Economic Policy Essay - 1071 Words

The health of the United States economy has been on an unsteady road ever since 2008 when the economy collapsed, but over time it has adjusted itself to be set in the right direction. The recession, when the housing bubble popped, caused a huge dip in the GDP, a shockingly high unemployment rate, and a mess of a country, and it has taken years to recover itself to the place where it is today. 9 years later, GDP and inflation is back on track and the unemployment is lower than it has been in years. First, America needs to look at the trends in real net domestic product and real GDP. Second, unemployment rate should be analyzed and understood what patterns it has taken to get there. Lastly, Trump’s new ideas should be evaluated and applied†¦show more content†¦With Trump’s plan, the GDP is set to be in a good place and the country’s health could improve itself. Unemployment is a phenomenon that occurs when a person who is actively searching for employment but is unable to find work. In recent months, there has been a debate has appeared asking if the U.S. unemployment rate is indicating the economy has reached or nearing reaching full employment. That is a reasonable question considering the unemployment rate has reached an all-time low of 4.4%, and it has not been that low for years (FRED),. A reason for the lower percentage is that â€Å"employers added 211,000 jobs in April as the unemployment rate ticked down to 4.4 percent, the lowest level since May 2007† (Worstall). Unemployment is one of the sectors of the overall economy that is still lagging with regards to other sectors. It also appears that some businesses may been hiring more and willing to take more people in to employ. It is important to note that while the unemployment rate is still existing, it is surely creeping down. The low unemployment will help with the GDP because more goods and services will be stimulated with all the new workers being eager to work. The last main thing that helps drive the economy is inflation, which for the first time in years America may not need to worry about it for the first time. â€Å"In the second half of the year, we think there’s going to be some headwindsShow MoreRelatedEconomic Policy Essay706 Words   |  3 Pages Due to the large scale recession that happened a while ago, policymakers have been trying to come up with the best policies to improve economic conditions in the United States. Because of this, they have stated that the U.S. will no longer import goods or services from other countries and will instead focus on exports that employ American workers. Furthermore, all products will bear the stamp stating, â€Å"Made in the U.S†. The issue of trading is obviously something that policymakers need to thinkRead More Economic Policy Essay1579 Words   |  7 Pages Economic Policy in Recent U.S. History In the highly materialistic world that we live in, success is generally measured in financial terms. 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Perhaps the most significant event was the economic downturn. He came to office (much like President Obama) in the midst of an economic crisis; however, President Reagan was able to turn the economy around. How did he do this? In order to answer this question, you must first ask what the economy was like when he was sworn into office, how his policy changed from the prior administration’s policy, and how it contrasts our present economic policy. Prior to Reagan’s inauguration the countryRead MoreEssay Expansionary Economic Policy1524 Words   |  7 PagesExpansionary Economic Policy David Gors ECO203: Principles of Macroeconomics Nick Bergan April 14, 2013 In economic terms, a recession is defined as a general slowdown in economic activity. In an effort to move the economy out of a recession, the government would implement expansionary economic policies. One action the government would take would include conducting expansionary fiscal policy. The other action taken would be conducting expansionary monetary policy. Both of these actions wouldRead MoreEconomic Policies: What is the Fiscal Policy? Essay1703 Words   |  7 PagesIntroduction Economic policies are aimed at finding satisfactory solutions to various problems that emerge from time to time in any economic system. In most instances, the so called problems present themselves in the form of inflation, unsatisfactory or poor economic growth and unemployment. It is not always simple and straight forward to solve such dilemmas, especially because their impact, implications and importance changes from time to time. (Roux, 2008). Making use of the monetary policy and theRead MoreEssay on Monetary and Economic Policy in Latvia994 Words   |  4 Pagesfor a currency war; simply implementing monetary policies that will be suitable for our economic situation should benefit everyone in the long-run. I. The possibility of a currency war means that the value of the currency increases and decreases according to market forces. Balance of payments is a brief of international transactions based on statistics. These transactions are the transferring of ownership of goods that have economic value measured in monetary terms between various nationsRead MoreInternational Economic Policy in Times of Crisis Essay1192 Words   |  5 Pagesto, each financial crisis seems to take on a version all its own like a new strain of a deadly virus. The government tries to administer the correct corresponding solution, but often it feels as though one might as well have gone in blind; as the policies’ true impact are unclear until several years later. Like a vaccine each new version is adjusted and reconfigured in hopes to take care of the new symptoms. Each formula is saved and stored so that experiments and tests can always continue in theRead MoreGovernment, Economics, and Fiscal Policy Essay1271 Words   |  6 Pagesthe government? If a corporation cannot operate within its means it soon folds. So why should the government try? It is for our protection and betterment that we find a way to lower the deficit and still allow jobs to be created. In the current economic storm businesses are weary of hiring because they have been required to follow unnecessary regulations. The cost of hiring a new $60,000/yr IT employee is estimated to be approximately $150,000 (Monte). The breakdown of this cost is enormous. FirstRead More International Economic Policy: Book Review Essay1130 Words   |  5 Pages International Economic Policy: Book Review The book reviewed in this essay, International Economic Policy in the 1990s, was to focus on some of the most recent concerns about international trade. 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Writing and Business Letter Free Essays

string(26) " complexity of the topic\." Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic. As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. We will write a custom essay sample on Writing and Business Letter or any similar topic only for you Order Now Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading process. Making connections when reading and identifying with authors and their chosen subject matter will help and science. When reading nonfiction, students must learn to separate fact from opinion and recognize a writer’s bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer’s voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves. Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking Listening (SSL): Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use. ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion differs from that of a newspaper). ERR Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington’s Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. You read "Writing and Business Letter" in category "Papers" E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically. WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and , when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented. SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or m ore closely related independent clauses. B. Use a colon to introduce a list or quotation. C. Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban’s Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text ’s structure help me better understand its meaning? How does fluency affect comprehension? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategies Demonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources: Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author’s tone and purpose. One period Lesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author’s style. Teacher will guide students in recognition of author’s style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process. Students should identify the writer’s technique of providing support as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features. Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details from Lincoln life that fit the definition of a great leader. One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities. Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author’s motive and line of reasoning. Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy. Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author’s purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer’s use of hyperbole, understatement, and comic diction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class. Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials. Lesson 19: Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing. Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit) How to cite Writing and Business Letter, Papers

Depression as a Disease of Modernity †MyAssignmenthelp.com

Question: Discuss about the Depression as a Disease of Modernity. Answer: Introduction Depression imposes substantial health and economic burden in the Australian health care system. Besides, depression has detrimental implications for young adults. Depression is associated with adverse outcomes like impaired psychosocial functioning and substance abuse. This scholarly paper will examine the factors that contribute to depression, clinical manifestation, pathophysiology and preventive measures. Additionally, the study will develop a depression management plan. The target population for the management plan will be working individuals aged between 25 and 44 years. The factors that contribute to depression Depression is an intricate condition with multiple causes and risk factors. The major causes of depression are poor sleep habits, adverse social interactions and stressful adverse events (Pemberton Tyszkiewicz, 2016). Men have higher chances of experiencing depression because of divorce and work difficulties. On the other hand, women might experience depression due to death or serious illness (Hasler, 2010). Substance abuse also causes depression among the young adults. For instance, alcohol and drug abuse are always found in association with depression (Hidaka, 2012). There has been an escalation in substance abuse in Australia among the young adults. In 2004, the prevalence of non-drinkers dropped to 15.3 percent and increased to 20.4 percent in 2013. Likewise, the quantity of alcohol consumption increased significantly between 2004 and 2013. (Chan, et al., 2016). The increase in drug use can be used to explain why the incidences of depression are increasing in Australia. Studies have revealed that depression is linked to genetics. A certain family might have a history of depression. Nevertheless, the inheritance of genes that cause depression does not follow the standard Mendelian pattern. Depression is a complex trait, which insinuates that many different genes contribute to the expression of depression. Certain medicines can increase the incidence of depression. Some of the medicines that are associated with depressive symptoms are topiramate, flunarizine, mefloquine and efavirenz (Celano, Freudenreich, Fernandez-Robles, Stern, Caro, Huffman, 2011). The clinical manifestation The symptoms of depression can be classified into behavior, feelings, thoughts and physical. Some of the most common physical symptoms of depression are sleep disturbance and sexual dysfunction. Other common physical signs include substantial loss of weight loss, lack of reactivity and psychomotor retardation (Kennedy, 2008). People who are suffering from chronic depression tend to have abnormal behavior. They exhibit the loss of interest and pleasure in virtually all activates. At times, individuals who are suffering chronic depression tend to withdraw from close friends and family members. Even though substance abuse is a cause of depression, it might also be a manifestation of depression. Young adults who are suffering from depression tend to engage in substance abuse. Depression is associated with changes in feelings and perceptions. Patients who have chronic depression present with depressed mood (Kennedy, 2008). Also, they tend to feel guilty even when are innocent. Other feelings include frustration, irritation, and disappointment. People who are depressed further exhibit the lack of confidence. They present with thoughts of despair and worthlessness. Some young adults even think that they are failures due to depression. Pathophysiology The pathophysiology of depression has not been characterized fully. However, researchers have found an intricate connection between receptor regulation, neurotransmitter availability, and sensitivity. A key factor in the occurrence and progression of depression is the disruption of the central nervous system serotonin (5-HT). Neurotransmitters such as serotonin, dopamine, norepinephrine, neurocircuitry, and glutamate and gamma-aminobutyric acid (GABA) have also been implicated in depression. Depressive pathophysiology tends to vary based on the cause of the depression. Due to this fact, antidepressant treatments comprise of both biological and psychological interventions. The treatment should be personalized for specific patients and conditions. Studies indicate that depression is linked to low metabolic activity in neocortical structures and high metabolic activity in limbic structures. Neuroimaging approaches have presented new avenues for the identification of abnormalities in pat ients with depression. Structural imaging as well as postmortem research offer credible evidence on the structure of the brain in depressed patients. This evidence indicates that depression is an etiologically and clinically heterogeneous condition (Hasler, 2010). Preventive measures Depression disorder can be reduced by approximately 25 percent to 50 percent through different approaches (Cuijpers, Beekman, Reynolds, 2012). The effectiveness of the evidence-based approaches can be improved by identifying and offering help to groups that are at high risk of experiencing depression. The most effective techniques use interpersonal and cognitive behavior. Family-based approaches have also proved effective in preventing the onset of depression (Gladstone, Beardslee, O'Connor, 2011). In interpersonal and cognitive behavior techniques, a health care provider addresses the needs of the people who are at high risk of experiencing depression. During the therapy, the patients are taught about managing their thoughts as well as symptoms of depression. A person can further prevent depression by adjusting their diet. Unhealthy diets specifically for people with obesity increases the chances of experiencing depression. Hence, healthy diet lowers the risk of depression in over weight individuals (Roca, et al., 2016). Reduction of substances like alcohol and drugs can also have a positive effect towards preventing depression. Management plan The depression management plan will involve four elements which are patient education, lifestyle modification, embracing a healthy diet and dealing with irritability. The short-term objective of this management plan will be to eliminate depressive symptoms. In the long-term, the management plan will aim at preventing the reoccurrence of depressive symptoms. Treatment plans for depression help the person to achieve remission and prevent subsequent episodes (Shelton, 2009). The target population for this depression management plan will be individuals aged between 24 and 44 years who are working. Patient education: Suitable patient education should comprise of possible side effects of antidepressants, the timeline for monitoring improvement, and medicine adherence (Dunlop, Scheinberg, Dunlop, 2013). Thus, patients will be trained on how to take medicines and monitor improvements. Lifestyle modification: The patients will be asked to provide a list of what activities they do on a daily basis. Then the patients will be advised of the best lifestyle activities that will improve their health status. Patients will be advised against drinking alcohol and smoking. Besides, they will be advised to exercise at least 30 minutes daily. Lifestyle change recommendations are effective for depressed persons (Ripoll, et al., 2015). Adoption of a healthy diet: Empirical evidence suggests that a healthy diet can help to manage the prevalence of depression (Quirk, et al., 2013). Specifically, the patients will be advised to reduce the intake of calories based on their current diet. However, each patient will be encouraged to develop diet goals depending on their condition. Dealing with irritation: Patients who are experiencing depression might become irritated from time to time. Hence, training them how to deal with irritation will help to manage their condition. The best ways of dealing with irritation are getting time to relax and sharing with friends and family members. Conclusion According to this paper, depression is caused by social factors, a persons lifestyle and physical factors. Social isolation, drug abuse, and medication are risk factors for depression. The clinical manifestation of depression may be behavioral or physical. This study has found that depression can be treated through various interventions such as inter-personals and cognitive behavior therapy. A four-element depression management plan has been proposed. References Celano, C. M., Freudenreich, O., Fernandez-Robles, C., Stern, T. A., Caro, M. A., Huffman, J. C. (2011). 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