Standard American Diet Versus a Nutritarian Diet

Standard American Diet Versus a Nutritarian Diet Essential Nutrients Macronutrients include carbohydrates, proteins, and fat; they supply the calories to our body for energy and growth. Micronutrients include vitamins, minerals, and phytochemicals; they do not contain calories but are essential for health and growth. They are found in whole foods, vegetables, beans, berries, and seeds. Standard American Diet In the standard American diet (SAD) about 85 percent of calories come from low-nutrient, high-calorie processed foods, animal products, dairy products and sweets. All these foods contribute to weight gain, atherosclerosis, high cholesterol, and high blood pressure. Only 10 percent of the SAD is from natural plants such as vegetables, beans, seeds and nuts, which contain micronutrients that help protect blood vessels and prevent cancer. Thats why we have an epidemic of obesity, diabetes, heart disease, and cancer. The Nutritarian Diet, Health Equation, and ANDI Scores A nutritarian diet is a diet plan rich in micronutrients based on the health equation: Health (H) = Nutrients (N) / Calories (C) This means the more nutrient dense your diet, the healthier you become. The Aggregate Nutrient Density Index (ANDI) ranks the nutrient value of many common foods based on the amount of nutrients per calorie. This system ranks foods on a scale from 1 to 1,000, with the most nutrient-dense cruciferous leafy green vegetables (kale, collard greens, mustard greens, and watercress) scoring at 1,000. The table in Dr. Fuhrmans ANDI Scores (https://www.drfuhrman.com/learn/library/articles/95/andi-food-scores-rating-the-nutrient-density-of-foods) is a list of ANDI Scores of many common foods. The Eat to Live Plan is a nutritarian diet plan with the following features: Large portions of green vegetables, raw or cooked Animal products limited to no more than three small servings per week No dairy, white flour, and white rice No processed foods, cold cereals, and sweets No sweeteners, except fruits and limited unsulfured dried fruits Carbohydrates with high ANDI scores, such as beans, peas, squashes, lentils, and intact whole grains Protective foods such as walnuts, mushrooms, onion, berries, and seeds. Food Pyramid Beef, sweets, cheese, milk, processed food, hydrogenated oil Rarely Poultry, eggs, oils Once a week or less Fish/Fat-free dairy Twice a week or less Raw nuts/Seeds 10-20% of calories Fruits 15-25% of calories Beans/Legumes 20-30% of calories Vegetables half raw and half cooked 30-70% of calories Glycemic Index (GI) and Glycemic Load (GL) Refined grain products-such as bagels, white bread, pasta, white rice, most breakfast cereals, and other processed grains- have low nutrient value. These foods are rapidly digested and converted to sugar, raising the glucose level in the bloodstream in the same way as if you had consumed a cube of sugar. Studies have shown that long-term intake of refined grain products causes weight gain and increases the risk of type 2 diabetes. The glycemic index (GI) ranks food on a scale from 0 to 100 according to their impact on blood sugar levels after eating. Foods with a high GI are digested and absorbed rapidly, producing steep rises in blood sugar and insulin levels. Low-GI foods are digested and absorbed slowly, producing gradual rises in blood sugar and insulin levels. The glycemic load (GL) measures the actual calories of glucose produced by a serving of the food. Carrot is a good example of the lack of precision inherent in using only the GI measure. Carrots GI is 35, which is fairly high. But when carrots are eaten raw, their glycemic effect is lessened as the body does not absorb all the calories in raw foods. Carrots GL is only 3. It is not a negative food, even for the diabetics. The Glycemic Index (GI) Food Chart (http://documents.hants.gov.uk/hms/HealthyEatingontheRun-LowGlycemicIndexFoodList.pdf) shows the GI for many common foods. Studies have shown that a diet with a higher GL is associated with a greater risk of colorectal, endometrial, and breast cancers. Refined grain products, soft drinks, and fruit juices can cause weight gain and lead to diabetes. Studies also show the this link becomes stronger as the individuals weight and insulin resistance increases.

A Human For Nature Essay example -- Essays Papers

A Human For Nature When looking at the issue of humans and nature throughout history, one significant figure stands out in my mind: Theodore Roosevelt. Without him, the most beautiful and serene places in North America may have been destroyed or fallen to the hands of developers. Development and conservation of land have been issues that we have faced since Europeans first landed in America. Today, environmental issues are a concern that any contending political candidate must address. In focusing on Theodore Roosevelt, we will find a basis for preservation in America. We will also explore some of the preservation actions that take place in our world today. The original forests in the United States covered an extremely large amount of land. It is estimated that forests took up roughly 1 billion acres of land, including Alaska5. The first to manipulate the land were the Native Americans who used tools and fire to convert the land to their needs. Areas were cleared for villages and growing crops while acres were also burned to make travel easier and improve hunting conditions. As Europeans arrived on the continent, the lands changed even more dramatically. The Colonists saw the forest as both a never ending resource, and an obstacle for using the land for farming purposes. Still, lumber quickly became one of America’s first exports along with fur which also depended heavily on the forest. As time passed, the population of America grew very rapidly. With a growing population more and more forests were converted for agricultural purposes. By the 1840’s "Manifest Destiny" had become popular, and the government thought transfer of public lands to private ownership as the best way to utilize the continents many resources. Around t... ...f thinking as he stated, "The lands that I have worked to set aside are not for my purpose, I did it for my children." Bibliography 1 Collins, Michael L. That damned cowboy: Theodore Roosevelt and the American West. New York: P. Lang, 1989. 2 Eaton, Pamela. "Setting Aside Pieces of the Wild." Denver Post, 21 February 1999, sec.C, p. 1-4. Database on-line. Available from Lexis-Nexis. 3 Kriz, Margaret. "Much Less Awful." The National Journal, 16 January 1999, sec. Environment, p. 96. Database on-line. Available from Lexis-Nexis. 4 Lorant, Stefan. The Life & Times of Theodore Roosevelt. 1st edition. New York: Double Day, 1959. 5 Locke, Timm. The state of the forest: an historical perspective. Information Access Company, 1997. Thompson Corporation Company. Database on-line. Available from Lexis- Nexis Academic Universe.

Training Plan

TEACHING/FACILITATION PLAN (Please remember to maintain anonymity of the area of work and the persons involved). Date on which the teaching occurred: | |Learning environment: | | | |Number/s and learning style/s of learner/s ( if known) : | | | |Learner’s previous knowledge, skills and attitude : | | | |Title of Session /Aim : | | | | | | | |Learning outcomes: | | | |Time frame: |Content: |Teaching methods used :(e. g. |Resources used: | | | |explanation, | | | | |Lecture, demonstration, | | | | |practice, questioning). | | | | | | | | | | | | | | | | | | | | | | | | | | |Do not evaluate within in this plan, evaluate the assessment within your 1000 word reflection include: | |What would you do if you were to undertake this again? Would you alter anything with reference to your learning environment, timing, aim, learning | |outcomes, resources used etc? | | | | | | | | | | | | | | | | | | Essay 1 1. Discuss in detail the effectiveness of your teaching plan ie y ou may include discussion regarding the learning environment and the teaching methods used. 2. How did you establish the aim and learning outcomes discuss and reflect upon why these are important and useful in practice? The aim of the teaching plan was decided upon following a discussion with the student, when it was highlighted by the student that she felt under confident with taking manual blood pressure readings. The learning outcomes were formulated during a one to one session using Nicklin and Kenworthy (2003) who state that learning outcomes should be: SMART Specific †¢ Measureable †¢ Achievable †¢ Realistic †¢ Time framed Mager (1997) conjectures that without objectives you won’t be able to decide which content and procedures will get you to your aim. The formulation of learning outcomes communicates the assessor’s intent and are not open to interpretation. They give the student a clear understanding of what is expected of them. Clinical plac ements can be daunting for the student and having clear learning aims can help students focus on one aspect at a time thus helping to increase confidence. 3. Discuss learning styles and how knowledge of these may have influenced your choice of teaching methodsIt is generally acknowledged that learning styles indicate an individual’s preferred way of learning or how the individual acquires information (Fedder and Brent, 2005). Learning styles also influence the way in which learners master the goals and objectives of an educational programme (Rassool and Rawaf, 2008). (Word count for essay 1 =†¦.. words (NB: Please do not   include your words from the teaching plan) ASSESSMENT PLAN (Please remember to maintain the anonymity of the area of work and the persons involved). |Date on which the assessment occurred: | |Learning environment: | | | | | | |Number/s and learning style(s) of learner(s) being assessed: ( if known) | | | | | | | | | |Learner’s previous k nowledge, skills and attitude : | | | |Title of assessment /Aim: | | | | | |Learning outcomes: | | | | | |Preparation of the learner/s for the assessment :(please include the context of assessment e. g. ormative/summative): | | | | | | | | | | | | | |Consider any Issues to be considered by the Assessor with the learner/s: (such as maintaining dignity, confidentiality, maintenance of safety. please | |include the standard/level to be achieved, and relate to knowledge/skills/attitudes/safety). | | | | | | | | | | | | | | | | |Assessment Criteria to be used for this assessment? Trust policy/Standard etc. |Do not evaluate in this plan, evaluate the assessment within your 1000 word reflection include: | |What would you alter if you were to undertake this again? Would you alter anything with reference to your learning environment, timing, aim, learning | |outcomes, resources used etc? | |What methods would you use to collate information regarding the assessment for e. g. utilise observation? Patient narrative or questioning techniques? Would| |you prepare the learner more satisfactorily for the assessment? Would you alter the aim/ learning outcomes? Did you assess knowledge, skills and attitude? | | | | | | | | | | | | | | | | Essay 2 1. Explore in detail why it is necessary to assess your learner The NMC sets out standards of education of pre-registration students. These set out what nursing students must demonstrate to be fit for practice at the point of registration with the NMC. All nurses are required to share their knowledge, skills and expertise and must assist students in the development of competence (Nursing and Midwifery Council (NMC) 2008a).Recent changes highlighted in the Standards to Support Learning and Assessment in Practice (NMC 2008b) have raised the profile of mentoring in practice. These standards provide a clear framework to enhance the quality, principles and accountability of mentorship. Practical knowledge and per sonal experience are cornerstones for integrating theoretical knowledge and developing nursing skills and are a major reason for clinical placements during nurse education (Midgley,2006) A context of learning is created when learning is acknowledged as a legitimate aspect of the nursing situation e. g. when an experienced nurse accompanies the student either to observe or teach in the situation. The role of the mentor in clinical practice settings is an important aspect of nurse education.Through mentorship, qualified nurses get the opportunity to pass on professional values, knowledge and skills to the trainee nurse. 2. What were your aim and learning outcomes? Where did the assessment criteria come from? Was the assessment valid and reliable? The aim of the assessment session was that the student would demonstrate the ability to perform a manual blood pressure recording. That she would have an understanding of the relevance of the readings and that the recordings would be document ed accurately. The assessment criteria were compiled from policies and guidelines set out by the NMC, Royal Marsden Manual of Clinical Procedures and employers policies. Thus ensuring that the procedure adheres to NMC and local guidelines.The assessment was both valid and reliable as the learning outcomes were specific to policy and procedure. 3. Discuss the importance of constructive feedback and how it was given to your learner Feedback is an important part of the process in improving skills, knowledge and confidence. Students in all professions require feedback in order to stay motivated in their learning. The importance of thoughtfully and appropriately delivering feedback becomes clear when the deleterious consequences of poorly given or misunderstood feedback are considered. For example when learners view feedback purely negatively, they can become anxious or resentful and less receptive to further learning and evaluation (King, 1999).The feedback given to my student following the assessment was undertaken in a quiet private area, where time was taken to discuss together how we both felt the assessment had gone. I gave positive feedback on the assessment, pausing to allow the student to comment, the student herself highlighted the area of the assessment she felt under confident about. We had a further discussion on this and together compiled an action plan and scheduled regular one to one session to facilitate practice sessions. The session ended on a very positive note with the student thanking me for my guidance. 4. Reflect on your strengths and weaknesses of the assessment sessionOn reflecting my own strengths and weaknesses during the assessment session it has become apparent to me that I should have given the student the opportunity to postpone the assessment due to the unexpected noisy environment . I felt the student’s concentration was compromised. This indeed could be identified as a weakness, not enabling the student to have an ideal lea rning environment. My strength during the assessment would have been my delivery of feedback following the session. I was able to use my positive mentor student relationship in order to allow the student to self-reflect and become aware of the area of the assessment in which she was weak. By allowing the student to 5. (Word count for essay 2 =†¦.. words ( NB: Please do not   include your words from the assessment plan) References

Theory Application Person s Environment Essay - 1359 Words

Mary Marrone Professor Lyon-Levine SOWK 506 17 September 2015 Assignment #1: Theory Application: Person-in-environment When analyzing a case, it is very important to discuss the major biological, psychological, and social factors involved. It is important to pay special attention on how these factors intersect on one another and how this intersectional play affects the whole well being of a human. Robins, S.P., Chatterjee, P. Canda, E.R. (2012) stress that â€Å"all systems theories are based on a holistic view of people that acknowledges the interrelationship between biological, psychological, social cultural and spiritual dimensions of behavior† (p.52). One must ask, why is this important? The answer is quite simple. The intersectional play determines whether a person is successful in life or not. In order for one to strive for success he/she must have motivation to create positive outcomes, which drives change. But what happens if one experiences negative intersectional play? His or her life tends to be full of distress, har dship, oppression, discrimination, and hurt. This is evident in Michael’s case. Conflict Theory Many theorists agree with the same principles of Denisoff, Wahrman (1979), and Dahrendorf (1973) applied to conflict theory which are the basic interests of social life; social life involves coercion and groups with different interests; social life generates opposition, exclusion, hostility, and conflict; social difference involves power; andShow MoreRelatedPersonal Nursing Philosophy1432 Words   |  6 PagesPersonal Philosophy Nursing and Application of Orem’s Theory to Practice A typical nursing philosophy includes the concepts of patient, environment, health and nursing. Likewise, examining theory is part of the doctoral prepared nurse’s journey into practice. In this preparation, theory plays an important role in guiding and exploring the advanced practice nurse’s role with respect to practice. The following paper will discuss a personal nursing philosophy, including if and how it has changedRead MoreLife And Career Of The Nursing Profession1531 Words   |  7 Pagesin their rapid recovery and progress after hospitalization. (Henderson, 1991) Development of Nursing Definition Two important events took Virginia Henderson great impact on the development of the definition of nursing. One was undoubtedly Henderson s role in reviewing the nursing text: Principles and Practice of Nursing Bertha Harmer (1992). Henderson realized that many of the features described in this book should be clarified and described in detail. After reviewing this book to Henderson sheRead MoreStrengths And Weaknesses Of Nursing1644 Words   |  7 PagesStrengths of Nursing Theories Florence Nightingale, Martha Rogers, Dorothea Orem, Joyce Travelbee, and Jean Watson have advanced the nursing profession in the areas of practice, research, and education. 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Tracing the Rap/Hip-Hop Dichotomy in Popular and...

Tracing the Rap/Hip-Hop Dichotomy in Popular and Underground Music Rap music has experienced a radical increase in popularity in the last five years. In the year 2000, rap became the second-best-selling genre in music, capturing 12.9 percent of the years $14.3 billion in total record sales (Rap/Hip Hop Sc 1). Though rap is no stranger to criticism, that criticism has increased in both quantity and vociferousness at about the same rate as the number of rap albums climbing the charts. And the growing evidence that, apparently, in order to achieve commercial success, each rap album must be more negative and offensive than the last does not help to address these criticisms. Unfortunately, the critics miss most of the†¦show more content†¦The genres performers and audience were predominantly black in its early phases, though there was a significant Latino minority (Smitherman Sc 1), and it originated as the response of these marginalized groups to the commercial music of the period. Afrika Bambaataa, one of hip-hops founders and leader of the Zulu Nation (a hip-hop clique), once said, The Bronx wasnt into radio music no more....Hip-hop was against the disco that was being played on the radio (Stern 412). The hip-hop community also developed responses to other aspects of disco culture: Athletic gear in place of leisure suits and breakdancing in place of disco dancing. Graffiti art also became intertwined with hip-hop early on, and the music became a celebration of the three art forms that comprise hip-hop culture—graffiti, break dancing, and the music itself (Smitherman Sc 1, Costello 22). The mid-1980s saw the rise to marginal mainstream popularity of rap groups like Run-DMC and the Beastie Boys, who drew criticism for their relaxed treatment of sex, violence and, in the case of the Beastie Boys, drugs. Indeed they had, if not lost sight of the musics original aims completely, at least added these seemingly incongruous elements to it. Then, in 1989, hip-hop blew up in the mainstream with the introduction of

Effective Communication Within A Health And Social Care...

Effective communication in practice In this essay I will be analysing effective communication and reflecting on a personal situation that demonstrates this within a health and social care setting. There are many different types of communication, verbal, non-verbal, formal, informal, written and it can be shown through your tone of voice, thorough your facial expression, as well as the through your body language. The official definition of communication according to Oxford Learning Dictionary is, â€Å"the activity or process of expressing ideas and feelings or of giving people information† and I will be using the Gibbs reflective tool (1988) and its 6 stages as the frame work to break down the incident I was involved in and compare it to the†¦show more content†¦By this point the patient had stopped breathing, I had pressed the emergency buzzer and ran to phone outreach whilst one of the nurses on my ward had started CPR and a nurse from the ward next door had pushed down the crash trolley. During situa tions like this it is hard to always insure that the patient’s dignity says intake, there is a lot that happens quickly, with urgency and as well as a confined space, as a result an output is often prioritised over making sure that patient in covered for example. However, the patient is constantly being reassure and we were running him through what was happening to try and lessen his panic in an unsettling and terrifying experience. The first emotion I remember feeling when I realised the seriousness of the situation was shock. This was the first crash I had ever experience and as the shock began to pass I felt slightly panicked, there was an element of chaos that had erupted within minutes and everyone was rushing around in kind of a blur. I do however remember that any commands or questions that were being asked were being spoken calmly and with the impression that everything was in control, this was somewhat reassuring to me when I felt at a loss of what to do. 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The Alchemist Symbolism free essay sample

The Alchemist tells the story of Santiago, a young shepherd living in an abandoned church in a small Andalusian town, who is stripped of his comfortable and safe lifestyle after an encounter with Melchizedek, an Islamic king who tells him of his â€Å"Personal Legend† (21). Melchizedek points Santiago in the direction of his treasure only after taking one-tenth of his money, giving him two stones, and a lesson on reading omens. Throughout his journey, Santiago meets new friends, has everything stolen from him three times, and travels the vast and unknown Sahara Desert all while achieving personal growth and an understanding of his life’s meaning. His journey leads him to an Oasis where he meets the alchemist, a man who will lead him on to the pyramids of Egypt. When Santiago finally completes his journey and arrives at the pyramids, he is beaten by soldiers and ironically told where the treasure is truly hidden: buried beneath a tree at an abandoned church, the exact spot where he had started. Coelho masterfully works symbolism into The Alchemist to give the reader a direct picture and deeper understanding of his piece. These symbols allow the reader to gain valuable insight into the piece through background knowledge and relations to the symbol itself. One example of symbolism in The Alchemist is mirages, or hallucinations. This symbol is not used in the way a typical reader would think. Instead of meaning a picture that one sees in the extreme heat, it is used to represent a vision or aspiration. Although the term mirage is mentioned only once in the novel, it is symbolized throughout by Santiago’s struggle to obtain his treasure. His hardships in traveling give the reader a sense that the treasure itself may be a mirage, something Santiago is only dreaming of but may never physically reach. Coelho uses two separate meanings of the word mirage. The literal definition word mirage is used the one time that it is mentioned and is understood to mean a vision. Santiago is watching hawks flying through the sky when an adverse move by one bird causes him to see a sign. Suddenly, one of the hawks made a flashing dive through the sky, attacking the other. As it did so, a sudden, fleeting image came to the boy: an army, with its swords at the ready, riding into the oasis. The vision vanished immediately, but it had shaken him. He had heard people speak of mirages, and had already seen some himself: they were desires that, because of their intensity, materialized over the sands of the desert. But he certainly didnt desire that an army invade the oasis. (100) At this point in the novel, Coelho is using mirage in the literal sense of a vision seen in the desert. Although Santiago sees it is a sign of the future and acts on this thought, the meaning of the word in this sense remains the same. Coelho also inadvertently compares Santiago’s entire journey as a mirage in itself. There are many times throughout the plot where it seems Santiago has almost reached his treasure or has made progress only to find a block in the road or a digression he must make. Although the reader may not make the connection during the first read, it is evident that the story line mirrors that of a mirage as Santiago seems physically unable to reach his treasure with ease. The first instance of such struggle comes early in his journey. Santiago sold his sheep and was traveling through Tangier when he stopped in a bar. There he meets and strange man who, for the right price, offers to take him to the pyramids claiming they â€Å"could get to the Pyramids by tomorrow† (36). Santiago allows himself to trust this man and lets him hold his money, the entirety of his possessions. The man leads Santiago through the plaza, a maze of people, vendors, and animals and, eventually, Santiago loses the stranger and all his money. This is the first time Santiago’s Personal Legend could be perceived as a mirage. Like a hallucination to a thirsty and tired desert traveler, this event gave Santiago happiness and hope only to leave him without his proverbial water and shelter. After being promised a guide to the pyramids and a short travel period he was instead left alone and without money. What had minutes beforehand seemed like a perfect way to his treasure was now only an empty promise. Soon after, Santiago is forced to work for a crystal merchant in the hopes of replacing his lost money and continuing on his quest. He works for the merchant for eleven months and during this time, continues to think less and ess of his Personal Legend. He becomes skilled in this practice and begins to work towards instead, replacing his flock of sheep and returning to his past lifestyle. During this time, Santiago perceived reaching the pyramids as an impossible feat claiming â€Å"Egypt was now just a distant dream for him† and that, like a mirage, it would always be just out of his reach (56). In th is way, Coelho shows that Santiago’s morale is lessening. The more that he stays at the crystal shop, the more he sees his treasure as a mirage instead of a physical object. Not only can the boy’s journey be related to mirages, so to can his relationship with Fatima. He first meets her at the oasis by the water well. They next day he returns and tells her that he loves her. From there he begins to tell her of his life as a shepherd and his search for treasure. Fatima listens patiently for a month and then finally tells Santiago her true feelings for him. She explains that she is a woman of the desert and that, since she is a woman of the desert, she is used to watching husbands leave. She explains how she is glad to let him go and wish for his safety until he returns, as it is something his must do. Santiago heeds her advice and continues on his journey, always thinking back to Fatima and the oasis, yearning to be with her. Coelho once again presents an event that can be compared to a mirage in this relationship. Santiago finally finds the woman he claims to love and just as he is getting close to her, she sends him off, away from what he desires. Santiago uses this relationship that is at the tip of his fingers as motivation to reach the end of his Personal Legend and return to Fatima with the treasure he has been searching for. Perhaps the largest and most prominent example of and event relating to a mirage would be when Santiago finally reaches the pyramids. After the hardships he encounters along his way, which include being stolen from twice, being stuck in the midst of a war, and having to turn himself into the wind, he finally reaches Egypt where his treasure is fated to be held. He praises God for leading him along his Personal Legend and begins to dig when he is approached by several men who command him to keep digging, as they were to take his gold. When Santiago found nothing in the ground, the men beat him and stopped only after he explained that he was led there by a dream. The soldiers leave but not before the leader explains a recurrent dream that he had. He told Santiago that his dream instructed him to â€Å"travel to the fields of Spain and look for a ruined church where shepherds and their sheep slept. In my dream, there was a sycamore growing out of the ruins of the sacristy, and I was told that, if I dug at the roots of the sycamore, I would find a hidden treasure† (163). This perhaps is the most ironic part of the story, as well as the most relevant to the mirage symbolism that is prevalent throughout the story line. Through the entirety of his journey, he is told that his treasure lies at the pyramids. He struggles to cross the desert and find his way there. When he finally reaches the place that seemed almost impossible to find, he is beaten and told through another person’s vision that his treasure lays in the fields of Andalusia, the exact spot where he started. It seemed that he was so close to his treasure, just one grain of sand away when suddenly he is told how far he truly is from obtaining it. This mirage reference gives the reader a sense of humor and knowledge that, the whole journey was made up for the purpose of personal growth. It gives the reader the sense that, while Santiago had always been right on top of the treasure and never knew, the journey and spiritual and personal growth was the real treasure Santiago obtained. When Santiago finally finds his treasure from the same tree he had previously slept under, the reader is given a final sense of relief that he has finally found the item that had always been just out of reach. Coelho uses these examples of symbolism and more to create an overlying relation of Santiago’s journey to that of a mirage. While this is not a traditional style in which a symbol is used and may not be noticed by a reader their first time reading the book, it is a prevalent relation that adds depth and character to the book. Even though the word mirage is only mentioned one time, a reader will be able to connect Santiago’s struggle in traveling and in his interpersonal communications as a relation to mirages. Without this relation, an element of the novel’s plot would be lost and readers would have nothing to compare his struggles to. Not only does the mirage relation give the reader a physical image to compare with his quest, it also ties the journey back to the setting, the Sahara Desert. This adds yet another layer to the story line that previously claimed everything is connected by the â€Å"Soul of the World† (22). Coelho masterfully works this overlaying symbol into his novel to add depth and character to a story and to give the reader an overall moral; to never give up on your dream, even when it seems as if it will always be physically unattainable. This moral is illustrated by Santiago’s determination in finding his treasure and returning to Fatima at the oasis, even when so much had already gone wrong on his quest. It describes how, if a person maintains their intended path and listens to their heart, they will have treasure beyond their dreams, find personal and spiritual growth, and be truly happy.