Importance of Employee and Internal Marketing Essay

Importance of Employee and Internal Marketing - Essay Example Many organizations consider their employees as an asset and they work for the welfare of these employees to reap long term benefits from them. In order to motivate the staff and to change their perceptions and behaviors about organizational goals the phenomenon of internal marketing is used. It is quite similar to the persuasive process that an organization uses to market its product and services externally. This phenomenon revolves around the concept that an organization must treat its employees in the same way as its customers and the element of synchronization must be present in the internal and external brands of the organization. Internal marketing is basically considered as an ongoing process that is present within an organization and the organization motivates and satisfies its employees to achieve the desired results and manages the customers effectively and efficiently (Ahmed & Rafiq, 2002). The importance of employees within the organization is quite huge and the core conce pts of internal marketing are: alignment of organizational mission and vision with the behavior of employees, motivation of employees and their empowerment on continuous basis, maintain a proactive and a positive approach with the employees, marinating an inside-our management approach and etc. Internal marketing is quite different from internal ... Internal marketing helps the organization in achieving competitive advantage and in the long run it actually strengthens up the customer loyalty. The human resource department in an organization benefits a lot from this and the elements of organizational payoffs, absenteeism and etc are reduced. In constantly changing environments employees can easily loosen up the ties between their employer and for this reason internal marketing is used to bring both the parties together and share their goals and values. There are different business development tasks and external marketing remains the most important one (Dunmore, 2003). Similarly, when employees of the organization understand the importance of this phenomenon then value proposition of brands and companies become quite an easy task. In this way external marketing benefits from this phenomenon and employees become product champions. The product strategy is the most important process of an organization because it involves the engineering of the product, distribution, financial targets and etc. The sales of the organization are dependent on product strategy and that is the reason why organizations stress a lot product strategy. Internal marketing plays an important role in the product strategy and it helps the organization in framing up effective strategies for the organization. The element of internal marketing uplifts the understanding, commitment and involvement between employees and employers. The scope of internal marketing actually involves the communication of corporate goals and culture, mission and vision statements, policies and procedures (Drake, Gulman, & Roberts, 2005). The elements of new product introductions and new

Workers in capitalism Essay Example for Free

Workers in capitalism Essay According to James W. Rinehart in The tyranny of Work: Alienation and the Labour Process, work is a primary activity for human beings that differentiates human from other forms of life and today adults spend at least one-third of their waking hours on the job, which has great impact on personality of those who perform it (Rinehart 171). Quoting from Russell, there are two kinds of work according to professor Conlin. First type of work is the one where you alter the position of matter, which is unpleasant, ill-paid and dangerous. Second type of work involved you telling others to move matter, which is pleasant, well paid and safe. Although I never had a privilege to perform the second type of work, I had a chance to experience the first type of work at Mac Donalds. As Russell said, first type of work, which I experienced was definitely unpleasant, ill-paid and dangerous. I worked under unpleasant working condition with no benefits, constantly forced work more than five days a week, including the weekends. My job at Mac Donald involved basically everything, from cashier to cooking to cleaning. At first, I felt sense of pride because I was able to perform many different tasks at any given situation. However it turned out that I was spending too much time at work. Since I was able to perform many jobs, management constantly forced me to work more days with less or no break and even on holidays. I was making government regulated minimum wage of some where between six to seven dollars per hour. When I got home from work, I would be so tired that I was not able to do anything but to recover for the next day of work. Also I started to fall behind in school and I spent less time with my friends and family. Work at Mac Donalds became a large portion of life and it started to penetrate into my personal life. According to Rinehart, What people do during work hours often penetrate to the core of their personalities. Work became an activity that takes large portion of time that spills over into non-work spheres of life. (Rinehart 171). However I could not quit because of that sweet pay cheque that I got every two weeks. Then I realized that I was deeply involved and a part of Capitalism. The purpose of this paper is to relate my working experience at Mac Donalds to Rineharts argument in respect to relationship between work and alienation. According to Rinehart, who quoted Karl Marx, there are four type of alienation. A condition in which workers are alienated from the product they create, a condition in which workers are alienated from work  process, a condition in which workers are alienated from themselves and finally, a condition in which workers are alienated from others. These four types of alienation will be further analyze and related as I disclose my working experience at Mac Dona lds. First type of alienation is a condition in which workers are alienated from the products they create. This was extremely true in relation to my experience at Mac Donalds. Everything that I was producing was coordinated by management, owner and Mac Donalds, since it is a franchise. A machine dumped certain amount of fries into basket, which was placed into a fryer that had a timer. Burgers were cooked on a grill that had timer. Certain amounts of sauces were dispensed from a saucer machine and certain amounts of drinks were poured into cups by machines. Every process in preparing a meal was done through machines. The quality, contents and quantity was not determined by those whose labour is responsible for preparing a meal because the ends of capitalist production are not defined by the needs and interest of workers but by employers needs to generate profits and expand capital (Rinehart 177). Even though I was earning income through the process I could not feel sense of pride and acco mplishment. Another alienation that Rinehart discusses is a condition in which workers are alienated from the work process. Workers are cede their ability for determine the intensity and duration of work, to define the manner in which work is organized, divided and allocated and to determine the tools and machines used in the production process (Rinehart 178). It is obvious that I had no control over my work process in Mac Donalds. As mentioned earlier, everything had to follow certain process in preparing a meal for a customer. Even the process of serving had to follow an order. A drink had to be served, and then I take money from customer, then a burger was served followed by fries. Because I had to follow these steps in serving I received complains from customer about their food being serve too slow. It was not my choice to serve the way I did, I was instructed by management. The work at Mac Donalds gave me no room for creativity. According to Rinehart, quoting Marx, work is an activity in which people can clearly manifest their unique qualities as human beings and a medium for self-expression and  self-development (Rinehart 178). But in fact I was separated from my own creativity and expression at work. All the work processes were routinized and work became not a creative activity but an earning activity in order to survive. Finally, last type of alienation deals with the relationship of individuals to one another (Rinehart 178). The owner of Mac Donald never showed during the day. But just before store close he would come into the store to talk to the management about the days profit. He was not standing in front of a hot fryer or grill. He was not standing in front of cashier taking orders from customers, where as I did not get a minute to catch my breath. But at the end of the day he was the only one going to home with loaded bank account. I also realized that this is not a problem in just one Mac Donalds. Problems like this are occurring everywhere the label capitalism exist. Capitalism is the name of the economic system that dominates the world today (Heilbroner 3). Individuals invest money into capitals to multiply their wealth and one who possesses wealth is usually a person who enjoys esteem and who wields power in the market place (Heilbroner 29). In addition, the situation for my manager who has worked since the opening of the store was not so much different from mine. He had no where to move up, has been doing the same thing for years, and only made few dollars more than I did. He worked five to six times a week and often called into fill in for someone else. He was never home on the weekends or even holidays, thus, he had no social life. As an individual he was a kind person but when it comes to work he was very stubborn. This is a form of alienation that Rinehart address and quotes;People who occupy dominant and subordinate positions at the workplace alienated from each other. Their relationship is an antagonistic one and is based purely on pecuniary consideration. This asymmetry of workplace relationship creates the foundation for a class structure that entails sharp differences in power, privilege and life chances and that inhibits social intercourse across class lines (Rinehart 178). The owner, who only came to collect his daily profit and the manager, who only made few dollars more than me, were alienated from each other based on occupation and position in the workplace. I had never talk to the owner and  for owner I was another high school kid who could be replaced at any moment because hundred other guys like me who wants work just as hard as I did. This alienation in workplace created a class system within one little Mac Donald. The source of alienation was social structure rather than in individual personalities; its causes are social rather than psychological (Rinehart 179). Going back to the purpose of this paper, how are these four types of alienation discussed by Rinehart and Marx manifested at Mac Donalds? I did not need high school diploma or university degree to work as a cashier and cooker at Mac Donalds. Also since I was replaceable at any moment and considered not as a person but as a employee number and a kid who sells his labour for minimum wage, the owner and the management treated me as they wish. This is how alienation is manifested, even in such a small local Mac Donalds, and this is where the true nature of capitalism prevailed. For the working class and the lower class capitalism is always a downhill, as time goes on your moving closer to the bottom of the society. It is definitely a perfect example of the rich getting richer and the poor getting poorer. I have to strongly agree with Rinehart in respect to capitalism and alienation of labour because through my job experience I was able to witness everything Rinehart had expressed. Rinehart points out three sources of alienation; concentration of the means of production in the hands of a small but dominant class, markets in land, labour and commodities and an elaborate division of labour. It is obvious to see that I experience at Mac Donalds clearly show all three sources of alienation. I did not have the sophisticated machines to produce tasty burgers and fries. I did not own a building to sell my burgers even if I was capable of making better burgers than Mac Donalds. Furthermore, as mentioned earlier, every work process was precisely and scientifically calculated and measured by management. I was only carrying out tasks that were told by people from above. Work had become a repetitive and mindless and narrowly limited the development of my human capacities (Rinehart 181). However on the other side, there are scholars like Daniel Bell and Edward P. Thompson who disagrees with Rinehart and argues that capitalism is the only way human can increase standard of l iving. Bell argues discretionary income is a good thing. Income above that  necessary for the fulfillment of basic needs allowed individuals to choose many varied items to exemplify different consumption styles (Bell 155). My question is why should the few dominant class be able to enjoy high level of income where the majority, who work hard everyday be left with a few dollars just enough to put food on the table every night and just enough for basic survival. Our modern capitalist world evolves around money and our social relationship is based on exchange of money. Capitalism is forcing the world to be structured on the factor that skills and experience have little or no recognition compared to wealth and power. Initial principle of capitalism was to emancipate peasants from feudal obligations. However capitalism is forcing working in labour market, where they are exploited by capitalists and turned into machines that listens and obey to our bosses, who contribute a very small portion of what they make for telling us what to do. Work can offer a sense of accomplishment or meaninglessness; it can be a source of pride or shame (Rinehart 171). In my experience I inherited the shame and the owner who comes once a day to collect inherited the pride. How can a system which provides a hard working individual with shame be the best economical system for workers? Thompson argues that the working class chose to be in the position where they are. Also he says that they system (Capitalism) require large portion of workers that converted into simple machines, ignorant, degraded, and brutal human beings (Thompson 127). But problem is that working class never had a choice to choose between worker and capitalist to begin with. Is this phenomenon inevitable in modern capitalist society? There are government approaches and labour union movements to give workers not all but some sort of advantage over their work processes. However I never had a privilege to enjoy the help of union when I worked at almighty Mac Donalds. And although some people assume that union is a pain in society, it is definitely a necessary evil for workers feel sense of pride in their work and protect their right in workplace. Bibliography -Bell, Daniel. The cultural Contradictions of Capitalism. Basic Books. 1976-Heilbroner, Robert. Twenty-First Century Capitalism. House of Anansi Press Inc. Toronto: 1992. -Rinehart, W. James. The Tyranny of Work: Alienation and the Labour Process. Harcourt Brace Jovanovich. 1987. -Thompson, P. Edward. Making of the English Working Class. Penguin Books. Canada: 1968.

Lord Of The Flies: Chapter 9-12 Notes :: essays research papers

1. After Simon is killed, the next paragraph begins, "The clouds open and let the rain down like a waterfall†¦" When the boys kill Simon they not only kill him and spirituality, but what they perceive to be the beast. Because the beast was created by them and embodied all of their evils, one of its interpretations can be as mankind's sin. Simon is very similar to Jesus in this book. The Roman's ruled the world during Jesus' life, and now a similar bloodthirsty society rules the island during Simon's life. Both are killed by such a society, and both sacrifice themselves so that mankind's sin can be forgiven. When Simon dies, the rain washes away not only spirituality, but also the beast and all of the sins that accompany it. Golding writes that the water bounded from the mountaintop. Because the mountain top represented the peak of society, this could be interpreted to state that all of society carries sin, even the glorious moments of it, and that Simon's sacrifice was extended to the boys' entire stay on the island and the sin that was committed during that period of time. This is also similar to Jesus' sacrifice that was for all of mankind's sins, not just the sins of the Roman society that killed him. After Simon has been killed, the figures stagger away. By referring to the boys as figures, they are no longer individuals, but the nameless men who are the vehicle that society uses to carry out its evil deeds. It is no longer of relevance who did what because it was the entire society that killed Simon. This can be related to other societies, such as Nazi Germany. Today Hitler is credited with most of the responsibility for World War II. We do not like to blame German society for it because that would mean that we are also capable of this if we had to endure the circumstances of 1940's Germany. We cannot blame the German race for these problems, as they are a characteristic of humanity. We fought World War II against the forces of racism, but we ourselves treated the Japanese very poorly while all of this was going on. Although we too went through the depression, we did not have the conditions of the Treaty of Versailles against us. When any society has such horrible circumstances, they tend to look for a scapegoat, such as a race of people.

Maintaining a Learning Environment

The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge. Maintaining a Learning Environment The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.

Coffee Descriptive

Definition Essay Coffee Coffee is a dark brown/black naturally caffeinated drink made from passing water through ground roasted coffee beans. Coffee is used as a great medicine to help patients, and it can be taken as a popular drink all over the world. Caffeinated coffee drinks are largely consumed by people around the world regularly. It has become an internationally popular drink in almost every country. Coffee is so important to our daily lives that some people cannot live a day without drinking it. The word coffee was derived from the Ottoman Turkish kahve, via the Italian caffe.The Turkish word was derived from the Arabian word qahwah. Arab lexicographers report that qahawah originally referred to wine. Since this beverage was thought to dull one’s hunger the word, qaha which signifies â€Å"to have no appetite† was given to it. Other etymologies also indicate that the Arab form was a loanword from an Ethiopian source word Kaffe, which refers to the highland in th e southwestern Ethiopia where the plant grows indigenous. However, the word that is used in that area is bunn, the native Shoa name bun meaning a native plant.Today coffee has different names all over the world, like caffe in French, Kaffee in Germany, kahvi in Finland etc. No matter what it is called, the Ethiopian people were the first to recognize the stimulating effect of the coffee beans that grow as a coffee plant. No one knows who among the natives earlier than 17th century grew coffee in Africa or used it as a stimulant. It is believed that a 9th century goat herder discovered coffee, but that his discovery was not revealed until 1671. Another story holds that Sheik Omar discovered the coffee.It is said that he was exiled from Mocha, Arab to a desert cave near Ousab, Arab. He was starving, so he chewed local berries, but found them bitter. To get a better taste, he roasted tem. But, they were too hard to eat. He then boiled them to soften the roasted beans, which resulted in a brown liquid with a strong fragrance. After drinking the liquid, he sustained himself on it for days. As this story reached Mocha, Omar was asked to return home. Coffee was brought from Ethiopia to Arab. Sufi Baba Budan smuggled coffee from Yeman to India. He smuggled beans by strapping them on to his chest.The first smuggled plant was grown at Mysore, India. Coffee drinking then spread to Europe and America. In the United States, September 29 is celebrated as National Coffee day. Coffee is grown in tropical grassland mixed with patches of forest at the altitude of 16-24 degrees. It is grown in different types of soil. But, it is especially grown in volcanic soil. Coffee is produced in a large quantity in rainy season. It is grown in a slope less than fifteen percent. It is not cultivated in a steeper slope because it presents major erosion risk and requires terracing and special management such as counter furrows.Coffee comes from topical African shrubs or trees of genus coffea, which is widely cultivated in the tropics. These beans picked at peak ripen, then dried, roasted and grounded to prepare a stimulating aromatic drink. Coffee is a brewed beverage with a distinct aroma and flavor. The beans are found in coffee â€Å"berries†, which grows on tree. Coffee is one of the most traded agricultural commodities in the world. Coffee is slightly acidic (5. 0-5. 1 pH) and can have stimulating effect on humans because of its caffeine content. It is one of the most consumed beverages in the world.All the coffee plants are classified in the large family rubiaceae. Different species of coffee are cultivated all over the world, among which the two main commercially cultivated coffee plants are coffea canephora, mostly known as robusta, and coffea arabic, arabica, which is the most highly regarded species and which is the native of southwestern highlands of Ethiopia. Coffees are evergreen plants which may grow up to five meter tall. The flowers of coffee plan ts are auxiliary. Flowers bloom simultaneously and are followed by oval berries.The berries are green when immature; they ripen to yellow then red and black on drying on the bush. Black berries produce the best tasting coffee. The berries usually contain two seeds, but some contain only one. These coffee berries are called pea berries. They take five to nine month to ripen. The leaves of the coffee plant are dark green and glossy which has a spear shape. The leaves cannot be eaten. Coffee beans undergo several processes before they become roasted coffee. Coffee beans have traditionally been selectively picked by hand.After picking, the berries are processed in two methods – dry process method and wet process method. The other method, dry process, is also known as unwashed or natural method and it is the oldest method of processing coffee. After picking, the entire berries are placed on tables or in thin layer on patios in the sunny day to dry. The berries are dried to remove moisture present in it. The berries take ten days to dry completely. The berries need to be rotated regularly to prevent mildew while they dry. After the berries dry, the skin, pulp and parchment are removed from the bean. Then they are sorted and graded.The wet process is another processing method. This method is common among premium coffees. After picking green berries, they are sorted by immersion in water. The bad ones will float while the good ones will sink. The skin of the berry is removed by pressing the berries inside the water. Formation is used if machine is not used. The objective of the fermentation process is to dissolve any remaining fruit flesh and to remove the sticky film surrounding the coffee beans, which are not water soluble. The berries are fermented for twenty to forty-six hours during which the pulp will naturally fall off.The pulp is removed by breaking down the cellulose by fermenting the beans with microbes and then washing them with large amount of water . The berries without pulp are cleaned with water and then dried in a machine or the sun. In most cases they are dried in the sun to twelve to thirteen percent moisture content and bought down to ten percent by machine. Some coffee is dried on large raised tables where the coffee is turned by hand. This method increases cost. But, drying coffee this way has the advantage of allowing air to circulate better around the berries, helping to dry them more.After drying, the thin shell around the berries, called the parchment, is removed from the bean and green coffee bean is produced. The coffee berries have now been processed and are prepared to undergo roasting. Coffee is usually sold in a roasted state. The roasting process is a complex process because the beans should be roasted evenly and at a very high temperature. The actual roasting begins when the temperature inside the beans reaches two hundred degree Celsius. The roasting of the berries depends on the moisture and the density o f the beans. During roasting, caramelization occurs as an intense heat breaks down the pulp.Caramelization is the browning of sugars; a process used extensively in cooking to create nutty flavor and brown color. Sucrose is rapidly lost during the roasting process and may disappear altogether. The aromatic oils and acids weaken, which changes the flavor. Oils start to develop. At two hundred degree Celsius, oil called caffeol is created. This oil is responsible for coffee’s aroma and flavor. Depending on the color of the roasted beans as observed by human eye, they will be labeled as light, medium light, medium, medium dark, dark or very dark.Discerning the degree of roast involves measuring the reflected the light from the roasted beans. Different roasts create different flavors. Coffee is used for various purposes such as plant food, insect repellant, dye, furniture scratch cover-up etc. But the main purpose of coffee is it is used as an energy source. For the human body the caffeine in the coffee causes faster neuron connections in our brains. This is useful for fast response situations, but not to recall memories. After drinking coffee regularly people get addicted to it and for going, drinking coffee will make unable to do anything.These people are caffeine addicts, and they become lethargic without caffeine. Coffee can cause a great health problem if it is consumed regularly. Coffee prepared using paper filters removes oily components called diterpenes that are present in unfiltered coffee. Two types of diterpenes are present in coffee: kahweol and cafestol, both of which have been associated with increased risk of coronary heart disease. The Harvard School of Public Health states that the overall balance of risks and benefits of coffee consumption are on the side of benefits.For example, men who drank six or more cups of coffee per day were found to have a twenty percent reduction in developing prostate cancer. Other studies suggest coffee consump tion reduces the risk of being affected by Alzheimer’s disease, Parkinson’s disease, heart disease, diabetes mellitus type 2, cirrhosis of the liver and gout. Drinking decaffeinated coffee is better than drinking caffeinated coffee. Decaffeinated coffee has ninety seven percent of the caffeine removed. Decaffeinated coffee increases resting metabolism rate and protects against diabetes.It decreases C-peptide levels, which are an indicator of insulin resistance. It also avoids rapid heart rate, upset stomach and sleep disturbance. There are different types of coffee beverages, such as Affogato, Baltimore, Black eye, Black tie and many others. The main types of coffee that are produced are coffee and Espresso. They are the same, but Espresso is roasted a bit darker and produces stronger drink than ground coffee. The beans are roasted until they are dark and oily-looking. The main differences between coffee and espresso are the fineness of the grind and the brewing time.T he brewing time for espresso is much shorter and is made in an espresso machines that generate up to fifteen atmospheres of pressure to force hot water through the ground coffee. When the espresso is placed into a small basket; it is tightly packed with about 40lbs of pressure. Coffee is loose grinds deposited in to a basket and not packed at all. When the espresso liquid comes out, it is dark brown in color and slightly thick with a small amount of foam on top. The purpose of drinking coffee is to enjoy the flavor and the taste. Most of the people don’t drink coffee just to stay alert or awake.Most of the people end up buying decaffeinated coffee, to enjoy the coffee and to avoid all the side effect of caffeinated coffee. Sometime people also drink caffeinated coffee to boost themselves for different purposes like to be active, to stay alert and many others. There are plenty of issues for us to think about when deciding if we should drink coffee or not. Drinking it offers bo th risks and offers benefits to a human body. Coffee affects each person differently. We cannot deny that coffee does play an essential role in daily lives. However, over-consuming offee is harmful. But some people think that drinking coffee is beneficial because some research has shown that it helps to sure diseases. I think that drinking coffee was one of the best experiences that have ever happened because of its taste and its strong smell. Many people feel this way. Coffee has also helped countries to improve their economies. If people think that it is harmful to drink caffeinated coffee then they can drink decaffeinated coffee and enjoy the same taste. Though coffee has a bitter taste it is one of the most pleasant, aromatic beverages ever made.

This is the Best Way To End An Email to Get the Highest Response Rate

This is the Best Way To End An Email to Get the Highest Response Rate You spend all this time drafting the perfect email and then you stall out as soon as you get to the sign-off. What are you supposed to say? You don’t want to sound too formal or too casual, and thus ruin the whole tone of the email. â€Å"Cheers† seems too flip, or too British. â€Å"Sincerely† sounds†¦ well, anything but. â€Å"Best† feels just bland and boring. And all the possible versions of â€Å"best† are overwhelming in and of themselves: â€Å"all best,† â€Å"all the best,† â€Å"all my best,† â€Å"all best wishes†Ã¢â‚¬ ¦ it’s enough to drive you mad. All the same, you can’t go without a sign-off, particularly if you’ve opened the email with a salutation. Avoid the minefield by not letting yourself get overly familiar. Stay away from â€Å"xo† and â€Å"love† (obviously) in a professional setting. â€Å"Warmly†/†fondly† fall into the â€Å"best† t rap, while being borderline creepy. â€Å"Yours† and â€Å"yours truly,† or anything else with an adjective after â€Å"yours,† sound both fake and formal.Then there are things like â€Å"take care† (this makes you sound dismissive) and things in the bland â€Å"regards† family (too much like â€Å"warmly†). You could try â€Å"looking forward to hearing from you,† but that’s a little presumptuous. Or â€Å"speak soon† (but only if you plan to).In truth, the best ways to end an email, which have been proven to increase your rate of response by up to 65%, are sign-offs that include the word â€Å"thanks.†So next time you’re stuck, try any variation on these farewells:â€Å"Thanks in advance†Ã¢â‚¬Å"Thanks†Ã¢â‚¬Å"Thank you†If you’re really stuck and can’t make â€Å"thanks† work, then variations on â€Å"best† or even the pretentiously European â€Å"cheers† will do in a pinch- and still might get you the response you need. But if you can, sign off with gratitude and get results.

Introduction to Ideologies Essays

Introduction to Ideologies Essays Introduction to Ideologies Essay Introduction to Ideologies Essay Essay Topic: On Liberty Do the assignments in as much detail as you find necessary to learn the material. Keep your notes for study purposes. Outcomes: 1 . To appreciate various perspectives regarding identity and ideology and the relationship between individualism and the common good. 2. To explore factors that many influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion( spirituality, ideology). 3. To examine expressions of individualism and collectivism and the dynamic between individualism and the common go( contemporary societies. . To examine characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the Truckee of society, visions for the future); the themes of ideologies (nation class, relationship to land, environment, religion, progressivism); and the relationship between worldviews and ideology. 5. To analyze individualism and the common good as foundations of ideology. II. Learning Activities Students will complete 7 Learning activities using this learning guide, the textbook Perspectives on Ideology; and a number of Internet websites. The course textbook Perspectives on Ideology is available in the Library. Ill. Evaluation Spoon completion of this learning guide students will write a test in the Test Centre consisting of 25 multiple-choice items. Activity l: Consider the following with reference to pages 7 18, 23 24 and 49 50 01 Perspectives on Ideology 1 . Briefly identify different beliefs about human nature, nature of society, interpretations of history and visions of the future 2. Explain what is meant by individualism and collectivism. 3. Explain the role of values in influencing personal identity and collective goals. 4. Identify the factors that influence beliefs and values. 5. Compare and contrast the views Of Locke, Hobbes and Rousseau on human nature. 6. Consider the source on page 13. To what extent are the distinctly European ideas of Locke and Hobbes based on similar values? 7. Describe the meaning and role of ideology in human affairs. FOUNDATIONS OF IDEOLOGY The popular 17th C scientific approach to understanding natural phenomenon isolating, reducing, dissecting, and separating was adapted for use a social instrument, a political spectrum in the hopes of revealing the constituent parts of political belief. A political spectrum is a way of comparing or visualizing political beliefs by placing them on an axis. The spectrum places conservatism on the right, verbalism centre-left and socialism left of that. Communism and Fascism occupy positions on the extreme left and right respectively. While the spectrum is an inaccurate measure of belief, the following characteristics are generally accepted: An emphasis on equality is considered left-wing and emphasis on liberty is right-wing Government economic interventionism is leftist; limited government is right-wing. Readiness to change is left-wing; support for tradition and the status quo is right-wing. The Political Spectrum Political ideas are often classified according to their position on a political Spectrum. The political spectrum first came into use shortly after the French Revolution in 1789. (Those who sat on the left side of the chamber wanted significant change in government; those on the right wanted little or no change. ) The Political Spectrum: as an expression of peoples readiness to accept change: NOTE: The expression status quo means the current system or the way things are now. If you desire change, then that means changing the status quo. If you leave things the way they are, then you are maintaining the status quo. The status quo) Radical Moderate Reactionary Radical: An extremist of the political left. Radicals want change to the status quo that is immediate and sweeping and are prepared to use violence to achieve their revolutionary goals. Moderate: Someone who is generally satisfied with the status quo. Moderates include both liberals who support progress and accept change as a means of improving conditions for individuals and society, and conservatives who resist change believing that traditions, privilege and law and order are essential to maintaining a civilized society. Reactionary: An extremist of the political right. Reactionaries reject hang and favor a return to traditional values, institutions and the real or imagined glories of the past. Ideological Belief and the Political Spectrum: In the 20th Century, radical Communists believed an international workers revolution would result in collective ownership and a classless society. Moderate socialists sought equality through democratic means. Liberals searched for broader individual rights in a just society. Conservatives defended privilege and individualism. Fascists were reactionaries who opposed equality, promoted uniformity and supported a return to national glory and empire. Communism Socialism verbalism Conservatism Fascism Note: On the spectrum, change moves to the left; consequently, over time, values that once seemed more radical gradually become accepted and eventually may represent the status quo. Liberals in the 1 9th century supported limited government, individual rights but not universal suffrage (it was accepted that certain groups, women for example, should not have the right to vote). Ironically, in contemporary society, it is conservatism that argues for limited government and liberalism that believes government has a meaningful role to play in creating a more egalitarian society. Conservatism, as always, aims to preserve the status quo and its inherent traditions and privileges. A spectrum representing the extent of Government Control Political and economic systems can also be classified according to how much control the government has over its citizens. The extreme right and left of the spectrum favor total government control to achieve their objectives. Socialists believe that government has a significant role in controlling vital industries and agencies. Liberals believe government has a role in shaping a better society. Conservatives believe the role Of government should be limited. Anarchists are so distrustful of the power of government that they believe it should be abolished. These views can be represented in a number of ways: Anarchism No Government (Anarchy) Limited Government (Democracy) Total Government (Dictatorship) Government Control Freedom _ Liberalism Individual TOTALITARIANISM MODERATES ANARCHISM Totalitarianism: A totalitarian state is ruled by a single leader and party. The executive has total control over all functions of the state and citizens are expected to give their full allegiance to their government. Such a state could be Communist or Fascist (also termed authoritarian, absolutist, autocratic, actuarial, one-party state). Moderates: Moderates balance individual freedom with the common good. Moderate states promote pluralism which recognizes the natural rights of a diverse population to actively participate in the governing of the country. The power of the government is limited by the constitution and rule of law. A separation of powers helps ensure that no branch of government can wield extraordinary power without the consent of the governed. Anarchism: Anarchists believe that all government authority is self-serving, potentially corrupt and unjust, and that individuals should be ere from external agencies. Viewed from all other positions on the spectrum, anarchism is rejected as a system that would result in anarchy (chaos); but, this reflects the perspective of those who support government a an institution. EXPLORING THE POLITICAL SPECTRUM The Spectrum as a Grid The difficulty of placing complex beliefs on a left-right spectrum led to the us of a grid system. In this way, an ideology that valued economic freedom but civil restraint could be differentiated from one that preached both economic and political freedom. Economic Freedom Political Freedom Fascists reject political freedoms in a state that glorifies leadership and national objectives. They protect private ownership but control economic decision-making. Communists reject political and economic freedoms in order to create a new communist state. Theoretically government control ends when a classless society is achieved. Libertarians reject government intrusion in the lives of citizens. Libertarians believe individuals should be free to do anything they want, so long as they do not infringe upon the rights of others. They reject collective values and are suspicious of government intrusion in their lives. Socialists use the democratic powers of government to achieve egalitarian objectives. The following example of a two-axis grid shows that it is possible for a person to be one of four combinations of Liberal/Conservative. For instance, someone could be a fiscal conservative On economic issues (i. E. Believes in free markets, limited government, low taxes) and a social liberal on issues such as minority rights. Spectrums are useful in that they provide a visual means of contrasting beliefs on a continuum but because they simplify information they have limited use in pinpointing complex political and economic ideas. Activity 2: Consider the following with reference to what you have just read about The political Spectrum. You might also consider online sources such as: Policewomans. Org Learnable. Ca/content/espies/index. HTML http://en. Wisped. Org/wick/political_spectrum 1 . Briefly identify the characteristics and beliefs of radicals, liberals, moderates, conservatives, and reactionaries in the 20th century. . On the issue of promoting change in social conditions, briefly describe the position of anarchists, communists, socialists, liberals, conservatives, and fascists. 3. On the issue of government intervention in the economy, briefly describe the position of anarchists, communists, socialists, liberals, conservatives, and fascists. 4. Compare and contrast the position Of communists an d fascists in theory. 5. Explain why the radical theory of communism and the reactionary theory of fascism, although opposites, are justifiably placed on the same point on a spectrum depicting the power of government in society. Canadians are generally uncomfortable with extremism. As a democracy Canada is noted for its tolerance and acceptance of a wide range of political beliefs; its governments have never varied from he center stage of conservative and liberal philosophy. The same cannot be said for other countries. Many European nations are hotbeds of political activism. Parties of the far left and far right vie for political power in an proper contest that pits Communist against Fascist, radical against reactionary. Activity 3: Consider the following questions with reference to pages 9- 18 and 105 1 1: in Perspectives on Ideology: 1 . What kind of government and political system would be necessary if one viewed human beings in the same way as Thomas Hobbes, that is, as selfish, nominative, and prone to evil? 2. Why would an authoritarian style Of government be advocated by someone who places the highest value on unity, order, and military strength? 3. Use the DEL glossary to explain the following terms: authoritarianism, autocracy, despotism, dictatorship, divine-right, monarchy, plutocracy, theocracy 4. What would the nature of government tend to be like if one viewed human beings as cooperative, rational, and essentially good, as was the case with John Locke and J. J. Rousseau? 5. Explain how the ideas Of Locke, Nonentities, Smith and Mill challenged the status quo. 6. With reference to page 18 of Perspectives on Ideology: Contrast Rousseau views of man in nature with man in society. To what structures and forces within society did he attribute these differences? 7. Compare Rousseau position with Hobblers. What could account for Ethel different conclusions about the state of man in nature? 8. Explain how the concept of the social contract is reflected in the ideas of Hobbes and Locke. 9. Explain how the social contract might serve as the basis of both individualist and collectivist ideologies. 0. Explain how the differing views of Hobbes and Locke result in significantly efferent ways of organizing society. 1 1. Where are power, authority and decision-making best placed in society? Why? To what extent does your position reflect a Hobnails or Locked perspective? 12. J. S. Mill analyzed the dynamic relationship between the individual and society. Ex plain how this dynamic results in both preservations of and restrictions to individual liberty. Activity 4 Complete the following with reference to pages 23 and 31 -47 and 50-51 of Perspectives on Ideology: 1. Identity could be said to be influenced by genetic, historic, cultural and current factors. Can ones personal identity be separated from ones collective identity? 2. Briefly identify what you consider to be the most critical factors that influence identity. To what extent do these factors represent underlying themes that characterize ideological belief? Activity 5: Complete the following with reference to pages 62 70 in Perspectives on Ideology: 1 . Briefly explain the importance of collectivist and individualist principles in human history. Activity 6: Complete the following with reference to pages 80 85 in Perspectives on 1. Briefly summarize the principles of collectivism. To what extent do they complement rather than oppose the principles Of individualism. Activity 7: Complete the following with reference to pages 44 -47 in Perspectives on 1. Explain Marshall Macaulays concept that the medium is the message. To what extent is medias impact reflected in high tech advertising? 2. Explain how Chomsky and Herdsmans concern with the potential of media to establish hegemonic control might negatively impact the ability of citizens to participate in a democracy. It is important to realize that individualism and collectivism do not represent an either/or proposition. Social issues are complex and should not be reduced to a simple choice. Political rhetoric often characterizes controversial matters in black and white terms creating a popularization that unfairly demotions the opposition. Recognizing this, Social Studies emphasize the importance of critical thinking; making decisions that are supported by evidence and guided by reason. Historical thinking and geographic thinking are important skills in this process. Neither is based entirely on known truths but rather on facts, accepted beliefs and critical interpretations that recognize the influence of a did variety of factors.

Dialogue Activities for ESL Students

Dialogue Activities for ESL Students Practicing dialogues is a great way for English students to test their skills and develop a better grasp of the language. Dialogues are useful for a number of reasons: Dialogues provide models on which students can base their own conversations.Dialogues force students to focus on language production in a way that helps them practice correct usage.Student-created dialogues can be used to encourage creativity.Dialogues can be used as a basis for listening to comprehension exercises. Using dialogues  to help students develop their  conversation skills  is a  common practice in most English classes. There are a number of different ways to go about incorporating dialogues into classroom activities. The suggestions below encourage students to role-play and practice new tenses, structures, and language functions. Once students become familiar with these new language elements, they can then use the dialogues as models to practice writing and speaking on their own. Vocabulary Exercises Using dialogues can  help students become familiar with standard formulas used to discuss different topics. This is especially helpful when practicing new idioms and expressions. While these expressions might be easy to understand on their own, introducing them through dialogues can help students immediately put the new vocabulary into practice. Divide students into pairs and give each pair a topic to talk about. Challenge each student to incorporate a few given idioms or expressions into their dialogue before time runs out. Gap Fill Exercises Dialogues are perfect for gap fill exercises. For example, take a sample dialogue and delete keywords and phrases from the text. Choose a pair of students to read the dialogue to the rest of the class, then ask the other students to fill in the missing words and phrases. You can also have students create their own sample dialogues and quiz each other to see how well they can fill in the blanks. Dialogues for Role-Playing and Acting Having students  write dialogues for short scenes or soap operas helps them focus on correct expressions, analyze language, and develop their writing skills. Once students have completed their scripts, have them act out their scenes and skits for the rest of the class. Dialogue Dictations Have students write sample dialogues for popular TV shows such as The Simpsons or The Office. Alternatively, write a script together as a class, and have each student be responsible for a particular character. This exercise gives students time to  pay attention to details as the plot moves forward. Memorizing Dialogues Have students memorize simple dialogues as a way to help them improve their vocabulary skills. While old-fashioned, this type of rote work can help students build good habits as their English skills improve. Open-Ended Dialogues Create sample dialogues that show the words of only one speaker, then have students complete the dialogues using a list of responses youve provided. Another variation is to provide only the beginning or end of a sentence for each speaker. Completing this type of open-ended dialogue can provide a bigger challenge for upper-level English learners. Recreating Scenes Have students re-create their favorite scenes from different movies. Ask a group of volunteers to act out a scene in front of the class, then compare their version to the original.

How did the struggle to resist segregation create a sense of African Essay - 1

How did the struggle to resist segregation create a sense of African American community, what purely African American institutions, cultural expressions, and po - Essay Example Myriads of blacks heroically resisted ‘white domination’, often jeopardizing their own lives. It is not possible to know the numbers of the African-Americans segregated by Whites were men and women who had confronted by some blatant acts of ‘bravery’, such as walking conceitedly down the roads or talking back to Whites instead of quitting. Anti-racial, socials integrity, desegregation, and even ‘racial equivalence’ enjoyed huge support amid leftists than integration. Even though black civil rights protesters had always stresses on ‘desegregation’ (Robin et. Al 1996). In nearly all white liberal spheres ‘cultural integration’ came to represent solving the Negro problem by carrying black people into previously all-white bodies (Robin & Earl 2005). Leftists, on the contrary, regardless of their beliefs, always struggling for ‘racial integrity’ in terms of taking racial discrimination separately – one of the opportunity for entrepreneurship – so as to create a more dominant challenge to ‘community rule’. From the beginning, they resisted to create systems which guarantee the equal rights for every one, irrespective of class or nation, to live as full human beings (Robin 2002). The split continued to be ever-lasting in 1905 when W. E. B. Du Bois1 established, with William Monroe Trotter who was a detractor of Washington, the whole black â€Å"Niagara Movement†2 (Robin 2002). With the organized challenges by movements like the National Association for the Advancement of Colored People (NAACP3) and Universal Negro Improvement Association (UNIA4) and their personal insubordination to Jim Crow5, African Americans embraced enriching their cultural life of, mainly, non-political demonstration against ‘white domination’ that infused all divisions of black life (Robin 2002). And in no more than the next twenty years, the NAACP staged a harmonized approach of legalized encounters, taking provinces and states to court to execute

Financial Analysis of Capital Structure Term Paper

Financial Analysis of Capital Structure - Term Paper Example The decision regarding finding the optimum mix of equity and debt capital depends on capital spending, expected returns, optimum levels of debt, liquidity, cash levels, interest rates and risks, and dividend policy (Mallicoat, 2011). The following is a snapshot of the possible Capital Structures that Competition Bikes Inc. could acquire while expanding to Canada. The following were the alternatives available while choosing the right Capital Structure mix: 1. Capital Structure consisting only of bonds 2. A capital structure consisting of only stocks, with 50% preferred and 50% Common Stock 3. With 20% bonds and 80% common stock 4. Capital Structure consisting of bonds of 40% and Common Stock 60% EPS (Earning Per Share) is the portion of company’s profit that is allocated to each share of the common stock. It is the most important measure or figure for any shareholder. However, we would analyze the capital structure not only according to the EPS but also analyze the risk inheren t in the capital structure. The first alternative of the capital structure comprising only of bonds would allow the company to borrow capital at an interest rate that is lower than the interest rate for other types of borrowing. Bonds are written promises to pay back specific amount at a certain date and some interest payments at specific rates. They are pretty similar to the conventional loans with a few perks. Debt financing is favorable than equity financing as interest expense is tax deductible. However, one problem with this form of capital structure is that it is more risky as corporations are required to make interest payment even when they are not making profits making them vulnerable to bankruptcy and solvency (Brown, 2006). The EPS of this capital structure is also lowest at -0.042 under the current scenario. Hence, having the capital structure completely rely on bonds is a very risky option, specifically for Competition Bikes Inc. when they are expanding and exploring new opportunities. The second alternative is of 50% preferred stock and 50% common stock. Preferred stock offer dividend incentive to the shareholder as they are second in line to be paid after the bond holders when a company is facing a loss making them more risky than the common stock. Common stocks are favorable for companies with good financial health. However, the risk of losing ownership is inherent in common stocks as stock holders have the right to elect the board of directors. Moreover, equity financing is more expensive than debt financing and it is not feasible for a capital structure to be totally based on it (Other ways of raising capital – stocks and bonds, 2011). Therefore, the Capital Structure must include both debt and equity financing. All the third, fourth and fifth alternatives are mix of equity and debt financing. We need to find the right kind of mix between equity and debt. As debt is more risky and equity is more expensive and the objective of the compan y’s capital structure is to maximize shareholder return, we can decide on the basis of Earning per Share (EPS). EPS is the earning of each outstanding share. An important aspect of EPS is the capital required to generate the income used in the calculation of EPS. As all our Capital Structure alternatives use the same amount of capital, we can decide on the basic of the highest value of EPS while keeping the risk factor under check. Since Competition Bikes Inc. is expanding in Canada, they need time before they can start making large

PSYCHOLOGY Research Paper Example | Topics and Well Written Essays - 750 words

PSYCHOLOGY - Research Paper Example In order to execute such paradigms, numerous psychological theories have been devised to classify humans under diverse patterns and syndromes. An understanding of the psychology enables one to eradicate various therapeutic problems. Thus, psychology is not confined to any core study but it encompasses a complete understanding about the nature and the conditions under which a person was nurtured. In the article "The effectiveness of psychodynamic therapy and cognitive behavior therapy in the treatment of personality disorders: A meta-analysis", the authors have conducted a meta-analysis to highlight the impact of psychodynamic therapy, as well as cognitive behavior therapy to treat personality disorders. Although the article does not include heredity and environment, the authors have used psychoanalytical perspectives and rely on the scientific findings, but fail to explain several important issues which are discussed here. However, any activity that affects the performance or behavio r of an individual is designated as behavior or mental process. The article does not specify the aspects of mental processes which are associated with different cognitive operations essential in learning process and in procuring knowledge, reasoning, memory, learning skills, perception, outlook, concentration, skill to be alert and attentive, language skills, communication, thoughts, aptitude, emotions, decision making and problem solving skills ("What is cognitive psychology?"). Although the article addresses the psychologists and explains the intricacies associated with the understanding of mental and behavior processes, it fails in being considerate towards brain functioning, communication, interpersonal predispositions, motivation and social behavior together with the physiological and neurological predilections. The article does not consider developmental aspects which play an imperative role in the process of nurture and formation of nature/temperament ("A rational model of th e effects of distributional information on feature learning"). One of the key features in psychology is cognitive studies, an assessment of mental processes. The psychologist must understand the attitude as well as propensity of the patient to deal with the personality disorders. The article lacks in emphasizing upon the cognitive understanding and, hence, the mental process, alteration of which is responsible for personality disorders. Evidently, as an individual matures, perception and understanding about the circumstances and situations also expands. Some may have the intellect to understand others, learn about their nature and circumstances, and react to the event in more pleasing manner, while others tend to be short tempered and reactionary towards a situation and display rage and anguish. These psychological aspects are not well defined in the article to implement the cognitive behavior therapy for personality disorder ("What is Cognitive Psychology?"). In the present scenari o where the competition is hard-hitting and individuals are chip in a career race, an approach is desired where judgmental move toward attitude could be worked well. One has to be critical in displaying cognitive behavior, enhanced memory power, quick as well as appropriate decision making temperament, and organization of educational program to boost learning power in order to prove their worth. A

Budget Plan Essay Example | Topics and Well Written Essays - 750 words

Budget Plan - Essay Example The document studies differences between flexible and static budget and also provides information derived from these two budget plans (Stice, Stice, & Swain, 2010; Oliver, 2000). Microsoft Corporation is the largest manufacturer, service provider and developer of computer software. It has high profit margins and a turnover of 70 billion annually. Analyzing the financial information reflects that the business has rapidly expanded; expenses have been proportionately increased with the revenue. But the interest and tax expenses are significantly higher that has had an impact on profit margins (Callahan, Stetz, & Brooks, 2011). The other intervention, mergers and joint ventures (Skype, bingo etc) have increased the efficiency and reduced the costs. Revenue Growth Average growth rate of 8.5% in revenues of Microsoft is calculated based on the growth rates reported by the company in the last 3 years.From the above, it could be indicated that cost of goods is increasing not in proportion to the revenue. In 2010, it was 20% of revenues then 22% in 2011 and became 24% in 2012. Similarly, changes in total operating expenses were 42% of total revenues in 2011, 39% in 2011, and reached 47% of revenues in 2012. This implies that they were not in proportion to changes in revenues. The company’s does not use any external borrowing therefore it has not paid any interest charges during the last three years. The US GDP has grown by an average of 2.6% in 2012. However, since Microsoft is an international company, economic growth rate of different countries where it is operating applies. The tax burden of the company is calculated in the above table as a proportion of sales. It was 10% of total revenues in 2010 and then remained at 7% for both 2011 and 2012. Microsoft’s competitors include Apple Incorporation. It has recorded phenomenal growth in the last three years as calculated in the following;    2012 2011 2010 Revenue 156,508,000 108,249,000 65,225,000    à ‚   48,259,000 43,024,000       45% 66% In 2012, Microsoft only reported a 5% growth in revenues whereas Apple has reported 45% in the same period. Flexible Budget of Microsoft For creating flexible budget of Microsoft three different growth rates are used for predicting future revenues and other elements of the income statement are presented on the basis of the average rate of each element as a proportion to revenues recorded in the last three years. Low: 3.5% Average: 8.5% High: 13.5%    2013 2013 2013    3.50% 8.50% 13.50% Total Revenue 76,303,305 82,789,086 93,965,613 Cost of Revenue 16,757,800 18,182,213 20,636,811             Gross Profit 59,545,505 64,606,873 73,328,801             Operating Expenses          Research Development 10,220,317 11,089,044 12,586,065 Selling General and Administrative 19,994,186 21,693,692 24,622,340 Non Recurring 2,136,585 2,318,195 2,631,151 Others                      Total Operating Expenses 32,351,0 88 35,100,930 39,839,556             Operating Income or Loss 27,194,417 29,505,943 33,489,245

Asbestos at the Regional Airport in Virginia Case Study

Asbestos at the Regional Airport in Virginia - Case Study Example Asbestos fibers do not have any detectable odor or taste. They do not dissolve in water or evaporate and are resistant to heat, fire, chemical and biological degradation. Because of these properties, asbestos has been used in a wide range of manufactured products, mostly in building materials, friction products, and heat-resistant fabrics. Asbestos has been used in building-construction materials, cement, textiles, missile and jet parts, asphalt and caulking compounds and paints, and in friction products such as brake linings. These materials are needed for the construction for the new Virginia airport. According to (Timbrell, 2000) "Exposure to asbestos fibers and dust, however, can cause asbestosis, a disease of the lungs caused by the inhalation of asbestos particles, and, after a latent period of up to 30 years and more, various cancers, especially lung cancer and mesothelioma, which is an inoperable cancer of the chest and abdominal lining" Since some materials are not as hazardous like asbestos its better to discontinue patronizing all the products that contain high in asbestos materials for constructing the airport.

Budget Plan Essay Example | Topics and Well Written Essays - 750 words

Budget Plan - Essay Example The document studies differences between flexible and static budget and also provides information derived from these two budget plans (Stice, Stice, & Swain, 2010; Oliver, 2000). Microsoft Corporation is the largest manufacturer, service provider and developer of computer software. It has high profit margins and a turnover of 70 billion annually. Analyzing the financial information reflects that the business has rapidly expanded; expenses have been proportionately increased with the revenue. But the interest and tax expenses are significantly higher that has had an impact on profit margins (Callahan, Stetz, & Brooks, 2011). The other intervention, mergers and joint ventures (Skype, bingo etc) have increased the efficiency and reduced the costs. Revenue Growth Average growth rate of 8.5% in revenues of Microsoft is calculated based on the growth rates reported by the company in the last 3 years.From the above, it could be indicated that cost of goods is increasing not in proportion to the revenue. In 2010, it was 20% of revenues then 22% in 2011 and became 24% in 2012. Similarly, changes in total operating expenses were 42% of total revenues in 2011, 39% in 2011, and reached 47% of revenues in 2012. This implies that they were not in proportion to changes in revenues. The company’s does not use any external borrowing therefore it has not paid any interest charges during the last three years. The US GDP has grown by an average of 2.6% in 2012. However, since Microsoft is an international company, economic growth rate of different countries where it is operating applies. The tax burden of the company is calculated in the above table as a proportion of sales. It was 10% of total revenues in 2010 and then remained at 7% for both 2011 and 2012. Microsoft’s competitors include Apple Incorporation. It has recorded phenomenal growth in the last three years as calculated in the following;    2012 2011 2010 Revenue 156,508,000 108,249,000 65,225,000    à ‚   48,259,000 43,024,000       45% 66% In 2012, Microsoft only reported a 5% growth in revenues whereas Apple has reported 45% in the same period. Flexible Budget of Microsoft For creating flexible budget of Microsoft three different growth rates are used for predicting future revenues and other elements of the income statement are presented on the basis of the average rate of each element as a proportion to revenues recorded in the last three years. Low: 3.5% Average: 8.5% High: 13.5%    2013 2013 2013    3.50% 8.50% 13.50% Total Revenue 76,303,305 82,789,086 93,965,613 Cost of Revenue 16,757,800 18,182,213 20,636,811             Gross Profit 59,545,505 64,606,873 73,328,801             Operating Expenses          Research Development 10,220,317 11,089,044 12,586,065 Selling General and Administrative 19,994,186 21,693,692 24,622,340 Non Recurring 2,136,585 2,318,195 2,631,151 Others                      Total Operating Expenses 32,351,0 88 35,100,930 39,839,556             Operating Income or Loss 27,194,417 29,505,943 33,489,245

The Myth of Japanese Failure (NY Times January 9, 2012) Personal Statement

The Myth of Japanese Failure (NY Times January 9, 2012) - Personal Statement Example In many cases, the US has tried to tarnish the reputation of other countries in order to avoid intense competition from them. For instance, many negative articles have been written concerning the BRICS countries. This is despite the union making immense strides especially in the economic sector. This is because many think that such association will threaten the dominance of US in the global market and political sector. Therefore, the negative perception is mainly intended to reduce the trade between US and Japan in order to weaken its economy. Furthermore, the parameters used to measure the success of Japanese economy are not correct. As a result, a negative image is being painted about this country. I believe that benchmarking is the best measure of a country’s progress. This is because it is able to capture the changes that have occurred in the economic sector over a specified period of time. If such a parameter is used, the current image concerning Japan can change

Gregorian Calender Essay Example for Free

Gregorian Calender Essay In everyday life, individuals function with a calendar. Calendars help organize daily events, special events, upcoming events, holidays, seasons, etc. Today in the United States the modern and common calendar that is used is known as the â€Å"Gregorian Calendar†. Previous to the Gregorian calendar, the â€Å"Julian Calendar† was used. Both calendars are similar in some ways as well as different in others, along with sharing some advantage and disadvantages to make one calendar more useful in today’s modern world. Gregorian Calendar The â€Å"Gregorian Calendar† is currently the most internationally accepted calendar, (TimeandDate, 2013). Other known names for the calendar can be known as â€Å"Western Calendar† and â€Å"Christian Calendar†. Pope Gregory XIII first introduced his findings of this new calendar in February of 1582, which the calendar was then named after him. The days of the calendar were put together strictly from a solar plan. The calendar has 365 days in the year that make up the 12 different months. Each of the 12 months is irregular in the number of days that each contain. Seven of the months hold 31 days, five of the other months have 30 days, and the month of February has the least amount of days being 28. Although the month of February composes of 28 days, every 4 years â€Å"Leap Year† occurs adding an extra day to the year making February have 29 days in the month. Every three months of the calendar the seasons change of the 20th day of the month. This calendar is the most constant and stable calendar at the moment. Julian Calendar Before the â€Å"Gregorian Calendar† was the â€Å"Julian Calendar† which also replaced the â€Å"Roman Calendar†. One of the reasons it has been known that the â€Å"Roman Calendar† was replaced was due to how complicated it was. Previous to the â€Å"Julian Calendar† the â€Å"Roman Calendar† was known to be complicated with how to figure when the seasons should begin and what days should be kept or added. To help fix the problem, Julius Caesar worked with an astronomer by the name of Sosigenes to put together a calendar based more on the Sun and Earth. This calendar became known as the â€Å"Julian Calendar† which is rather similar to the calendar that is accepted and used today. It has the commonly used 365 days of the year that are also divided into the 12 different months. Every four years, leap year occurred in one of the months just like it does in today’s calendar. Advantages and Disadvantages Between both calendars there are some advantages and disadvantages to how the calendars work. A disadvantage that others feel from the calendar is the days’ holidays may land on. Some holidays such as Christmas or Thanksgiving cannot be changed which can lead to them landing in the middle of the work week. Holidays falling on days like this can prevent individuals from making plans to be around loved ones due to work or school schedules. Another disadvantage is the irregular days of the month. Not every month has the same number of days and sometimes it can interfere with a budget or the cost of life. However, an advantage is the way the calendar is setup. Seasons are always every three months no matter what and the holidays never change. This type of stuff is always guaranteed and cannot be changed. Most Useful in Modern Society Both calendars are really close in similarity. In a way both calendars actually could be used in modern day society since individuals are so familiar with how both calendars work. However, since people are just more familiar with the term â€Å"Gregorian Calendar† and since this calendar is currently more up to date, the â€Å"Gregorian Calendar† would most likely be more useful in todays’ culture. Although there are many other types of calendars used in the world that can be compared to the â€Å"Gregorian Calendar†, this calendar has been found to be the most â€Å"internationally accepted civil calendar† of today, (TimeandDate, 2013).

Blood-brain Barrier and the Sodium-potassium Pump

Blood-brain Barrier and the Sodium-potassium Pump Jocelyn Brown-Eaton The blood-brain barrier and the sodium-potassium pump have many similarities and differences. Similarities include the fact that they both function to maintain a balance and that they both are selectively permeable. Differences includes the way the mechanisms carry out those functions and what kind of balance they maintain. The blood-brain barrier is a mechanism that isolates the central nervous system neurons from chemicals coming from the rest of the body. It is made up of the walls of brain capillaries that are tightly joined together, other capillaries in the rest of the body do not align themselves so close together and they do allow chemicals to pass from the blood into the areas of the body they are flowing through. In contrast, the sodium-potassium pump is a protein in the membrane of cells that helps maintains the difference of electrical charges inside and out of the cell, keeping the cell polarized along with the difference in permeability of sodium and potassium within th e rest of the membrane (Khan Academy 2010). The resting potential is maintained before an action potential arrives and then is restored when the action potential is over. Comparatively they are both maintaining balances. The blood-brain barrier is balancing chemicals and protecting the brain neurons from harmful substances since these neurons do not regenerate, but the sodium-potassium pump is keeping an ionic balance. Selective permeability is also a similarity of the two mechanisms. The blood-brain barrier is only a barrier for water soluble molecules and selectively allows lipid soluble molecules to pass, while the sodium-potassium pump only deals with sodium and potassium. The sodium-potassium pump takes in two potassium ions for every three sodium ions it pushes out. Transporter proteins control the movement of these substances. The difference is that with the blood-brain barrier there is a separate protein that actively transport the selected chemicals, while the sodium-potass ium pump is a protein in itself. There are areas of the blood-brain barrier that are more permeable than the rest in order to allow the function of those specific parts of the brain. One such area is the area postrema. The area postrema detects toxins in the body and initiates vomiting. Khan Academy. (2010). Correction to Sodium and Potassium Pump Video. [Online Video]. 11 July 2010. Available from: https://www.youtube.com/watch?v=ye3rTjLCvAU. [Accessed: 25 February 2017] Before an action potential arrives, there is a balance between the extracellular fluid (on the outside of the cell) and the intracellular fluid (on the inside of the cell). This difference in the electrical charge is called the membrane potential.ÂÂ   The membrane potential is created by diffusion of ions and electrostatic pressure. Diffusion refers to the process of molecules evenly distributing themselves. Molecules push away from areas that they are more concentrated in. Electrostatic pressure is the force that comes from the attraction or repulsion of ions. Positive charges repel other positive charges, negative charges repel other negative charges, and positive charges attract negative charges. The ions involved in these forces are organic anions, potassium ions, chloride ions, and sodium ions. Organic anions (A-) are negatively charged and found in intracellular fluid. These ions remain in the intracellular fluid because the membrane is impermeable to them. Potassium ions (K+) are positively charged. They try to get out of the membrane because of diffusion, there is a higher concentration of them inside than out. Electrostatic pressure, however, pushes back against them because extracellular fluid is more positively charged inevitably keeping the ions where they were. Chloride ions (Cl-) are negatively charged. They try to get into the membrane due to diffusion but electrostatic pressure keeps them where they are as well. Sodium ions (Na+) are positively charged and get pushed into the membrane due to diffusion. Unlike the other ions sodium is not pushed back by electrostatic pressure. Instead, they are attracted in because the intracellular charge is more negative. The sodium-potassium pump helps maintain the resting potential, which is on average -70 mV. The sodium-potassium pump trades three sodium ions to the outside of the cell for two potassium ions to bring into the cell. During an action potential, a signal is sent to the membrane the membran e to become more permeable to sodium ions increasing the intracellular charge. The membrane potential reaches its threshold and a depolarization spike occurs. Depolarization is when the internal polarization of the cell increases; when it gets closer to zero. Voltage dependent sodium channels, triggered by the depolarization, open allowing sodium to enter at a faster rate. At a higher level of depolarization voltage dependent potassium channels open and potassium flows away from the more positively charged interior. Voltage dependent potassium channels are less sensitive than the sodium channels are. Next sodium channels close and go into a refractory state, preventing them from opening again until the resting potential is restored. The cell goes through hyperpolarization, where the intracellular charge drops in order to get back to normal. When hyperpolarization goes lower than the resting potential it is called the undershoot. When the undershoot is reached it signals the potassiu m channels to close and resting potential is closer to normal. After that all passes the sodium potassium pumps slowly help the resting potential return and everything is back to its original state. Neurotransmitters open ion channels in two ways, directly and indirectly. Directly opening the ion channels occur when there are ionotropic receptors. When a neurotransmitter binds to an ionotropic receptor the ion channel immediately opens and let ions flow freely through. With metabotropic receptors, when a neurotransmitter binds to its binding site it starts a chain of chemical events (Carlson and Birkett, 2017). These chemical events involve the G protein being activated, which in turn activates the second messenger system. The second messenger travels to the nearby ion channel and signals it to open. Metabotropic receptors got their name because they require extra steps that uses up some of the cells metabolic energy. The important differences between ionotropic receptors and metabotropic receptors are the speed of effect and the duration of effect after their activation. Ionotropic receptors are faster because when a neurotransmitter binds to it the ion channel is opened immedi ately and triggers a postsynaptic potential. The whole process happens very quickly. Metabotropic receptors are slower because the signal to the ion channel is transferred between a sequence of different molecules to get to the ion channel and activate it. This process causes a delay in effect, they take longer to begin but they also last longer. Serotonin has both ionotropic and metabotropic receptors. All but one receptor, the 5-HT3 receptor, are metabotropic. The 5-HT3 receptor is ionotropic and it controls a chloride ion channel, therefore producing inhibitory postsynaptic potentials. This receptor plays a role in nausea and vomiting. Because ionotropic receptors act quickly, if the receptor is bound to by an agonist, which would open the ion channel, it would induce vomiting or nausea right away. An example of this would be when a person smells something rotten and immediately feels nausea. Antagonists of this receptor are used to treat the side effects of chemotherapy and radi ation treatments. Serotonin is used for mood regulation, and that happens in the metabotropic receptors. This means that the effects take longer but will last longer. If this happened rapidly then there would be no transitions between our moods. It allows the drugs for mood regulation (like SSRIs) to have compound effects and build up in our system by inhibiting the reuptake of serotonin. Carlson, N. R., Birkett, M. A., (2017). Physiology of Behavior, 12th Edition. [BryteWave]. Retrieved from https://shelf.brytewave.com/#/books/9780134517858/