Individual Sales Activities Paper and Flowchart Essay

Individual Sales Activities Paper and Flowchart - Essay Example Business to business sales mainly involves sales between two different organizations and there are different strategies such as online marketing that can be used during the current period (Kotler & Armstrong, 2004). There are various selling activities that are involved in business to business sales process as shown in the flow-chart below. Info negotiate info money info Info influence info goods info Figure 1 A model for e-commerce: B2B Source: Cloete, E 2004, E-Commerce: A contemporary view, Pardus Publication, CT. As shown in the diagram above, there is a seller and a buyer and there are different process involved when they try to exchange goods or services for money. The selling activities of the seller are shown on top of the diagram. The first activity is related to arrangment of information. The seller ought to arrange the information such that they are fully aware of what their intentions are and how they will execute the. The seller needs to find information about the custom er. The second activity that is involved in B2B is related to finding the customer. The seller has an obligation of finding the customer so that they can negotiate if a sales deal can be reached. Before a sales deal is conducted between two businesses, negotiation takes place. The seller approaches the buyer and they try to influence them to buy the goods or services offered. On the other hand, the buyer would need to agree on the terms and conditions upon which the deal can be conducted. The third sales activity in a business to business sales is concerned with arranging the terms. The seller arranges the terms upon which the sales can be conducted. These terms ought to be agreed between the two parties involved. These terms may include payment terms as well as conditions for delivery of the goods and services once the transactions have been conducted. Such a sales type cannot be fast tracked since it is supposed to go through different stages. The deal may not succedd when there i s no agreement. The fourth activity in a B2B sales is related to fulfilment of the order. When an agreement has been reached and the sale conducted, the seller would need to fulfil the deal. It becomes thr duty of the seller to make sure that the products or services purchased are delivered to the customer. Unless the deal has been reversed by both parties, it can be observed that the seller would need to fulfil the promise nomatter what. The final activity in the B2B sales is support. The seller needs to support the customer so that they can return for repeat business. This helps to create mutual understanding between the two parties involved and this can significantly contribute to the growth of business. Customer loyalty is likley to be promoted if the seller contibues to offer support to them. However, business to business sales differ from business to customer sales in different ways. The main difference is that B2B sales are formalised since they involved business between two organizations while B2C sales can be conducted in an informal way since they involve an organization and a customer (Cloete, 2001). A lot of logistics are involved in B2B sales as well as activities that require the input of several people. On the other hand, it can be noted that B2C sales can be conducted in an informal way and they are flexible since they do not involve a lot of activities. a sales person

Different Aspects of Pain Essay Example for Free

Different Aspects of Pain Essay Pain is a subject to which all people can relate. There are many different types of pain, and people react to these pains in various ways. Pain is also caused from many different sources. It could be from grief, stress, or a significant event that occurs in one’s life. Pain is defined in the Dictionary as â€Å"mental or emotional suffering or torment.† The poetry of Robert Frost, James Langston Hughes, and Emily Dickinson all display different aspects of pain. Robert Lee Frost was born on March 26, 1874 in San Francisco, California where his father worked as a newspaper editor. This may have been where Robert was first exposed to the aspect of writing. Robert’s first published poem was in a school newspaper at the age of 16 where he wrote a poem on the subject of Cortez in Mexico. Although he attended Dartmouth for seven weeks and spent two years at Harvard, he never finished a college education with a degree. After he had gotten married, he worked as a schoolteacher, and during this period is when he spent time writing the majority of his poetry. After his teaching career, he moved to England to pursue getting his works published since his poetry was not accepted for publishing in America. His first two books of poems, A Boy’s Will and North of Boston, were published in England and then later in America due to the overwhelming popularity of them in England (Greenberg ix-x). Frost’s poem â€Å"Out, Out† tells a story of the tragic death of a boy due to a buzz saw. The title is an allusion to act five William Shakespeare’s Macbeth, where the main character, Macbeth, performs a soliloquy regarding the death of his wife: Out, out, brief candle! / Lifes but a walking shadow, a poor player / That struts and frets his hour upon the stage / And then is heard no more. It is a tale / Told by an idiot, full of sound and fury, / Signifying nothing. The allusion to Shakespeare in the title is appropriate to the subject matter because the soliloquy of Macbeth states that life is short, and inevitably will end. That is the message that Robert Frost is trying to convey in this poem. There are two different aspects of pain that appear in â€Å"Out, Out.† The first  one is the aspect of physical pain. This occurs when the buzz saw the boy is using, hits the boy’s hand and injures the hand severely. â€Å"As if to prove saws knew what supper meant, / Leaped out at the boy’s hand, / or seemed to leap (Frost 522)† The boy then begins to feel the pain of what has just happened, the physical pain of his hand being severed by the buzz saw. The next type of pain that can be seen here is the psychological pain, caused by stress. As a result of the boy’s injury, he begins to fall into pieces about the whole matter (clarify this somehow. â€Å"fall into pieces† sounds a little ambiguous as well as clichà ©) . The poem says that the boy â€Å"half in appeal, but as if to keep / the life from spilling. Then the boy saw all (Frost 522).† These two lines of the poem depict that the boy is old enough to understand what is going on with what is happening. His hand is injured beyond what the doctors can repair, and there is a high possibility of death because of what has just happened. The word ‘Life’ in this poem represents the blood that flowing from his hand. One can also see the apathy displayed by the rest of his family. Even though a member of the family has just died due to a tragic accident â€Å"Littlelessnothing!and that ended it (Frost 522)† they show no pain of the loss of a family member. It is depicted in the last two lines of the poem, â€Å"No more to build on there. And they, since they / Were not the one dead, turned to their affairs (Frost 522).† This shows that they had no emotion to the event, and went on to what they were doing as if nothing had happened in the first place. The second piece of poetry presented is one by James Langston Hughes. James Langston Hughes was born February 1, 1902 in Joplin Missouri. He spent his early life living with his grandmother in Illinois. Hughes began to write poems, and also some short stories, while he was in high school. Hughes mentions that the primary influences to his writing are Paul Lawrence Dunbar, Carl Sandburg, and Walt Whitman. His first book of poetry, entitled The Weary Blues, was published in 1926, while he was in college. Hughes graduated from Lincoln University three years following the publication of his first book of poetry. The year following his college graduated, Hughes  won the Harmon gold medal for literature for the first novel that he wrote, Not Without Laughter. James Langston Hughes poem â€Å"The Negro Speaks of Rivers† was the first poem of his that was published. This poem was also set to music later on. It is written from the perspective of a man that ties together African and African-American history. Hughes does this by naming different rivers that are in Africa and also those that are in the United States. This is where the wordplay of Langston Hughes can be seen. The type of pain that is displayed in this poem is not very obvious, but it is more implied than directly stated. Seeing that this poems speaks of African and African-American History, the idea of the oppression that these people groups have gone through is something that can be inferred from what the poem says. Both of these people groups have gone through major oppression because of slavery, inequality, and the like. (while it is not obvious I would recommend trying to find a few lines that can possibly show the pain) The final poem presented here is a poem from Emily Dickinson. Emily Dickinson was born in the year 1830 in a family that was considered to be very wealthy for that time period. Her father ultimately led the family and was a religious man for the family. He read prayers and passages of scripture to all that lived in the household to maintain this. She attended the seminary for a year, but went home after that year due to a significant amount of unpleasant experiences. After Emily left school, she isolated herself from all activities and responsibilities that were outside of the household, and kept to herself most of the time. She spent a significant amount of time reading books. Because of the morals that her father had, there were not many things for her to choose from, as her father thought that most books that were available at the time might shake up her thinking patterns. She then settled to read the Bible, classical myths, and also the works of William Shakespeare. Because of this, a great amount of the poems that she wrote had allusion to her readings contained in them. Although there is very little that people know of Emily Dickinsons outside life, but after reading the  poems that she has written, one can gain some access to the inside life in Emily Dickinson (Madden 1287). Emily Dickinson wrote nearly two thousand different poems in her lifetime (Madden 1288). Only but a few of these poems were intentionally published by her. Although Emily made her brother and sister promise to destroy all of her works following her death, her sister, Lavinia, could not gain the strength to destroy her sister Emily’s poetry. Not too far following her death in 1886, nine volumes of her works that were revised in wording, punctuation, structure, and rhyme were published. Unedited versions that were true to the original manuscript of Emily Dickinson where not published until 1955 (Madden 1288). Most of the poems of Emily Dickinson were her own personal laments that she did not intend for the public to ever see. â€Å"After A Great Pain, A Formal Feeling Comes† is an example of one of these extremely personal poems. During the time that this poem was written, Dickinson had just lost a very close friend. She was also beginning to dismiss the ideas of a career, starting a family, and making contact with anything or anyone that was outside of her own house. This whole poem directly deals with the pain of emotional loss that comes with the passing away of a person that is extremely close. Death was something that Dickinson never adjusted to, and it is displayed in this poem. She depicts how the feeling sits heavily and does not seem to go away very quickly â€Å"The Nerves sit ceremonious, like Tombs(Dickinson 1291)† (Lundin 95). In the last two lines of the first stanza Dickinson says, â€Å"The stiff Heart questions what it He, that bore, / And Yesterday, or Centuries before? (Dickinson 1291)† Here she is reliving past pains and grief that have occurred in her life before the death of her friend. She also relives past painful moments in her life in the second stanza â€Å"The Feet, mechanical, go round (Dickinson 1291)† (Grabher 217). In the last stanza, Dickinson focuses on the present pain that is in her life. â€Å"This is the Hour of Lead (Dickinson 1291)† refers to the passing of  Dickinson’s close friend. She then goes over the stages of how she moves on from these painful experiences: â€Å"As Freezing persons, recollect the Snow / FirstChillthen Stuporthen the letting go (Dickinson 1291)† The way that she ends this poems makes it appear as though she is trailing off into a land of thought to go dwell on what has just happened, to begin her process of recovery (Lundin 234). As one can see, many different aspects of pain have been discussed. Robert Frost’s â€Å"Out, Out† discussed physical pain due to an injury, and also the pain of stress due to that injury. James Langston Hughes implied the racial oppression of Africans and African-Americans that had gone before him in â€Å"The Negro Speaks of Rivers.† Emily Dickinson goes deep into her personal life and displays emotional pain with â€Å"After A Great Pain, A Formal Feeling Comes† by reminiscing on past grief and dealing with a new grief due to the death of a friend. As one reads through and analyzes these poems, one can see the way that pain is displayed in the midst of them and how each separate type affects people in different ways.

Supply side factors disadvantages of girls in education

Supply side factors disadvantages of girls in education Introduction In my paper for writing assignment on drop out, supply side and demand side are really the influent factors for concerned problem over the field of basic education regarding to higher drop -out rate of poor students. This problem has been the focus of generation to generation particularly the education problem for dropping out in Cambodia. And the key factors are supply and demand side for poor students to access school. To make clear finding, explanation and discussion over the demand side and supply side, some ideas should be highlighted according to document and survey books provided online by Thomas Zimmermann, and I would like to raise some indicated suggestion or recommend from research found on how the government can reduce problem on drop out. It is the latter, of course, that is important for committing the appropriate policies to close education gender gaps. Reasonable assessment in this or same frameworks (Alderman King, 1998; Rosenzweig Schultz, 1982) can indicate why investments in girls human capital are often lower than boys. On the other factors to be the same for both sexes, daughters will get less schooling than sons if the remittance rate is higher out of sons wealth, if the marginal returns to schooling in the labor market are everywhere higher for boys than girls. Effective interconnection networking enables quality of higher education. We recommended that all the various-described above is going to determine the term quality in higher education. These dimensions are going to be measured in the after stages for seeing if Cambodian Higher Education replies to all the different-depicted in the literature. According to the term quality, interrelationship between both teacher and students can deal the problems shown in how well learners learn and how careful ways that teachers can take note on the progressively learning of students, moreover students can feel comfortable in accessing learning which requires quality in education. Chickering and Gamson (1987) conclude that socialize with others increase close growth in learning. Some concerns over the learning process are that students in higher education more often complaint over the problems they face which it is hard to be solved if teachers do not try to facilitate the matter after class. Teachers are the real compromisers and they are also the agents in pushing students learning performs better. According to Lehmkuhle is notified and have expressed in Massys (2003) research providing experiences to educational institutions more frequently deliver developing ideas to construct quality. As for cooperation as well as vision, skillful and expertise teachers could also enhance the quality in learning and experience. And, empirical studies will be found through among skillful and expertise group of teachers, Finding Supply side and demand side may cause in disadvantages of girls in education Distance is also included with expenditure that will be an adherence for students access and dropout, who both of the components cannot give more opportunity for students to go to school and it keeps students to face the household. Parents will find fewer benefits from their children when they send children to school due to the payment and earning is not found equally which family may face the low income. So spending on the distance for children to school has the alternative choice that is enormously cost for low income family not to send children to school. This factor may be noticeable which distances to schools in country areas are highly scarce. On the other factors finance-increasing for school can be what is going on for rural family to manage and control spending on the study material and to attain the sustainable educational access for their children, poverty leads to child labor which is other factors that keep students late to start school with workload, late entry, geography, ethnicity is subsided effectively influent on the girls education (Government of Cambodia, 1996 to 2006, p 7-13). Gender differences in response to policy change Gender varieties in dealing with guideline can also be increased from diversities in schooling cost functions. What is needed is for the marginal costs of schooling to be on rise at noticeable price for girls and boys. If families are valued and thus have to support education through cutting out in other first period expenditures, noticeable costs may high via abolished marginal use of consumption, which causes the value of forgone utility to rise at the margin as schooling earn more focus and expectation falls. Further, fees and other direct school costs are usually mainly greater at higher levels of schooling and often necessary because state education nominally free in many countries. As stated in Gender and education for all: The leap to equality, gender parity and gender equality in education give unexpected future needs (UNESCO 2003). Parity is succeeded when boys and girls have the equal access in school-link to their schooling age allowance-accept the systematized providing education, reach the future education quality, and make more progress in spiracle studies (UNESCO 2003). Achieving parity is crucial for getting quality in education, insufficiently, for equality requirement could be regarded as first stage of development towards equality of education in balancing gender (Subrahmanian n.d.). Equity is the method of giving equal footing to girls and boys. To keep balance of righteousness, methodology must be free for giving inequity that keeps girls and boys from joining on a level in education. Equity can be slightly meant for other reasons could deliver other occasions for students obtaining the successful results. On the other aspects raised a tendency for gender that varies in policies causing school expenditure together with quality to be important in education. Gender gap also crucial that motivate and provide girls with follow up when they are absent and particularly focus on to balance the gender gap in education. Mother should have enough time to take care and send their daughters to school with the sufficient providing income from the family master. Aspects of school quality/environment that is different for girls and boys In most countries the mount of boy enrolment is a bit higher than girl that make less doubtful observation, and the amount of female teachers in school is lack that is the problem leads to inequality in girl education. A key factor (Glick, 2006) is that workforce attention and job opportunity is far-reaching for girls than boys, who wish to join full time over their high level learning years. In the other social aspects, the average of the daughters will have fewer years in pursuing their full-time in work force than will sons. Even where, for more remarkable issue is the unfair teachers value especially girls are the target and can be the victims of sex due to interaction between male teachers or students and the other social fearful factors that give them less chance for education. In Egypt, dropping out rate of girl education grades 6-8 is connected with poor school learning quality in a many of scales, when having few relation for boys (Lloyd,El Tawila, Clark, Mensch, 2003). Parents become scared of sending daughters to school due to poverty, distance, inequality of school learning program for other reasons girls can help do more household and take care of sick family member (Esther Velasco, 2001). Marriage also disrupts girls to marry at the young age for earning support from husband than depending only on the family master, the old-fashion ideas girls after marriage they cannot avoid being around the kitchen and take care of children at home. Thats why this concern gives less expected motivation and encouragement to struggle for their daughters future education. If compare with boys education, boys seem to have freely-social benefits of restriction and going out with friends more favorable than girls. Attaining parity in registration contains a specific skill and is basic to gender equality. Otherwise, paying attention on access as the first issue for girls can be carelessly thought of the essential for both quality and gender, with the wrong consideration that what needs should be provided to students in the classroom and what the differences should be balanced between girls and boys. Some of the more attractive incentive is to provide beneficial registration, such as giving food and finance to support the living condition of parents and they are to send their children to school, diagnose only, not the basic effects of inequality. To ensure the equal quality in learning to learners, A USAID-auspicious program in Mali, for example, earn more education demand in quality and equality of education are complicatedly connected (UNESCO 2004). Poor or mistreated children, who seem to have low educated parents will face less chance to get and join learning at home, are more reliant on teachers center than are students center. As noticed, the lack of clearly explained lesson will often make the most mistreated children leave school unreasonably. Research has indicated that girls are willing to be responsible for quality learning than boys and they need the quality in teachers. Equal right to education Boys and girls need to have equal right for education according to the norms of society and research found that school learning program will give more understanding in social work and also provide the balance of gender in developing interconnection between boys and girls in uniting the human being society. Increasing the education levels for girls is frequently supposed as an prioritized factor for rehabilitant countries (World Bank 2001, Schultz 2002).Education should be conducted with gender equivalence to reflect the thoughtful equality in the learning process and help the girl have life skill to make a living and girls tend to work and learn better if the chore is less burdened (DeJaeghere, 2004). School access is the chance for boys and girls to compare their innate talent through having systematized and out of systematized education with exchanging programs from school curriculum and give them the same training to learn and know about gender prejudice. Teachers should be traine d more on the gender education to measure the literacy rate. Teachers should be aware of a particular interest on the girls education especially give them technical learning method and enthusiasm in learning environment by doing more research than boys and connect the theory learned to the real practice. To make sure, girls and boys obtain the balance attraction and involvement in learning opportunity. Disability can be the problem for students enrolment In developing countries, school access is hard to be found for some disable students which is set out of school enrolment due to their disability that may be the concern of other influent sides in learning with other students and they should be more over paid attention by the inclusive school in providing quality in education. Now teacher become realized and found the same quality in learning between disable students, however, parent feel less positive with their childrens learning as they just pay attention only on the appearance, after they feed and educate their disable children they can see very diverse result of talent, adversity and trails of how their children learn if they can keep eye on from their children innate ability. Cambodia government plan on influent reduction in girl education Campaign Noticeable point over the girl influent reduction campaign in girl education, there is still contrasting policy in which girls in some countries take much longer time to work somehow in far-reaching world in local work. Otherwise, studies on the girl education are prevented owing to their work chore. According to the government campaign on influent reduction has many practical strategies to provide the girls access in school learning program by creating a local communities to disseminate about the benefits on the girls education to low-educated parents, build more schools in living communities to ease the distance between where the girls work and live, provide more expected labor market equally to girls future jobs, control the registration of girls in school which socially isolated group should be aware of and increase the salary for labor market in the future, decrease the payment for girls attention at school (Glick, 2002). Labor market policies should be well-explained to enlighten some parents who expect the future labor market of girl education would be lower than boy education because of working time that can misunderstand parents in doing business with girl education. Result Balancing results occur when the situation of boys and girls, having access to goods and resources, and having ability to share to, join, and credit from economic, social, cultural, and political activities are the same. This refers to job opportunities, the time needed to secure hiring after leaving full-time education, and the profit of girls and boys with the same qualifications and experience are equivalent. The four dimensions of gender, equality, rights and labor market are related, but that relationship is complicated and not highlighted linear. Parity in registration and scarce gender equality in schooling can, and often do, have at the same time with inequalities outside of systematized education. Of course, several explorers have identified that educational success for girls does not automatically change into higher economic status or seldom political attention as adults (SERNAM 2004). Meanwhile, developing opportunities for girls in the labor market can give them the financial means to access their children to school. Attaining equality after learners complete their studies and enter the labor market requires interventions that go over the education management. . Conclusion Even though important learning conducted on concerning methodology with existing research, several policies can be known in the education with benefits of sending girls to school. All the above finding gives enough evidence to conclude girls education of being prohibited more than boys by the distance to school, low future job income, high payment on school, lack of nearby schools, no communities or media to educate low-educated parents on girls schooling. The investment on the girls upgraded the future possibility of schools are therefore seem to be the negative benefit of girls attention and achievement, moreover such a policy cannot be the clear aim of girls. And more often it can be set as that girls schooling is more seriously thought than boys in exchanging the school cost and avoid ethnic prejudice. In this case is more frequently found demand side and supply side the real hindrance for education of girls. There still have some other suggestion that the demand for girls education is more burdened than boys to develop in school quality, equal right, environment and gender difference to obtain fully-natural talent through education policy which may have gender tendency even on girls schooling access. Quality, dropout, and other attainment can be notified success of an education policy to maintain the equal right and access for both boys and girls to reflect inequity gender in education. As the Gender Equality in Education only noticed that, solving problem campaign of reduction in girl education is not enough to provide boys and girls the same opportunity and benefit from their education. Sending children to school is providing them the future wealth and job with related, high quality education for all.

Andy Warhols Impact on Art Essay -- Artist Art

Andy Warhol's Impact on Art Andrew Warhola was born August Sixth, 1928, in Pittsburgh Pennsylvania. He was the youngest son of Julie and Andrej Warhola, both immigrants from Czechoslovakia. After a quiet childhood spent alternately alone and in art classes, Andrew went to college. He then got a job doing commercial art, largely advertisements for large companies. Over time his name was shortened and Andy Warhol changed the face of modern art. Through his silver lined Factory and the many people who frequented it a revolution was born. This paper will discuss some of these people and examine the impact they all made on modern art. Ruska Dolina was a small Ruthenian suburb of Pittsburgh. It was populated with, of course, eastern European immigrants. Andy Warhol was born into this very close-knit neighborhood speaking his parent's native tongue. Julia Warhola was herself a bit of an artist, in later years she would collaborate with her youngest son. Andrej Warhola worked in the great steel mills of Pittsburgh. The Warhola household was very typical of the times. Julia would stay home, cook, and read to her boys while Mr. Warhola worked in a steel mill sweatshop with hundreds of other immigrants. The family was strictly Eastern Orthodox Catholics. On Sunday, the day of rest, no one was allowed to move. These days were passed indoors with Mrs. Warhola telling stories to the boys. Like most children, Andrew collected the pictures and posters of various celebrities that would define such a body of his work in later years. Andrew was a rather small boy. In interviews Andy Warhol said that he was pale and scrawny and that he was thusly bullied on several occasions by his classmates. When he was fourteen Andrew's father died of tuberculosis, a common malady of the times, especially for the profession. This had a profound affect on young Andrew. As was the Orthodox tradition, the body was laid out in the house for three days of mourning and visitation. During this span Andrew hid under his bed refusing to look at his father's body. Despite the poorly paying job, Andrej managed to set aside money for college. However, he saved only enough to send one child, and the general consensus was that this would be Andrew. In Fifth grade Andrew started attending the free Saturday classes that the Carnegie Institute taught. It is noted that even then... ...as that Ginsburg communicated with writing, while Warhol stuck mainly to his art. Ken Kesey was also a Beatnik regular. Perhaps crazier than the rest, he still managed to write arguably the most sensible book. When chronicled in On the Road, Ken Kesey was the insane Dean Moriarty. Given this character, he most likely would have fit right in at the hectic, hedonistic scene of the Factory in the early Nineteen-Sixties. Each of the artists mentioned here met Andy Warhol at different phases of his career. While the majority of them were seen at the infamous Factory, some came both before and after. Regardless of where they met and knew Warhol, they each had their own individual lessons and impacts. Jean-Michel Basquait was perhaps the last artist to come around and really know Andy Warhol. Julia Warhol was certainly the first. In between were very many amazing artists, almost too many artists to talk about. The most important, of course, have been mentioned in this paper. Andy Warhol is a man still impacting art long after his death. His visionary style changed forever the face of both commercial art and gallery art. Hopefully this paper communicated a bit of that genius.

Cause and Effect- Steroids

Cause and Effect Analysis 1 A Cause and Effect Metacognative Analysis Bryan J. Critical Reading and Thinking, Section 409 March 11, 2010 Cause and Effect Analysis 2 Casual Metacognitive Analysis Introduction I am focusing on the cause and effect genre in this paper to inform the reader about steroids and how they have become a common phenomenon among athletes. What some people may not know are the negative effects steroids have on a person’s intellectual/spiritual, social-emotion, and physical appearance.For instance, a person on steroids may have an effected social- emotional relationship with others due to the increase in testosterone, causing many users to lash out with violence and rage, a term that has been coined â€Å"roid rage. † My purpose in writing this essay is to shed light on the negative effects of steroids. By using cause and effect you will be able to determine the cause, which is steroids, and the many different effects they have. This is an important tool to really show just how a substance like anabolic steroids can affect someone.It is also important for my field of study, exercise science, to teach people about the negative side effects. Cause and effect analysis has taught me how to become a better reader, and writer, by showing me exactly how to analyze what I’m reading, and have it sink it, rather than go in one ear and out the other. The use of cause and effect in this essay will give the reader a more in depth perspective of the effects steroids have on the human body. Audit Awaareness For this essay I chose two articles to compare and contrast.The first article I chose was â€Å"Performance enhancement is not the only effect of androgenic-anabolic steroids in athletes. † The first article by ADIS International Limited did an excellent job giving us an in depth look on the ins and outs of steroid use. The second article I chose was titled â€Å"High-Dose Anabolic Cause and Effect Analysis 3 Steroids in Str ength Athletes: Effects upon Hostility and Aggression†, written by P. Y. L. Choi, A. C. Parrott, and D. Cowan. This article is an account of tests that P. Y. L. Choi et al. onstructed while testing the effects that steroid use has on strength athletes. It used a control group, that contained non users, and a group of three subjects on steroids. Both articles spoke of the negative side effects that steroids have, and described their uses. The second article, however, had more detail and provided real life examples of how far steroids could affect someone, negatively. FOR INSTANCE†¦While evaluating both articles I noticed that the evidence provided was relevant to the claim each was trying to make, that steroids generally provide more negative effects than good ones.The second article provided graphs to show the different levels of aggression and hostility in the subjects being tested, and the first article did not. Both articles had contradictions that could sway a reader away from believing that steroids were a negative alternative to supplementing. In the second article P. Y. L Choi et al. discuss how their study could be weak, â€Å"It was ‘open’ rather than ‘blind’. Drug conditions varied widely between subjects. † Over all, each article provided substantial evidence leading a reader to believe steroid use provides more negative effects than positive.I believe the authors in article one and two had the purpose of showing how steroids work, and to show how using them could lead to serious health risks and emotional instabilities, which could damage relationships you have with others. Nature of Casual Argument There was one cause for this subject: steroids. However, it had multiple effects, such as performance enhancement, and the bad side effects including increased aggression, hostility, decreased sex drive, weight gain, infertility, cardiovascular risks, and interfered with personal Cause and Effect Analysis 4 el ationships. The author for this article used a chart that gave a description of how steroids affected both male and females. In males it had acne, increased facial and body hair, increased aggressive behavior, increased appetite, and balding. In females it reduced breast size, menstrual irregularities, deepening of the voice, and enlarging the clitoris. While stating the negative side effects this article also included legitimate purposes for using steroids. Steroids can treat growth retardation, breast carcinoma, osteoporosis, edema, and anemia.What this article is trying to state, however, is that when used improperly, such as using more than the recommended dose, generally for enhancement purposes, the effects can be negative. Informative Article Summary The article comes from a textbook entitled â€Å"Drugs & Therapy Perspective,† the title of the article is â€Å"Performance enhancement is not the only effect of androgenic-anabolic steroids in athletes. † The arti cle talks about effects other than just performance enhancement when using steroids. The author’s opinion appears to be that steroids are not the way to go for enhancing performance athletically.This article first talks about how steroids work. Anabolic steroids are understood and almost guaranteed in all cases to create a deepened voice, increasing the user’s power, and creating more hair on your body. There are two different ways steroids can be used: through necessary doctor prescribed means, or by personal use, normally involving higher doses of the drug. While steroids can be beneficial in treating certain conditions dealing with its therapeutic use, it can also be used in frowned upon ways such as increased doses for personal use, in hopes of seeing results whether it is in competition or for muscle mass.Some of the main, and most common side effects steroids have, are an increase in the user’s weight, power gains, Cause and Effect Analysis 5 and problems with their physical and emotional well being. While stating that it does make some people stronger, it gives information from studies to show that anabolic steroids provide no long term energy. Most athletes have adverse effects when abusing steroids. Steroid abuse can also lead to infertility, cardiomyopathy, atrial fibrillation, heart attacks, heart failure, and even mortality.Towards the end of the article it talks about the effects that a person’s mental state goes through, such as increased rage, and lack of patience or short fuse. It ends off by including more effects to the many we now know, by adding in that if taken during your adolescent stages, your growth plates close up and your growth may be stunted Authorial Purpose The author’s main point in writing this essay is to inform his audience which may consist of athletes, any people currently on steroids, or even people just thinking about them.This gives detailed accounts of effects that steroids have, and t he adverse side effects. The article responds to any arguments that the readers may have by suggesting positive steroid use, and goes on to say that when abusing them, just like any other drug, you would more often than not receive adverse effects from anabolic steroids. Read Like a Writer When stating the positive uses for steroids, such as therapeutic reasons, it provides an answer for anyone who has an argument for steroids. It reaches common ground with the readers by providing several different side effects rather than just one.For instance, in (para. 7) â€Å"The abuse of AASs in healthy young athletes has been associated with serious cardiovascular events (e. g. cardiomyopathy, atrial fibrillation, QT dispersion†¦acute heart failure and sudden cardiac Cause and Effect Analysis 6 death. † The cause and effect argument is made by informing the reader of the many dangerous side effects that relates to steroid abuse, as seen in the previous sentence. The author incorp orates counter arguing by information relevant to both males and females, rather than just one sex.By doing this he has now expanded his argument to a more vast audience. The author is not one-hundred percent against steroids, just the abuse of them, and it is not biased in doing so. This provides for a well written article, and one that anyone could read and leave being well informed of the adverse side effects of steroids, and not have much of an argument for them. Before reading this article I was not aware of over half of the effects steroids have on the human body and thought taking them in the offseason for baseball wouldn’t be such a bad idea.After reading this article and making a cause and effect essay on it, I was really able to clearly see that the side effects outweigh any achievable goal in which one may meet. Information Literacy The author for this article is unknown, but it comes from an accredited journal titled â€Å"Drugs & Therapy Perspective† and w as written in 2005. It is a rather recent article, and provides accurate information on the use, and abuse of steroids. It provides information from different studies, and self-reports to show the adverse effects of steroid abuse.In (para. 4) The author goes into the legitimate therapeutic reasons one may consider in taking steroids â€Å"AASs have a number of legitimate therapeutic uses including the treatment of male hypogonadism and growth retardation†¦. and some forms of anemia. † The author’s objective is not only having one side on steroids, but showing the positive with the negative. They presents the subject in a way that anyone could read and understand just what would happen if they were to abuse steroids. Cause and Effect Analysis 7 Professional ScenarioAfter reading this article I am now able to apply the knowledge I’ve learned to my career. I am planning on going into the field of exercise science, and wish to train athletes. I will never sugge st to anyone I’m training to abuse steroids, but rather avoid them entirely, and to enhance their performance naturally through over the counter vitamins, plenty of exercise, and eating healthy. There is no need to take steroids unless you want the easy way out. The negative side effects of them outweigh, in my opinion, the positive effects.While they may increase some performance, and make your muscles larger, they can affect you for the rest of your life by making you infertile, aggressive, or may end your life permanently. Also, I am an athlete myself, I play baseball, and I’ve seen so many athletes succumb to steroids, and end up losing their career over it. Every year dozens of MLB players are found to be on steroids, and are suspended, and their reputation and records ruined forever. You lose all respect, and dignity, when the fact that you’re using steroids to comes into the light.They may make you faster, or hit a ball harder, but when someone finds out those monster homeruns were boosted by being chemically induced, instead of a natural gift, or a result from being the best you can be, you basically lose the joy of every homerun you’ve ever hit, or base you’ve ever stolen. Conclusion The author does a great job in providing sufficient details in this cause and effect analysis. The author touched on a lot of the physical and emotional problems you will run into when dealing with abusing steroids.It becomes clear to me at the end of reading this that steroids are not up to par on the risk to reward plain. His use of steroids as his cause provides for a Cause and Effect Analysis 8 multiple effect pattern. I am now fully aware of what really happens to your body when you mess with this type of drug. Having knowledge on this topic will benefit me in my major because I am now able to preach to young athletes the dangers, and can now make some safer alternatives to performance enhancement. I am a better reader because of th e cause and effect genre.Thanks to cause and effect I am now able to see all points the author is trying to make in his argument and better understand the effects of any cause someone may write about. Cause and Effect Analysis 9 References ADIS International Limited. (2005). Drug reactions and interactions. Performance enhancement is not the only effect of androgenic-anabolic steroids in athletes. Drugs ther perspect 2005; Vol. 21, No. 8 Choi, P. Y. L; Parrott, A. C. ; and Cowan, D. (1990) High-Dose Anabolic Steroids in Strength Athletes: Effects upon Hostility and Aggression. Human Psychopharmacology 1990; Vol. 5, pages (349-356).

History and Origins of Wheat Domestication

History and Origins of Wheat Domestication Wheat is a grain crop with some 25,000 different cultivars in the world today. It was domesticated at least 12,000 years ago, created from a still-living ancestor plant known as emmer. Wild emmer (reported variously as T. araraticum, T. turgidum ssp. dicoccoides, or T. dicocoides), is a predominantly self-pollinating, winter annual grass of the Poaceae family and Triticeae tribe. It is distributed throughout the Near Eastern Fertile Crescent, including the modern countries of Israel, Jordan, Syria, Lebanon, eastern Turkey, western Iran, and northern Iraq. It grows in sporadic and semi-isolated patches and does best in regions with long, hot dry summers and short mild, wet winters with fluctuating rainfall. Emmer grows in diverse habitats from 100 m (330 ft) below sea level to 1700 m (5,500 ft) above, and can survive on between 200–1,300 mm (7.8–66 in) of annual precipitation. Wheat Varieties Most of the 25,000 different forms of modern wheat are varieties of two broad groups, called common wheat and durum wheat. Common or bread wheat Triticum aestivum accounts for some 95 percent of all the consumed wheat in the world today; the other five percent is made up of durum or hard wheat T. turgidum ssp. durum, used in pasta and semolina products. Bread and durum wheat are both domesticated forms of wild emmer wheat. Spelt (T. spelta) and Timopheevs wheat (T. timopheevii) were also developed from emmer wheats by the late Neolithic period, but neither has much of a market today. Another early form of wheat called einkorn (T. monococcum) was domesticated at about the same time but has limited distribution today. Origins of Wheat The origins of our modern wheat, according to genetics and archaeological studies, are found in the Karacadag mountain region of what is today southeastern Turkey- emmer and einkorn wheats are two of the classic eight founder crops of the origins of agriculture. The earliest known use of emmer was gathered from wild patches by the people who lived at the Ohalo II archaeological site in Israel, about 23,000 years ago. The earliest cultivated emmer has been found in the southern Levant (Netiv Hagdud, Tell Aswad, other Pre-Pottery Neolithic A sites); while einkorn is found in the northern Levant (Abu Hureyra, Mureybet, Jerf el Ahmar, Gà ¶bekli Tepe). Changes During Domestication The main differences between the wild forms and domesticated wheat are that domesticated forms have larger seeds with hulls and a non-shattering rachis. When wild wheat is ripe, the rachis- the stem that keeps the wheat shafts together- shatters so that the seeds can disperse themselves. Without hulls, they germinate rapidly. But that naturally useful brittleness doesnt suit humans, who prefer to harvest wheat from the plant rather than off the surrounding earth. One possible way that might have occurred is that farmers harvested wheat after it was ripe, but before it self-dispersed, thereby collecting only the wheat that was still attached to the plant. By planting those seeds the next season, the farmers were perpetuating plants that had later-breaking rachises. Other traits apparently selected for include spike size, growing season, plant height, and grain size. According to French botanist Agathe Roucou and colleagues, the domestication process also caused multiple changes in the plant that were generated indirectly. Compared to emmer wheat, modern wheat has shorter leaf longevity, and a higher net rate of photosynthesis, leaf production rate, and nitrogen content. Modern wheat cultivars also have a shallower root system, with a larger proportion of fine roots, investing biomass above rather than below ground. Ancient forms have built-in coordination between above and below ground functioning, but the human selection of other traits has forced the plant to reconfigure and build new networks. How Long Did Domestication Take? One of the ongoing arguments about wheat is the length of time it took for the domestication process to complete. Some scholars argue for a fairly rapid process, of a few centuries; while others argue that the process from cultivation to domestication took up to 5,000 years. The evidence is abundant that by about 10,400 years ago, domesticated wheat was in widespread use throughout the Levant region; but when that started is up for debate. The earliest evidence for both domesticated einkorn and emmer wheat found to date was at the Syrian site of Abu Hureyra, in occupation layers dated to the Late Epi-paleolithic period, the beginning of the Younger Dryas, ca 13,000–12,000 cal BP; some scholars have argued, however, that the evidence does not show deliberate cultivation at this time, although it does indicate a broadening of the diet base to include a reliance on wild grains including the wheat. Spread Around the Globe: Bouldnor Cliff The distribution of wheat outside of its place of origin is part of the process known as Neolithicization. The culture generally associated with the introduction of wheat and other crops from Asia to Europe is generally the Lindearbandkeramik (LBK) culture, which may have been made up of part immigrant farmers and part local hunter-gatherers adapting new technologies. LBK is typically dated in Europe between 5400–4900 BCE. However, recent DNA studies at Bouldnor Cliff peat bog off the northern coast of mainland England have identified ancient DNA from what was apparently domesticated wheat. Wheat seeds, fragments, and pollen were not found at Bouldnor Cliff, but the DNA sequences from the sediment match Near Eastern wheat, genetically different from LBK forms. Further tests at Bouldnor Cliff have identified a submerged Mesolithic site, 16 m (52 ft) below sea level. The sediments were laid down about 8,000 years ago, several centuries earlier than the European LBK sites. Scholars suggest that the wheat got to Britain by boat. Other scholars have questioned the date, and the aDNA identification, saying it was in too good a condition to be that old. But additional experiments run by British evolutionary geneticist Robin Allaby and preliminarily reported in Watson (2018) have shown that ancient DNA from undersea sediments is more pristine than that from other contexts.   Sources Avni, Raz, et al. Wild Emmer Genome Architecture and Diversity Elucidate Wheat Evolution and Domestication. Science, vol. 357, no. 6346, 2017, pp. 93–97. Print.International Wheat Genome Sequencing Consortium. A Chromosome-Based Draft Sequence of the Hexaploid Bread Wheat (Triticum Aestivum) Genome. Science, vol. 345, no. 6194, 2014. Print.Fuller, Dorian Q, and Leilani Lucas. Adapting Crops, Landscapes, and Food Choices: Patterns in the Dispersal of Domesticated Plants across Eurasia. Human Dispersal and Species Movement: From Prehistory to the Present. Eds. Boivin, Nicole, Rà ©my Crassard and Michael D. Petraglia. Cambridge: Cambridge University Press, 2017. 304–31. Print.Huang, Lin, et al. Evolution and Adaptation of Wild Emmer Wheat Populations to Biotic and Abiotic Stresses. Annual Review of Phytopathology, vol. 54, no. 1, 2016, pp. 279–301. Print.Kirleis, Wiebke, and Elske Fischer. Neolithic Cultivation of Tetraploid Free Threshing Wheat in Denmark and Nort hern Germany: Implications for Crop Diversity and Societal Dynamics of the Funnel Beaker Culture. Vegetation History and Archaeobotany, vol. 23, no.1, 2014, pp. 81–96. Print. Larson, Greger. How Wheat Came to Britain. Science, vol. 347, no.6225, 2015. Print.Marcussen, Thomas, et al. Ancient Hybridizations among the Ancestral Genomes of Bread Wheat. Science, vol. 345, no. 6194, 2014. Print.Martin, Lucie. Plant Economy and Territory Exploitation in the Alps During the Neolithic (5000–4200  cal Bc): First Results of Archaeobotanical Studies in the Valais (Switzerland). Vegetation History and Archaeobotany, vol. 24, no. 1, 2015, pp. 63–73. Print.Roucou, Agathe, et al. Shifts in Plant Functional Strategies over the Course of Wheat Domestication. Journal of Applied Ecology, vol. 55, no. 1, 2017, pp. 25–37. Print. Smith, Oliver, et al. Sedimentary DNA from a Submerged Site Reveals Wheat in the British Isles 8000 Years Ago. Science, vol. 347, no. 6225, 2015, pp. 998–1001. Print.Watson, Traci. Inner Workings: Fishing for Artifacts beneath the Waves. Proceedings of the National Academy of Sciences, vol. 115, no. 2, 2018, pp. 231-33. Pr int.

The Jack and the Bat Professor Ramos Blog

The Jack and the Bat Why does the Dark Knight work so well? Every time this question is presented, it seems to fallback to one answer, The Joker. Heath Ledgers performance swept the floor with this film. While the movie slightly lacks in certain areas of logic, it recovers with a fantastic plot and character development. This adaptation of the Joker provides a chilling and convoluted plot to what started as a simple superhero movie. This article will provide an in depth analysis of his methodical actions and how he uses them to turn Gotham from order to chaos.   To thoroughly analyze the Joker, we must first understand what he is. By no means is he a psychopath as he is repeatedly called on screen. A psychopath is described by professionals as, â€Å"someone with a lack of moral emotions derived from empathy, unable to distinguish moral from merely conventional rules.† (Greenspan 226). The Joker is fully aware of his actions, he believes that what he is doing is morally right. By creating chaos through Gotham he is creating his ultimate city. One that is not perfect and has criminals to afraid to actually be criminals, as shown in the opening scene, but one that brings Gotham to its knees and reminds it what fear is. But what makes the Joker so intriguing? â€Å" Usually the viewer is not drawn to the antagonist as much as the protagonist. â€Å"Character evaluations are strongly based on personal moral values that shape moral judgments of others within the individual viewers’s conceptualization of what is right or wrong† (Eden, Oliver, Et al. 2014) If this is the case then why is it when people think of the Dark Knight series the first thing that comes to mind for many casual viewers is the Joker? Heath Ledgers performance has such an impact on the film as a whole. His style and method acting bring the film to a whole new level. People do not relate to the Joker because they support his chaos and destruction, nor do they support his actions throughout the movie. Heath Ledger’s Joker has created an effect to which every time the character is on screen the movie does not feel like a superhero movie. His presence alone creates so much suspense and tension with his ability to i mprovise in a way that leaves the viewer clueless for what is going to happen next. Throughout the film, the joker is portrayed on a surface level as a psychopath. Providing that intense and out of ordinary character a common viewer would be looking for. What is fascinating about this joker is that he is not just a crazy criminal with an end goal in mind. This is an agent of chaos. A controlled, while granted unique, methodical character that always ends up one step ahead of his opponent. Before anything happens it is thought through by the joker. This is revealed at the beginning of the movie in the bank heist scene where the Joker has his men kill off each other when their task is completed. He knew precisely what was going to happen and when. But what makes a good Antagonist? Sydney Smith believes, â€Å"An antagonist is a character who pursues a certain goal in the story, which usually opposes that of the protagonist.† (Smith, Scouller, et. all) For the most part, that is an antagonist in a whole. What makes the Joker such a unique villain, is that he and Batman both have the same goal. They are both after the soul gotham. The difference between these two is the way they approach gaining this. Batman, feeling as though he already has the city under his control, fights throughout the movie to maintain that order. Where as the Joker is attempting to seize control of that order and turn it into what in his eyes, gotham should be. This clown has the ability to create doubt in his opponents. This is shown specifically in the interrogation scene. It begins with the darkness behind the joker turning on revealing Batman. Batman proceeds to interrogate and intimidate the joker which shows what he really is, a vigilante with a moral code. The joker not even phased by the pain tells Batman that he is responsible for the murderers he has committed. Which plants the seed of inner conflict for Waynes morality. Which he later is shown conflicted, pondering if he actually could have prevented the murders. The Joker pushing the idea that Batman is not as much as a hero as he thinks. When the joker captured Rachel and Harvey, he essentially renders Batman useless. Because he relies so much on strength and intimidation, once the joker took it away by having leverage, he knew there was nothing Batman could do to him. Going through the film every time the Joker came on screen the only word that came to mind was chaos. The Joker compliments the Batman so well as a villain because he wants the opposite of him. Batman wants order and control within his city. Where as the Joker wants to disrupt the order and create chaos. He succeeds in doing so by showing the city the darkness that has always lurked within it. He shows that even the great Batman has weaknesses and can be cracked. Every step taken is one that layers fear into the citizens of gotham. The Joker is constantly pressuring Batman into making choices. This is first shown when he demands that Batman unmasks and turns himself in. Otherwise people will continue to die. We know that Bruce Wayne has a lot of raw strength and intelligence, and how he is able to handle himself in a fight and under pressure. But the Joker is always one step ahead of him. This situation places a lot of pressure under Wayne and seeing no other out he prepares to actually give in to the Jokers demands. It is only when Harvey claims to be Batman that saves his skin. We also see this later on in the film during the interrogation scene when Joker forces him to choose between Harvey and Rachel, which ultimately reveals Batmans true character. That he is not able to endure the pressure the Joker has placed on him. Batman is not the same as he was at the beginning of this film. He learns that not every criminal has order and an ending goal, to get money, kill someone, etc. He learns not to underestimate his enemies and what they are capable of. Ultimately, he discovers that he sometimes has to make the hard decisions that no one else can. Joker made the Batman into a veteran. Into someone who has had to endure for his city. And do things and make decisions no one else wants to. The Joker works so well because of his connection to batman. As well as his order of chaos that he presents to our protagonist and what he forces him to do and ultimately learn. Batman not only becomes a better hero because of his encounter with the methodical overplanning clown, but becomes wiser and more developed as a vigilante because of the choices he is forced upon to make. The choices he is forced to make teach him that he needs to become a certain type of person to better deal with these situations. This is the reason the Joker compliments the Batman so well. Because in the end, through experiencing a different kind of villain, Bruce Wayne realizes that he does not need to become a better Batman, but become Someone who will do what it takes to protect the city he loves. Which turns the batman into The Dark Knight. Nolan, Christopher, director. The Dark Knight. Eden, Allison, et al. â€Å"Perceptions of Moral Violations and Personality Traits Among Heroes and Villains.† Mass Communication and Society, 13 June 2014, web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1sid=15c859f5-0250-45b3-850f-bd143de398e5. Smith, Sydney, et al. â€Å"Three Writers Discuss What Makes a Good Antagonist.† Threekookaburras, threekookaburras.com/blogs/news/12839265-three-writers-discuss-what-makes-a-good-antagonist. Greenspan, Patricia. â€Å"Responsible Psychopaths Revisited.† The Journal of Ethics, 7 June 2016, web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3sid=de1cdf1a-c36a-4461-9b28-151cca8fc996=.