A Research Study On Pediatric Diabetes Service - 3169 Words

This case study focuses on a 15 year old female patient who for the purpose of this paper will be called Layla. Layla has got Type 1 Diabetes (T1D) and is categorised as obese; she is seen within the Burton Hospital Paediatric Diabetes Service (BHPDS). Layla was admitted into hospital in June 2014 with severe hypoglycaemia of an unknown cause. Layla agreed to be a case study in front of a senior member of staff and both of her grandparents, who are her legal guardians. Layla was chosen as a case study to increase my knowledge on the potential implications of obesity/being overweight, with T1D and whether or not having T1D puts patients more at risk of becoming overweight. Additionally, using Layla as a case study allows me to explore the evidence for other dietary recommendations in Paediatric T1D including carbohydrate counting (CC) which most patients within the BHPDS are now required to be using from diagnosis. From this research I am hoping to learn more about what other Paediatric Diabetes Services are doing and find new ideas to develop my, the Dietitian’s, role within the BHPDS. This is a relatively new role, created in 2013 after the implementation of the Best Practise Tariff (BPT) which is discussed later in this paper. What I learn can be disseminated to other team members within both the Dietetic Department at Queens Hospital (QH) and within the BHPDS. Aim of treatment †¢ Promote glycemic control and reduce incidence of episodes of hypoglycaemia andShow MoreRelatedThe Significance Of Physical Education Essay1212 Words   |  5 PagesAssociation, 2016). This is a local and national emergency that needs to be addressed to keep children healthy, prevent morbidities, and control the costs that are associated with being overweight or obese. Pre-diabetes, type 2 diabetes, and hypertension in children is at an all time high. 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According to Wikipedia (2009), the role of caseRead MoreChildhood Obesity : A Serious Health Problem Essay1459 Words   |  6 Pagesproblem that is associated with future diseases. Early mortality is also a result of childhood obesity. An obese child is more likely to develop chronic diseases in adulthood (Hood, Emie, 2005).Having obesity can increase the likelihood of Type 2 diabetes, kidney diseases, high cholesterol, cardiovascular diseases, sleep apnea, liver diseases, orthopedics problems, and cancer (Sahoo, Sahoo, Choudhury, Sufi, Kumar Bhadoria, 2015)(Yim Yoo,2014)(Xu Xue,2015). CKD or chronicRead MoreWomen’S Health Plus. Tamer Almasri, Felicia Montgomery.1619 Words   |  7 PagesUniversity Professor Comer-Hagans Women’s Health Plus Diabetes is a disease in which your blood glucose, or blood sugar, levels are too high. Glucose comes from the foods you eat. Insulin is a hormone that helps the glucose get into your cells to give them energy. Larnson Wolk (2017) state in their article that with type 1 diabetes, your body does not make insulin and in type 2 diabetes, the more common type, your body does not make or use insulin well. Without enoughRead MoreHealth Literacy And Its Effect On Health1501 Words   |  7 Pagesprocess, and understand basic health information and services needed to make appropriate health decisions† (U.S. Department of Health and Human Services, 2000). One of the major populations affected by their decline in health literacy is the elderly. Some of the factors influencing health literacy include age, reading skills and health beliefs. Inadequate health literacy is associated with increasing health disparities and poor use of health care services which lead to poor health outcomes, unsuccessful

Role of Hr in Service Sector Free Essays

http://www. authorstream. com/Presentation/richadinker-85391-training-development-trainings-types-process-d2-business-finance-ppt-powerpoint/ Training And Development : Training And Development â€Å"Training is the process of altering employee behaviour and attitudes in a way that increase the probability of goal attainment. We will write a custom essay sample on Role of Hr in Service Sector or any similar topic only for you Order Now † Features of Training : Features of Training Training objectives are tied to organization’s business objectives. Training is modular so it can be adapted to workplace schedules. Training is tailored to trainee needs and learning styles. Training structure allows employees to learn at their own pace. Trainees are provided regular, ongoing feedback concerning their progress while in the training programme. WHY T D : WHY T D No one is a perfect fit at the time of hiring and some training development must take place. Planned development programs will return values to the organization in terms of : increased productivity reduced costs Morale Flexibility to adapt to changing requirements Slide 4: Moulds employees’ attitude Helps them achieve better co-operation Creates greater loyalty to the organization Reduces wastage and spoilage Reduces constant supervision Improves quality Training Process : Training Process Determine the mission of the org Job description Training needs assessment Decide most imp objective/priorities Evaluate the curriculum Evaluate the Result of Training TYPES OF TRAINING : TYPES OF TRAINING On the job: Orientation Apprentice Committee assignments Off the job: Vestibule Role playing Lecture Case discussion Conference Slide 7: Decision making: In basket Business games Case studies Role play Responsible for Training : Responsible for Training Top Mgmt – Frames the Training policy HR Dept – plans, establishes and evaluates Supervisors – implement and apply development procedure Employees – provide feedback, revision and suggestions http://www. authorstream. com/Presentation/amit. kursija-217224-training-development-appraisals-collective-bargaining-compensation-competency-employee-relations-hr-hrm-human-reso-education-ppt-powerpoint/ Training and Development : Training and Development Definition : Definition Training is the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance. Training, Development, and Education : Training, Development, and Education HRD programs are divided into three main categories: Training, Development, and Education. Training is the acquisition of technology, which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do. Also, it is given when new technology in introduced into the workplace. Development is training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job Training, Development, and Education : Training, Development, and Education Education is training people to do a different job. It is often given to people who have been identified as being promotable, being considered for a new job either lateral or upward, or to increase their potential. Unlike training, which can be fully evaluated immediately upon the learners returning to work, education can only be completely evaluated when the learners move on to their future jobs or tasks. Distinction between Training and Education : Distinction between Training and Education The following table draws a distinction between training and education more clearly. Training Education Application Theoretical orientation Job Experience Classroom learning Specific Tasks General concepts Narrow perspective Broad perspective Distinction between Training and Development : Distinction between Training and Development Learning Training Development Who Non-managers Managers What Technical Theoretical Why Specific job General When Short term Long term Purpose of Training : Purpose of Training To increase productivity and quality To promote versatility and adaptability to new methods To reduce the number of accidents To reduce labour turnover To increase job satisfaction displaying itself in lower labour turn- over and less absenteeism To increase efficiency When does the need for training arise? : When does the need for training arise? The installation of new equipment or techniques A change in working methods or products produced A realization that performance is inadequate Labour shortage, necessitating the upgrading of some employees A desire to reduce the amount of scrap and to improve quality An increase in the number of accidents Promotion or transfer of individual employees. Ensures availability of necessary skills and there could be a pool of talent from which to promote from. Advantages of Training : Advantages of Training 1. Leads to improved profitability and/or more positive attitudes toward profits orientation. 2. Improves the job knowledge and skills at all levels of the organization. 3. Improves the morale of the workforce. 4. Helps people identify with organizational goals. 5. Helps create a better corporate image. 6. Fasters authentically, openness and trust. 7. Improves the relationship between boss and subordinate. 8. Aids in organizational development. 9. Learns from the trainee. 10. Helps prepare guidelines for work. Disadvantages of training : Disadvantages of training 1. Can be a financial drain on resources; expensive development and testing, expensive to operate? 2. Often takes people away from their job for varying periods of time; 3. Equips staff to leave for a better job 4. Bad habits passed on 5. Narrow experience Areas of Training : Areas of Training The Areas of Training in which training is offered may be classified into the following categories: Knowledge Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes inside and outside the company. Technical Skills The employee is taught a specific skill (e. g. , operating a machine and handling computer) so that he can acquire that skill and contribute meaningfully. Areas of Training Conti. : Areas of Training Conti. Social Skills The employee is made to learn about himself and other, develop a right mental attitude, towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Techniques This involves the application of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at clouding employee attitudes: When administered properly, a training programme. It will go a long way in obtaining employee loyalty, support and commitment to company activities. Issues in Employee Training : Issues in Employee Training Communications: The increasing diversity of today’s workforce brings a wide variety of languages and customs. 2. Computer skills: Computer skills are becoming a necessity for conducting administrative and office tasks. 3. Customer service: Increased competition in today’s global marketplace makes it critical that employees understand and meet the needs of customers. 4. Diversity: Diversity training usually includes explanation about how people have different perspectives and views, and includes techniques to value diversity Issues in Employee Training Conti. : Issues in Employee Training Conti. 5. Ethics: Today’s society has increasing expectations about corporate social responsibility. Also, today’s diverse workforce brings a wide variety of values and morals to the workplace. 6. Human relations: The increased stresses of today’s workplace can include misunderstandings and conflict. Training can people to get along in the workplace. 7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles, benchmarking, etc. , require basic training about quality concepts, guidelines and standards for quality, etc. 8. Safety: Safety training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, etc. , but can also be useful with practical advice for avoiding assaults, etc. Training Process : Training Process Steps in the Training Process : Steps in the Training Process 1. Organizational objectives 2. Assessment of Training needs 3. Establishment of Training goals 4. Devising training programme 5. Implementation of training programme 6. Evaluation of results Organizational Objectives ; Strategies : Organizational Objectives ; Strategies The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources. Needs Assessment : Needs Assessment Needs assessment diagnosis present problems and future challenges to be met through training and development. Organizations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at two levels- group and individual. Slide 19: FOR MORE USEFUL EDUCATIONAL PRESENTATIONS AND TECHNOLOGICAL DOCUMENTATIONS LIKE THESE VISIT WWW. THECODEXPERT. COM How to cite Role of Hr in Service Sector, Papers

Disadvantages Social Networks In Business -Myassignmenthelp.Com

Question: Discuss About The Disadvantages Social Networks In Business? Answer: Introduction After completing the assignment 1 and assignment 2, the researcher has obtained significant knowledge pertaining to carrying out a research and completing it properly. Therefore, in the third assignment, the researcher has talked about the learning gained while doing the first two assignments. Here, the researcher is going to prepare an individual reflective journal of 12-week duration that contains the critical examination of the learning method of the researcher. The assignment involves reviewing the progress of the researcher in terms of achieving learning goals related to the first two assignments on the advantages and disadvantages of social networks in business. Reflective analysis Reflection allows people to conjecture their own performs, so that they can develop their own work. Doing reflective assignments influence people to enhance their learning by identifying the loopholes in their own work and finding ways to overcome them(Richmond, McCurrie Nelson 2015). During the first and second week, I have learned to identify a research problem by going through the findings of the previous research on the same topic, different journals, books and credible websites.I have read many kinds of literature for identifying the major advantages and disadvantages of social media in business. I have found that social media plays an important role in the present business environment. However, it has some drawbacks too. Therefore, I chose this topic to find out the strengths and weaknesses of social networks in business. Thus, my first learning objective was achieved during the first two weeks. After identifying the research problem, during the third and fourth week, I developed research objectives that are to be achieved at the end of the research. Thus, I learned the way of developing research objectives. Further, in the fifth and sixth week, I learned to search for secondary data and collect them for having greater knowledge on the research topic. Moreover, I also learned to analyse the literature criticallyand this was my third learning objective. During the seventh and eighth week, I gained knowledge regarding different research methods and their importance in research. Based on that, I selected appropriate research methods for the present research. In the ninth and tenth week, I continued to understand various research techniques and learned the way of collecting primary data. Thus, my learning goal of collecting primary data was achieved in these two weeks. During the 11th and 12th weeks, I learned the way of analysing the collection date for obtaining the research o utcome.Thus, my last learning objective was also achieved. While doing assignment 1, I have learned that in the current business scenario, social networks are considered as the most necessary and effective way of doing business. Therefore, organisations use social media platforms to increase their brand awareness, customer base, competitiveness and improving service quality and communication with the customers. However, marketers also face some issues related to security of information and maintaining the social accounts on a regular basis. This has a damaging impact on the brand image and profitability of the company(Emily Copp 2016). In the second assignment, I have learned so many things related to a research such as, identifying the research problem, analysing secondary data, selecting research methods, preparing the questionnaire, collecting and analysing data for preparing the final research report. All these knowledge are extremely valuable for me, as they will help me in my future researchers. Using the knowledge and experience of my present research, I will be able to conduct a more proficient research in the future with less error. When people learn and reflect themselves on their learning, they obtain better knowledge that helps them in their future courses, programs, future career and in life. It also improves the criticalthinking ability of the students(Naber Wyatt 2014). My present learning will help me in my future business courses. Considering the drawbacks of social networks in business, I will take proper measure so that it can bring only positive impact to my business. Not only in my business, using the knowledge I will be more conscious about my personal social accounts too so that I do not have to face any security issue. I identified the research problem for conducting the research. I conducted a literature review and selected suitable research methods to carry out the research. I read a large number of books, journals, and websites to acquire greater knowledge on the research topic. I have seen that social networks affect the business world both positively and negatively. However, I heard from my professor that business could transform the negative side of social media into positive sides by taking effective measures. The business research was highly useful, as it expanded my knowledge area significantly. Before doing this research, I only knew about the positive sides of social media in business and I did not have any idea regarding the damages it can bring to a business, if not managed properly. Hence, the present business research has explored my knowledge largely. I did the assignment 1 specifically for gaining a considerable amount of knowledge on the different aspects of social media in business. After gaining sufficient knowledge, I carried out the assignment 2 for developing a research proposal, so that I can bring out some more information on the research topic by conducting a research. Reflective writing is helpful in improving evaluation of learning results, developing student learning and professional career. It reveals effective practices and areas that need further consideration and improvement(Allan Driscoll 2014). The things I have learned from the present assignment will be applied to my business when I will start my own business and expand its presence through social media. I will hire an expert, who will be able to take care of the security issues related to online transactions and maintain a positive brand image on the social media. Conclusion Reflective writing is an effective way of identifying own weaknesses and that can be changed to own strengths. Thus, the things I have learned through the reflective writing have helped me to rethink about the learning goals, I have achieved. Whatever, I have learned from this research will help me in future courses to do them in a better way. References Allan, EG Driscoll, DL 2014, 'The three-fold benefit of reflective writing: Improving program assessment, student learning, operations professional development', Assessing Writing, vol 21, no. 1, pp. 37-55. Emily Copp 2016, Hootsuite Social Media Management, viewed 18 September 2017, https://blog.hootsuite.com/social-media-for-business/. Naber, J Wyatt, TH 2014, 'The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students', Nurse Education Today, vol 34, no. 1, pp. 67-72. Richmond, KJ, McCurrie, MK Nelson, L 2015, 'Reconsidering Reflective Writing across the College Curriculum: Promoting Individual Growth, Knowledge Transfer and Social Connections', Tampa, Florida.

The Ethnic Conflict Between Israel and Palestine free essay sample

Ethnic conflict between Israeli and Palestine Many countries during the time have fought one another. Some of the fights resulted in global wars, some maintained only a local significance, but still there are a lot of issues that are dealt with by using military force. These issues have varied over the time from the distribution of power to religion, race, and ethnicity and so on. The purpose of this essay is to look into the ethnic conflict of Israel and Palestine and to reveal the basis of the issue as well as to see how the countries are dealing with it. To begin with, it is necessary to look into the history of both Israel and Palestine. At first a look will be taken into the history of the State of Palestine. In the 19th century Palestine was a province of Ottoman Empire. In 1850 its population was around 4% Jewish, 8% Christian and the rest were Muslim. We will write a custom essay sample on The Ethnic Conflict Between Israel and Palestine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There was no conflict between the communities and everyone lived peacefully. The State of Palestine was proclaimed on 15th November 1988 by the Palestine Liberalization Organization’s (PLO’s) National Council in exile in Algiers which unilaterally adopted the Palestinian Doctrine of Independence. It claims the Palestinian territories and has designated Jerusalem as its capital. Even though Palestine was a state that existed earlier, because of historic events of the Arabs and the fact that Britain stood on the side of Jews, the land was divided and the areas constituting the State of Palestine have been occupied by Israel since 1967. The people of Israel trace their origin to Abraham, who established the belief that there is only one God, who is the creator of the universe. Abraham, his son Yitzhak (Isaac), and grandson Jacob (Israel), are referred to as the patriarchs of the Israelites. All three patriarchs lived in the Land of Canaan, that later came to be known as the Land of Israel. The State of Israel was founded on 14th May 1948 in Palestine which then was the Arab land. Its capital is Jerusalem and Israel is the world’s only Jewish-majority state. As anti-Semitism prejudice against or hatred of Jews in Europe increased, the leading Jewish figures came to the conclusion that Jews need a State of their own. Basically it was historys legacy that created divisive issues between Palestinians and Israelis. Judea, home of the Jews in ancient times, was conquered by the Romans and renamed Palestine. Palestine was later conquered and inhabited by Arabs for over a thousand years. The Zionist movement arose to restore the Jews to Israel, largely ignoring the existing Arab population. Following the Balfour Declaration in 1917, Palestine was granted to Britain as a League of Nations mandate to build a national home for the Jewish people, since anti-Semitism was growing and without a state of their own Jews would always be persecuted. Palestinians were not consulted in this matter, which is one of the reasons that the Arabs resented the Jews coming in to take their land. Led by Grand Mufti Hajj Amin El Husseini, Palestinians rioted repeatedly and later revolted, creating a history of enmity between Jews and Arabs in Palestine. Britain stopped Jewish immigration to Palestine. Following the Holocaust, in which 6 million Jews were killed by the Nazis, pressure on Britain increased to allow Jewish immigration to Palestine. In the 1917 Balfour Declaration the British government had said that a „national home for the Jewish people would be founded in Palestine, while preserving the civil and religious rights of non-Jewish communities there†. The second part of the deal was not put into practice. In 1947, the United Nations, to whom the British handed over the whole problem because they couldn’t manage to take care of it, partitioned the land into Arab and Jewish states. The Arabs did not accept the partition and war, called the Intifada (the uprising), broke out. The Jews won a decisive victory, expanded their state and created several hundred thousand Palestinian refugees. The Arab states refused to recognize Israel or make peace with it. Wars broke out in 1956, 1967, 1973 and 1982, and there were many terror raids and Israeli reprisals. During these wars the Israeli forces out numbered the Arabs by three to one. By the end of the war in 1947, Israel had occupied seventy eight percent of Palestine and three quarter of a million Palestinians had been made refugees. After the 1967 conflict it seized the remaining twenty two percent, including the West Bank and Gaza Strip. However because international law states it is illegal to occupy territory through war, theses occupied areas do not belong to Israel. Each side believes different versions of the same history. Each side views the conflict as wholly the fault of the other and expects an apology. In 1993 there was a process started to put an end to decades of confrontation and conflict and strive to live in peaceful coexistence, mutual dignity and security. This process was called the Oslo Peace Process (OPP). There are six main causes for the Palestinians and Jews to be in such a conflict: * Land * Palestinian refugees wanted to go home, but Israel declined * Water – Israel is taking more water resources to itself, though it should be distributed fairly * Settlements – small units of houses protected by special guards that are both in Israel’s and Palestine’s territory * Borders and security Jerusalem – as the capital for both countries, Jews rule it in majority, though it should be done equally. The principles of agreement and the overall framework of the OPP’s negotiation were the following: * Israel recognized the existence of the Palestinian political side and recognizes the Palestine Liberalization Organizations (PLO) * PLO reco gnized the right of existence of Israel. * Israeli agreed on the autonomy of the Palestinian occupied territories. It called for a five-year transitional period in which Israeli forces would withdraw from occupied territories and a Palestinian Authority would be set up, leading to a permanent settlement. It was signed on the White House lawn in September 1993 in the presence of Israeli Prime Minister Yitzhak Rabin and PLO Chairman Yasser Arafat. After the Oslo agreement, Yasser Arafat returned to Palestinian territory, the Palestinian Authority was established and Israeli withdrawals began. However, the agreement was denounced by hardline Israelis and Palestinians as a sell-out and it did not take hold. The former general Ariel Sharon was Israeli prime minister he announced that Israel would leave the Gaza Strip and would build a wall and fence to defend itself against suicide bombers and separate the Palestinian territories from Israel. Sharon expelled nearly ten thousand Jewish settlers from twenty one settlements In Gaza and the West Bank and by 2005 Israeli soldiers had left the Gaza strip for the first time in decades. This infuriated the Israel right wing who split into divisions to try and oust Sharon, significantly though, he was popular with the Israeli people with over eighty percent of the electorate backing his plans. Some believe this was the closest the Palestine and Israel conflict came to any sort of settlement and peace. However when Sharon’s party was succeeded by the more aggressive and pro-Israeli Likud party, led by the incumbent Benjamin Netanyahu, any chance of a treaty vanished and tension resurfaced. Basically the result was not satisfactory. Palestinians rejected the OPP and there was no final settlement. Everything was secretive, the public didn’t know of all the negotiations and discussions going on and it was the mistrust of the parties between themselves that led to the rejection of a peace settlement. But still Israelis and Palestinians are trying to unite to define the problem. Even though Jews got their own state as the Balfour Declaration stated, it is questionable whether it was worth all this – wars, killings, loss of territory, continuous fighting over resources like water and so on. Speaking about the character of this conflict it is safe to say that is is not just an ethnic conflict that reaches into history, but also a conflict regarding borders, territory and resources. And as mentioned before, Jews got their state and it is a powerful democratic society with a high standard of living and it is considered a hi-tech industry, its borders have still not been fixed and, above all, it has not and in the foreseeable future will not reach a settlement with the Palestinians. It is powerful but it is not at peace. [ 1 ]. http://www. mongabay. com/history/jordan/jordan-the_palestinians_and_the_palestine_liberation_organization. html [ 2 ]. http://www. science. co. il/israel-history. php [ 3 ]. http://lifeprogram. org/LIFE_in_Israel. html [ 4 ]. http://news. bbc. co. uk/2/hi/world/middle_east/7381315. stm [ 5 ]. http://www. mideastweb. org/nutshell. htm [ 6 ]. http://news. bbc. co. uk/2/hi/middle_east/7385301. stm [ 7 ]. Ibid.

Your Health & Managed Care essays

Your Health & Managed Care essays AHCA HMO Report According to the AHCA HMO Report the health plan that I would choose, as an employer based on the data collected would be AvMed Inc. AvMed is Floridas oldest and largest not-for-profit HMO, serving some 300,000 members, including approximately 30,000 Medicare members throughout the state, and 10,000 federal employees and their dependents. AvMed contracts with close to 7,000 physicians and 126 hospitals, is federally qualified under the terms of the federal HMO Act, and is privately accredited by the National Committee for Quality Assurance (NCQA) and the Joint Commission on Accreditation of Healthcare Organizations. AvMed was created in 1969 as a prepaid health care system for pilots in Miamis aviation industry. Today, AvMed is Floridas largest not-for-profit health plan. AvMed, whose name is derived from "aviation medicine," became licensed as an HMO in 1973 and earned Federal qualification in 1977. After reviewing the information and statistics on the various health plans, I ch oose AvMed Inc. because it has an overall high rating in the areas such as Annual Well Child Visit (Ages 3-6) 74%, Annual Adolescent (Well Care Visit) 47%, Asthma Medications (Long-Term Control) 60%. Although AvMed Inc. did not rate under the Florida Medicaid Asthma medication for long- term care; all other areas were covered above average. Based upon the stability of the company and their financial report dated June 30, 2003, AvMed Inc. total assets were $180,085,511, and total liabilities were $126,757,724. The calendar year-to-date net income or (loss) was $19,080,629. Although AvMed received 319 complaints in 2002, this was only a fraction when compared with United Health Care, Health Options, Inc., and Vista Health Plan Inc. who also serve this area. There were slight margins in complaints when compared with CIGNA, and Humana, but this does not have any relevance on the quality of service ...

Architecture As My Major Subject Essay Example for Free

Architecture As My Major Subject Essay I would like to take up Architecture as my major. I find Architecture interesting because it enables me to use my individual creative taste to create structures that other people will also love, and possibly admire. My interest in Architecture first developed during my sophomore year. During that year, I was able to speak to architects on field day. They shared with me their experiences and, in the process, I found myself sharing their aspirations and visions of enhancing and using my artistic capabilities in creating a beautiful community and environment and providing a better quality of life through Architecture. This experience opened my eyes to the possibility of obtaining a new language that can transcend cultures, people and places, and which I can use to express myself spiritually, emotionally and creatively. That language is the language of designs. Therefore, I decided to pursue the field because I believe that the best career path a person can take is that which he loves and enjoys.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I have been exposed to several activities involving architecture. I have volunteered as a teacher assistant for Architecture Graphics I. I also volunteered for Habitat for Humanity and became a member of an Architecture organization in my school. Lastly, I was employed in Design Perspectives, an interior design company, for one year. These activities exposed me to various aspects of architectural work and helped me acquire some needed skills. For example, through teaching, I was able to review my previously-acquired skills and test the limits of my knowledge. Habitat for Humanity gave me practical experiences in construction and exposed me to the humanitarian side of my chosen career. Working in an interior design company exposed me to the people-side of Architecture and taught me how to discover the client’s needs and to match our designs with these needs. All in all, these experiences helped me gain a basic grounding in architecture and a deeper respect for its art. Being an architect entails a big responsibility. I have begun to develop my own set of values and have identified the issues that I find most important. Most importantly, I have found a path in which I know I will gain not only money and success, but also fulfillment and satisfaction. Architecture As My Major Subject. (2017, Feb 17).

Importance of Maps to GIScience Essay Example | Topics and Well Written Essays - 1500 words

Importance of Maps to GIScience - Essay Example Goodchild  introduced the term  GIScience  in the year 1992 to describe the basics of  GIS  technology.  Ã‚  These discussions dealt with the scope of a new branch of  GIS  and the obstacles in the way of its application of the technology.  GIS  is defined as the Science dealing with the interpretation and management of spatial information in scientific context, including associated technology, and implications of these for Commerce, Social life and the environment.  Ã‚  Ã‚  Information Analysis and interpretation of Data and transforming these into visual representations constitute among other things the Information Management function. Hardware and software that facilitate this process come under the category of associated methodology. Geographical Information and the GI system have tremendous applications to commerce and environment and naturally they will impact the society as a consequence.  GIS  now facilitates production of all kinds of Maps which ser ve as stimulants to visualized thinking. GI System therefore admirably fits in as Research on GI Science. Experts addressed the problem of developing visualization methods and techniques to present GI data interpret and synthesize them and explore them further, (MacEachren, 1995). This goes on further to assess the impact of these on the efficiency of problem solving. They further described the processes by which maps and graphics could be generated and the Computations systems to back these operations. The inter-connections between maps and  GIScience  and its associated steps in the process and the possible outputs also engaged many research works. Maps have the power to visually represent data, synthesize these and then explore the world. This is possible because of the ability to take selected data from the complex maze of facts and make visual presentation. The Discipline of Cartography has evolved a wide range of design guidelines which help in creating a map that best rep resents the desired results in terms of spatial patterns and inter-relationships. The traditional maps have helped in their own way in the above functions of map making. Yet, the advances made by  GIS  have revolutionized the way spatial information is synthesized, analyzed and explored. The numerous maps that needed to be made in the past for presenting different aspects of data pertaining to the same spatial area can now be overlaid on the same spatial outlay and interpreted. The paper will also study the advances made in the versatility of the map making process today, after the development of the Internet and the World Wide Web. Also, while recognizing the traditional role of maps in representation of data it must be pointed out that the maps should go further to be flexible and  Ã‚  facilitate exploration of the data underlying the maps. Therefore, in view of their ability to visualize the data and stimulate thinking about the  geo-spatial  patterns, maps are extensiv ely used in the GI Science process. The field of operation for these maps is Geo-visualization. It is a loosely defined domain and it addresses the presentation, analysis and synthesis of geographical information in combination with other disciplines including Cartography. Scientific visualization, image analysis, information visualization and analysis of exploratory data are the other disciplines contributing to the advancement. 1.1 Developments of Maps With reference to the design of maps, self-made professional maps, particularly Paper Made Topographic Maps are the work of professionals and are very practical under various conditions. Such maps will still be continued to be produced in the future, even though the demand from the users is already exerting pressure on large Map Maker organizations to adopt a different modern outlook towards the market. There

Entrepreneurship and Small Business Development Essay

Entrepreneurship and Small Business Development - Essay Example 'Innovation' has always been a word synonymous with Bill Gates. Even as a child, he would fiddle with software, improving on existing ones and writing his own. Before exploring his history of innovation, however, it would be more prudent to discuss what innovation is first. As already mentioned above, innovation is the one characteristic no entrepreneur would get very far without. Sticking to what works and what is known may allow one to get by and make some money, but the ones who truly make it big are those who are unafraid of challenging conventions and taking risks, and who manage to breathe new life into supposedly exhausted industries. In short, while a conservative approach to entrepreneurship may bring security, it is a more innovative approach that one would be more likely to experience success. That being said, it would be well worth defining exactly what innovation is supposed to be. It is said to be a way of encouraging customer value, which can be done either through meeting new needs or through meeting old, existing needs in new and different ways. From an entrepreneur's perspective, this is most often attained through the introduction of unique products, services, technologies or ideas to the market. What sets innovation apart from mere improvement is that it is more concerned with taking a new, unique and different approach to something, rather than just building on the usual approach. The current environment has evolved such that innovation has become a major, major catalyst for growth, as the greater ease of transportation and communication has made factor endowments and comparative advantage less important in the long run. Instead, argues Schumpeter (1943), companies such as Microsoft need to constantly revolutionize the economic structure, as can be seen from the constant innovation of their products and services. Heyne et al (2010) lend further credence to this statement, describing a pattern among entrepreneurs in which they constantly aim to satisfy customers by continually improving on the quality, durability, service and price of their products, using a combination of technology and organizational strategy

Food Essay Essay Example for Free

Food Essay Essay Food. When people see or hear that word, many of them think of food as something that just keeps us healthy and alive. In my perspective that is true. But there is so much more to it than many people see. It is cultural, a tradition, and can have many different meanings. It can also be seen as edible art and a way to express yourself. To me, it is a way to get away from everything. As a child, I didn’t enjoy eating what my parents wanted me to. I was obsessed with sugary treat and that is almost the only thing I’d enjoy eating. Going to the dentist was always a pain because I was always scared of the dentist which till this day I don’t like going to the dentists. My mother would always think I would have a lot of cavities but to her surprise I never had any cavities as a child. But the bad side was, I would always get stomach aches because of the amounts of sugar I would eat. Even that wouldn’t stop my sweet tooth. As I got older I slowly realized that there are so many other foods that taste amazing! I would begin eating more and more foods that were different. And nowadays I love food! I eat everything that my mother will cook; I am not the same picky child as I was before. I not only love to eat food, but I love to cook as well. I’m definitely not an amazing cook but I still love it and it means a lot to me. Just give me a recipe and the ingredients and I will be fine. Just like anyone my age, I started off cooking small and easy foods. I would begin with cooking eggs, omelets, brownies and pancakes. And I would slowly make more and more types of food. For example I love cooking pasta and making sushi with my mother. It doesn’t seem like very high end kind of foods to make but it does the job well and tastes great and is healthy at the same time. Now that I am an adult, more is more expected from me from both my parents and my boyfriend. All three of them are making me learn to cook more and more because it’s something everyone my age should know how to do. Food is not only great tasting, but also is a stress reliever; a mood changer. Whenever I am feeling down, sad or maybe even bored I can always count on my kitchen because it isn’t going anywhere and is always there when I need it. Especially when I have an anxiety attack and I just want to be alone, I plug in my earphones, turn up my music and eat of course. It really helps me at home and helps me cope with being away from my boyfriend who is stationed on the other side of America and who just got home from Afghanistan. Just something about food that helps me feel better all the time. As a child I remember always watching my mother cooking and all. And just like every other child I always wanted to help because it would make me feel more grown up. So as awesome as my mother is, she would let me help her. Of course she gave me the easiest things to help her with. For example, if she was baking a cake she would let me crack the eggs, put in the butter, use the measuring cup to put in the right amount of flour. And she would even let me mix the batter too sometimes. When my mother would let me do all those things it made me feel so empowered and I felt like a responsible adult. As I got older, cooking had a special place in my heart. She would slowly let me make on my own, with her by my side of course. Making sure I’m doing it right. Till this day I remember always sneaking into the kitchen and steal some batter from the cake she was making and run off giggling. I would also sneak the chocolate she was using. Every time my mother bakes, I always have these memories. The house would always smell so good when she would cook. Food isn’t just plain and simple. It is unique and is almost fragile. While cooking even the smallest change in the recipe can change the taste of the dish dramatically. With spices especially it can change the food because if you put too little it won’t taste good, same if you out too much. You have to put in the perfect amount for it to taste good. Not only is the taste of the food good, but also the smell of the food while cooking is amazing. While cooking the smell of the food cooking just makes you want to eat it a lot more. When it comes to cooking, my mother is my biggest inspiration because no matter what is going on at home, when my mom fixes us some food; it of course doesn’t fix any of the problems but it does lighten the mood and helps us feel a little better. I’ve noticed that many arguments are when people are hungry or have an empty stomach. She absolutely loves cooking and it makes her happy and it’s the same for me as well. As I was younger, I would love to watch cooking shows where they compete over who can cook the best, also I would love watching the shows where they show a lot of cooking gadgets. Those shows always caught my attentions. Watching those shows just amazes me because of the things people can create with food, it’s just breath taking and makes me so happy! As for being Ukrainian and Polish, we h ave many different types of food that we make. In my culture we eat a lot of potatoes. Many people think it’s funny and weird that we eat a lot of potatoes but to me it tastes good and it is very healthy. We also make many different salads. Being Ukrainian and Polish and coming from a fairly large family, we eat a lot so it opens my eyes to many different types of food and makes me interested in trying everything. If I had to describe food in my perspective in the least amount of words I’d have to say that food to me is not just food, it’s a way I live my day to day life and what I create with food is not just to keep me stress free but is also a hobby and a way I keep people I know happy. Food isn’t just something we can just describe as a culture or what goes in our stomachs.

Great Guitarist Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Through out history, music has played a big role. It has let people communicate and others release their creative minds. Throughout the life of music, instruments have made it happen. The guitar has become one of the most popular of all instruments. In fact, almost every band heard on the radio has a lead guitar accompanying the vocals. Thanks to the greats like B.B. King, Jimi Hendrix, Andres Segovia, and Eric Clapton the guitar has been made the lead instrument in much of music. With contributions from each one of these legendary players, the guitar is used in a variety of styles; heavy metal to classical.   Ã‚  Ã‚  Ã‚  Ã‚  Now a days, guitars are seen and heard everywhere. There are so many different types and styles. The two major categories are electric and acoustic. Electric guitars where first introduced in the 1940’s to enhance and amplify the sound of acoustic guitars. Acoustic guitars have hollow, wooden bodies. When the strings are played, the sound is amplified and echoes in the resonating body (New Grove 827).   Ã‚  Ã‚  Ã‚  Ã‚  Today the common guitars, acoustic and electric, have six strings and on average of nineteen frets that range 3  ½ octaves. An octave is a unit of measurement obtaining to tones. Each string has a name. The bottom and thinnest string is the high e, next is b, then g, onto d, then A, and finally low E. Sound is made by strumming or plucking these strings while placing the fingers of the opposite hand on the frets and strings to produce different notes (Turnbull 825).   Ã‚  Ã‚  Ã‚  Ã‚  The guitar is hard to trace back beyond the Renaissance period but it is known the guitar has roots in Spain. The first known guitar was small with four sets of strings; each set called a course. Later a fifth course was added. At the end of the Baroque period, single strings replaced the double strings and a sixth was added. Since then, the guitar was changed little until Manuel Torres worked with the design and body. First, he increased the overall size. Making the body bigger and the neck longer added more notes and more amplification. He was the first to use the fan brace design on the inside of the resonating body. This increased the sound quality that was produced by the echo. This design is still in use today (Some Guitar History 2).   Ã‚  Ã‚  Ã‚  Ã‚  B.B. K... ... his guitars. â€Å"Clapton’s rich, precise guitar work showed why he is worth seeing anytime, anywhere† (Fricke 2).   Ã‚  Ã‚  Ã‚  Ã‚  The history of the guitar is very broad but certain individuals have made it a very popular instrument. These same people have brought the guitar into the spotlight by using their own special styles. Thanks to them, the guitar has a spot in every type of music; heavy metal too classical. Biography Biography. [online] Available http://clapton.musicdot.com/biography.htm. Ewen, David, ed. Musicians Since 1900. New York: H.W. Wilson  Ã‚  Ã‚  Ã‚  Ã‚  Company, 1978. Fricke, David. â€Å"Clapton’s Crossroads Jam.† Rolling Stone 5 Aug. 1999:  Ã‚  Ã‚  Ã‚  Ã‚  24. Kerekes, Jim and Dennis O’Neill. King Of The Blues. [online] Available  Ã‚  Ã‚  Ã‚  Ã‚  http://www.worldblues.com/bbking/prairie/. Pesant, Steven C. James ‘Jimi’ Marshall Hendrix. [online] Available   Ã‚  Ã‚  Ã‚  Ã‚  http://www.jimi-hendrix.com/story/hendrix.asp. Some Guitar History. [online] Available  Ã‚  Ã‚  Ã‚  Ã‚  http://www.albany.net/~dowland/gtrhstry.html, December 7, 1999. Turnbull, Harvey. The New Grove. 1995 ed.

Professional Teachers Essay

â€Å"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires† (William Arthur War). Teaching is more than a profession; it is about being full time parents to the students. Students spend most of their hours with teachers, thus when you are a teacher, you don’t just teach the basics; teachers are expected to go the extra mile for their students and ensure all the necessary requirements are met. On the other hand, learning can be defined as gaining knowledge or skills that can be useful or beneficial (www. cidde. pit. edu). Beliefs about teaching and learning strategies do not always help one to become a good teacher. Beliefs can be defined as â€Å" the mental act, condition or habit of placing trust or confidence in something or someone† (www. thefreedictionary. com), therefore as you can see if a teacher believe in using a wrong strategy for learning or teaching is the correct application this may cause devastating results for students. Good teaching is an act of generosity, a whim of the wanton muse, a craft that may grow with practice, and always risky business (www. couragerenewal. org). I believe that teaching, if done wholeheartedly and effectively can make a profound impact on students. The impact would not just be restricted to the transfer of knowledge but understanding and guidance. Teachers should develop a bond with their students and a relationship so that students can feel safe and protected by teachers. They should be able to have the same sense of feeling they have towards their parents or guardians. They can serve as effective caregivers — loving and respecting their students, helping them succeed at the work of school, building their self-esteem by treating each student as having worth and dignity, and enabling students to gain a first-hand appreciation of the meaning of morality by being treated in a moral way (www2. cortland. edu). After participating in this course I understood that these small factors make up the bigger picture. I learned that by having these qualities would make you a memorable teacher and would impact on the children in a positive way. Being a patient teacher is also an essential factor that leads to good teaching. As a teacher, you encounter a variety of situations and it is your responsibility to be patient and understanding in all events. A good teacher must remain patient with his or her students at all times. However, that doesn’t mean the teacher should let the students get away with whatever they want to. Discipline and fairness must be used as well. A teacher with these qualities is able to understand his or her students and know how to help them succeed. A teacher with little or no patience can easily give up on a troublesome student as a way to avoid the problem (sithpenguin. hubpages. com). My in class session showed me that some teachers are not patient because of troublesome children and they give up on the students to make their lives easier, but this should not be so. Meanwhile I also learnt that as teachers we should try our best with the students to help them become better people. If their home is not stable, we should help them as much as possible in school and do not turn them down. We should give them the guidance and comfort they are not getting at home. It is our job to be affectionate with students because teachers are like the second parents/guardians for students. Different children adapt to different learning methods, therefore learning can be universal and can be accessed via multiple avenues to facilitate all learners. I believe that learning should be an engaging and rewarding experience. When children attempt to do something instead of criticizing them, I think they should be applaud when they are right and corrected if they are wrong. When they achieve something, they should be rewarded and motivated to do better. If they do not understand something, teachers should correct them in a positive way and make it an engaging and interactive experience. According to Professor Michele Clarke of the School of Geography, learning should be fun; an engaging, challenging and rewarding experience both for student and teacher. Of course, making complex ideas fun for all participants is a far from easy task but if you can enable students to use their own imagination and creativity in an interactive manner which develops critical thought and deep understanding, the academic achievements can be impressive, the task memorable and the benefits for the individual long-lasting (www. nottingham. ac. uk). My Practicum course showed me that learning is supposed to be an engaging and rewarding experience for students. It must be this way in order for learning to take place, especially in primary schools because they consist of small chidden at a tender age who works well when learning is fun, rewarding, engaging and motivating. During our in class group discussions I also understood that when learning is rewarding, it actually makes the children want to come to school and be enthusiastic about doing the work. Children learn best in a secure and supportive environment where provision is made for discovery, challenge and choice. Inviting surroundings enhance children’s positive disposition towards learning and a sense of belonging. Creating environments for learning is more than just a simple classroom arrangement (www. education. gov. sk. ca)The indoor environment receives the most attention from educators, children and other adults, therefore as teachers we should create an environment where colours, graphs, charts, pictures and arts and crafts are seen in abundance. This way the children would be excited about learning and they would find themselves enjoying their class sessions while, using graphs, pictures and charts as references when the teacher is teaching. Apart from the indoor environment, the outdoor environment is important. The indoor environment communicates the values and beliefs that underpin the living and learning that takes place in that space (www. education. gov. sk. ca). Learning should felicitate guide play, exploration and discovery also. Outdoor activities also lead to effective learning. Doing this course, I got a further understanding of how the environment impacts on a child’s learning. I understood as a teacher it is my job to ensure that I develop a proper learning environment for my students. During our Practicum Seminar when one of our speakers; a teacher from San Fernando Boys RC school came and introduced us to her classroom, I was amazed with the environment she provided for her students. Her classroom was like a resource centre with millions of materials to enhance learning in the classroom. My beliefs on teaching changed in that the traditional method of teaching by role does not do the job anymore and guarantees that any teacher using methods of lecture, copy what’s on the board and memorization will lose the student’s attention and kill the desire of students to learn (www. themommydaddy. com). Teachers must now evaluate themselves and move forward from these â€Å"old school† ways and norms and bring new and innovative ways of bringing across the lecturers/ lessons across to the class in a more interesting and interacting way. They should develop new and innovative learning strategies for the students. Groups are composed of individuals who may share some of the same knowledge and skills, however, oftentimes, members come from different educational backgrounds and have different work and volunteer experiences, which uncovers strengths that one group member may have, while others are lacking. (ehow. com) During my form three days at school, my Technology Education teacher would often divide us into groups of four to five to do projects. These projects would not be just any plain portfolio hand up. Mr Awesome would instruct us to actually brainstorm, think critically and creative and build innovative objects and/or create our own piece of work. By doing this our teacher encouraged us to exchange ideas and know how creative our peers could be. Group work along with brain storming also taught me to look at a problem from different angles and understand that it could be solved via a wide range of solutions by my peers. This would encourage effective learning by students. During the Practicum course, I even further understood the importance of group work among students, because as a student myself, I do not like group work. My teacher went on to explain that group work also helps students look at how their friends look at problems and how it encourages the child to feel comfortable if he/she does not understand something, so they can ask for help as a group and not individually. Working in a group can help individuals build long-lasting relationships based on trust and loyalty. As group members, people learn about the commonalities they share and differences, which lead them to seek group members they can build relationships with even outside of the group (ehow. com; Esquith, R. 2007). As a teacher, you should do your homework also. I learned this from my lower six teacher who was always prepared for a class. She would never reach to class and question the class where in the syllabus she are supposed to teach or she would never come to class and start organizing her lesson for the day, she would always come prepared and she would always make the extra time to go the extra mile for the class. For effective teaching to take place teachers should always be organized and their class must always be well planned. Lesson plans is always the best method to be organized. When using lesson plans, teachers do not have to think on their feet, they are clear on the procedure to follow and they build on previous teaching and prepare for coming lessons (myenglishpages. com). I always admire my teacher for always including activities in her lesson plan rather than just reading and writing. Including activities in your lesson plan develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning, teaching/learning activities, strategies to check student understanding(www. crlt. umich. edu) With the Practicum course, ,my views on lesson planning did not change , because during class, I would often remember my teacher stressing on doing a lesson plans accurately and do it for all areas of teaching. She also explained the importance and benefits of lesson planning so I held my beliefs on lesson planning to a high standard. Without students teaching is nothing and without teachers learning is nothing. All students have had hundreds of teachers in their lifetimes. A very few of these teachers they remember as being exceptionally good. Good teaching is as much about passion as it is about reason. It’s about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, but mostly importantly to your students (www. facultyfocus. com) â€Å"Demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers†-Richard Bach.

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