Humanae Vitae Reflection Essay

Humanae Vitae – Encyclical Letter on the regulation of birth As a Roman Catholic, I have been raised to believe what the Church has taught for centuries. As we are living in Humanae Vitae, surely challenges will arise for some people in today’s society when they read this text. Although I had difficulty seeing one statement noted in the text the way in which the Church had, I found myself agreeing with the Pope in the problems presented in terms of today’s society. Beginning with the â€Å"problem and competency of the magisterium,† Pope Paul writes at the start of the document, â€Å"†But the most remarkable development of all is to be seen in man’s stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life — over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life† (n. 2). Although Human life did come from God, belongs to God, and goes back to God, I believe that we are our â€Å"own† spirits, and that we were created with choices, including the fact that we in a sense control our realities that make up the way we live our lives and the things we do on a daily basis. I do not believe it is an illusion as Pope is suggesting and further more do not believe we are bought at a price from God – although in a sense, the choices in which God gives us are the prices â€Å"we pay† to live the life in which we were granted, it is up to us as individuals. Forward looking, as the new question of â€Å"principle of totality† comes into play, I believe that the problem of sex in society today, or perhaps the way in which the younger generations view sex, is flawed. I agree that sexual activity in which Pope Paul was writing that it is wrong to diminish its message and that it does belong to the context of committed love, sealed by marriage and openness to life because it is the greatest reflection and reasoning to which the gift of sexuality was given to us. Furthermore, I wholeheartedly believe in the doctrinal principles in section II that present â€Å"a wholistic vision of man† (n. 7). The underlying joints to a faithful life are chastity and marriage, demanding â€Å"conjugal love, responsible parenthood, and conformity to the creative intention and design of God† are clear. In the section of Consequences of Artificial Methods, I gree that in limens terms, how easily using birth control and other artificial methods could open the door to marital infidelity and a lowering of moral standards, especially our generation. Today, sex has become a part of the American society that has led the young to be easily swayed in believing and succumbing to various forms of temptations, including pre-marital sex. I think a large part in this is the way in which you are raised, the kids in which you surrounded yourself with, and how much influence parental figures had in their children’s sex lives. It is consistent in the opinion of the encyclical letter that not much experience is needed to be aware of and understanding human beings and that the young need to be taught early on to not sway from the â€Å"moral law. † Instead, they need â€Å"incentives† to keep the moral law because temptation is everywhere, and without supervision and someone to be there as a guardian, I believe the child is more apt to fall victim to such evils, which could potentially have dire consequences as they move into their adult life. Another powerful statement in which I fully agree with has to do with a man who gets accustomed to the use of contraceptive methods may forget â€Å"the reverence due to a woman† and disregard her physical and emotional equilibrium, reducing her to an instrument for the satisfaction of his own desires, no longer considering her as his partner whom he should surround with care and affection. In my opinion, these are very warranted and strong, loaded statements. My reasoning is that, again, I feel like younger generations of men were not raised with the same level of respect for the way in which to treat their female peers. This I contribute to a number of factors, including the media of today’s society and the parenting of the child’s adolescence. However, I believe simply because a woman uses contraceptives does not entitle the man to view the woman any differently. Rather, I believe that the man is aware of the way in which he treats women, or in other words, that he either respect women physically and emotionally entirely, or he does not. And from that point, if he does not, that man could then use contraceptives as a â€Å"tool† in a sense to further his selfishness. I think a good reasoning behind this may come also from the way in which the boy was raised and the way in which he was brought up to view women. For example, if a young boy was raised with a father who abused his mother, he may take either extremes depending on the way it effected him: A, the boy could despise his father for what he did to his mother and swear that he will always respect women and never be like his father, or B, he could revert to his father’s ways and treat future women with the disrespect that was taught by his dad. Either way, I believe it is not where you come from, it is what you do with your situation and I believe faith can have a lot of encouragement in that. In summary, a good concluding statement found in the Encylical Letter about the authority and responsibility of the Church to always declare the truth is powerfully presented in n. 18: She does not, because of this, evade the duty imposed on her of proclaiming humbly but firmly the entire moral law, both natural and evangelical. Since the Church did not make either of these laws, she cannot be their arbiter—only their guardian and interpreter. It could never be right for her to declare lawful what is in fact unlawful, since that, by its very nature, is always opposed to the true good of man. With that said, I believe having faith in today’s society can yield a better life for everyone who opens their mind to a new way of thinking. Yet, although with today’s influences and high paced life, living a faithful life may not be easy, it is rewarding and purifying. The views of the Church keep you grounded as it reminds you to fulfill your blessings given to you by God.

Describe How to Interact, Respond, Communicate and Deal

When we are communicating with all children and younger people we must treat them all the same. We should be clear and concise. Instructions should be clear and the same E. G. please can you tidy up. Then we should keep repeating please can you tidy up, please can you tidy up, if a child (3-6years) was asked can you put toys away, they can get confused with what they have been asked to do. We can ask the younger child to repeat what the instruction was so we are aware that they have understood what was said to them. Children of the age3-6 are using their grammar a lot more.At this age they can exaggerate very well when telling something. If they are hurt they might tell fibs. Verbalising whilst playing is very common for 3-6 yrs. whilst communicating with these small children I would get down to their level. With the 6-12yrs they tend to ask lots of question. At this age most of the children set their own goals to achieve. Fact and fantasy are distinguished by now. The 6-12 age group s will need to have boundaries in place. They might also need support if they have a falling out with friends.This is the age when they speak about transitions in life. Use language to predict and draw conclusions. Use long and complex sentences. Understand other points of view and show that they agree or disagree. Understand comparative words e. g. ‘it was earlier than yesterday’. Keep conversations going by giving reasons and explaining choices? Start conversations with adults and children they don’t know. Understand and use passive sentences e. g. â€Å"the thief is chased by the policeman†. 12-18 yrs. olds will still look for adult support even though they are striving to be an adult.As teens seek independence from family and establish their own identity, they begin thinking abstractly and become concerned with moral issues. We need to be approachable and also remind them of confidentially. Not all children will like face to face talking so it might be best to speak at side of them. Teens should be able to process texts and abstract meaning, relate word meanings and contexts, understand punctuation, and form complex syntactic structures. However, communication is more than the use and understanding of words; it also includes how teens think of themselves, their peers, and authority figures.Resolving conflict with age groups. Ask each individual what happened and why. Encourage both children to come up with ideas to resolve the problem. Do not judge either child or be negative about their suggestions. Make it clear that you want to work toward a solution that will make them both happy. Encourage the children to listen to each other, including why they believe the conflict started. This effectively forces the children to accept that there is another person with feelings involved. Children are often totally unaware of how their behavior affects other people.Help both children understand what the end goal is; this may involve being v ery clear about what would be a good end result, an answer that suits both children. Ask both children to discuss the incident and to tell you how they have decided to handle it. Be sure to praise the children for handling the problem themselves and reassure them that you know there will be no future conflict between them. When your child gets angry, give them time and space to calm down before trying to resolve the situation. Explain later that it is difficult to think of good solutions when we are angry.We help children to learn the value of positive relationships in many ways. We promote and reward positive behaviour, encourage turn taking, we ensure we are good role models; we encourage sharing and build self-esteem of the use of praise and reward, with either sticker, certificates, merits ECT. We also encourage the children to be kind to each other. As adults we must respect other peoples view even if we don’t agree as everyone is entitled to their opinion. Always show y ou’re interested in what people are saying, show concern if needed and be a listening ear.Respect can be gained by talking to a child at their level and understanding them, for example looking at children at eye level whilst talking to them increases mutual respect. Keeping calm and talking in a â€Å"normal† friendly tone also increases mutual respect. Listening to children and addressing their needs. Role models are inspirational people who encourage others to progress and work toward self-improvement. They are especially important for today’s youth and can play an important role in shaping our society.Role models can influence a young one’s values, beliefs, and attitudes, which will shape the person that one will grow to be. Role models have the ability to focus their efforts on others rather than on themselves and they are selfless. Role models inspire others not only by their words, but more so by their actions that move us to do the same. Role model s help others by offering good examples, by inspiring others realize the endless possibilities to reach their goals, and by moving others to be the best that they can be. Children will copy behaviour so I use manners the children will copy.Influenced by the people around them affects children Reinforcement is used to help increase the probability that a specific behavior will occur with the delivery of a stimulus/item immediately after a response/behavior is exhibited. Negative reinforcement is often confused with punishment. Positive reinforcement is a very powerful and effective tool to help shape and change behavior. Positive reinforcement works by presenting a motivating item to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.We do this with either thumb up, smiling, verbal praise. Negative reinforcement is when a certain stimulus/item is removed after a particular behavior is exhibited. We can change seat or room. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative stimuli. Communication can be hard with young people as well as children. Each difficulty has its own effect. This could be how they learn, or understand what is being said to them. They will need time and to feel less pressured when speaking.Someone with Hearing difficulties would benefit from BSL( British sign Language), difficulty with attention or following complex directions in the classroom would benefit from being near the teacher or having 1-1, difficulty retaining information could have pictures or tape recorders,, poor vocabulary achievement could have extra time, difficulties with grammar, difficulties with organization of expressive language or with narrative discourse, difficulties with academic achievement, reading, and writing, unclear speech, persistent stuttering or a lisp.Most children tent to communicate through text and emails. Sometimes we n eed to change the way we communicate with people. This will depend on the individual. We often do this without knowing we have changed. Eye contact is best for non- hearing as they can lip read. Other ways we can communicate are via letters, email, using different color paper. We might need to speak slowly and more clearly. Depending on the type of visual impairment and what adaptations are necessary, I will produce reading books and class material in large print or braille.Touch typing programmers might be introduced, using a screen reader. Visual timetables, pictures, symbols or photographs are also a good way to communicate. For younger children, a visual time line can be effective, labels for equipment and places for specific activities, pictures, symbols, photographs or written labels. Visual displays of topics or current activities can for some children can cause overload.

Research on student debt management and budgeting in Canada Paper

On student debt management and budgeting in Canada - Research Paper Example The poll shows that 6 out of 10 students will graduate with a debt to pay. Likewise, 75 % of the Canadian students do not use a budget (Glasby, 2009, p.152). In addition, the Canadian federal government offers financial assistance through the Canada Student Loans Program (Johnstone, 2010, p 180). There are two Canadian bank loan prerogatives for the Saint Mary’s University’s students. Royal Bank offers student loans (www.rbcroyalbank.com). The bank does not collect interest payments while in school. The Royal Bank manages the Federal loans in Quebec and Nova Scotia, Canada. The bank helps the students with their repayment options, responsibilities as well as obligations. Further, the Toronto Dominion Bank offers student line of credit loans (www.tdcanadatrust.com). The student loans cover tuition fees, books, and living expenses. The bank offers different payment terms that fit the students’ payment capacities. The bank does not collect monthly fee s and annual fees during the student’s student life. Furthermore, the National Student Loans Service Centre helps the students with their student loan inquiries (https://nslsc.canlearn.ca). The Centre offers several student loan types. The student can process the student loans from the bank’s National Student Loans Service Centre. The Centre offers different payment terms. The terms fit the students’ capacity to pay the loans on time. The government offers loan forgiveness to academically intelligent students (Mutimer, 2012, p. 209). Canada’s nature and level of student debt. The Royal Bank’s website (www.rbcroyalbank.com) offers readable online student loan materials to Canadian Citizens, through the federal student loan program (Council of International Schools, 2009, p. 37). Likewise, the Toronto Dominion bank (www.tdcanadatrust.com) can easily be understood by the student loan applicant. The can easily find the

Electromagnetic Compatibility of Devices Essay Example | Topics and Well Written Essays - 2000 words

Electromagnetic Compatibility of Devices - Essay Example This paper illustrates that while engineers worked on a large number of devices and their functions in an environment of electromagnetic fields, but still there is the great need for research in this field to come up with substantial human and friendly devices.  The very common example is watching TV every day! If the text message or phone call in the dynamics that are attached to the computer and the TV sound. Prior research on EMC, a lot of cases, such as the sharpness of the speakers sound, noise and stop in alarm systems, distortions in telephone lines, violations of the equipment installed in hospitals, police, schools, and others have been identified. Such problems persist until the end of the twentieth century. Experts like describes the introduction of new products in the last decade of the twentieth century that were compatible with electromagnetic devices, but doubts have remained the same. The required bandwidth for devices for the production of radiation is very high su ch as cell phones (a big emitter), the wireless set of connections, Bluetooth connection and PDAs emit electromagnetic radiation in a wide scale. This is the reason that the number of sensitive locations, such as intensive care units in hospitals, military data, and numbers, etc, is to be free from electromagnetic radiation. As Weston articulates that the devices used to detect fire and smoke, and devices that emit electromagnetic radiation should be studied continuously. Standards and specifications of the system operation are determined in accordance with their work. He also said that as the technology of electromagnetic devices have given a helping hand to the deployment of fire and smoke detection systems. Reducing Electromagnetic Compatibility, EMC is the word used to detail how well the equipment or system can function in its electromagnetic environment without inserting Electromagnetic trouble that line with other electric supply to the atmosphere. Electronic equipment that c an run and convergence criteria are called EMC devices.

REFER TO OTHER INSTRUCTIONS FOR PROBLEM QUESTION WHICH NEEDS TO BE Essay

REFER TO OTHER INSTRUCTIONS FOR PROBLEM QUESTION WHICH NEEDS TO BE ANSWERED CONCERNING EU LAW-Principles of Direct Effect, Indirect Effect, State Liability and - Essay Example Van Gend, European Community regulations can and must be tried before national courts and therefore Eastern Interiors can bring action on refusal of license in UK courts. However since the UK Government in Tachographics has left the matter of implementation of EU regulations to individuals without any State intervention, it is not likely to interfere unless Eastern Interiors can demonstrate a discriminatory bias in the decision of the European Commission to refuse its license. The other Company does not have any grounds for appeal, since it does not even have a reply from the Commission. Action can be bought against EU regulations by a Member State by going in appeal to the ECJ, which is the only authority that can possibly over rule the decisions of the Commission. However in this instance, since only two companies are affected by the refusal/denial of license, it is unlikely that any appeal will be entertained by UK Courts. Through the concept of direct effect, member states are bo und to apply EU regulations in their entirety, and they cannot be implemented piece meal (See case 128/78 Commission v UK (1979) ECR 419). In the event of non compliance with the EU regulation, the UK may have to change its laws to accommodate EU Law (See the case of C-246/89R Commission v UK (1989). However this case concerns the refusal of licenses, for which restrictions on availability have already been specified, and since the regulation will be implemented in its entirety, the restriction on licenses and the right to refuse or deny a license as laid out in the Regulation, will have primary and predominant effect in the UK and individuals such as Eastern Interiors will have to accept and adhere to the terms of the Regulation. EU regulations are in general very detailed and unless any specific remedies are available to individuals under the terms of the regulation, it is unlikely that eastern Interiors or the other company can successfully seek remedy under EU law. In the case

FINANCIAL CRISIS, HOME MORTGAGES, CREDIT MARKETS, FINANCIAL Assignment

FINANCIAL CRISIS, HOME MORTGAGES, CREDIT MARKETS, FINANCIAL INSTITUTIONS, MORAL HAZARD, ADVERSE SELECTIONS, - Assignment Example Majority of the subprime borrowers were caught unawares, and they were unable to pay off their monthly payments (Bliss, 2010). Furthermore, a rise in foreclosures initiated by financial institutions was able to increase the number of houses within the market. This led to a decline in the housing prices, leading to an increase in thee defaults of mortgages. This default had an adverse effect on financial and depository institutions such as banking organizations. Because subprime borrowers were unable to pay off their loans, banking institutions were forced to write off their debts. Furthermore, because of the defaults of sub-prime borrowers, depository financial institutions were forced to issue a margin call (Read, 2009). This led to an increase in the sale of mortgage backed securities, because of panic. Financial institutions increased their rates of margin calls, resulting to a series of defaults, eventually leading to catastrophic losses by banking organizations. It is estimated that financial institutions in the United States were able to loss approximately 1 trillion dollars, because of the effects of this financial crisis. A company such as AIG insurance was nearly collapsing, and it required a bail out from the US government, in order to sustain its businesses (Read, 2009). AIG insurance was able to receive approximately 85 billion dollars from the federal government, in exchange of 80% of its equity (Bliss, 2010). Jones (2010) explains that one of the factors that led to the near collapse of AIG was an aspect referred to as financial innovation. This is specifically at its London offices. This division encouraged for the use of a financial tool referred to as collateralized debt obligation (CDOs). This was an example of a financial innovation, and it was very popular amongst large financial institutions. This included banking organizations that issue out mortgages, investment banks, and other financial

INTERNAL MARKET LAW Essay Example | Topics and Well Written Essays - 2500 words

INTERNAL MARKET LAW - Essay Example It is done by having Member States agree to common economic policies surrounding the movement of the factors of economy. This is a good thing, since Member States will have increased movement for their products. However, it also means that such environments are highly competitive, and a lot of companies can suffer great loss if they cannot keep up with the challenges of the competition. It is also very difficult to form a monopoly, and that is a good thing, because the consumers get the best value for the products at lower cost because a lot of companies compete to get the attention of the consumers, rather than having just one company dictating the price for maximum profit and having no choice for the customers of which products to use. Products and services are also given the chance to reach the places where they are most valued, without additional barriers, reaching their maximum efficiency. It is mainly achieved by prohibition. Article 25 EC (cited in Weatherill, S 2007, â€Å"Cases and Materials on EU Law† p. 319) states that â€Å"Customs duties on imports and exports and charges having equivalent effect shall be prohibited between Member States. This prohibition shall also apply to customs duties of a fiscal nature.† There is no â€Å"customs control at the borders of Member States† (Four Freedoms (European Union), viewed 23 April, 2010), but rather, the â€Å"Physical controls of imports and exports now occur at the trader’s premises† (Four Freedoms (European Union), viewed 23 April, 2010). Furthermore, Article 90 (cited in Weatherill, S 2007, p.319) shows that â€Å"No member State shall impose, directly or indirectly, on the products of other Member States any internal taxation of any kind in excess of that imposed directly or indirectly on similar domestic products.† It consists of prohibitions imposed on Member States of

Global conflict Term Paper Example | Topics and Well Written Essays - 1250 words

Global conflict - Term Paper Example he focus of conflict in Indian society (as well as being a point of contention between India and Pakistan and the impetus point of separatist movements), but rather will look at recent events and conflicts in the area using these theoretical concepts to shed light on the nature of conflict resolution in this area. To negotiate a resolution to this conflict as a UN representative, I am planning to focus, using utilitarianism and moral naturalism, on the overweening issue of genocide prevention. Traditionally, the US and UN have been rather less involved than Britain in brokering a solution in this area, and the UN has mostly stated its position in terms of doling out praise and making assurances. I also feel that India and Pakistan can agree and come to terms that Kashmir is a sensitive issue. It appears that the Indian and Pakistani conflict over Kashmir, and Pakistan’s support of rebel fighters there, is at the very heart of the matter, rather than a factor to be sidelined as a non-issue in the peace-brokering process. One may feel as a UN representative that putting Kashmir up for discussion is asking too much; in any case, this assumption is not as clear as it could be. In terms of applying key concepts to this situation, one can see the Indian state as being the dominant group and the Kashmiri people as being the subordinate group. By suppression of separatist movements in the area, the Indian state is engaging in dominant acts of power designed to reinforce the status of the Kashmiri people as subordinate, and by fighting against this subordination. Many of the issues of minority-group consciousness and racism that can be associated with the situation are actually the result of not racism per se, but religious prejudice, since Kashmiri has such a dominant Muslim population. This causes problems in acculturation which can be seen from a perspective of moral naturalism, in that those that are perceived as the Kashmiri people do not want to assimilate

Optical Fibre Communications Essay Example | Topics and Well Written Essays - 1750 words - 3

Optical Fibre Communications - Essay Example You may use all of the allocated section numbers, or fewer. However, you are forbidden from entering any extra section numbers. You are permitted to have up to four figures in this report. They can only appear in the Design or Results sections. Each figure has been allocated a number. You must provide a title(s) and page number(s) in the space below. When you draw a figure, it must have below it the figure number and a title that matches the one entered here (see below). Photographic images are not permitted and will be ignored for marking purposes. You are permitted to have up to three tables in this report. They can only appear in the Design or Results sections. Each table has been allocated a number. You must provide a title(s) and page number(s) in the space below. When you draw a table, it must have below it the table number and a title that matches the one entered here. For example: Write your Introduction in the space provided. Use only this space – any inserted sheets will be ignored for marking purposes. The Introduction should cover relevant background information that will help in the understanding of the report, but which cannot be included in the other sections. The construction of optical fibres consists of three parts, a core made from a transparent material with a refractive index n1. A layer of cladding made from a transparent material that has a lower refractive index n2 then the core surrounds the core. The cladding adds support to the core structure and reduces the radiation loss to the atmosphere. The final part of the fibre consists of a polymer coating that protects the glass layers from damage. The combination of these three components leads to a dielectric wave-guide that allows light to pass through the It is important to understand how light rays propagate through an optical fibre. With the construction of the fibre having two transparent inner sections with the core having a higher refractive index. When

Education - Teacher Essay Example for Free

Education Teacher Essay Discussion of aim of education is a function of the philosophy of education or educational theory. The aim of education in the fullest and deepest sense of the word is in keeping with the nature of the human personality or human nature. Human nature is defined in terms of the cultivation and development of perceptive intelligence based on experience i. e. creative intelligence. Creative intelligence or intuition combines reason of understanding with wisdom of compassion depends on human awakening or enlightenment. aim of education is to cultivate creative intelligence required for adaptation to changes in the social environment i. e. adaptability. Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard. Individual has different interests, attitudes and needs. Every individual wants to achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims are varied. They have their different role in different fields. Some specific aims are listed below: (i) Knowledge Aim: The aim of education is the acquisition of knowledge, skills and attitudes. It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one. Philosophers and educationists of the world believe in knowledge. It is the valuable asset of life, which helps the individual to overcome misery and problems of life. (ii) Vocational Aim: Knowledge aim of education is narrow by nature. The theoretical knowledge will never meet our basic needs of life. We need bread and butter to fill up our belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of education. Those who are lower, intelligence in vocational education or training are a blessing for them. Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum. (iii) Character Building Aim: The Indian concept of education believes in self-realization. Self-realization is possible through moral education. So the individual should cultivate moral virtues or values which constitute character. Swami Vivekananda said, â€Å"We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. † (iv) Complete-Living Aim: The individual has various aspects to be developed. Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly. Firstly, the individual must know the art of self-preservation. Secondly, education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner. (v) Harmonious: Development of the personality aim- Gandhiji said, â€Å"By education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit. † The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed. True education is development of 3H’s instead of 3R’s. The development of Head, Heart and hand of an individual makes him happy. (vi) Democratic Aim of Education: One of the important aims and objective of education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship. India is a democratic country. Even citizen must have to realize the duties and responsibilities carefully. So the aim of education is to train carefully the future citizens. Training should be provided to develop the following qualities of the individual. (i) Capacity for clear thinking (ii) Receptivity of new idea (iii) Clarity in speech and writing (iv) True patriotism Further the democratic aim of education develop vocational efficiency, personality and leadership quality. Indian Education Commission (1964-66) under the chairmanship of Dr. D. S. Kothari suggested the following as the aims of education in a democratic set-up. (i) Increasing productivity (ii) Developing social and national integrity (iii) Making education modernized and (iv) Cultivating of social, moral and spiritual values. Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom but also in school in general. Many issues occur when differing opinions about the purpose of education collide. It is important to recognize that other people, including many of your coworkers, administrators, and your students parents might have a different point of view concerning what education should be all about. Following is a list of different aims of education that individuals might espouse. 1. Knowledge to Get By. This old school belief holds that school is important in providing students with the knowledge they need to get by in their day-to-day lives. They need to know how to read, write, and do arithmetic. Even though these core topics form the foundation of a students education, most educators today would probably not agree that this should be the extent of a students school career. 2. Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the subject matter they are teaching without much thought to other classes. When taken to the extreme, these teachers focus on their own subject matter as being more important than what students are learning in other classes. For example, teachers who are unwilling to compromise their own subject matter for the good of the students can cause problems for the school at large. When the school I taught at tried to implement senior projects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities. 3. Desire to Create Thoughtful Citizens. This might be considered another old school belief. However, this is held by many individuals, especially within the larger community. Students will some day be a part of a community and need the skills and mores to exist within that society as thoughtful citizens. For example, they will need to be able to vote in presidential elections. 4. To Gain Self Esteem and Confidence While the self esteem movement often gets ridiculed, we do want our students to feel confident about their learning abilities. The problem comes in with inflated self esteem not based on reality. However, this is often cited as an aim of the educational system. 5. To Learn How to Learn Learning how to learn is one of the key elements of education. Schools need to teach students how to find information they will need once they leave school. Therefore, the specific subject matter being taught is not as important for future personal success as is the ability for students to understand how to find answers for any questions and problems that might arise. 6. Lifelong Habits for Work. Many of the lessons that schools teach are necessary for success in their students future lives. As adults, they will need to be able to get to work on time, dress and behave appropriately, and get their work done in a timely manner. These lessons are reinforced on a daily basis in schools around the nation. Some individuals see this as one of the main reasons for sending students to school. 7. To Teach Students How to Live Finally, some individuals look at school in a more holistic manner. They see it as the means towards right living for the rest of their lives. Not only do students learn information in their individual subjects, but they also learn life lessons in and out of class. As previously explained, proper work etiquette is reinforced in the classroom. Further, students have to learn how to deal with others in a cooperative manner. Finally, they learn about how to learn information they might need in the future. In fact, one of the things that many business leaders cite as being necessary for future workers is the ability to work as part of a team and problem solve.

Solving Large Systems of Linear Simultaneous Equations

Solving Large Systems of Linear Simultaneous Equations NICOLE LESIRIMA METHODS OF SOLVING LARGE SYSTEMS OF LINEAR SIMULTANEOUS EQUATIONS PROJECT DESCRIPTION Linear systems simulate real-world problems using applied numerical procedure. The main aim of this project is to consider what factors affect the efficiency of the various methods of solving linear simultaneous equations. So far, one of the main factors is rounding errors that can produce inaccurate solutions. Moreover, MATLAB programs have been produced to time the calculation speed to determine the efficiency of the methods. Generally, these methods are subdivided into two; direct and iterative methods. Direct methods are commonly used to solve small systems of equations. The iterative methods are used to solve real-world problems that produce systems of equations for which the coefficient matrices are sparse. The relevance of studying these methods have its real world applications. The real world applications can be seen in various fields such as science and engineering, accounting and finance, business management and in operational research. The approach provides a logical framework for solving complex decisions in a wide range of industries. The advantage is that, decisions are founded on data analysis. Environmentalists and meteorologists may use large systems of simultaneous linear equations to predict future outcomes. For instance, to predict weather patterns or climate change, a large volume of data is collected over a long span of time on many variables including, solar radiation, carbon emissions and ocean temperatures. Queen Mary University of London (2015). This data is represented in the form of a transition matrix that has to be row reduced into a probability matrix that can then be used in the prediction of climate change. The objective of an enterprise is to maximize returns while maintaining minimum costs. Whereas the use of large systems of simultaneous linear equations may provide a basis for evidence based business decision making in an enterprise, it is important to know which linear systems are most appropriate in order to minimize undesirable outcomes for an enterprise. PROJECT REPORT OUTLINE Chapter 1 Introduction Large systems of linear simultaneous equations are used to simulate real-world problems using applied numerical procedure. The real world applications can be seen in various fields such as science and engineering, accounting and finance, business management. The approach provides a logical framework for solving complex decisions in a wide range of industries. The advantage is that decisions are founded on data analysis. The aim of this project is to explore the efficiency of a large systems of linear simultaneous equations in the optimal decision making of an enterprise. Chapter 2 Direct Methods: Gaussian Elimination and LU Factorisation Direct methods of solving linear simultaneous equations are introduced. This chapter will look at the Gaussian Elimination and LU Factorisation methods. Gaussian Elimination involves representing the simultaneous equations in an augmented form, performing elementary row operations to reduce the upper triangular form and finally back substituting to form the solution vector. LU Factorisation on the other hand is where a matrix A finds a lower triangular matrix L and an upper triangular matrix U such that A = LU. The purpose of this lower triangular matrix and upper triangular matrix is so that the forward and backward substitutions can be directly applied to these matrices to obtain a solution to the linear system. An operation count and computing times using MATLAB is calculated so as to determine the best method to use. Chapter 3 Cholesky Factorisation Introduction to the Cholesky method. This is a procedure whereby the matrix A is factorised into the product of a lower triangular matrix and its transpose; the forward and backward substitutions can be directly applied to these matrices to obtain a solution. A MATLAB program is written to compute timings. A conclusion can be drawn by comparing the three methods and determining which is the most suitable method that will produce the most accurate result as well as take the shortest computing time. Chapter 4 Iterative Methods: Jacobi Method and Gauss-Seidel This chapter will introduce the iterative methods that are used to solve linear systems with coefficient matrices that are large and sparse. Both methods involve splitting the matrix A into lower triangular, diagonal and upper triangular matrices L, D, U respectively. The main difference comes down to the way the x values are calculated. The Jacobi method uses the previous x values (n) to calculate the next iterated x values (n+1). The Gauss-Seidel uses the new x value (n+1) to calculate the x2 value. Chapter 5 Successive Over Relaxation and Conjugate Gradient Other iterative methods are introduced. The Successive Over Relaxation method over relaxes the solution at each iteration. This method is calculated using the weighted sum of the values from the previous iteration and the values form the Gauss-Seidel method at the current iteration. The Conjugate Gradient method involves improving the approximated value of xk to the exact solution which may be reached after a finite number of iterations usually smaller than the size of the matrix. Chapter 6 Conclusion All the project findings and results are summarised in this chapter. Conclusion can be made from both direct methods and iterative methods whereby the most accurate method with the shortest computing time can be found. Drawbacks from each method will be mentioned as well its suitability for solving real world problems. PROGRESS TO DATE The project to date has covered the direct methods of solving simultaneous equations. Gaussian Elimination This involves representing the simultaneous equations in an augmented form, performing elementary row operations to reduce the upper triangular form and finally back substituting to form the solution vector. For example, to solve an mxn matrix: Ax = b The aim of the Gaussian elimination is to manipulate the augmented matrix [A|b] using elementary row operations; by adding a multiple of the pivot rows to the rows beneath the pivot row i.e. Rià ¢Ã¢â€š ¬Ã‚ ¬Ãƒ ¢Ã¢â€š ¬Ã‚ ¬Ãƒ ¢Ã¢â€š ¬Ã‚ ¬Ãƒ ¢Ã¢â€š ¬Ã‚ ¬Ãƒ ¯Ã†â€™Ã‚   Ri +kRj. Once the augmented matrix is in the row echelon form, the solution is found using back substitution. The following general matrix equation has been reduced to row echelon form: This corresponds to the linear system Rearranging the final solution is given by For all other equations i = n 1, . . ., The operation count and timing the Gaussian Elimination was performed. The total number of operations for an nxn matrix using the Gaussian elimination is with O(N3). LU Factorisation This is where a matrix A finds a lower triangular matrix L and an upper triangular matrix U such that A = LU. The purpose of this lower triangular matrix and upper triangular matrix is so that the forward and backward substitutions can be directly applied to these matrices to obtain a solution to the linear system. In general, L and U is an m x n matrix: L =   U =   For higher order matrices, we can derive the calculation of the L and U matrices. Given a set of n elementary matrices E1, E2,†¦, Enapplied to matrix A, row reduce in row echelon form without permuting rows such that A can be written as the product of two matrices L and U that is A = LU, Where U = En†¦E2E1A, L = E1-1 E2-1†¦En-1   For a general nxn matrix, the total number of operations is O(N3). A Matlab program has been produced to time the LU Factorisation. So far, this method has proven more efficient than the Gaussian Elimination. Cholesky Factorisation This is a procedure whereby the matrix A is factorised into the product of a lower triangular matrix and its transpose i.e. A = LLT   or    =      The Cholesky factorisation is only possible if A is a positive definite. Forward and backward substitution is employed in finding the solutions. The method was also timed at it can be concluded that it is the most effective and efficient direct method for solving simultaneous equations. The indirect methods have been introduced with a short outline of what each method entails. Work Still to be Completed       As from the objectives layed out from the terms of reference, the following are the objectives that are yet to be completed. Week 13 16: Evaluating the convergence rate of the iterative methods in detail as well as finding out which method improves the solution efficiency.   Production of MATLAB programs analysing the different methods and other methods. Over the next 3 weeks, the conditions for convergence will be analysed. One of the most important conditions that will be studied is the spectral radius. This is a condition applied on the indirect methods to determine how fast or slow a method takes to achieve the state of convergence. Moreover, the project will also produce Matlab programs for the iterative methods and employ the spectral radius on these programs to determine the speed of convergence for large sparse matrices. Weeks 17 19: Introduction to the Successive Over-Relaxation (SOR) method and the Conjugate Gradient method. Successive Over-Relaxation method improves the rate of convergence of the Gauss-Siedel method by over-relaxing the solution at every iteration. While the Conjugate Gradient improves the approximated value of x to the exact solution. Matlab programs will be produced for the two methods together with the speed of convergence of different sizes of matrices. Week 20 24:Writing the findings and conclusions of the report, finalising on the bibliography and doing a review of the project as a whole.   Preparing oral and poster presentation.

Theseus Athens Great Hero :: essays research papers

Theseus Athens Great Hero At birth Theseus an unknown father. His mother , Aethra , was friendly with both Poseidon and Aegeus (Hunt 3-6). Before Theseus was born Aegeus said to Aethra ." If we are to have a son , when he is grown have him take my sword and sandals from under this boulder to me ," then he was off to Athens. Theseus was born in a small town called Troezen and grew up there, in a normal way. When Theseus was old enough Aethra took Theseus to the boulder where the sandals and sword were and told him what Aegeus had said. Theseus lifted the giant boulder with ease and immediately wanted to go to Athens. He insisted on going by land even though it is much more dangerous for there are thieves and he did not want to heed his mother's warnings. So he was off to Athens on foot to meet his father. On the journey Theseus met many thieves and out whited every one of them from asking to see there nice weapons and using them agents the thieves to seeing what they were trying to do to him and using that to hurt or usually kill them. Either way Theseus showed courage and wisdom in his quick thinking that would make him a great hero that would be remembered for many years to come. The first day in Athens Theseus started looking for Aegeus' castle but what he did not know was that Aegeus was ,at the time, under the power of a sorcerer by the name of Medea. She could see the power in him from afar and saw that he would take her power so she told Aegeus to kill him. At this time either Aegeus nor Theseus knew that they were related. Media told Aegeus to invite Theseus to a party or ball coming in the near feature and to poison his drink. Aegeus poisoned his drink and gave it to Theseus. Just before Theseus drank the wine Aegeus dashed the glass to the ground for he had just recognized his sword. Aegeus and Theseus became good friends and lived together for a time. One day Theseus saw ships with black sails coming and heard that there were taking 20 people to the labyrinth where they would be killed by a monster called the Minitor. Theseus had to stop this annual occurrence and went on the boat and promised if he lived to change the sails from black to white to tell Aegeus that Theseus was alive.

Proposed Mechanisms of Dreaming Essay -- Biology Essays Research Paper

Proposed Mechanisms of Dreaming New physiological discoveries made in the 1950's linked a particular phase of sleep with dreaming (8). This phase of sleep is known as the REM (rapid eye movement) phase. This newly acquired information spawned refreshed interest in the mechanisms (specifically neurophysiological mechanisms) of dreaming. Validity of the physiological and neurobiological approach to dreaming was supported by certain (current) clinically measured and observed behaviors accompanying REM sleep (8). These behaviors or characteristics include: -phasic clusters of extraocular muscles of the eye producing rapid eye movement -generalized activation of the forebrain (cerebral cortex) -phasic activation of the visual pathway -inhibition of sensory input -suppressed motor activity -activation or inhibition of various brain stem neurons. (5) Many of these behavioral markers associated with REM sleep closely dictate or reflect the dream phenomenon. Although the REM sleep phase and the dream state are closely related, REM sleep is not necessary for dreaming. However the prevalence of dreams are certainly greater in REM sleep (3). Some researchers also contend that REM dreams are uniquely different from those reported in non-REM dreams both in content and quality (11,12). Reports from REM sleep awakenings are typically longer, more vivid, and more emotionally charged than non REM sleep reports (2). Non REM sleep reports also reflect a more thought-like rumination, concerned with realistic, "common place" events (2,4,12). For many researchers, REM dreaming is considered the most elaborate or 'true' form of dreaming, especially with regards to the intense level of activation in the brain (2,4,5). According to Al... ...http://amanda.uams.edu/other/epscor/neuro_rf.html 10)2166 NIA-Basic Clinical Research on Sleep and Wakefulness http://research.utmb.edu/starline/research/starfiles/0692166.htm 11)Brain/Body Activity During Sleep and Dreams http://ipp01.sawka.com/spiritwatch/brain.htm 12)Paradigms of Consciousness During Sleep http://wwwusers.imaginet.fr/~ghibelli/dondega.html 13) Carlson,Neil (1998). Physiology of Behavior: Sixth Edition. Allyn and Bacon. Needham Heights, MA. This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. http://serendip.brynmawr.edu/serendip/a2z.html

Essay --

For this assignment, I chose â€Å"The Origin of Modern Humans† by Roger Lewin as my book to read for my book report. Roger Lewin is a British award-winning science author and writer of 20 books. He was employed at New Scientist in London for about nine years. He went to Washington, D.C. to write books and other pieces for science for ten years as news editor. The book by him that I chose, in 201 pages, this book explained answers to questions like where and when modern humans first appeared, what features distinguish modern humans, who our immediate ancestors were, and many more. For example, the subtopics are; the African origin, the multiregional origin, the archeology of modern humans, language and modern human origins, symbolism and images, mitochondrial divergence, human variation, and an overview of homosapieans and the modern debate. In this book there are two main views in paleoanthropology, the study of humankind, about the origin of modern humans: the African origin and the multiregional origin. The recent African origin of modern humans is the popular theory. The theory is called the â€Å"Out-of-Africa model†, and is also known more professionally as the recent single-origin hypothesis. The book speaks about how the hypothesis that humans have a single origin was published in Charles Darwin's book. The idea was mostly hypothetical until the 1980s, when it was confirmed by a study of DNA, combined with evidence based on physical studies of old specimens. According to genetic and fossil evidence, the original homosapiens evolved to modern humans only in Africa, around 200,000 to 100,000 years ago, with people from one area leaving Africa about 60,000 years ago and over a period of time taking over earlier human populations lik... ...was cute and very interesting how successful she was at speaking the English language and I also thought it was cute and heart-warming at the same time. It was fascinating how a chimpanzee could know more words than some toddlers. The thing I liked least about this book was the lengthiness and wordiness of it. It was very round-about in getting to the point or conclusion of the topic. It had a lot of extra information that I felt wasn’t necessary or just didn’t really have a place in the chapter. I also found some subtopics much less interesting than others. I personally would not recommend this book. I did like some parts but I disliked it more than I liked it and unless someone is very passionate about this subject I wouldn’t tell them to read it because they would probably find it boring or it would be hard for them to understand certain parts like it was for me.

Verbal and Nonverbal Coding Worksheet

University of Phoenix Material Verbal and Nonverbal Coding Worksheet Part A: Nonverbal Instructions: Respond to each question below in complete sentences with at least 150 words. Include at least one example from the reading materials that supports your position in your response. 1. Is a smile a universal nonverbal form of communication? Why or why not? Provide specific examples in your answer. I would say yes, that the smile is a nonverbal form of communication all over the world.The reason I believe this to be true is because a smile is letting people know how you are feeling and they way you feel about them. I smile at others because I am happy or I am happy to see them, and I believe the same thing is true with everyone else who smiles. When I went to Germany a few years ago, I felt extremely out of place mostly because I did not know the language. It was even more difficult to conduct business there when you approach someone and they are not wearing a smile; it made me feel even more out of place.When someone was smiling I felt some much better about trying to have a conversation with them. People are much more approachable when they look happy and friendly. 2. What are some of the ways that you, as an American or an international student, have been taught, or unconsciously learned, to synchronize your nonverbal behaviors? Some of the ways that I have learned to synchronize my nonverbal behaviors is to do things similar to what others are doing. If I am walking down the street and I see a friend of mine I will wave at them and smile because that is what I like doing and it comes natural.Although when someone sees me before I see them I will usually responded the same way they greeted me. If they greet me with a rise of the head I will do the same thing, then after ask myself why I did the same when it is not the normal way I would have greeted someone. It would be the same way if I were sitting talking to someone and they folded their arms, I would most li kely do the same thing to match them, and not even realize that I am coping them in anyway. Part B: VerbalInstructions: There are five interrelated sets of rules that combine to create a verbal code or language. In the middle column, define the five verbal rules that create the verbal code in a minimum of two sentences for each rule. In the last column, provide an example from both American culture and an international culture for each of the five rules of verbal codes. Then answer the questions on the following page. Rule setDefinition (2 or more sentences)Examples (1 American culture example and 1 international culture example) 1) Phonology (rules for word sounds) (2) Morphology (units of meaning in a word) (3) Semantics (distinct meaning of words) (4) Syntax (relationship of words to each other) (5) Pragmatics (effect on human perception) 1. What is one possible drawback of phonology if a nonnative speaker has poor accuracy? What might be done to master a new phonology? Some of t he drawbacks that deal with sound and speeches if a non-native speaker has poor accuracy is they may be saying the right words but they are not coming out correctly.An example is someone from India trying to speak English; since they have such a strong accent they come out wrong. My son is in speech therapy and they give him a mirror to practice saying the sounds that he has a hard time with. I think that this would work for mastering a new phonology as well. Practice helps learn any language, and watching yourself saying the write words with the correct style may help learn more. 2. What happens in the course of conversation when semantics causes confusion between you and the receiver? Provide a recent example. 3.Based on the examples in your text, what do you think Ludwig Wittgenstein meant when he said that â€Å"the limits of my language are the limits of my world†? When Ludwig Wittgenstein said â€Å"the limits of my language are the limits of my world† I believe he meant that he wants to learn more languages so he doesn’t limit his education on the world and the people that he meets. We should always be learning new languages and ways to communicate with each other, so we can meet people from all over the world and learn more about them. The more languages you learn the better your understanding of the world you will have.

Lord of the Flies: Writing an Interpretive Composition

Piggy is an important character in William Golding's Lord of The Flies. The novel follows a group of boys who crash land on a deserted island. At first, the boys believe that they will be rescued and will soon return to their normal lives. The reality of the situation, is that the world outside of the island is in war. The island becomes their new home. Using Piggy's physical features, mental state, and emotional level, Golding makes Piggy a symbol of security, and civilization. Piggy's character plays a major role because he serves as Golding's personification of intelligence, and critical thinking. Piggy is very important in the story, he is the character that gives the story kind of a mysterious twist; he is the character that turns the story upside down. He is the smartest on the island, without piggy the island would be a huge mess. Piggy from the beginning told the boys how to maintain themselves. Golding’s symbolism is strangely in Piggys appearance. The boys criticize Piggy from when he got on the island all the way up until his death. They nag at him because he is overweight, has asthma, ugly, he has pale skin, and has a speech impediment. This all symbolizes civilization. Without Piggy on the island the boys would be a mess, and they would lack proper thinking abilities. Even though Piggy is the obvious choice for the boy’s leader, they decide to go for the more athletic, and good-looking one Ralph. Ralph is chosen because the boys didn’t like the fact that Piggy was overweight, and lacked all abilities to be a leader. They didn’t know or even give him a chance to show who he was, had they done that they would have found out that Piggy is the more mature one out of all the boys; he does have the ability to be a leader. Piggy in every way seemed older, the boys had hair that kept growing, Piggys was already starting to bald because he had handicaps that made him look older then he really was. Piggy is clearly the most mentally stable boy on the island. For example when the boys said there was a ‘beast’ on the island, Piggy knew that no large animal could possibly sustain itself on the island, not by itself anyways. There is nothing on the island, just these boys he tried to tell them that; he tried to tell them there is nothing to fear. â€Å"I know there isn’t no beast—not with claws and all that I mean- but I know there isn’t no fear either† (page 84). He tries to tell the boys, that the only thing to be afraid of is themselves. They have all turned into such monsters and they are the only ‘beasts’ on the island. Piggy stays calm under pressure and thinks through situations clearly and thoughtfully, moreover; he is mature and independent. Piggy should have been elected leader even though his physical features don’t meet the boy’s standards. All of the other boys constantly leave him alone to fend for himself and take care of the young boys on the island. His independence is a principal factor that keeps him from turning into a monster like the rest of the boys do by the middle of the novel. At the beginning of the boys' journey, Piggy found the conch, which is a shell that when blown brought all of the boys into a ‘family’ meeting. This allowed the conch to represent order and democracy. Until his death, Piggy tries to make the boys stay calm and close. By the end of the novel on the boys have become completely divided, and Piggy and Ralph are completely on their own. Piggys glasses have been stolen by the other boys in the separate group, in his desperate effort to get his glasses back, he expects the talk to be quite peaceful and mature. That’s not what he got, when he got to the boy’s camp they began screaming at him calling him down, and making him feel more useless then he already is without his glasses. During his plead Jack decides it is a smart idea to throw a huge bolder on Piggy’s head. I’m not sure if his clear intentions were to kill Piggy or to scare them away, but it deffinatly resulted in Piggy’s death. The boys aren’t very clear and in their own ‘state’ of mind. They have absoloutly no reassurance in their minds, they don’t know what they’re going to do. They have all lost their minds. The bolder that is crushing down on Piggy is a symbol of radical breakdown of civilization, meaning there is no ‘peace’ anymore. The story kind of took a turn from here, the boys were trying to hunt Ralph, their intentions were to kill him aswell. Piggy’s character was very important to the story. Piggys personality at the beginning of the novel is similar to his personality at the ending. He became the voice of reason on the island, he likes to get every word he needs to say out. William Golding’s Lord of the Flies just wouldn’t have been the same if Piggy wasn’t in the story, it wouldn’t have had the twists and turns it had.

A Study of Consumer Perception of “Ready to Eat” Products Among Working Class Women

A Report on A Study Of Consumer Perception Of â€Å"Ready To Eat† Products Among Working Class Women In Erandwane Area In Pune City MASTER OF BUSINESS ADMINISTRATION Introduction Ready to eat food items has already gained wide scope in western world and in recent years it gaining popularity in India. A busy lifestyle has made Indian women very hectic to cook and eat thus â€Å"ready to eat food† items are gaining wide interest. On account of this many firms are seeing this, a golden opportunity. Companies like Haldiram, Nestle, and ITC are already working in this area.In today’s scenario, first came canned foods, frozen foods, and ready to cook and now the era of ready to eat food . Considering the time value for the working women and also looking towards market needs firms started manufacturing it. There are peoples, who are migrating to cities for job and education and these people have find the Ready-to-eat products are comfortable to eat rather than depending on restaurants. Most of the dual income (both husband and wife are office goers) families want to spend much less time on cooking because of less availability of time.During weekends they want to spend time with their kids and outing, whereas in weekdays the office duration is large and these factors forced them to go for buying such products. Other factors influences this products is availability of different flavors and dishes. Consumers who are looking for different dishes and flavors now depend on these products. This products brings variety to their eating’s and palatable too. There is no conclusion which one precedes-whether the availability or taste or time constraint, all these factors complement each other in driving these products.Ready to eat items are providing a boon for working women. Literature Review Here are some facts drawn out by different survey carried out by different agencies. * The CFA commissioned a consumer survey to better understand consumers' att itudes and perceptions of ready to eat foods to help inform those efforts. According to the survey, more than half of Indians disagree that ready to eat food is as nutritious a fresh and more than one-third disagree that ready to eat food is as nutritious as frozen.Ready to eat foods and Lower Sodium Are Compatible – Only half of those surveyed know that ready to eat foods can be low in sodium, despite the multitude of no salt, low sodium and reduced sodium options available on grocery shelves. Thus conclusion can be drawn out from this that many people are with ready to cook food but some people are not so supportive. To find out where is real market for ready to cook food. *   A survey conducted by the Associated Chambers of Commerce and Industry of India (ASSOCHAM) secretary general D. S. Rawat said the consumer spending rate on processed food has increased at an average rate of 7. per cent annually from 2008 to 2010. And this is expected to rise at an average of around 8. 6 per cent until 2012. * In any commercial context, such as new product development, positioning and marketing, to understand consumer perceptions and their needs is a fundamental activity for food producers (Van Kleef et al. , 2005, Oude Ophuis and Van Trijp, 1995). * The study of consumer behaviour focuses on how individuals make decisions to spend their available resources (time, money, effort) on consumption-related items (Schiffman ; Kanuk,1997). Statement of Research A study of consumer perception of ready to eat products.Objective The research paper was under taken with the following objectives. i. To study the effective use of time by the use of RTE products. ii. The awareness of consumers towards ready-to-eat food iii. The factors responsible for buying RTE products by working women. Research Methodology: Research methodology is the procedures used in systematic observations or otherwise obtaining data, evidence, and information as a part of research project or study. Da ta collection: The  process  used to  collect  information  and  data  for the purpose of  making  business  decisions. 1. Primary: Primary data is the first hand collection of data.In this study we have used Questionnaire as our instrument for primary data collection. 2. Secondary: Secondary data is the data which is already available and published somewhere. For this study we have used journals, Magazines, related websites. Type of research: Descriptive: Descriptive research includes surveys and fact-finding enquiries of different kinds. The major purpose of descriptive research is description of the state of affairs as it exists at present. So we are using this method as there is no control over the variables; we can only report what has happened or what is happening.Sampling: It is the statistical method of representative data or observations in a group(lot, batch, population, etc. ) * Technique : Simple Random Sampling * Sample Size : 50 * Total population : 50,000*(www. wikiprdia. org) Scope of research: 1. The study was based on primary data collected from sample consumers by survey method. 2. The research is done in Erandwane area. 3. The target is for working women in this area. 4. Research location is in Pune city. Limitations: 1. The sample may not totally represent the whole section of the population because of different backgrounds. . The reluctancy of the responses from the population. 3. Invalid information . 4. Being college student, we faced time constraint for data collection Significance: 1. Awareness about â€Å"Ready-to-eat† products. 2. Acceptability of Ready-To-Eat products. 3. Openness of the market for new â€Å"Ready-to-eat† products. 4. Marketing strategies for RTE products. 5. Influence of media in promoting RTE. 6. New growing industry. Analysis : 1. Age Fig 1. Age Percentage Above fig shows that the maximum number of women are from 30-40 age group and they prefer RTE. 2. OccupationFig 2. Occupatio n Percentage From the above graph, it is cleared that the maximum i. e. 52% women are salaried. 3. Income Fig 3. Income Percentage Maximum of the women are having income in between 20000-30000. 4. Awareness Fig. 4 Awareness about the RTE From the analysis it shows that, out of total population, 52% prefer RTE for meals, which is highest. 5. Time Constraint Fig. 3 Time constraints The above pie chart reveals that, the maximum number of women prefer RTE as they face time constraints in the kitchen. 6. Buying perception Fig. 3 Buying PerceptionFrom the analysis, it concludes that more number of working women go for RTE because it is convenience. Following data interpretations were obtained:- 1) 52. 27% women are salaried. 2) 80%women have income above 10,000-20,000. 3) Almost 100% women have working hour more than 9-10 hours. 4) 60% didn’t get time to cook food themselves. 5) 80% people are aware of the Ready To Eat products. a) 25% or more, knows about the ready To Eat products . b) 36. 36% people prefer Ready To Eat items more than once. c) 34. 09% people prefer because it is very convenient to use. d) 20. 45% prefer because of the availability of products. ) 77. 27% think that ready To Eat products are not healthy. a) As it has preservatives, sometimes bad packaging, comes with expiry date, it is not fresh and also we get less variety. 7) 11. 36% consumes on daily basis. 8) 55% of population thinks it makes life easy. Conclusion: As per our findings, Ready To Eat are on growing stage. 1. Ready To Eat companies should change their marketing strategies as people have the typical mindset that the Ready To Eat products are not healthy to consume. 2. In the aspect of Time, Taste and Easy to make the Ready To Eat are proving to be good. . The analysis shows that most of the working women prefer Ready to Eat rather than cooking as it reduces their efforts. Bibliography: 1. Goyal Anita and Singh,N. P. (2007), â€Å"Consumer perception about Ready-to-eat in Indi a: anexploratory study†,British Food Journal,Vol. 109, Iss. 2,p. 182-195. Information, 26 (9): 8-14. 2. Hirekencchanagoudar Renuka , 2008,â€Å"Consumer Behaviour Towards Ready To Eat Food Products† . housewives in Dharwad. MHSc. Thesis, Univ. Agric. Sci, Dharwad. 3. Jorin, R. , 1987, Consumer behaviour is changing and offering new opportunities.Berater- 4. Joshi, M. S. , 1993, Food purchase habits and consumer awareness of rural and urban 5. Kamalaveni, D. and Nirmala, 2000, Consumer behaviour in instant food products. Ind. J. 6. Kamenidou, L. , Zimitra-Kalogianni, L. , Zotos, Y. and Mattas, K. , 2002, Household purchasing and consumption behaviour towards processed peach products. New Medit,. 1 (1) : 45-49. Mktg, 30 (5-7) : 12-18. 7. Makatouni,Aikaterini (2002), â€Å"What motivates consumers to buy organic food in the UK? Results frm a qualitative study†,British Food Journal,Vol. 104,Iss. 3/4/5,pp. 345-352. 8.Nichanj,Meena(2005),â€Å"Urbanities in India junk health,turn Ready-to-eaties,†Knight ridder Tribune business news,Washington,pp. 1. Nayga, Rodolfo M. and Capps,Oral (1992)â€Å"Determinants of Food Away from Home Consumption: An Update†, Agribusiness,Vol. 8,Iss. 6,pp. 549-559. 9. R. Meenambekai, P. Selvarajan, â€Å"Consumer Attitudes toward Ready-To-Eat Packed Food Items (With Special Reference To Jaffna Divisional Secretariat Division)†. The Seventh International Research Conference on Management and Finance (IRCMF 2012) 10. Ramasamy, K. , Kalaivanan, G. and Sukumar, S. , 2005, Consumer behaviour towards instant food products.Ind. J. Mktg. , 24 (2-3) : 55-59. 11. Rana Muhammad Ayyub, Muhammad Bilal and Muhammad Rameez Akram, â€Å"EXPLORING CONSUMER BEHAVIOUR REGARDING READY TO EAT MEAT QUAIL MEAT PRODUCT IN PAKISTAN†,University of Veterinary and Animal Sciences, Lahore, Pkaistan. 12. Rees, A. M. , 1992, Factors influencing consumer choice. J. Soc. of Dairy Tech. , 45 (4): 112-116. 13. Sharma,Gaurav, (2011), â€Å"A STUDY OF THE BEHAVIOURAL PATTERN OF CUSTOMERS FOR READY TO EAT FOOD ITEMS†. Report, FACULTY OF MANAGEMENT STUDIES NATIONAL LAW UNIVERSITY, JODHPUR 14. Srinivasan, N. and Elangovan, D. 2000, Consumer perception towards processed fruits and vegetable products. Ind. J. Mktg, 30 (11-12): 22-25. 15. T. Sarathy and Shilpa Gopal, â€Å"Managing the Diffusion of innovation in Ready-To-Eat Food Products in India† 16. Vijayabhaskar and Dr. N Sunderam, â€Å"Market Study on Key Determinants Of Ready To Eat Products With Respect To Tier I Cities In Southern Area†, International Journal Of Multidisciplinary Research Volume II Issue VI, June 2012, ISSN-2231 5780. 17. Erandwane-Pune. jpg – Wikipedia, the free encyclopedia www. en. wikipedia. org 18. www. google. com AbstractThe present investigation made an attempt to study the perception of consumers towards ready-to-eat food products by the working class women in Erandwane area in Pune city. A total sa mple of 50 respondents was selected for the study. Majority of the respondents were aware of RTE products. Also television works as major source for getting information about such products. The purpose of the study is to find out what are the responsible factors for consumption of such products in working class women. Their income level, time variable, product awareness are taken into consideration to arrive at the conclusion.The main aim for this study is to explore consumer perception for ready-to-eat products and the major forces determining such segment to grow and the future potential of the same. This research will give us potential information about the working women preference for such products. There is a tremendous change in the last ten years in our country of people consuming habits, working style. Other than convenience there are many hidden forces and upcoming forces. Rather than availability of western eatables products, our own products are come into packaged items f or sales in this market. This study will throw some light on A Study of Consumer Perception of â€Å"Ready to Eat† Products Among Working Class Women A Report on A Study Of Consumer Perception Of â€Å"Ready To Eat† Products Among Working Class Women In Erandwane Area In Pune City MASTER OF BUSINESS ADMINISTRATION Introduction Ready to eat food items has already gained wide scope in western world and in recent years it gaining popularity in India. A busy lifestyle has made Indian women very hectic to cook and eat thus â€Å"ready to eat food† items are gaining wide interest. On account of this many firms are seeing this, a golden opportunity. Companies like Haldiram, Nestle, and ITC are already working in this area.In today’s scenario, first came canned foods, frozen foods, and ready to cook and now the era of ready to eat food . Considering the time value for the working women and also looking towards market needs firms started manufacturing it. There are peoples, who are migrating to cities for job and education and these people have find the Ready-to-eat products are comfortable to eat rather than depending on restaurants. Most of the dual income (both husband and wife are office goers) families want to spend much less time on cooking because of less availability of time.During weekends they want to spend time with their kids and outing, whereas in weekdays the office duration is large and these factors forced them to go for buying such products. Other factors influences this products is availability of different flavors and dishes. Consumers who are looking for different dishes and flavors now depend on these products. This products brings variety to their eating’s and palatable too. There is no conclusion which one precedes-whether the availability or taste or time constraint, all these factors complement each other in driving these products.Ready to eat items are providing a boon for working women. Literature Review Here are some facts drawn out by different survey carried out by different agencies. * The CFA commissioned a consumer survey to better understand consumers' att itudes and perceptions of ready to eat foods to help inform those efforts. According to the survey, more than half of Indians disagree that ready to eat food is as nutritious a fresh and more than one-third disagree that ready to eat food is as nutritious as frozen.Ready to eat foods and Lower Sodium Are Compatible – Only half of those surveyed know that ready to eat foods can be low in sodium, despite the multitude of no salt, low sodium and reduced sodium options available on grocery shelves. Thus conclusion can be drawn out from this that many people are with ready to cook food but some people are not so supportive. To find out where is real market for ready to cook food. *   A survey conducted by the Associated Chambers of Commerce and Industry of India (ASSOCHAM) secretary general D. S. Rawat said the consumer spending rate on processed food has increased at an average rate of 7. per cent annually from 2008 to 2010. And this is expected to rise at an average of around 8. 6 per cent until 2012. * In any commercial context, such as new product development, positioning and marketing, to understand consumer perceptions and their needs is a fundamental activity for food producers (Van Kleef et al. , 2005, Oude Ophuis and Van Trijp, 1995). * The study of consumer behaviour focuses on how individuals make decisions to spend their available resources (time, money, effort) on consumption-related items (Schiffman ; Kanuk,1997). Statement of Research A study of consumer perception of ready to eat products.Objective The research paper was under taken with the following objectives. i. To study the effective use of time by the use of RTE products. ii. The awareness of consumers towards ready-to-eat food iii. The factors responsible for buying RTE products by working women. Research Methodology: Research methodology is the procedures used in systematic observations or otherwise obtaining data, evidence, and information as a part of research project or study. Da ta collection: The  process  used to  collect  information  and  data  for the purpose of  making  business  decisions. 1. Primary: Primary data is the first hand collection of data.In this study we have used Questionnaire as our instrument for primary data collection. 2. Secondary: Secondary data is the data which is already available and published somewhere. For this study we have used journals, Magazines, related websites. Type of research: Descriptive: Descriptive research includes surveys and fact-finding enquiries of different kinds. The major purpose of descriptive research is description of the state of affairs as it exists at present. So we are using this method as there is no control over the variables; we can only report what has happened or what is happening.Sampling: It is the statistical method of representative data or observations in a group(lot, batch, population, etc. ) * Technique : Simple Random Sampling * Sample Size : 50 * Total population : 50,000*(www. wikiprdia. org) Scope of research: 1. The study was based on primary data collected from sample consumers by survey method. 2. The research is done in Erandwane area. 3. The target is for working women in this area. 4. Research location is in Pune city. Limitations: 1. The sample may not totally represent the whole section of the population because of different backgrounds. . The reluctancy of the responses from the population. 3. Invalid information . 4. Being college student, we faced time constraint for data collection Significance: 1. Awareness about â€Å"Ready-to-eat† products. 2. Acceptability of Ready-To-Eat products. 3. Openness of the market for new â€Å"Ready-to-eat† products. 4. Marketing strategies for RTE products. 5. Influence of media in promoting RTE. 6. New growing industry. Analysis : 1. Age Fig 1. Age Percentage Above fig shows that the maximum number of women are from 30-40 age group and they prefer RTE. 2. OccupationFig 2. Occupatio n Percentage From the above graph, it is cleared that the maximum i. e. 52% women are salaried. 3. Income Fig 3. Income Percentage Maximum of the women are having income in between 20000-30000. 4. Awareness Fig. 4 Awareness about the RTE From the analysis it shows that, out of total population, 52% prefer RTE for meals, which is highest. 5. Time Constraint Fig. 3 Time constraints The above pie chart reveals that, the maximum number of women prefer RTE as they face time constraints in the kitchen. 6. Buying perception Fig. 3 Buying PerceptionFrom the analysis, it concludes that more number of working women go for RTE because it is convenience. Following data interpretations were obtained:- 1) 52. 27% women are salaried. 2) 80%women have income above 10,000-20,000. 3) Almost 100% women have working hour more than 9-10 hours. 4) 60% didn’t get time to cook food themselves. 5) 80% people are aware of the Ready To Eat products. a) 25% or more, knows about the ready To Eat products . b) 36. 36% people prefer Ready To Eat items more than once. c) 34. 09% people prefer because it is very convenient to use. d) 20. 45% prefer because of the availability of products. ) 77. 27% think that ready To Eat products are not healthy. a) As it has preservatives, sometimes bad packaging, comes with expiry date, it is not fresh and also we get less variety. 7) 11. 36% consumes on daily basis. 8) 55% of population thinks it makes life easy. Conclusion: As per our findings, Ready To Eat are on growing stage. 1. Ready To Eat companies should change their marketing strategies as people have the typical mindset that the Ready To Eat products are not healthy to consume. 2. In the aspect of Time, Taste and Easy to make the Ready To Eat are proving to be good. . The analysis shows that most of the working women prefer Ready to Eat rather than cooking as it reduces their efforts. Bibliography: 1. Goyal Anita and Singh,N. P. (2007), â€Å"Consumer perception about Ready-to-eat in Indi a: anexploratory study†,British Food Journal,Vol. 109, Iss. 2,p. 182-195. Information, 26 (9): 8-14. 2. Hirekencchanagoudar Renuka , 2008,â€Å"Consumer Behaviour Towards Ready To Eat Food Products† . housewives in Dharwad. MHSc. Thesis, Univ. Agric. Sci, Dharwad. 3. Jorin, R. , 1987, Consumer behaviour is changing and offering new opportunities.Berater- 4. Joshi, M. S. , 1993, Food purchase habits and consumer awareness of rural and urban 5. Kamalaveni, D. and Nirmala, 2000, Consumer behaviour in instant food products. Ind. J. 6. Kamenidou, L. , Zimitra-Kalogianni, L. , Zotos, Y. and Mattas, K. , 2002, Household purchasing and consumption behaviour towards processed peach products. New Medit,. 1 (1) : 45-49. Mktg, 30 (5-7) : 12-18. 7. Makatouni,Aikaterini (2002), â€Å"What motivates consumers to buy organic food in the UK? Results frm a qualitative study†,British Food Journal,Vol. 104,Iss. 3/4/5,pp. 345-352. 8.Nichanj,Meena(2005),â€Å"Urbanities in India junk health,turn Ready-to-eaties,†Knight ridder Tribune business news,Washington,pp. 1. Nayga, Rodolfo M. and Capps,Oral (1992)â€Å"Determinants of Food Away from Home Consumption: An Update†, Agribusiness,Vol. 8,Iss. 6,pp. 549-559. 9. R. Meenambekai, P. Selvarajan, â€Å"Consumer Attitudes toward Ready-To-Eat Packed Food Items (With Special Reference To Jaffna Divisional Secretariat Division)†. The Seventh International Research Conference on Management and Finance (IRCMF 2012) 10. Ramasamy, K. , Kalaivanan, G. and Sukumar, S. , 2005, Consumer behaviour towards instant food products.Ind. J. Mktg. , 24 (2-3) : 55-59. 11. Rana Muhammad Ayyub, Muhammad Bilal and Muhammad Rameez Akram, â€Å"EXPLORING CONSUMER BEHAVIOUR REGARDING READY TO EAT MEAT QUAIL MEAT PRODUCT IN PAKISTAN†,University of Veterinary and Animal Sciences, Lahore, Pkaistan. 12. Rees, A. M. , 1992, Factors influencing consumer choice. J. Soc. of Dairy Tech. , 45 (4): 112-116. 13. Sharma,Gaurav, (2011), â€Å"A STUDY OF THE BEHAVIOURAL PATTERN OF CUSTOMERS FOR READY TO EAT FOOD ITEMS†. Report, FACULTY OF MANAGEMENT STUDIES NATIONAL LAW UNIVERSITY, JODHPUR 14. Srinivasan, N. and Elangovan, D. 2000, Consumer perception towards processed fruits and vegetable products. Ind. J. Mktg, 30 (11-12): 22-25. 15. T. Sarathy and Shilpa Gopal, â€Å"Managing the Diffusion of innovation in Ready-To-Eat Food Products in India† 16. Vijayabhaskar and Dr. N Sunderam, â€Å"Market Study on Key Determinants Of Ready To Eat Products With Respect To Tier I Cities In Southern Area†, International Journal Of Multidisciplinary Research Volume II Issue VI, June 2012, ISSN-2231 5780. 17. Erandwane-Pune. jpg – Wikipedia, the free encyclopedia www. en. wikipedia. org 18. www. google. com AbstractThe present investigation made an attempt to study the perception of consumers towards ready-to-eat food products by the working class women in Erandwane area in Pune city. A total sa mple of 50 respondents was selected for the study. Majority of the respondents were aware of RTE products. Also television works as major source for getting information about such products. The purpose of the study is to find out what are the responsible factors for consumption of such products in working class women. Their income level, time variable, product awareness are taken into consideration to arrive at the conclusion.The main aim for this study is to explore consumer perception for ready-to-eat products and the major forces determining such segment to grow and the future potential of the same. This research will give us potential information about the working women preference for such products. There is a tremendous change in the last ten years in our country of people consuming habits, working style. Other than convenience there are many hidden forces and upcoming forces. Rather than availability of western eatables products, our own products are come into packaged items f or sales in this market. This study will throw some light on

Abap Data Dictionary

The ABAP Dictionary centrally describes and manages all the data definitions used in the system. The ABAP Dictionary is completely integrated in the ABAP Development Workbench. All the other components of the Workbench can actively access the definitions stored in the ABAP Dictionary. The ABAP Dictionary supports the definition of user-defined types (data elements, structures and table types). You can also define the structure of database objects (tables, indexes and views) in the ABAP Dictionary. These objects can then be automatically created in the database with this definition.The ABAP Dictionary also provides tools for editing screen fields, for example for assigning a field an input help (F4 help). Type definitions Structure Database objects Table DB table Data element Table type Tools Poss. values Screen F4 The most important object types in the ABAP Dictionary are tables, views, types (data elements, structures, table types), domains, search helps and lock objects. April 2001 9 BC – ABAP Dictionary ABAP Dictionary SAP AG ABAP Dictionary Purpose Data definitions (metadata) are created and managed in the ABAP Dictionary.The ABAP Dictionary permits a central description of all the data used in the system without redundancies. New or modified information is automatically provided for all the system components. This ensures data integrity, data consistency and data security. You can create the corresponding objects (tables or views) in the underlying relational database using these data definitions. The ABAP Dictionary therefore describes the logical structure of the objects used in application development and shows how they are mapped to the underlying relational database in tables or views.The ABAP Dictionary also provides standard functions for editing fields on the screen, for example for assigning a screen field an input help. What Information is Stored in the ABAP Dictionary? The most important object types in the ABAP Dictionary are tables, vie ws, types, domains, search helps and lock objects. Tables [Page 13] are defined in the ABAP Dictionary independently of the database. A table having the same structure is then created from this table definition in the underlying database. Views [Page 97] are logical views on more than one table. The structure of the view is defined in the ABAP Dictionary.A view on the database can then be created from this structure. Types [Page 136] are used in ABAP program. The structure of a type can be defined globally in ABAP programs. Changes to a type automatically take effect in all the programs using the type. Lock objects [Page 209] are used to synchronize access to the same data by more than one user. Function modules that can be used in application programs are generated from the definition of a lock object in the ABAP Dictionary. Different fields having the same technical type can be combined in domains [Page 161].A domain defines the value range of all table fields and structure compon ents that refer to this domain. The ABAP Dictionary also contains the information displayed with the F1 and F4 help for a field in an input template. The documentation about the field is created for a data element [Page 138] that describes the meaning of the contents of a table field. The list of possible input values that appears for the input help is created by a foreign key [Page 19] or a search help [Page 172]. Integration in the ABAP Development Workbench The ABAP Dictionary is completely integrated in the ABAP Development Workbench.The R/3 System works interpretatively, permitting the ABAP Dictionary to be actively integrated in the development environment. Instead of the original objects, the interpreters see only internal representations of these objects. These internal representations are adjusted automatically when the system finds that changes have been made in the ABAP Dictionary. This ensures that the screen and ABAP interpreters, input help, database interface, and dev elopment tools always access current data. 10 April 2001 SAP AG BC – ABAP Dictionary ABAP DictionaryThe following ABAP program lists the airline carriers (see Flight model [Page 302]) and carrier IDs contained in table SCARR. DATA: SCARR_TAB TYPE SCARR. SELECT * INTO SCARR_TAB FROM SCARR. WRITE: / SCARR_TAB-CARRID, SCARR_TAB-CARRNAME. ENDSELECT. Only structure SCARR_TAB is declared in the program. All the information about this structure, such as the field names, data types and field lengths, are copied from table SCARR, which is defined in the ABAP Dictionary. This information about table SCARR is called from the ABAP Dictionary when the program is generated.This means that the source text of the program need not be adjusted when a change is made to table SCARR, for example when the length of a table field is changed. The next time the program is called, the system automatically determines that the structure of table SCARR has changed. The program is simply regenerated, ther eby retrieving up-to-date information about table SCARR from the ABAP Dictionary. ?Development environment ? Development environment ABAP Tools Data Modeler Screen Painter ABAP Dictionary ABAP Interpreter Dialog Control Interfaces Screen InterpreterRuntime environment of the application Runtime environment of the application When you work on development projects, objects of the ABAP Dictionary can be changed any number of times before being activated [Page 237] and made available to the operative components of the system. Objects can have both an active and an inactive version in the ABAP Dictionary at the same time. Inactive ABAP Dictionary objects have no effect on the runtime system (ABAP processor, database interface). This permits greater changes to several objects without impairing the April 2001 11 BC – ABAP Dictionary ABAP DictionarySAP AG executability of the system. The objects can only be activated together when they have all been changed. 12 April 2001 SAP AG BC à ¢â‚¬â€œ ABAP Dictionary Tables Tables Tables can be defined independently of the database in the ABAP Dictionary. The fields of the table are defined with their (database-independent) data types and lengths. When the table is activated, a physical table definition is created in the database for the table definition stored in the ABAP Dictionary. The table definition is translated from the ABAP Dictionary to a definition of the particular database.Database-independent Definition of the Tables in the ABAP Dictionary T1 T2 T3 †¦ Tn Activation program and DB UTILITY DB Definition of the tables in the database T1 T2 T3 Tn A table definition in the ABAP Dictionary contains the following components:  ·  ·  ·  · Table fields [Page 14] define the field names and data types of the fields contained in the table Foreign keys [Page 19] define the relationships between the table and other tables. Technical settings [Page 30] control how the table should be created in the database. In dexes [Page 61]: To speed up data selection, secondary indexes can be created for the tableThe customer can modify SAP tables with append structures [Page 69] and customizing includes [Page 68]. This kind of modification ensures that the customer enhancements are automatically merged with the new versions of the SAP tables when there is a release upgrade. See also: Creating Tables [Page 72] Making Changes to Tables [Page 83] April 2001 13 BC – ABAP Dictionary Table Fields SAP AG Table Fields You must define the following for a table field in the ABAP Dictionary:  ·  ·  ·  ·  ·  · Field name: The field name can have a maximum of 16 places and may contain letters, digits and underscores.The field name must begin with a letter. Key flag: determines whether the field should belong to the table key. Field type: data type of the field in the ABAP Dictionary. Field length: number of valid places in the field. Decimal places: number of places after the decimal point, spec ifying numeric data types. Short text: short text describing the meaning of the field. You can also include [Page 16] the fields of a structure in the table. Assignment of the Data Type, Field Length and Short Text You can assign the data type [Page 242], length and short text in different ays:  ·  · You directly assign the field a data type, field length (and if necessary decimal places) and short text in the table definition. You can assign the field a data element [Page 138]. The data type, field length (and decimal places) are determined from the domain of the data element. The short description of the data element is assigned to the field as a short text. Other Assignment Options  ·  ·  · Check table: An input check for the field can be defined with a foreign key [Page 19]. This input check appears on all the screens in which the field is used. Search help assignment: A search help [Page 172] can be assigned to a field.This search help defines the input help flow on a ll the screens in which the field is used. Reference field and reference table [Page 15]: You must specify the table field in which the corresponding unit of measure or currency can be found for fields containing quantities (data type QUAN) or currency amounts (data type CURR). See also: Creating Tables [Page 72] 14 April 2001 SAP AG BC – ABAP Dictionary Reference Fields and Reference Tables Reference Fields and Reference Tables You must specify a reference table for fields containing quantities (data type QUAN) or currency amounts (data type CURR).This reference table must contain a field with the format for the currency key (data type CUKY) or unit of measure (data type UNIT). This field is called the reference field of the output field. The reference field can also reside in the table itself. A field is only assigned to the reference field at program runtime. For example, if a field is filled with currency amounts, the corresponding currency is determined from the assigned reference field, that is the value entered in this field at the moment defines the currency. Table Field 1 T1 Field 3 Field 2 (CURR)Reference table Field 4 Field 5 (CUKY) T2 Field 7 Field 6 Reference field Runtime T1-Field 2 1,500. 00 T2-Field 5 DEM Table SBOOK in the flight model [Page 302] contains all the flight bookings made by customers. Field FORCURAM contains the price of the booking in the customer’s currency. Field FORCURKEY of table SBOOK contains the corresponding currency key for this price. SBOOK is therefore the reference table for field FORCURAM and FORCURKEY is the reference field for field FORCURAM. April 2001 15 BC – ABAP Dictionary Reference Fields and Reference Tables SAP AGIncludes In addition to listing the individual fields, you can also include the fields of another structure in tables [Page 13] and structures [Page 144]. Individual fields and includes can be mixed as required. Structure includes Table F1 F2 F3 F4 F5 F3 F4 F1 F2 F3 F4 F5 Databa se When an include is changed, all the tables and structures that include it are automatically adjusted. Structure A was included in table B. A new field is inserted in structure A. When structure A is activated, table B is adjusted to this change, that is the new field is also inserted there.You can assign the include a group name [Page 148] with which the group of fields in the include can be addressed as a whole in ABAP programs. Includes can also be nested, that is structure A includes structure B which in turn includes another structure C, etc. The maximum nesting depth is limited to nine. The maximum length of a path of nested includes in a table or structure is therefore nine (the table/structure itself not included). 16 April 2001 SAP AG BC – ABAP Dictionary Reference Fields and Reference Tables Table/structure U1 Include U1 U2Include U2 U3 Maximum depth = 9 Include U8 U9 Include U9 Only flat structures [Page 144] can be included. In a flat structure, every field eith er refers to a data element or is directly assigned a data type, length and possibly decimal places. Only structures may be included in a table. Tables, structures and views may be included in a structure. The length of the field names is more restricted in tables than in structures. In a table, a field name may not have more than 16 places, but in a structure up to 30 places are allowed for the field name.A structure therefore can only be included in a table if none of the field names of the structure are longer than 16 places. The path of nested includes may only contain one table. Table TAB1 includes structure STRUCT1, which in turn includes structure STRUCT2. The path of the nested includes here only contains table TAB1. It is also possible to include TAB1 in a further structure STRUCT0, but no other table TAB2 may be included in TAB1 since in this case a path of nested includes would contain two tables (TAB1 and TAB2). See also: Inserting an Include [Page 85] April 2001 17 BC à ¢â‚¬â€œ ABAP Dictionary Named Includes SAP AGNamed Includes If an include [Page 16] is used to define a database table or structure, a name can be assigned to the included substructure. The group of fields in the include can be addressed as a whole in ABAP programs with this name. In ABAP programs, you can either access the fields directly with – or analogously with –. You can access the fields of the group as a whole with -. Structure PERSON includes structure ADDRESS with the name ADR. ADDRESS has a field CITY. With PERSON-ADR you can address all the fields in structure ADDRESS. The included field CITY can also be addressed with PERSON-CITY or PERSON-ADR-CITY.You can include a structure more than once (e. g. in a period group). Since direct access by field name should be permitted here, the included field names must be renamed to ensure that they are unique. A suffix can be assigned to each group, extending the names of the group fields. The fields can then be addres sed in ABAP programs with – or –. Structure PERSON includes structure ADDRESS twice. An address is the private address with suffix H and name ADRH. The other address is the business address with suffix W and name ADRW. You can access field CITY in the private address with PERSON-CITYH or PERSON-ADRH-CITY.The functionality of the named includes in the ABAP Dictionary corresponds to the ABAP construction INCLUDE TYPE †¦ AS †¦ RENAMING †¦ . 18 April 2001 SAP AG BC – ABAP Dictionary Foreign Keys Foreign Keys You can define the relationships between tables in the ABAP Dictionary by creating foreign keys. Using foreign keys, you can easily create value checks for input fields. Foreign keys can also be used to link several tables in a view [Page 97] or a lock object [Page 209]. Field Assignment in the Foreign Key A foreign key links two tables T1 and T2 by assigning fields of table T1 to the primary key fields of table T2.Foreign key fields Foreign key t able T1 Field 1 Field 2 Field 3 Field 4 Primary key Check table Field 5 Field 6 T2 Field 7 Primary key Table T1 is called the foreign key table (dependent table) and table T2 the check table (referenced table). The pair of fields for the two tables must have the same data type and length. One field of the foreign key table therefore corresponds to each key field of the check table. This field is called the foreign key field. A foreign key permits you to assign data records in the foreign key table and check table.One record of the foreign key table uniquely identifies one record of the check table using the entries in the foreign key fields. Check Field and Value Check One of the foreign key fields is marked as the check field. This means that the foreign key relationship is maintained for this field. April 2001 19 BC – ABAP Dictionary Foreign Keys SAP AG When an entry is made in the check field, there is a check whether the check table contains a record with the key defined by the values in the foreign key fields. If this is so, the entry is valid. Otherwise the system rejects the entry.Input template for foreign key table T1 Field1 Field2 Field3 Field4 1 3 Field5 1 1 2 3 3 3 4 4 Check table T2 Field6 1 3 1 1 2 3 1 2 Field7 Text 1 Text 2 Text 3 Text 4 Text 5 Text 6 Text 7 Text 8 Input is valid since there is a corresponding record in the check table In this example the entry Field2 = 2 and Field4 = 2 would be rejected since T2 does not contain a record with the key Field5 = 2 and Field6 = 2. If you do not want to check against all the key fields of the check table, you can exclude fields of the foreign key table from the assignment of the fields to the check table with generic and constant foreign keys [Page 22].How the Input Check Works A SELECT statement is generated from the definition of the foreign key. If an entry is made in the check field, this SELECT statement is submitted. If a suitable record of the check table is found, the entry is valid. Otherwise the entry is rejected. The corresponding SELECT statement has the following form for the foreign key table shown in the above graphic: SELECT * FROM T2 WHERE T2-FIELD5 = T1-FIELD2 AND T2-FIELD6 = T1-FIELD4. A screen entry for check field Field2 is therefore only valid if the check table contains a record with the entries made in the screen for Field2 and Field4 as key.Table SBOOK in the flight model [Page 302] contains the customer’s flight bookings for a carrier. The flight bookings can be made by a travel agency or directly at the carrier’s sales counter. If the booking was made at a counter, its number is stored together with the booking in field COUNTER in table SBOOK. 20 April 2001 SAP AG BC – ABAP Dictionary Foreign Keys You must make sure that only correct counter numbers can be entered. All the counters are entered in table SCOUNTER. The necessary value check can be defined by creating a foreign key for check field COUNTNUM. Foreign key fields Foreign key table SBOOKMANDT CARRID CONNID FLDATE CUSTOMID †¦ COUNTER †¦ CANCELED Check field Check table SCOUNTER MANDT CARRID COUNTNUM AIRPORT Key fields See also: Multi-Structured Foreign Keys [Page 29] Semantic Attributes of Foreign Keys [Page 24] Creating Foreign Keys [Page 75] April 2001 21 BC – ABAP Dictionary Generic and Constant Foreign Keys SAP AG Generic and Constant Foreign Keys It is not always advisable to check a foreign key against all the key fields of the check table. This is true for example for time-dependent check tables and for check tables whose version number is a component of the key.You can use generic foreign keys in these cases. Fields are excluded from the assignment to the key fields of the check table here. The check is only against the remaining key fields. You can also assign a constant value to a key field of the check table. In this case you only have to check against the specified constant. You can use this check if only records o f the check table which contain a constant value in this key field are valid. Foreign key table FTAB Field 6 Field 7 Field 8 Field 9 Generic * Constant K Check table PTAB Field 1 Field 2 Field 3 Field 4 Field 5Primary key The corresponding SELECT statement for the screen check has the following form for the foreign key definition in the graphic: SELECT * FROM PTAB WHERE PTAB-FIELD1 = FTAB-FIELD6 AND PTAB-FIELD3 = FTABFIELD8 AND PTAB-FIELD4 = ‘K’. An entry is only valid in check field Field6 if a record of check table PTAB exists containing the input value for Field6 in PTAB-Field1, the input value for Field8 in PTAB-Field3 and constant K in PTAB-Field4. 22 April 2001 SAP AG BC – ABAP Dictionary Generic and Constant Foreign KeysInput template for foreign key table FTAB Field 6 Field 7 Field 8 Field 9 3 30 1 B Check table PTAB Field 1 Field 2 Field 3 Field 4 Field 5 1 1 2 3 3 3 4 4 1 1 1 2 1 2 1 2 1 3 1 1 2 3 3 4 A B A K A A C C Text 1 Text 2 Text 3 Text 4 Text 5 T ext 6 Text 7 Text 8 Input is valid since Field 7 and Field 9 were removed from the assignment The values entered on the screen for Field7 and Field9 are meaningless when checking against the check table. An entry with Field6 = 1, Field8 = 3 and Field9 = B would not be valid in this case since there is no record with PTAB-Field1 = 1, PTAB-Field3 = 3 and PTAB-Field4 = K in the check table!April 2001 23 BC – ABAP Dictionary Semantic Attributes of Foreign Keys SAP AG Semantic Attributes of Foreign Keys A foreign key describes a relationship between two tables. You can define this relationship more precisely by specifying the cardinality [Page 25] and type of foreign key fields [Page 26]. This information is optional and is primarily for documentary purposes. In particular, the definitions of the cardinality and type of the foreign key fields are not used in the value check for the foreign key. The definition of the semantic attributes is only sed in the following cases:  · If K ey fields of a text table is selected as the type of the foreign key fields, the foreign key table is considered to be the text table [Page 27] for the check table. If a screen field is checked against a table, the key entries of the check table are normally displayed in the input help (F4 help) for this field. If there is a text table for the check table, each key entry displayed is enhanced with an explanatory text (contents of the first character-like field of the text table) in the user’s logon language.Tables can only be included in a help view [Page 115] or maintenance view [Page 117] if they are linked with a foreign key. It only makes sense to create such a help or maintenance view if for each record in the primary table of the view there is no more than one corresponding record in each secondary table of the view. The system therefore checks if the foreign key with which the tables were linked in the view have suitable cardinalities when it creates a maintenance or h elp view. See also Restrictions for Maintenance and Help Views [Page 119]. The foreign key between tables SBOOK and SCOUNTER ensures that only existing counters can be entered in field COUNTER (counter at which the flight was booked). See the example in Foreign Keys [Page 19] . A booking can be made at either a travel agency or at the carrier’s sales counter. If the booking is made at a travel agency, the field COUNTER of table SBOOK remains empty. The foreign key fields do not have to be filled, that is the left side of the cardinality is C. Any number of bookings may be made at each counter.There may therefore be any number of entries (bookings) in foreign key table SBOOK for each record of the check table SCOUNTER. The right side of the cardinality is therefore CN. Of course several bookings can be made for the same carrier at a counter. These bookings do not differ in their foreign key fields (MANDT, CARRID, COUNTER). The entries in the foreign key fields therefore do not uniquely identify an entry in the foreign key table SBOOK (a booking). The foreign key fields therefore have the type No key fields/candidates. 24 April 2001 SAP AG BC – ABAP Dictionary Cardinality CardinalityThe cardinality (n:m) describes the foreign key relationship with regard to the number of possible dependent records (records of the foreign key table) or referenced records (records of the check table). The left side (n) of the cardinality is defined as follows:  ·  · n=1: There is exactly one record assigned to the check table for each record of the foreign key table. n=C: The foreign key table may contain records which do not correspond to any record of the check table because the foreign key field is empty. This can occur for example if the field of the foreign key table is optional, in which case it does not have to be filled. =1: There is exactly one dependent record for each record of the check table. m=C: There is at most one dependent record for each record of the check table. m=N: There is at least one dependent record for each record of the check table. m=CN: There may be any number of dependent records for each record of the check table. The right side (m) of the cardinality is defined as follows:  ·  ·  ·  · April 2001 25 BC – ABAP Dictionary Type of Foreign Key Fields SAP AG Type of Foreign Key Fields The Type of foreign key fields describes what the foreign key fields in the foreign key table mean.The following types of foreign key field can be defined:  · No key fields/candidates: The foreign key fields are neither primary key fields of the foreign key table nor do they uniquely identify a record of the foreign key table (key candidates). For this reason, the foreign key fields do not (partially) identify the foreign key table. Key fields/candidates: The foreign key fields are either primary key fields of the foreign key table or they already uniquely identify a record of the foreign key table (key candidates). The foreign key fields therefore (partially) identify the foreign key table.Key fields of a text table: The foreign key table is a text table [Page 27] for the check table, that is the key of the foreign key table only differs from the key of the check table in that it has an additional language key field. This is a special case of the type Key fields/candidates.  ·  · 26 April 2001 SAP AG BC – ABAP Dictionary Text Tables Text Tables Table A is a text table of table B if the key of A comprises the key of B and an additional language key field (field of data type LANG). Table A may therefore contain explanatory text in several languages for each key entry of B.To link the key entries with the text, text table A must be linked with table B using a foreign key. Key fields of a text table must be selected here for the type of foreign key fields (see Semantic Attributes of Foreign Keys [Page 24]). Table B Key fields K1 and K2 K1 †¦ 1 1 †¦ K2 †¦ 1 2 †¦ F1 à ¢â‚¬ ¦ XX YY †¦ F2 †¦ YY XX †¦ Text table A for B Key fields K1, K2 and L (type LANG) K1 †¦ 1 1 1 1 †¦ K2 †¦ 1 1 2 2 †¦ L †¦ DE EN DE EN †¦ TEXT †¦ Text 1 (German) Text 1 (English) Text 2 (German) Text 2 (English) †¦ Text foreign keyIf table B is the check table of a field, the existing key entries of table B are displayed as possible input values when the input help (F4) is pressed. The explanatory text (contents of the first character-like non-key-field of text table A) is also displayed in the user's logon language for each key value in table B. April 2001 27 BC – ABAP Dictionary Text Tables SAP AG Hit list if user logs on in English K1 †¦ 1 1 K2 †¦ 1 2 †¦ Text †¦ Text1 (English) (English) Text2 (English) (English) †¦ Maintenance screen Field 1 Field 2 †¦ Call the input help Field is checked against table BOnly one text table can be created for table B! The system checks this when you atte mpt to activate a table with text foreign keys for B. 28 April 2001 SAP AG BC – ABAP Dictionary Multi-Structured Foreign Keys Multi-Structured Foreign Keys When you define a foreign key, a field of the work area that is not contained in the foreign key table can also be assigned to a check table (for example a field of another table). This is possible for all fields except for the check field. Table T2 is the check table of foreign key table T1. Field F of the work area is assigned to key field Field6 of check table T2.Foreign key table T1 Field 1 Field 2 Field 3 Field 4 Primary key Field F of work area Check table T2 Field 5 Field 6 Field 7 Primary key The corresponding SELECT statement for the input check is then: SELECT * FROM T2 WHERE T2-FIELD5 = T1-FIELD2 AND T2-FIELD6 = F. If an entry is made in field T1-Field2 (check field), this SELECT statement will be submitted. If a corresponding record is found, the entry is valid; otherwise it is rejected. If a field that is not contained in the foreign key table is assigned to a field of the check table, this field must be filled at the time of the input check.Otherwise the check always fails, and no values can be entered in the check field. April 2001 29 BC – ABAP Dictionary Technical Settings SAP AG Technical Settings The technical settings of a table define how the table will be handled when it is created in the database, that is whether the table will be buffered and whether changes to data records of the table will be logged. The most important parameters are:  ·  · Data class: The data class [Page 31] defines the physical area of the database (tablespace) in which the table should be created. Size category: The size category [Page 32] defines the size of the extents created for the table.When the table is created in the database, the required information about the memory area to be selected and the extent size is determined from the technical settings.  ·  · Buffering permission: The b uffering permission [Page 33] defines whether the table may be buffered. Buffering type: If the table may be buffered, you must define a buffering type (full, singlerecord, generic). The buffering type [Page 34] defines how many table records are loaded into the buffer when a table entry is accessed. Logging: This parameter defines whether changes to the table entries should be logged.If logging [Page 41] is switched on, each change to a table record is recorded in a log table.  · The Convert to transparent table flag (transparent flag [Page 42]) is also displayed for pooled tables or for tables which were converted into transparent tables earlier on with this flag. See also: Maintaining Technical Settings [Page 77] Buffering Database Tables [Page 43] 30 April 2001 SAP AG BC – ABAP Dictionary Data Class Data Class If you choose the data class correctly, your table is automatically assigned to the correct area (tablespace or DBspace) of the database when it is created.Each d ata class corresponds to a physical area in which all the tables assigned to this data class are stored. There are the following data classes:  ·  ·  · APPL0 (master data): Data which is seldomly changed. An example of master data is the data contained in an address file, such as the name, address and telephone number. APPL1 (transaction data): Data that is frequently changed. An example of transaction data is the goods in a warehouse, which change after each purchase order. APPL2 (organizational data): Customizing data that is defined when the system is installed and seldomly changed.An example is the table with country codes. Two further data classes, USR and USR1, are provided for the customer. These are for user developments. The tables assigned to these data classes are stored in a tablespace for user developments. Tables in the ABAP Dictionary Master data Table 1 Table 3 Organizational data Table 2 Transaction data Table 4 Table 7 System data Table 5 Table 6 Tablespace m aster data Table 1 Table 3 Tablespace Org. data Table 2 Tablespace Trans. data Table 4 Table 7 Tablespace System data Table 5 Table 6 Database April 2001 31 BC – ABAP Dictionary Size Category SAP AG Size CategoryThe size category defines the expected space required for the table in the database. You can choose a size category from 0 to 4 for your table. Each category is assigned a certain fixed memory size in the database, which depends on the database system used. When a table is created, initial space (an Initial Extent) is reserved in the database. If more space is required at a later time due to data entries, additional memory will be added depending on the selected size category. Technical settings Size category TABA 1 3 4 TABB TABC Initial First Second Extent Extent Extent TABA TABB TABC †¦ †¦ †¦Database Selecting the correct size category prevents a large number of very small extents from being created for a table. It also prevents space from being waste d if extents which are too large are created. 32 April 2001 SAP AG BC – ABAP Dictionary Buffering Permission Buffering Permission You must define whether and how a table is buffered in the technical settings for the table. There are three possibilities here:  · Buffering not permitted: Table buffering is not permitted, for example because application programs always need the most recent data from the table or the table is changed too frequently.Buffering permitted but not activated: Buffering is permitted from the business and technical points of view. Applications which access the table execute correctly with and without table buffering. Whether or not table buffering will result in a gain in performance depends on the table size and access profile of the table (frequency of the different types of table access). Table buffering is deactivated because it is not possible to know what these values will be in the customer system. If table buffering would be advantageous for th e table size and access profile of the table, you can activate it in the customer system at any time.Buffering activated: The table should be buffered. In this case you must specify a buffering type [Page 34].  ·  · See also: Buffering Database Tables [Page 43] Which Tables Should be Buffered? [Page 53] April 2001 33 BC – ABAP Dictionary Buffering Types SAP AG Buffering Types The buffering type defines which table records are loaded into the buffer of the application server when a table record is accessed. There are the following buffering types:  ·  · Full buffering [Page 35]: All the records of the table are loaded into the buffer when one record of the table is accessed.Generic buffering [Page 37]: When a record of the table is accessed, all the records having this record in the generic key fields (part of the table key that is left-justified, identified by specifying a number of key fields) are loaded into the buffer. Single-record buffering [Page 39]: Only the re cords of a table that are really accessed are loaded into the buffer.  · See also: Buffering Database Tables [Page 43] 34 April 2001 SAP AG BC – ABAP Dictionary Full Buffering Full Buffering With full buffering, either the entire table is in the buffer or the table is not in the buffer at all.All the records of the table are loaded into the buffer when one record of the table is read. In this example, a program reads the record highlighted in red from table SCOUNTER. If the table is fully buffered, all the records of the table are loaded into the buffer. Database table SCOUNTER MANDT CARRID COUNTNUM AIRPORT Buffer contents 001 001 001 001 001 001 001 001 001 001 001 001 001 001 AA BA BA BA BA LH LH LH LH LH LH LH LH UA 00000001 00000001 00000002 00000003 00000004 00000001 00000002 00000003 00000004 00000005 00000006 00000007 00000008 00000001 ACA ACE BER LCY LHR BER DEN FRA LCY LGW LHR MUC RTM HAM 01 001 001 001 001 001 001 001 001 001 001 001 001 001 AA BA BA BA BA LH LH L H LH LH LH LH LH UA 00000001 00000001 00000002 00000003 00000004 00000001 00000002 00000003 00000004 00000005 00000006 00000007 00000008 00000001 ACA ACE BER LCY LHR BER DEN FRA LCY LGW LHR MUC RTM HAM Application server SELECT * FROM SCOUNTER WHERE MANDT = ‘001’ AND CARRID = ‘LH’ AND COUNTNUM = ‘00000004'. The buffered data records are sorted in the buffer by table key. Accesses to the buffered data can therefore only analyze field contents up to the last specified key field for restricting the dataset to be searched.The left-justified part of the key should therefore be as large as possible in such accesses. For example, if you do not define the first key field, the system has to scan the full table. In this case direct access to the database can be more efficient if the database has suitable secondary indexes [Page 61]. When Should you Use Full Buffering? When deciding whether a table should be fully buffered, you should take into account the size of the table, the number of read accesses, and the number of write accesses. Tables best suited to full buffering are small, read frequently, and rarely written.Full buffering is recommended in the following cases: April 2001 35 BC – ABAP Dictionary Full Buffering  · SAP AG Tables up to 30 KB in size. If a table is accessed frequently, but all accesses are read accesses, this value can be exceeded. However, you should always pay attention to the buffer utilization. Larger tables where large numbers of records are frequently accessed. If these mass accesses can be formulated with a very selective WHERE condition using a database index [Page 61], it could be better to dispense with buffering.Tables for which accesses to non-existent records are frequently submitted. Since all the table records reside in the buffer, the system can determine directly in the buffer whether or not a record exists.  ·  · 36 April 2001 SAP AG BC – ABAP Dictionary Generic Buffering Generi c Buffering With generic buffering, all the records in the buffer whose generic key fields match this record are loaded when one record of the table is accessed. The generic key is a part of the primary key of the table that is left-justified. In this example, the record highlighted in red is read by a program from table SCOUNTER.If the table is generically buffered, all the records read whose generic key fields (MANDT and CARRID) agree are loaded into the buffer. Database table SCOUNTER MANDT CARRID COUNTNUM AIRPORT Buffer contents 001 001 001 001 001 001 001 001 LH LH LH LH LH LH LH LH 00000001 00000002 00000003 00000004 00000005 00000006 00000007 00000008 BER DEN FRA LCY LGW LHR MUC RTM 001 001 001 001 001 001 001 001 001 001 001 001 001 001 AA BA BA BA BA LH LH LH LH LH LH LH LH UA 00000001 00000001 00000002 00000003 00000004 00000001 00000002 00000003 00000004 00000005 00000006 00000007 00000008 00000001ACA ACE BER LCY LHR BER DEN FRA LCY LGW LHR MUC RTM HAM Application server Generic key SELECT * FROM SCOUNTER WHERE MANDT = ‘001’ AND CARRID = ‘LH’ AND COUNTNUM = ‘00000004'. When Should you Use Full Buffering? A table should be buffered generically if only certain generic areas of the table are normally needed for processing. Client-specific, fully-buffered tables are automatically generically buffered since normally it is not possible to work in all clients at the same time on an application server. The client field is the generic key. Language-specific tables are another example where generic buffering is recommended.In general, only records of one language will be needed on an application server. In this case, the generic key includes all the key fields up to and including the language field. How Should you Define the Generic Key? In generic buffering, it is crucial to define a suitable generic key. April 2001 37 BC – ABAP Dictionary Generic Buffering SAP AG If the generic key is too small, the buffer will contain a few very large areas. During access, too much data might be loaded in the buffer. If the generic key is too large, the buffer might contain too many small generic areas.These can reduce buffer performance since there is an administrative entry for every buffered generic area. It is also possible that too many accesses will bypass the buffer and go directly to the database, since they do not fully define the generic key of the table. If there are only a few records in each generic area, it is usually better to fully buffer the table. Only 64 bytes of the generic key are used. You can specify a longer generic key, but the part of the key exceeding 64 bytes is not used to create the generic areas. Access to Buffered DataIt only makes sense to generically buffer a table if the table is accessed with fully-specified generic key fields. If a field of the generic key is not assigned a value in a SELECT statement, it is read directly from the database, bypassing the buffer. If you access a generic area that is not in the buffer with a fully-specified generic key, you will access the database to load the area. If the table does not contain any records in the specified area (â€Å"No record found†), this area in the buffer is marked as non-existent. It is not necessary to access the database if this area is needed again. 8 April 2001 SAP AG BC – ABAP Dictionary Single-Record Buffering Single-Record Buffering With single-record buffering, only the records that are actually read are loaded into the buffer. Single-record buffering therefore requires less storage space in the buffer than generic and full buffering. The administrative costs in the buffer, however, are greater than for generic or full buffering. Considerably more database accesses are necessary to load the records than for the other buffering types. In this example, the record highlighted in red is read by a program from table SCOUNTER.If single-record buffering is selected for the table, onl y the record that was read is loaded into the buffer. Database table SCOUNTER MANDT CARRID COUNTNUM AIRPORT Buffer contents 001 LH 00000004 LCY 001 001 001 001 001 001 001 001 001 001 001 001 001 001 AA BA BA BA BA LH LH LH LH LH LH LH LH UA 00000001 00000001 00000002 00000003 00000004 00000001 00000002 00000003 00000004 00000005 00000006 00000007 00000008 00000001 ACA ACE BER LCY LHR BER DEN FRA LCY LGW LHR MUC RTM HAM Application server SELECT SINGLE FROM SCOUNTER WHERE MANDT = ‘001’ AND CARRID = ‘LH’ AND COUNTNUM = ‘00000004'.When Should you Use Single-Record Buffering? Single-record buffering should be used particularly for large tables where only a few records are accessed with SELECT SINGLE. The size of the records being accessed should be between 100 and 200 KB. Full buffering is usually more suitable for smaller tables that are accessed frequently. This is because only one database access is necessary to load such a table with full buffering, whereas several database accesses are necessary for single-record buffering. Access to Buffered Data All accesses that are not submitted with SELECT SINGLE go directly to the database, bypassing the buffer.This applies even if the complete key is specified in the SELECT statement. April 2001 39 BC – ABAP Dictionary Single-Record Buffering SAP AG If you access a record which is not yet buffered with SELECT SINGLE, there is a database access to load the record. This record is marked in the buffer as non-existent if the table does not contain a record with the specified key. This prevents another database access when accessing the table at a later time with the same key. 40 April 2001 SAP AG BC – ABAP Dictionary Logging Logging Using the logging flag you can define whether changes to the data records of a table should be logged.If logging is switched on, each change to an existing data record (with UPDATE, DELETE) by the user or application program is recorded in the data base in a log table (DBTABPRT). ABAP Dictionary Log TAB Application transaction TAB Change a record Field 1 Field 2 Field 3 System profile †¦ rec/client =ALL †¦ TAB Field 1 Field 2 Field 3 Log table Database To switch on logging, the R/3 System must be started with a profile containing parameter rec/client. This parameter defines whether all clients or only selected clients should be logged. The parameter can have the following values: rec/client = ALL Log all clients. ec/client = 000[,†¦ ] Log the specified clients. rec/client = OFF Do not log. Logging slows down accesses that change the table. First of all, a record must be written in the log table for each change. Secondly, a number of users access this log table in parallel. This can cause lock situations although the users are working with different application tables. Logging is independent of the update. The existing logs can be displayed with Transaction Table History (SCU3). April 2001 41 BC – ABAP Dic tionary Converting Pooled Tables to Transparent Tables SAP AG Converting Pooled Tables to Transparent Tables