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). Depressogenic effects of medications: a review. Dialogues in clinical neuroscience , 13 (1), 109-125. Chan, G. G., Leung, J. K., Quinn, C., Connor, J. P., Hides, L., Gullo, M. J., et al. (2016). Trend in alcohol use in Australia over 13 years: has there been a trend reversal? BMC Public Health , 16 (1), 1070. Cuijpers, P., Beekman, T. A., Reynolds, C. F. (2012). Preventing Depression: A Global Priority. JAMA , 307 (10), 1033-1034. Dunlop, B. W., Scheinberg, K., Dunlop, A. L. (2013). Ten ways to improve the treatment of depression and anxiety in adults. Mental health in family medicine , 10 (3), 175-181. Gladstone, T. R., Beardslee, R. W., O'Connor, E. E. (2011). The Prevention of Adolescent Depression. Psychiatr Clin North Am , 34 (1), 35-52. Hasler, G. (2010). PATHOPHYSIOLOGY OF DEPRESSION: DO WE HAVE ANY SOLID EVIDENCE OF INTEREST TO CLINICIANS? World Psychiatry , 9 (3), 155-161. Hidaka, B. H. (2012). Depression as a disease of modernity: explanations for increasing prevalence. J Affect Disord , 140 (3), 205-214. Kennedy, H. K. (2008). Core symptoms of major depressive disorder: relevance to diagnosis and treatment. Dialogues in Clinical Neuroscience , 10 (3), 271-277. Pemberton, R., Tyszkiewicz, D. F. (2016). Factors contributing to depressive mood states in everyday life: a systematic review. Affective Disorders , 200 (1), 103-110. Quirk, S. E., Williams, L. J., O'Neil, A., Pasco, J. A., Jacka, F. N., Housden, S., et al. (2013). The association between diet quality, dietary patterns and depression in adults: a systematic review. BMC Psychiatry , 13, 175. Ripoll, S., Olivan-Blazquez, B., Vicens-Pons, E., Roca, M., Gili, M., Leiva, A., et al. (2015). Lifestyle change recommendations in major depression: Do they work? affective disorders , 183 (1), 221-228. Roca, M., Kohls, E., Gil, M., Watkins, E., Owens, M., Hegerl, U., et al. (2016). Prevention of depression through nutritional strategies in high-risk persons: rationale and design of the MooDFOOD prevention trial. BMC Psychiatry , 16 (1), 192. Shelton, R. C. (2009). Long-term management of depression: tips for adjusting the treatment plan as the patient's needs change. clinical psychiatry , 70, 32-37.

Risk Management in a Project

Introduction The concept of risk management is crucial in any project management. Risk management entails measures that are taken to ensure timely completion of a project without many complications.Advertising We will write a custom report sample on Risk Management in a Project specifically for you for only $16.05 $11/page Learn More Fertis, Baes and Là ¼thi (2012, p.663) define risk as a potential hazard that may emerge and cause difficulties and hence make it impossible to accomplish set objectives in a certain project. From this definition, it can be deduced that threats are uncertain events that have negative effects on a particular endeavor (Gray Larson 2010, p. 17). There are numerous internal and external factors within a project environment that may instigate risks. Hence, mitigation measures should be put in place in order to identify, analyze and manage such hazards (Fang Marie 2012, p. 635). It is against this background that this paper int ends to analyze and discuss the benefits of managing risks, the evaluation process for effective risk management and recommendations on how risk management can be carried out. Importance of risk management in a project environment Risk management is a process that entails analysis of risks in order to devise appropriate management strategies, a factor that enhances success of a project. Additionally, there are myriads of benefits that occur when such perils are managed (Fang Marie 2012, p. 635). Nevertheless, there exit numerous misconceptions on risk management. In fact, some organizations often regard is as a costly and time wasting activity. To some extent, some organizations perceive that the costs of mitigating certain risks are higher than those of maintaining the resultant effects.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, they end up starting up projects that a re never accomplished (Madadi Iranmanesh 2012, p.751). Notably, when risks are managed properly, it helps to minimize the operational costs. For instance, whenever a certain risk is identified it should be mitigated before it begins to affect the entire project. In this case, the organization does not have to incur extra cost of managing the risk and repairing the damages caused at the same time (Sorin Serghei 2012, p. 249). Another potential benefit is that it helps to proactively tackle project’s risk factors. In most cases, there are types of risks in projects that are often ignored yet they can adversely affect the progress of a project (Madadi Iranmanesh 2012, p.751). Therefore, management of risks provides a forum to decimate the major and minor risks. Additionally, risk management helps to motivate and boost the performance of workers and other stakeholders. From a careful review of literature, workers often get discouraged by the impending risks. Dorfman (2007, p. 4) argues that nobody would sacrifice his or her effort on a project which is bound to fail. This implies that whenever risks are managed, it creates an assurance of success for the project. Consequently, workers and stakeholders get committed to the project. Fang and Marie (2012, p. 635) elucidate that risk management promotes a collective team identity and also boosts the morale and spirit of members while tackling difficult tasks. In line with the above benefits, Jebrin and Abu-Salma (2012, 289) highlight that risk management is one potential way of managing crisis that occurs and which may often results into failure of a project.Advertising We will write a custom report sample on Risk Management in a Project specifically for you for only $16.05 $11/page Learn More In other words, this practice improves the strategic planning and management of a business since it ensures that it will be able to withstand prevailing challenges. Sorin and Serghei (2012 , p. 251) note that managing risks in a project calls for teamwork. Besides, Dorfman (2007, p. 4) acknowledges that risk management in a project creates awareness on how to tackle possible errors in future. Fertis, Baes and Là ¼thi (2012, p.663) assert that some risks are concurrent and therefore, once the stakeholders note the trend of certain risks, they should create awareness to team members on how to respond to such risks. Besides, this practice also fosters effective use of resources. Empirical studies have shown that some of the risks that face projects occur due to inappropriate use of resources. In any project, there are numerous types of resources such as finances, labor and fixed assets (Madadi Iranmanesh 2012, p.751). Once these resources are mismanaged, the project cannot be successful due to shortages. Therefore, it requires team members to use available resources appropriately in order to overcome shortages that can lead to failure of accomplishing the set objective s. Studies have shown that management of risks call for the need to grasp new opportunities. For example, an investment might not be attractive in a given season while there may be an opportunity for investing elsewhere. In this case, the team members can partition some resources and invest them in separate projects. Whenever the main investment improves, it will be an added advantage since the project will have expanded. Abdullah and Verner (2012, p.1930) highlight that this enhances continuous improvement of the project especially when external investments boost the main project. By so doing, the project will experience minimal instabilities (Besner Hobbs 2012, p. 241). In a shift of focus, it is important to know that in risk management, no one is sure of what might come up. Therefore, this calls for a sensitive decision making process in order to increase the likelihood of project success.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Project evaluation It is important to note that evaluation of risks in a project helps one to determine the degree of success and possible failures (Vose 2000, p.5). A project should employ evaluation since it helps to measure the effects of possible risks. In this case, there are numerous ways through which evaluation is conducted during risk management process. One of the possible ways is to rank the risks in order from the most injurious to the least. In addition, the consequences of each hazard can also be considered as an evaluation criterion. Needless to say, Fertis, Baes and Là ¼thi (2012, p.663) observe that other than the consequences, one can use the probability criterion to conduct an evaluation. It is important to note that numerous organizations usually apply the two criteria in order to assess and manage risks facing their projects. That notwithstanding, one can use a business plan to evaluate the mode of risk management (Vose 2000, p.5). For instance, in a business p lan, there are various risks that are been considered. For example, one can refer to the risk map to evaluate the likelihood of a certain hazard to occur. From a careful review of literature, there are several tools that can be used in an evaluation process. For instance, there are maps that are constructed to indicate the likelihood of a risk to occur. As such, the risks are ranked depending on their significance to the project (Madadi Iranmanesh 2012, p.751). Furthermore, other tools that can be applied include SWOT and scenario analysis. The latter may help to explore diverse encounters of a business in future (Besner Hobbs 2012, p. 243). Additionally, projects can also employ evaluation process to devise strategies that can possibly neutralize or even predict possible hazards. An evaluation can also be employed to determine whether to move on or terminate a given project (Gray Larson 2010, p. 57). This is due to the fact that some of the risks can cause more harm while they a re inevitable. For instance, during the current economic recession, some of the investment strategies were heavily affected by the crises. In this case, conducting an evaluation would help one to foresee the inevitable dangers and determine whether to progress with the investment or not (Fang Marie 2012, p. 635). Other than neutralizing and anticipating risks, evaluation process can be employed to estimate risks. In most cases, team members in a project are quick to identify risks yet they are not able to estimate their impacts. Project managers can also use evaluation process to determine the possible changes within the project’s environment. This entails planning on how to cope with competitors, market changes and diverse government policies (Madadi Iranmanesh 2012, p.751). It is imperative to note that failure to conduct an evaluation might destabilize a project especially if it is not able to withstand government policies and other factors in the immediate environment. Therefore, evaluation can be employed to identify abstract threats (Besner Hobbs 2012, p. 245). Recommendations It is important to note that the benefits of managing risks in a project are numerous. Therefore, there are several recommendations that can be implemented in order to ensure an effective and workable risk management plan in any given project. 1.It is recommended that stakeholders should make risk management process to be part of the project and that they should not be ignorant of anticipated risks (Jebrin Abu-Salma 2012, 289). This will enable the team to derive full benefits. For instance, depending on the nature of the project, some members in a team may fall ill, get injured, die or even lose their individual properties. Such threats are often ignored yet they are inevitable. Reviewing the risk analysis record is crucial since it acts as a leeway to risk management. This cannot be possible without an efficient evaluation procedure. 2. Basically, team members should i dentify the possible risks early enough in order to develop a clear mindset to face them. This will help to identify available opportunities that can be utilized to decimate the discovered risks. Fertis, Baes and Là ¼thi (2012, p.663) note that diverse risk identification methods should be employed in order to cover a wide range of unexpected risks. This implies that correlating the probability of the event with the cost incurred is vital. Therefore, whenever an evaluation is done, it is important to come up with a risk impact versus probability chart that gives the project a fine focus (Vose 2000, p.5). 3. Abdullah and Verner (2012, p.1930) recommend that it is vital to provide information on the risks facing a project. In most cases, managers may identify a risk but fail to include the workforce. Risk communication enhances team building and hence individuals pull their efforts collectively in one direction (Madadi Iranmanesh 2012, p.751). Notably, communication helps to expose bigger risks that can easily go unnoticed. As a matter of fact, risks that cannot be noticed easily may often pose the worst threats to an organization before they are eventually identified. This explains why a smooth flow of information and communication should be enhanced whenever any project is being undertaken. 4. Fertis, Baes and Là ¼thi (2012, p.663) are quite unanimous that projects should not merely consider the threats. Opportunities should also be put in mind when undertaking projects. In any case, not all risks may lead to failure of a project. For example, it is worth noting that some risks have positive effects in the sense that they can be turned into viable opportunities towards the successful completion of a given project. For instance, Abdullah and Verner (2012, p.1930) assert that risks create dynamism especially in cases whereby stakeholders struggle to utilize every opportunity to accomplish a project. This kind of dynamism is indeed crucial if a project is to r ecord any significant level of success. 5. Risks facing a project should be prioritized since some have adverse effects than others. Needless to say, those that are more perilous to the project should be ranked top and addressed first while the least should be given the last priority. Nevertheless, prioritizing risks does not imply that the less risky ones should be ignored. Additionally, Fertis, Baes and Là ¼thi (2012, p.663) recommend that risks should be evaluated in order to set preconditions for valuable responses. Evaluation of risks should be conducted in different level and the outcomes should be reviewed in order to foster effective risk management strategies. References Abdullah, L Verner, J 2012, â€Å"Analysis and application of an outsourcing risk framework.† The Journal of Systems and Software, vol. 85 no.8, pp.19-30. Besner, C Hobbs, B 2012, â€Å"The paradox of risk management; a project management practice perspective.† International Journal of Mana ging Projects in Business, vol.5 no.2, pp.230-247. Dorfman, S 2007, Introduction to Risk Management and Insurance, Prentice Hall Press, New Jersey. Fang, C Marie, F 2012, â€Å"A simulation-based risk network model for decision support in project risk management.† Decision Support Systems vol. 52 no.3, pp.635-637. Fertis, A, Baes, M Là ¼thi, H 2012, â€Å"Robust risk management.† European Journal of Operational Research vol. 222, no.3, pp. 663-665. Gray, C Larson, E 2010, Project Management: The Managerial Process, 5th International, McGraw-Hill, London. Jebrin, A. Abu-Salma, A 2012, â€Å"Conceptual Knowledge Approach to Operational Risk Management (A Case Study).† International Journal of Business and Management vol. 7 no.2, pp.289-302. Madadi, M Iranmanesh, H 2012, â€Å"A management-oriented approach to reduce a project duration and its risk (variability). European Journal of Operational Research vol. 219 no.3, pp. 751-755. Sorin, P Serghei, F 2012, â€Å"A typology of unexpected events in complex projects.† International Journal of Managing Projects in Business vol. 5, no.2, pp.248-265. Vose, D 2000, Risk Analysis: A Quantitative Guide, John Wiley Sons, New York. This report on Risk Management in a Project was written and submitted by user Chance Kirby to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Heirloom Essays

Heirloom Essays Heirloom Essay Heirloom Essay Heirloom Solutions Seed Catalog Summary: Heirloom Solutions is a company dedicated to provide the World with seeds that have not been tampered with and of Gods original creation. They are a company that takes its responsibility of protecting the seeds from changing in the structural design that God created the seeds in. Beyond their main focus to keep the seeds pure, is to also combat large and powerful companies from taking complete control and ultimately making pure seeds extinct by the use of hybrid or genetically modified seeds. Analysis: My analysis of Heirloom Solutions is a company that is not only protecting Gods reaction but is also looking out for the well-being of mankind by providing a product that is healthier and will keep producing results for the customer. I find it intriguing how this company has been able to prevent the interference of seed manipulation and have been able to fight the larger companies from buying them out or blocking them to where their profits are too low to maintain operations. Heirloom Solutions has not only found a niche but has been able to find a way to give back to society by providing unaltered seeds for food production. Their not only preserving Gods reaction but are also helping people to lower grocery bills, provide better food, and are providing education for those that wish to become a do-it-yourself gardener. The way the seeds are packaged allow for them to be stored for later use and since these seeds are not genetically modified, the food will produce seeds which means you no longer have to buy more. This article has made me reevaluate the food that is provided to my family and has opened my eyes to gardening. My wife and I will attempt to build a garden of our own next year and we plan to use Heirloom Solutions to provide us with the seeds to accomplish our goals.

The History Iran Sanctions - 1979 Through 2017

The History Iran Sanctions - 1979 Through 2017 Although the United States imposed sanctions against Iran for decades, none levered the country into compliance with international rules regarding terrorism or nuclear energy. By early 2012, however, evidence appeared to be mounting that sanctions by both the U.S. and its global allies were hurting Iran. The Joint Comprehensive Plan of Action went into effect in 2015, easing tensions and sanctions considerably. Most of the sanctions cut into Irans oil exports, which account for 85 percent of the countrys export revenue. Irans repeated threats to close the Strait of Hormuz, a vital oil conduit, to international use indicated at one point that Iran was kicking at global oil usage to relieve pressure on its own oil industry. The Carter Years Islamic radicals captured 52 Americans at the U.S. Embassy in Tehran and held them hostage for 444 days beginning in November 1979. U.S. President Jimmy Carter tried unsuccessfully to free them, including authorizing a military rescue attempt. Iranians did not free the hostages until just after Ronald Reagan replaced Carter as president on January 20, 1981. The United States broke diplomatic relations with Iran in 1980 in the midst of that crisis. The U.S. also levied its first round of sanctions against Iran during this time. Carter banned imports of Iranian oil, froze some $12 billion in Iranian assets in the U.S. and later banned all U.S. trade with and travel to Iran in 1980. The U.S. lifted the embargoes after Iran released the hostages. Sanctions Under Reagan The Reagan Administration declared Iran a state sponsor of terrorism in 1983. As such, the U.S. opposed international loans to Iran. When Iran began threatening traffic through the Persian Gulf and Strait of Hormuz in 1987, Reagan authorized naval escorts for civilian ships and signed a new embargo against Iranian imports. The United States also banned the sale of dual-use items to Iran – civilian goods with the possibility of military adaptation. The Clinton Years President Bill Clinton expanded U.S. sanctions against Iran in 1995. Iran was still labeled a state sponsor of terrorism and President Clinton took this action amid widespread fear it was pursuing weapons of mass destruction. He prohibited all American involvement with the Iranian petroleum industry. He banned all American investment in Iran in 1997, as well as what little U.S. trade remained with the country. Clinton also encouraged other countries to do the same. Sanctions Under George W. Bush The United States repeatedly froze the assets of people, groups or businesses identified as helping Iran sponsor terrorism under President George W. Bush, as well as those perceived as supporting Irans efforts to destabilize Iraq. The U.S. also froze the assets of foreign entities believed to be helping Iran in those areas. The United States  also banned so-called U-turn financial transfers involving Iran. According to the U.S. Treasury Department, a U-turn transfer involves Iran but originates and ends with non-Iranian foreign banks. Obamas Sanctions of Iran President Barack Obama has been strident with Iranian sanctions. He banned some imports of Iranian foodstuffs and carpets in 2010, and Congress also allowed him to tighten Iranian sanctions with the Comprehensive Iran Sanctions, Accountability, and Divestment Act (CISADA). Obama could encourage non-U.S. petroleum firms to halt the sale of gasoline to Iran, which has poor refineries. It imports nearly one-third of its gasoline. The CISADA also prohibited foreign entities from using American banks if they do business with Iran. The Obama Administration sanctioned Venezuelas nationalized oil company for trading with Iran in May 2011. Venezuela and Iran are close allies. Iranian President Mahmoud Ahmadinejad traveled to Venezuela in early January 2012 to meet with President Hugo Chavez, in part  about the sanctions. In June 2011, the Treasury Department announced new sanctions against Irans Revolutionary Guard (already named in other sanctions), the Basij Resistance Force, and Iranian law enforcement entities. Obama ended 2011 by signing a defense funding bill that would allow the U.S. to cease dealing with financial institutions that do business with Irans central bank. The bills sanctions took effect between February and June 2012. Obama was given the power to waive aspects of the bill if implementation would hurt the U.S. economy. It was feared that limiting access to Iranian oil would drive up gasoline prices. The Joint Comprehensive Plan of Action Six world powers joined together in 2013 to negotiate with Iran, offering relief from some sanctions if Iran would cease its nuclear efforts. Russia, Britain, Germany, France, and China joined the U.S. in this effort, which finally resulted in an agreement in 2015. Then came the prisoner swap in 2016, with the U.S. exchanging seven imprisoned Iranians in exchange for Iran releasing five Americans it was holding. The U.S. lifted its sanctions against Iran under President Obama in 2016.   President Donald J. Trump President Trump announced in April 2017 that his administration intends to review the countrys history of sanctions against Iran. Although many feared this would potentially eradicate the terms of the 2015 deal due to Irans continued support of terrorism, the review was, in fact, provided for and mandatory under the terms of the 2015 pact.

What signals that the quality of supervision is good or bad Essay

What signals that the quality of supervision is good or bad - Essay Example Employees like to be associated with supervisors who listen to issues that are affecting their performance. Therefore, when the supervision is effective and ensures that the working environment is conducive, employees are unlikely to leave the organization because of the uncertainties concerning the next working place. Employees approach towards the supervisor can signal good supervision. Good supervisors have an open-door policy whereby, employees are free to talk to them on any issues that is related to the job without the use of intermediaries. This can be personal or work-related. These are some of the aspects that affect their performance while working in the organization. Therefore, when supervision is good, employees feel free to talk to their supervisors. Employees respect towards the supervisors is a sign of good supervision. Supervisors who integrate with the employees and listen to them earn themselves respect from the subordinates. This is because the employees recognize their effort to make their workplace more comfortable for them. Good balance between work and other activities in the organization is an indication of good supervision. Good supervisors know how to ensure that the work is done effectively and within the timeframe given. This is through encouraging the employees to work as a single team (Cassidy and Robert 31). However, they treat employees as their fellow human beings. This is through interacting with them in order to rectify a problem rather than commanding or yelling at them. Employees trust on their supervisors is an indication of good supervision. Supervisors guide the rest of the employees towards specific objectives. However, when supervisors fail to offer the group with the direction, they lose the trust of the employees. This can be indicated by employees seeking help from the top-level managers, an aspect that involves overlapping the protocols in the organization. Less conflict in a group is a sign of good