. Examples include keratin (strengthens protective coverings, such as hair), collagen and elastin (both provide support for connective tissue).Make antibodies for our immune systemMake hormo nes, which attend cells send messages and coordinate bodily activitiesMuscle contractions actin and myosin, ii types of proteins, are involved in muscle contraction and movement.Make enzymes. An enzyme facilitates a biochemical reaction.Carry things hemoglobin, a protein, transports oxygen through the blood.Mediate cell response retinal purple is a protein in the eye which is used for visionStore things ferritin is a protein which stores iron in the liverRecent developments on protein function.High protein diets may cooperate promote weight loss.The International Food Council Foundation found that a high percentage of women who eat more protein do not only deflect weight gain, but also report weight loss.A high protein diet may be right(a) for bone health.An investigation published in theJournal of Clinical Endocrinology and Metabolism, revealed that a calorie controlled diet lower in carbohydrates and higher in protein along with perfunctory exercise has a significantly po sitive electrical shock on bone health in overweight individuals as well as obese young women.Energy provision.Protein is not a significant source of energy for the body when there are sufficient amounts ofcarbohydratesand fats available, nor is protein a storable energy, as in the case of fats and carbohydrates. However, if insufficient amounts of carbohydrates and fats are ingested, protein is used for energy needs of the body. The use of protein for energy is not necessarily economical for the body, because tissue maintenance, growth, and repair are compromised to meet energy needs. If taken in excess, protein can be converted into body fat. Protein yields as much usable energy as carbohydrates, which is 4 kcal/gm (kilocalories per gram). Although not the main source of usable energy, protein provides the essential amino acids that are needed for adenine, the nitrogenous base of ATP, as well as other nitrogenous substances, such as creatine phosphate (nitrogen is an essential el ement for important compounds in the body).Dietary requirements of proteinNobody seems to agree on how much protein we can eat experts from industry, government agencies, diet companies and nutritional organizations have a varying list of assertions.An individuals perfunctory protein requirement depends on several factors, includingAge a growing childs needs will not be the same as an individual aged 80 yearsSex males generally require more protein than (non-pregnant or non-breastfeeding) femalesWeight an individual who weighs 200lbs will require more protein compared to somebody who weighs 120lbs. In fact, recent studies target that weight matters more than age when determining dietetical protein requirements.Muscular exertion an individual who earns his living delivering pianos will require more protein than a computer coder of the same age and heightMuscle mass a muscle-bound weight trainer will need more dietary protein than a endurance contest runnerHealth a person w ho is convalescing after an illness or medical procedure may need more dietary protein than other peckProtein Requirement and NutritionThe recommended protein expenditure for an average adult is generally based on body size 0.8 grams per kilogram of body weight is the generally recommended routine intake. The recommended daily allowances of protein do not vary in times of strenuous activities or exercise, or with progressing age. However, there is a wide mould of protein intake which mess can consume according to their period of development. For example, the recommended allowance for an infant up to six months of age, who is undergoing a period of rapid tissue growth, is 2.2 grams per kilogram. For children ages seven through ten, the recommended daily allowance is around 36 total grams, depending on body weight. Pregnant women need to consume an additional 30 grams of protein above the average adult intake for the nourishment of the development fetus.Percentage of energy that should come from proteinInfants (7 12 mo) 11 grams per daylightlightInfants (0 6 mo) 9.1 grams per day puerile boys (14 18 y) 52 grams per dayTeenage girls (14 18 y) up to 46 grams per dayAdult men approximately 56 grams per dayAdult women approximately 46 grams per dayPregnant or lactating (breastfeeding) women about 71 grams per dayAccording to the U.S. Centers for Disease Control and Prevention protein intake should beChildren ages 1 to 3 13 grams per dayChildren ages 4 to 8 19 grams per dayChildren ages 9 to 13 34 grams per dayGirls ages 14 to 18 46 grams per dayBoys ages 14 to 18 52 grams per dayWomen ages 19 to 70+ 46 grams per dayMen ages 19 to 70+ 56 grams per dayProtein wishIn some developing countries protein deficiency is a major cause of illness and premature death. Protein deficiency can lead to mental retardation and trim IQ,In most parts of the world where protein deficiency is common, total food energy consumption is also too low i.e. people are not getting enough food in general. Protein deficiency can lead toGrowth problemsWasting and shrinkage of muscle tissueApathyDiarrheaFatty liverSwollen bellySwollen legsanemiaWeaker immune system, leading to a higher susceptibility to infections and diseasesIn several countries where protein deficiency is a serious problem, the leaves and other parts of the Moringa tree can help provide dietary protein.In developed countries, especially Western Europe where the dietary requirements of poorer people are very carefully monitored and resolved, protein deficiency is quite rare. In developed nations, protein deficiency is more likely to occur among people on crash diets, or among very elderly individuals who do not eat properly.Sources of dietary proteinPoultryFish and fish eggsInsectsDairy productsSeeds and nutsSoya productsEggsGrains, vegetables and legumes also have protein (less per kilo of total weight)MeatAmino acidsProteins are large molecules made up of long chains of amino a cids. Amino acids are the building blocks of proteins. The biochemical activity of proteins is characterised by their individual structure, size and shape. These factors are determined by the sequence and characteristics of the constituent amino acids. at that place are about 20 unalike amino acids commonly found in plant and tool proteins. For adults, 8 of these, have to be provided in the diet and are therefore defined as essential or indispensable amino acids. These areLeucineIsoleucineValineThreonineMethioninePhenylalanineTryptophanLysine.In children, arginine, histidine, cysteine, glycine, tyrosine, glutamine and proline are also considered to be essential (indispensable) amino acids, because children are unable to make enough to meet their needs. These are referred to as conditionally essential. There may also be certain disease states during adult life when a particular amino acid becomes conditionally essential.The other amino acids do not have to be provided by the diet. This is because the amino group of these amino acids can be transferred to another amino acid with a different amino group by a process called transamination. In this way the body is able to make some amino acids itself. These are known as non-essential or dispensable amino acids.How much protein should we eat?The Dietary Reference Values for protein are based on estimates of need. For adults, an average requirement of 0.6g of protein per kilogram bodyweight per day is estimated. The Reference Nutrient Intake (RNI) is set at 0.75g of protein per kilogram bodyweight per day in adults. This equates to approximately 56g/day and 45g/day for men and women aged 19-50 years respectively. There is an extra requirement for growth in infants and children and for pregnant and breast feeding women.Any excess protein can be used to provide energy. 1g of protein provides 17kJ (4 kcal) but carbohydrate, and to a lesser extent fat, should be the main sources of dietary energy. At present, protein p rovides around 16% of energy on average in the British diet.The nature of protein in the dietMost foods contain either animal or plant cells and will therefore naturally contain protein. But the processing of foods may substitute the amounts and relative proportions of some amino acids for example the Maillard reaction and the associated browning that occurs when foods are baked reduces the available lysine. The quality of the protein is also important and depends on the amino acids that are present. Proteins from animal sources have a higher biological value than proteins from plant sources. This is because the pattern of amino acids in animal cells is comparable to the pattern in human cells. Plant foods may have very different patterns of amino acids compared to animal proteins, and, in the past, this difference has lead to a concept of first-class and second-class proteins, for animal and plant foods respectively. However, diets are typically varied in the UK and rarely made up of single foods. A combination of plant proteins tends to have a complementary effect boosting their overall biological value.Complementary action of proteins (plant protein)In most diets, different proteins tend to complement each other in their amino acid pattern, so when two foods providing vegetable protein are eaten at a meal, such as a cereal (e.g. bread) andpulses (e.g. baked beans), the amino acids of one protein may reanimate for the limitations of the other, resulting in a combination of higher biological value. This is known as the complementary action of proteins. Thus if vegetarians and vegans eat a variety of vegetable proteins in combination, there is no reason why the quality of protein cannot be as good as in a diet comprising meat, milk, fish, eggs or other foods that contain animal protein. Good sources of plant protein include nuts, seeds, pulses, mycoprotein and soya products. There are also small amounts in grains.Animal proteinProtein from animal sources con tains the full range of essential amino acids required from an adults diet. Sources include meat, fish, eggs, milk and cheese. For most of us, low fat options of these foods are preferable as some can be high in saturated fat.Good sources of proteinTable 1 Protein content of some common foods found in the dietAdults and children should consume two to three servings of protein every day. If plant sources dominate, it is important to make sure that different types are consumed.One typical portion size equates to 100g of lean boneless meat (red and poultry) 140g of fish 2 medium eggs 3 tablespoons of seeds or nuts.It is important to choose lower fat protein-rich foods, such as lean meats or reduced fat dairy productsas some high protein foods can also be high in saturated fat. This will help minimise the risk of developing cardiovascular disease.Summary and recommendationsFor basic protein synthesis, you dont need to consume more than 1.4 to 2.0 g/kg (around 0.64-0.9 g/lb) of protei n per day.Nevertheless, consuming higher levels of protein (upwards of 1g per pound of body weight) may help you feel satisfied after eating as well as maintain a healthy body composition and good immune function.You should consume some protein before and after training to ensure adequate recovery.Do not eat more than four eggs per week. Although they are a good source of protein and are low in saturated fat, eggs are very high in cholesterol.

MacBeth :: essays research papers

A.) Title MacbethAuthor William ShakespearePublisher The Bobbs-Merrill Company Inc.Date 1968Pages 156B.)Macbeth begins with ternion witches setting the tone of the play. The threewitches throughout the play will make predictions and keep the readers continuallywondering.The king of Scotland, Duncan, receives a message saying that his army has get the better of a Norwegian invader. Macbeth, an army world(a) in his army, receivedmost of the credit for the victory. Because of this victory and Macbeths part in it heis given the title, Thane Cawdor. Macbeths wife, Lady Macbeth, begins to getgreedy and wants as much power as she can get and will stop and nothing to obtainit.Macbeth and Banquo, another general in the army are returning from thebattle when they encounter the three witches. They announce that Malcolm willone day be heir to the throne. This prediction makes Macbeth intelligent because he haddreams of one day being king.The announcement that upsets Macbeth is that King Dunc an announces thathis son Malcolm will take over the throne after his death. afterward the kingsannouncement he plans to visit and dine with Macbeth at his home.The idea of power again enters the minds of Macbeth and his wife after thisannouncement and they start thinking how to gain sustain of the throne themselves.When Duncan arrives at Macbeths home Lady Macbeth plans to killDuncan. She plans to do this while hes sleeping, but in his sleep he resembles her become and she is unable to go through with it. So Macbeth carries out the plan. Thetwo also made sure that they covered their tracks by making it look like the servantskilled the king. After hearing the news about their father, Malcolm and Donalbain,Duncans sons flee fearing for their lives.Macbeth immediately takes control of the throne assuming he is the new

Greece Essay -- Ancient Greece Essays

GreeceGreece was founded in 3000 B.C. Greece is located in Southern Europe, bordering the Aegean Sea, Ionian Sea, and the Mediterranean Sea, amid Turkey and Albania. Greeces area can be compared to the size of the state of Alabama. Between 3500 and 3000 B.C., society was becoming more(prenominal) complex. Villages built during this time were becoming larger. However, the universe of discourse increased at a slow rate. During the second millennium B.C. two Greek civilizations evolved - the Minoan in Crete and the Mycenaean on the mainland. old around 1349 B.C., the Mycenaean peoples conquered the island of Crete, and the Minoan civilization basically stopped evolving. Archeologists and historians discovered that Minoans first wrote in the Greek language and the Mycenaeans first spoke it. There was a time called the Dark Age. It was from approximately 1099 B.C. to 800 B.C. This is the time when things seemed to fall apart. An example is when a revolution occurs. In this case, peasa nts rebelled against the military rulers. It is believed that the Mycenaeans were very unshakable in their armed forces, and that probably caused their own destruction. Things became unruly. People were just trying to survive. They lived in smaller communities and farmed for themselves. The population growth slowed down to probably its lowest levels.Sometime around 800s B.C., things began to change again. Things were starting to get better. Renaissance is another word for re-birth. That is what was happening to this country. Between 750 and 500 B.C., the Greeks had founded colonies in many parts of the Mediterranean Basin and the Black Sea. The ports of Argos and Corinth, on the eastern side of the country, grew very fast and trade with the Near East began to grow. Metals were traded with the Near East and Italy. Because things were going good and the population rose, we all know, having more people means needing more food to eat and more land to expand on. This meant more explore rs were needed to settle more areas and the refinement of Greece was underway. In the eighth century B.C., (799 to 700 B.C.), the concept of polis began to develop with the rich people to replace the poor people. The tyrants were often related to the rich people. The success of the tyrants created a impertinent rule. That rule was that you dont have to be born a prince or princess to rule a territory. After abo... ...thousands died because of no food. In all more than 500,000 people lost their lives. During the Civil War that followed, 80,000 more died. The national economy went down the drain. With a lot of help from the United States, things started to turn around for the better.During the sixties the military took control of the government. The people began feeling like they were losing their freedom. Military leaders and politicians decided to clean house. They agreed that the way to do that was with a advanced constitution and a vote of the people to get rid of the monarch y. Instead a president was given considerable powers and they were not abused. In the 1970s through with(predicate) the 1980s democracy was finally in place.The European Union began its presence in the 1990s. Many of the European Unions richer countries worried about Greeces poorer status. But all of the many countries, including the United States, are richer because of their contact with Greece and its rich history. One of the most recent events was the 2004 Olympic Games in Athens. Over 11,000 athletes, from around the world, came in concert to compete in many different sporting events. It was a huge success and fun to watch on TV.

Portrait :: essays research papers

Portrait of the Artist as a Young ManStephen Dedalus is born of a woman, created of the earth pure in his childhood innocence. From this beginning stems the birth of an artist, and from this the novel, A Portrait of the Artist as a Young Man, James Joyce recounts Stephens story. His journey is followed from childhood to maturity, and thus his transformation from secular to sacred to an awakening of what he truly is. The novel evolves from simple, child kindred diction, to sophisticated, higher ideas and thoughts as Dedalus completes his transition into an artist. In the beginning, Dedalus sees the world in an almost sing-song nursery rhyme sense, with a "moocow" coming down the road. By the end of the novel, Dedalus is mature and worldly a man who stands tall and who feels confident with "Old father, old artificer, stand me now and perpetually in good stead." (238). Through the use of the symbols of woman and earth, and white and purification, Joyce gives his nove l depth and wonder. These symbols follow an array of transformations, changing throughout the novel much like Stephen himself. The figure woman goes from the mother figure, to that of the whore, and finally to the representation of freedom itself. As a child, the image of the mother figure is strong. It is nurturing and supportive, that of "a woman standing at the half-door of a cottage with a child in her arms . . ." (10) who shelters and protects and makes Stephen afraid to "think of how it was" to be without a mother. As Stephen grows, however, like any child his dependency of him mother begins to dwindle, as does his awe for her. He begins to question his relationship with her and she is suddenly seen as a dirty figure, beginning the transformation of Stephens image of women from that of mother to whore. He first begins to questions the purity of his mother, his creator, his earth, when confronted by class mates, who taunt and confuse the innocent act of kissing his mother. He suddenly wonders, "Was it right to kiss his mother or wrong to kiss his mother? What did that mean, to kiss? You put your lawsuit up like that to say good night and then his mother put her face down. That was to kiss." (24) However, later in the novel the image of the pure and novel mother appears once more, but not in the figure of Stephens own mother.

Realism and Henry James Essay -- essays research papers fc

Realism, in the broadest of definitions, is the faithful federal agency of reality or verisimilitude. The realist is considered to be the philosophical extroverted . Within the scope of American literature, pragmatism spans the time period from the Civil War to the turn of the century. Some cl subscribe to that American reality was the product of a country shaken by war combined with technological advances and increased consciousness of nationhood. Realism, according to Weinberg, denies the continuum of time as meaningful dimension of experience because time cannot be seen or touched . In essence, realism was a solution to the problem of the past. It made a religion out of newness and contemporaneity . However, some critics of realism have criticized it as having been exposed as an insidious agent of the capitalistic-imperialistic-bourgeois hegemony .The advent of realism was much appreciated by writers everywhere for it was a response to the ever-changing cultural needs. Willi am Dean Howells, Mark Twain and Henry pack are few of the pioneers of American realism. With time, Howells abandoned the idea of the past and worked solely in the representation of American life. Twain, however, was in a limbo between his bonds with the past and a promise to the present. At this time it was James, who reconciled the ties of history and with an intellectual commitment to the present. James wrote The nontextual matter of Fiction in 1884 in a critical response to Walter Besants lecture on the same topic. Jamess basic aim in this critique was to critically analyze Besants thoughts on fiction whilst putting forward what he believed the art and form of fiction to be. James contends that fictional writing is the representation of real life. In The Art of Fiction he claims that a novel is a proof of life and curiosity . At other point in this discourse he writes, The only reason for the existence of a novel is that it does attempt to represent life . This is synonymous with the definition of realism that I have stated above which claims that realism in literature is the representation of life. In the essay, James highlights the basis, which he believes, are essential for a theatrical role of fiction to become art. According to him, a piece of fiction should be informative and should not carry with it the load of moral judgments or analysis. The characters and their psychological solve should... ...r, Everett. "William Dean Howells Theory of Critical Realism." ELH 16 (1949) 151-166.     Crowley, John W. "The Portrait of a Lady and The Rise of Silas Lapham The Company They Kept." (n.d.) 117-134.     Dicovery of a Genius William Dean Howells and Henry James. Ed. Albert Monrdell. clean York Twayne, 1961.     James, Henry. "The Art of Fiction." Longmans Magazine (1884).      James, Henry. What Maisie Knew. New York, 1909.      Pizer, Donald. "Late Nineteenth-Century American Realism An Essay in Definition." Nineteenth-Century Fiction 16 (1961) 263-269.     Rouse, H. Blair. "Charles Dickens and Henry James Two Approaches to the Art of Fiction." Nineteenth-Century Fiction 5 (1950) 151-157.     Salomon, Roger B. "Realism as Disinheritance Twain, Howells andJames." American Quarterly 16 (1964) 531-544.     Weinberg, Bernard. French Realism The Critical Reaction, 1830-1870. (Oxford, 1937) pp. 122-123.

Etiology of Developmental Dyslexia Essay examples -- Psychology Learni

Etiology of Developmental Dyslexia The long disputed debate about the particular cause of dyslexia is unagitated very much alive in the field of psychology. Dyslexia is commonly characterized as a reading and writing impairment that affects around 5% of the global population. The disorder has frequently been hypothesized to be the result of various sensory malfunctions. For over a decade, studies have made major contributions to the disorders etiology however, scientists are still unclear of its specific causal. Initially, dyslexia was thought to be a reading disorder in children and adults (1). Later it was suggested to consist of both a visual and writing component, and so characterizing it as more of a learning disability which affected people of normal intelligences ability to perform to their fullest potential (5). In the current research, cognitive and biologic perspectives have often been developed independently of one another failing to recognize their respective posi tions within the disorders etiology. The Phonological Deficit and Magnocellular theory are dickens of the most dominant theories in dyslexic research. Various theories have been suggested to explain the reputation and origin of dyslexia, however, they often served as additional support for either the phonologic or magnocellular theories. The Double Deficit theory suggested that dyslexic symptoms were the result of speed-processing (7). The Genomic theory posed that dyslexia was a highly heritable disorder that can be localise to a specific genetic component, Finally, the Cerebellar Deficit theory suggested that dyslexia was the result of an abnormal cerebellum exist (2). With the constant debate of the biological nature versus the cognitive natur... ...explanation of blase processing and phonological deficit theory of dyslexia.http//www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WC0-45FCDRM-M-1&_cdi=6724&_orig=browse&_coverDate=03%2F31%2F2002&_sk=999199996&wchp=dGLbVlb -lSzBV&_acct=C000020258&_version=1&_userid=423519&md5=8fa40b6212ee8c82801e117a768bf4bb&ie=f.pdf5)Nature.com, Article discussing the two most prevalent theories of dyslexia the magnocellular and phonological theories.http//www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/v412/n6845/full/412393a0_fs.html&content_filetype=pdf6) Infotrac, Article describing the double deficit hypothesis of dyslexia.http//web2.infotrac-ustom.com/pdfserve/get_item/1/Sbc1b55w7_1/SB765_01.pdfNON-WEB REFERENCES7).To see but not read the magnocellular theory of dyslexia. Stien, J. & Walsh, V. TINS v20 1997 pages 147-152.