Supplying at Cost and Below Cost Essays

Supplying at Cost and Below Cost Essays Supplying at Cost and Below Cost Essay Supplying at Cost and Below Cost Essay To help energy-intensive industries, the government has provided for a 7 Billion package to help these industries augment generation of renewable energy. Further it has also capped the Carbon Price Support rate at ? 18 for two years from 2016-17. Existing compensation schemes have been extended till 2019-20 and new schemes have been introduced for industries in distress due to high electricity costs, resulting from renewable obligation and Feed-in tariffs for small-scale units to generate renewable energy from 2016-17. The government has also provided support to Combined Heat and Power plants by exempting the fuel costs used in the generation of electricity that is supplied to manufacturing units within the Carbon Price Floor(CPF) purview. To support development of new carbon capture and storage facilities, the government has offered ? 60 Million and also introduced a capacity market for ensuring consistent and secure supply. This has been done with a special intention to maintain the advantage of buying power that the Levy Control Framework currently enjoys. Measures undertaken to boost housing supply include creating a Builders Finance Fund of ? 500 Million to lend loans to housing developers (SME) to release 15,000 stalled housing units due to shortage of funds and creating a corporation of Urban Development to construct a garden city at Ebbsfleet. The government has also decided to provide ? 150 million for regeneration of large housing estates to boost housing supply. The government has planned to invest ? 42 Million over the next 5 years in analysing and identifying useful ways of analyzing Big Data analysis by establishing a new Alan Turing Institute for helping in innovation in manufacturing processes, improved marketing techniques, etc.According to Bughin, Chui Manyika (2010), the big data technology helps in capturing large quantities of data and in analysis, all at a much cheaper cost. Further, plans are also on way to invest ? 74 Million over 5 years to provide assistance in RD of fresh graphene products and invest in developing cell therapies on a big scale for clinical trials that are on the last-stages of survival. New allowances have been introduced for ultra high pressure and high temperature (HPHT) oil and gas projects; government is also working with these new agencies to ensure that competitiveness is maintained in the UK tax management. In the service sector, banking has become more competitive with better, faster and easier services provided to businesses. The government also implements financial and structural reforms to support foreign investments in the financial services sector. For ensuring continued support by venture capitalists to SMEs, the government has removed the temporary tag from the Seed Enterprise Investment Scheme (SEIS) and capital gains tax reinvestment scheme of 50% (Great Britain OBR, 2014). Other structural forms like tax reliefs and eligibility criteria will also be relaxed. Outlay in social enterprises has been encouraged by providing 30% tax relief on the same. Introduction of the innovative Wholesale Guarantees Programme is likely to support more financing to SME. Government also aims to make the tax systems simpler and has introduced the self-assessment system for collecting NICs from the self-employed and is further looking to make tax systems for the benefits and expenses of employees simpler. The Education sector contributes approximately ? 10 Billion (International Education, 2013) of UK revenue. Due to this the government is engaged in participating in more strategic partnerships with emerging markets like India by sharing values and respecting each other’s beliefs and initiatives. Student visa systems are undergoing reforms to attract foreign students to study in UK. This along with other changes like those in VAT rules with reference to construction and usage of student accommodation, tripling number of Chevening scholarships from 2015-16, taking out â€Å"Education is Great† campaigns, etc are likely to attract more students to come and study in UK.

Past and Present Participles

Past and Present Participles There are two types of participles in English, and each type is used in a variety of ways. Present Participles The first type of participle is the present participle. The present participle is often referred to as the -ing form of the verb. Here are some examples of present participles in italics: The sun was shining so I went for a walk.The man speaking English is our teacher.That movie was extremely exciting. Past Participles Past participles are used similarly to present participles. Here are some examples of past participles in italics: He has flown to Chicago twice.The broken boy returned home without a prize.That man looks lost. Participles Used as the Main Verb Participles are used with  auxiliary verbs in a variety of tenses. It is important to remember that the changes in the conjugation of the verb are made to the auxiliary verb. The participle form remains the same.   Present participles are used for continuous (or progressive) tenses. These include the present continuous, past continuous and future continuous. Present Continuous: They are  watching  TV at the moment.Past Continuous: Mary was  talking  on the telephone when I came home.Future Continuous: Ill be  playing  golf tomorrow at three oclock.Present Perfect Continuous: He has been  working  in the garden for twenty minutes.Past Perfect Continuous: They had been  waiting  for thirty minutes when he finally arrived.Future Perfect Continuous: Jack will have been  studying  for four hours by six oclock.Past participles are used with simple perfect tenses (continuous perfect or progressive perfect tenses take the participle been the present participle - have been playing, will have been working, etc.).Present Perfect: Shes already  eaten  lunch.Past Perfect: They had  left  for California before she called.Future Perfect: I will have  bought  the clothes by tomorrow evening. Passive Voice and Participles Past participles are also used in all passive voice sentences. To quickly review the passive voice structure: Passive Subject be (conjugated) past participlePresent passive: Tom was taught by Frankie.Past passive: My car was made in Germany. Participles Used as Adjectives Participles can also be used as adjectives to describe nouns. The difference between the present participle and the past participle can make quite a difference in meaning: The bored man went to sleep during the discussion.The boring man put other people to sleep during the discussion. In the first sentence, the past participle bored is used to mean that the man himself was bored; in the second sentence, the present participle boring is used to mean that the man was boring to others. The past participle is used as a passive adjective. The passive adjective expresses how someone feels.   Any interested student should apply in the office.  The overly excited boys need to calm down! The present participle is used as an active adjective. The active adjective describes the effect on people or things: Hes an interesting professor. Id like to take a class with him.  Shes a boring speaker.   Participles Used as Adverbs The present participle is sometimes used as an adverb to describe the manner in which a verb is performed. Here are a few examples: She taught  pounding the grammar into their heads!Angelo works  considering all angles. Notice how the present participle could be preceded with by to give the same meaning: She taught (by) pounding the grammar into their heads!Angelo works (by) considering all angles. Participles Used like Clauses Finally, participles are also used in short phrases that function as clauses. In some cases, the phrase containing the participle drops the relative pronoun: Whos that boy playing the piano? - (Who is that boy whos  playing the piano?)Thats the man remembered by his friends. - (That is the man who was remembered by his friends.) These structures can also introduce sentences with either the present participle or the past participle: Spending all his free time in the library, he continued to learn outside of class.Left alone with nowhere to go, Mary decided to return home a few days early. Present Participles and Gerunds The present participle is often confused with the gerund which is also casually referred to as the ing form of the verb. The  difference between the gerund and the present participle  can be confusing. The main difference is that a gerund is used as a noun: Taking a vacation is important to your mental health.We enjoy watching romantic comedies.

Methods to Motivate Employees to Improve Behavior Essay

Methods to Motivate Employees to Improve Behavior - Essay Example So, if left without any counseling, they would be worried, stressed, traumatized and demoralized. So, counseling would help in restoring their confidence, encouraging them to be strong and understand the situation fearlessly (Hackman & Oldham, 2011). This would, in the long run, motivate these workers to continue serving the company for the remaining days. The other strategy that might be used to handle the situation is the provision of training services to the employees. Although they would soon be laid off, these clerks need to be equipped with skills on how they can use the new software and effectively adapt to the introduced changes. If professionally done, training would make these employees to feel recognized as an important part of the organization who, despite their training, can not be left out in case of any such developments (Nkomo, Fottler & McAfee, 2005). After all, not all of them might be eliminated if the new software is fully integrated into the system. This would also motivate them. However, for all these to be done, a lot of time and qualified professionals are required to offer the necessary counseling, coaching and

Evaluation of Aphrodite Greek Restaurant in Greater London Assignment

Evaluation of Aphrodite Greek Restaurant in Greater London - Assignment Example   A deferential Maitre d’ guides the customer to a table or the Bar, either directly or through the adjacent cloakroom. The front half of the cloakroom is divided into two by a lit-up wall, which has the figurines of the twelve Greek Gods in bas-relief, six on each face. Entrance from there into the restaurant is through a red-curtained doorway or into the bar through a blue-curtained doorway. Food is served both indoors and on the terrace, weather permitting. The terrace features Doric columns and a fountain around a statue of Aphrodite, â€Å"the Greek goddess of Love, Beauty and Eternal Youth†, epitomizing the Restaurant complex. The new tables and chairs have an elegant marble look about them. Crisp Greek linen is used, with embossed The comprehensive Menu Card is elegantly designed with bold lettering; items and prices can be read easily. It lists dishes from across the country, like Moussaka (stuffed tomatoes, aubergines or paprika), maridaki (fish) and Britzoles (chops). A separate barrel-shaped card provides the equally comprehensive Wine List. Lighting is automatically controlled to maintain a fixed luminosity. The walls feature discreet Hellenic art. The non-slip floor is dark brown wood that pales inwards into cream-colored marble. The Centre-piece is a Harp which provides mellifluous live music, reminiscent of the Seas around Greece. sets. The well-stocked bar displays many types of the traditional Greek drink, Ouzo, with its strong aroma of aniseed. Though colorless, Ouzo turns milky white when ice or water is added.

The Unlived Life of J. Alfred Prufrock Essay Example for Free

The Unlived Life of J. Alfred Prufrock Essay As people look back to past experiences in their life what do they want to remember? Do they want to remember a wonderful life full of expieriences, or a life where they never really lived? The theme of the unlived life in The Love Song of J. Alfred Prufrock manifests through the narrator as he truly embodies the realistic fact that some people out there are introverted, living in fear, and worrying to much about what society does not approve of them. Life is not going to live for one, one must live for life. Introversion is presented throughout The Love Song of J. Alfred Prufrock and presents how one person’s fear can limit their life. The character of J. Alfred Prufrock displays this attribute when he states, â€Å"And I have known the eyes already, known them all – The eyes that fix you in a formulated phrase, And when I am formulated, sprawling on a pin,When I am pinned and wriggling on the wall† (Lines 55-58). This quote gives readers the sense of Prufrocks true insecurities. It also provides evidence into how he wanted to blend in and not really socialize at all. Prufrock again states, â€Å"There will be time, there will be time to prepare a face to meet the faces that you meetâ€Å" This shows how prufrock did not feel ready for society, another form of introversy. It also procides insight into the fact that Prufrock seperated himself from people and that he fealt unready for interaction. Lastly Prufrock again states, â€Å"And indeed there will be timeTo wonder, ‘Do I dare?‘ and, ‘Do I dare?‘â€Å" This hsows how Prufrock was so estranged from society and how introverted he was. It also gives a sense of hope and a want to break this introversy with the statements of â€Å"Do i dare â€Å". Another clear point that is presented by the Author is Prufrock’s life of fear. As Prufrock said,â€Å"With a bald spot in the middle of my hair They will say: ‘How his hair is growing thin!‘†(Lines 40-41) This statement shows how prifrock was so insecure and afraid of what people think. It also shows his clear fear of rejection. Prufrock again states, â€Å"They will say: But how his arms and legs are thin!( line 44) This statement proves the fact that again Prufrock is truly afraid of society. It also shows His total insecurities. Lastly Prufrock says,†Streets that follow like a tedious argument Of insidious intentâ€Å"(Line 8-9) again Prufrock, shows that he even fears the streets of his neighborhood. It also shows how his fear makes him even afraid of the street. Lastly presented was the worrying of what society thinks.And I have known the arms already, known them all – Arms that are braceleted and white and bare[But in the lamplight, downed with light brown hair!] This statement shows his complete fear of what society will think. It shows how he almost feels trapped by societys expectations. Prufrock also states,†Shall I part my hair behind? Do I dare to eat a peach?I shall wear white flannel trousers, and walk upon the beach.† This shows how he wants to be set free but does not feel as though it is a possibility. it also shows the fact that prufrock wanted to be free with himself and live but was tied down. Lastly he says â€Å"Time for you and time for me,And time yet for a hundred indecisions, And for a hundred visions and revisions, Before the taking of a toast and tea. â€Å" This last quote shows how he feels the need to revise himself for society. Also this shows his insecurities due to societys pressure. In conclusion the theme of the unlived life in The Love Song of J. Alfred Prufrock comes through as the narrator embodies the realistic fact that some people out there are introverted, living in fear, and worrying to much about what society does not approve of them. It shows that fear becomes an enemy to life and is a component in the detriment of a person’s social status and well being.

A Womens Perspective of the Civil War Essay -- Women in the Civil War

For a long time, the Civil War was the most glorified and â€Å"cleaned for the purpose of propaganda† conflict in world history. The war was fought between celebrated generals Robert E. Lee and Ulysses S. Grant, whose armies fought for grand and noble principles and were never guilty of any of the heinous war crimes perpetrated by other armies. The inclination to depict the Civil War in this glorified manner strengthened over time until the process of converting the Civil War from hell on earth to a sacred cause systematically destroyed the anguish that the war created. The war the women on both sides of the conflict experienced underwent a comparable change because it reminded the victims of their suffering. Unfortunately, some historians have been too worried about correcting the evils committed against women during the Civil War to look at the reasons why the war and its suffering have been sanitized. Focusing on the woman’s point of view during the Civil War, espec ially the African American woman’s point of view, meant focusing on misery. By removing women from the overall picture of the Civil War, historians could ignore the misery and create a more affirmative representation of the Civil War. Until recently, the most basic historiographies of Civil War women were made of three parts. These included Northern women and the lasting consequences of their participation in the Civil War; Southern women, their encouragement or non-encouragement of the Confederate government and military, and their responsibility for the advancement of the Lost Cause; and African American women, whose experiences were a bit difficult to describe for lack of personal accounts. In 1938, in Women’s Life and Work in the Southern Colonies – one of the... ...Chicago: University of Chicago Press, 1970. Silber, Nina. Gender and the Sectional Conflict. Chapel Hill, NC: Univ. of North Carolina Press, 2008. Spruill, Julia Cherry. Women's Life and Work in the Southern Colonies. Chapel Hill, NC: Univ. of North Carolina Press, 1938. Baker, Jean H. "Reviews of Books: United States." American Historical Review 102 (1997): 191-2. DeCredico, Mary A. "Scarlett Doesn't Live Here Anymore." The Alabama Review 56 (2003): 65-67. Fox-Genovese, Elizabeth. "Rich White Southern Women." Nation 236 (1983): 370-2. Matthews, Jean. "Adam's Rib." Canadian Review of American Studies 2 (1971): 114-124. "Recommended Reading for CWTI Elementary Program Participants." Colonial Williamsburg. http://www.colonialwilliamsburg.com/History/teaching/TIParticipantGuide/Images/Recommended_Reading_Elementary_11.pdf (accessed October 17, 2011).

Rethinking Our World

Rethinking our world Linguistic analysis: * Claims that almost all philosophical problems can be dispensed with once their underlying linguistic basis is exposed * No matter how hard we try to solve a problem we fail, then we are dealing with a false problem/ meaningless set of words * 2 British philosophers = Bertrand Russell & AJ Ayer * Focused on logic, linguistic meaning & verifiable facts Help us do: * Think more clearly * Be precise in what we mean * Spot hidden assumptions & dishonesty in all forms of propaganda Can’t help us with: * Moral problems * Life choices * Facing own mortality Seeing the people we love suffer * Our own suffering Logical symbolism & argument: * Arrive at the basic structure of truth * Process is facilitated by representing objects & relationships symbolically * Any statement that is true/false by definition can be expressed in form of symbolic logic Empiricism: * Gained through traditional 5 senses(seeing, hearing, touching, smelling, tasting) g ives us our most reliable form of information * Concerned with establishing the truth by means of scientific testing * Searching for objective truth * Linguistic analysis, logical symbolism & empiricism = logical mpiricism Can help us: * Understand how our physical world operates * Test truth of certain claims * Refute what is false * Respect natural laws of the Universe * Learn from experience Failings: * Places too much emphasis on science * Ignores human values * Views human beings as machines * Tend to ignore anything that can’t be explained scientifically * Confines truths to that which can be experiences through senses Critical Rationalism: * Encourage questioning & open-mindedness * Socrates, 470-399 BC * Challenge existing ideas & beliefs by questioning them * Essential for the future of true democracy Emphasis that scientists must be objective * Completely against societies where people can’t speak their minds freely & discuss things openly * Focuses on avoidi ng falsity Help us to do: * Question what people in authority tell us * Be more open to what other people think * Examine our own opinions more carefully * Be more tolerant & understanding * Solve problems Can’t help us to do: * Make quik decisions * Find meaning of life * Can make us feel insecure * Solve problem of suffering Types of false argument: * Name-calling * False cause & effect Falsely representing an opinion in order to discredit it * Appeal to emotion * Falsely claiming that, because a point of view is popular, it must be true Existentialism: * What is meaning of life? * Modern believe that â€Å"our duty† is to decide for ourselves what life is about Can help us to do: * Question other people’s ideas & values * Be more open about ourselves * Trust our instincts * Spot fakes * Enjoy life more Failings: * Too trusting * Can be confusing * May lead to despair * May leave us feeling helpless & angry * May be seriously disruptive Nihilism: * Philosophy of nothing No purpose in life = waste of time * Can lead to violence & chaos, but also free people who have grown up in very repressive religious environments African philosophy: * Holistic philosophy which shares certain ideas with Buddhism philosophy: it stresses the importance of human community & community’s place in the Universe * Claims that happiness at least partially consists of living for others, supporting each other * It’s an anti-materialistic philosophy Can do: * Build communities * Encourage human beings to be more humble * Give deeper understanding of ourselves * Help us appreciate mystery Re-examine need for tradition in human life Can’t help us do: * Doesn’t challenge power structures * Unable to accept women as men’s equals * Doesn’t encourage critical thinking * Tends to ignore needs of individual person * Tolerates cruel superstitious practices System theory: * Sees things as a whole rather than splitting things into par ts & encourages us to keep the objective of a system in mind The enneagram & Human personality: 1. Reformer 2. Helper 3. Movie star 4. Individualist 5. Scientist 6. Loyal supporter 7. Pleasure-seeker 8. Achiever 9. Peacemaker Critical theory: Most famous version = Maxism – wants to abolish all inequalities of wealth & all social inequalities Influences: * Maxism * Feminism * Black rights movements * Postmodernist thinking * Socialism Help us do: * Realistically assess power * Identify those who have power & those who don’t * Identify weaknesses in existing power relations * Define own, personal power & weaknesses * Re-examine our priorities * Re-assess our lives Fails: * Become fanatical * Sometimes too simplistic in its analysis of power * Too idealistic * Lead to despair & violence * Ignore human emotions & desires * Very grim philosophyReligious Leaders & social criticism: * Buddha- Buddhism: search for reality using, primarily powers of the mind Path consists of: * right thinking * right attitude * right means of earning a living * right conduct * right views * right speaking * right effort * right concentration * Moses: on a call for social justice under the One God. * Mohammed: vision of society was of all humankind united under Allah * Jesus of Nazareth: radical criticism of oppressive social & economic structures & His single-minded focus on what He called â€Å"The Kingdom of God† * Karl Marx: stood for hope & better tomorrowFeminism: * Sexual stereotyping * Creating bigger place for women in the world * Rejecting view that women are inferior to men Type of feminism: * Critical rasionalism: questions traditions * Critical theory: challenges all forms of power * Empiricism: asks us to look at reality objectively & social reality * African philosophy: attempts to decolonise the efforts of domination by white males * Logical empiricism: feminism precisely define problems women face Claims: * Women people in own right * Women should r eject men’s definitions of what makes a women valuable * Not make defensive claims to â€Å"equality with men† Women’s happiness doesn’t depend on having a romantic/marital relationship with a man * Have right to pronounce an abortion – men don’t get pregnant & bear children Phenomenology: * Look at things & ourselves as they really are * Believes theories about themselves, life & Universe can be very misleading – lead to falsehood & deep unhappiness * Promote religious belief * Confront ourselves in all our ambiguity & complexity & thus get nearer to â€Å"real me† * Encourages us to resist power structures by a process of retreat & non-engagement rather than confrontation Hermeneutics: * Greek – interpretations Similar to existentialism * Take imaginaryy & symbolism seriously * Claims that arts & crafts are important in human life * Believes happiness is linked to our own creativity in whatever form thet takes * Encour ages us to be poets, writers, authors, actors, painters, designers Main ideas: * Emphasis the importance of listening & observing * Claims that individual’s life-experience influences the way he/she understands world * Affirms importance of dialogue in arriving at an understanding of any issue * Is anti-authoritorian & encourages the individual to create his/her own meaning & understandingHelp us do: * Create meaning * Discover own hidden artistic abilities * Resist scientific arrogance & domination * Understand each other * Be more tolerant of each other Can’t help us with: * Define problems * Overcome injustice * Be decisive * Take action * Be more logical Modernism: * Science, reason & technology will fix it all Postmodernism: * Doesn’t believe in definitions Examines following aspects of human condition: * Way in which we see ourselves * Failure of science to solve many problems Fact that reason may not be a good guide to solving certain problems * Power of large, modern institutions over individual * Need to experience all our emotions to the full * Our inner needs * Mental anguish & illness * Where we get our standards of right/wrong * Trust these standards * Criminality & delinquency * Technology is morally neutral Methods of enquiry in philosophy: * Phenomenology: who are we? * Hermeneutics: symbols & images speak to us * Empiricism: what is actually going on * Some forms of feminism: who says the male is the â€Å"norm†?

Slovin Formula

SAMPLE AND SAMPLING TECHNIQUE Sample ? Is a finite number of an item (or individual) taken from a population having identical characteristics with those of the population from which it was taken. ? A sample is considered biased if one or several of the items (or individuals) in the population are given a consistently better opportunity to be chosen than the others. ? A collection with specified dimension Sample size ? Random sampling, the larger the sample, the more accurately it represents the population from which it was taken. As the sample size decreases, the degree of representativeness becomes less. Size of sample depends on some factors: ? Degree of accuracy required ? Amount of variability inherent in the population from which the sample was taken ? Nature and complexity of the characteristics of the population under consideration Sample Strategy ? Common Misguided Approach ? decide what data to collect ? then undertake survey ? decide what analysis should be done wrong data collected ? data collected on wrong subjects ? insufficient data collected ? Desired analysis may not be possible or effective Key to Good Sampling ? formulate the aims of the study ? decide what analysis is required to satisfy this aims ? decide what data are required to facilitate the analysis ? collect the data required by the study Determine sample size ? Slovin Formula: ? n = N__ ? 1+NE? ? Where: n = sample size ? N = population size E = margin of error * desired Example:What should be the representative sample size if the population from which the sample will be taken is 10,000 and the desired margin of error is 2%? Solution:To determine the sample size, use the formula; n = ___N__ 1+NE? n = 10,000 = 2,000 1+ (10,000) (0. 02)? The sample size is 2,000 This formula in finding the sample size cannot be used when the normal approximation of the population is poor or small. Margins of Error | |Population |Â ± 1% |Â ± 2% |Â ± 3% |Â ± 4% |Â ± 5% |Â ± 10% | |500 |* |* |* |* |222 |83 | |1500 |* |* |638 |441 |316 |94 | |2500 |* |1250 |767 |500 |345 |96 | |3000 |* |1364 |811 |517 |353 |97 | |4000 |* |1538 |870 |541 |364 |98 | |5000 |* |1667 |909 |556 |370 |98 | |6000 * |1765 |938 |566 |375 |98 | |7000 |* |1842 |959 |574 |378 |99 | |8000 |* |1905 |976 |580 |381 |99 | |9000 |* |1957 |989 |584 |383 |99 | |10000 |5000 |2000 |1000 |588 |385 |99 | |50000 |8333 |2381 |1087 |617 |387 |100 | Margin of Error Is the allowable error in percent due to the use of the sample, instead of the population ? * indicate that the assumption of normal approximation is poor and that the sample size formula does not apply. Guidelines with regards to the minimum number of items needed for a representative sample: ? Descriptive studies – a minimum number of 100 ? Co-relational studies – a sample of at least 50 is deemed necessary to establish the existence of a relationship ? Experimental and causal comparative studies – minimum of 30 per group ? Sometimes experimental studies with only 15 items in each group can be defended if they are very tightly controlled ? If the sample is randomly selected and is sufficiently large, an accurate view of the population can be had, provided that no bias enters the selection process Sampling Error ? Is the error attributed to chance that is being made when selecting random samples to represent a given population under consideration. ? It is the expected chance difference, variation or deviation between a random sample and the population. ? Does not result from measurement or computation errors, although these errors also contribute to inaccuracy.

Drug Abuse and Depression in Adolescents

Drug Abuse and Depression in Adolescents Free Online Research Papers Depression is a psychiatric disorder characterized by an inability to concentrate,insomnia, loss of appetite, anhedonia, feelings of extreme sadness, guilt, helplessness and hopelessness, and thoughts of death (Jormer and Coyne 7) . Depression can occur in all types of people, including, the young, the old, the rich, and the poor. Adolescents in particular seem to be at risk for becoming depressed (Jormer and Coyne 20) . Adolescents living in poor neighborhoods may be at an increased risk because of additional problems that poverty may cause. There are, in fact, many things in an adolescent’s life that can contribute to depression, drug abuse being a major factor. Drug abuse is a major cause of depression in adolescents who live in poor neighborhoods. Drug abuse is defined is the habitual use of drugs to alter one’s mood, emotion, or state of consciousness. As a teenager, using drugs can be an easy habit to obtain (Cockett 5) . A teen may begin drug abuse because all of their friends are trying it and the peer pressure is too great to resist. Or maybe the teen is going through a stage in his or her life where they feel the need to experiment with drugs. Adolescents are also known to partake in more risk taking activities. After a teens first drug experience a gateway may be opened for addiction and drug abuse (Cockett 20) . There are signs and symptoms of drug abuse that are noticeable in adolescents. These signs can be noticed in the physical appearance of the adolescent, as well as the adolescent’s emotional state. Physical signs may include serious symptoms such as tremors or something more minor like changes in eating habits (Finding Hope and Health: Alcohol and Drug Abuse and Depression 1) . There may also be noticeable changes in the teen’s academic performance. Drug abuse has been known to lower a person’s work ethic. The result of lowered work ethic is often a significant drop in grades, and also an increase in the number of classes missed (Blackman 2) . Living in a poor neighborhood means living in a poor household. There are many disadvantages to living in poor households. One disadvantage for teens is that they are at a greater risk to become addicted to drugs. This may be because of a lack of parental supervision. Often in poor households there is only one parent present. In these single parent homes it is harder for the parent to make time for their children. This is because they are forced to work low paying jobs with long hours. Another factor that may lead to a lack of supervision is both parents having to go to work and having to work long hours because the family is poor. A parent talking to their children about drugs is a major step in the prevention of drug abuse so if there is a lack of parental supervision this major preventive step may not be taken. Another reason teens in poor households become drug abusers lies in their surroundings. Drugs are easy to access in poor communities. The drugs are easier to acces s because of visible drug dealers so-called â€Å"bad neighborhoods† that often go hand in hand with poverty. If a teen sees these drug deals happening they may become curious and become involved in drug usage, or perhaps even drug sales. It also may seem to be the norm if teens see it all the time (Saxe 1) . Drug abuse in poor households can lead to a depressive state in teens. In poor households there may be a lack of social support. Social support has a major impact on the health of adolescents. There are many ways to produce good health, and central to this process are people, as members of households and members of communities. A lack of social support means that adolescents in impoverished households may not have anyone to talk to about their problems with drugs, which could put them into more of a tailspin. This may cause them to spin out of control and may lead to a depressive state. The surroundings in poor neighborhoods add to lifestyle problems. In homes where poverty is prevalent, there is an increased risk that the family will experience physical, emotional, or sexual abuse. There may also be a family history of drug abuse or other addictions in poverty-stricken homes. Also, if a family is living in poverty, they may already have many other problems and may feel like they are not going anywhere in live. This leads to feelings of hopelessness and may put an adolescent to go down the path of drug abuse and depression (Leukfeld and Bukoski 9) . There are signs and symptoms of depression that are noticeable in teens. The depressed may start to wear a different style of clothing, or may begin to dislike what used to be their favorite activities. There are also emotional changes that occur due to depression. The depressed teen may start to develop a more aggressive personality, or may start to frequently talk about death. The depressed teen may become more prone to conflict, and start to get in trouble with authority figures (Teen Depression 4) . However these symptoms may be difficult for guardians to notice. This is because guardians often discard these signs and treat them as no more then teenage mood swings (Blackman 1) . Blackman states that â€Å"Adolescence is a time of emotional turmoil, mood lability, gloomy introspection, great drama and heightened intensity. It is a time of rebellion and behavioral experimentation.† (1) . Another sign that may be noticeable is the academic performance of the teenager. Depression makes the teen have trouble concentrating on their school work. The lack of concentration combined with lower interest levels, results in to a poor academic performance (Teen Depression 3) . There are certain problems regarding depression that arise in poor households. The only way to combat this mental illness is an effective treatment strategy. This is where the problems start. It makes it difficult to treat depression if the underlying problems that cause depression remain. In poor neighborhoods, many of the residents are single parent families. There is a lack of supervision in single parent homes due to the absence of a parent or guardian. Another frequently arising supervision problem is that two parents must work. The two parents are forced to work because there is a shortage of well paying jobs in poor communities (Mallory and Stamler 285) . So both parents must both work low paying jobs in order to provide the necessities for their families. Treatment facilities are an important tool in the battle against depression. In poor neighborhoods there may be basic hospitals, but there may not be any specialized facilities that will better treat depression. T here may also be no access to treatment facilities due to financial barriers. Income and socioeconomic status greatly influence health. The lower the level of income in a family, the more problems there are. An example of this would be the lack of transportation that is available to go to the treatment facilities. Another example of a problem associated with low income families is the low amount of income will not be enough to pay for the specialized treatment. Poor households may also be unable to afford insurance which would cover the treatment or their lower paying jobs may not provide insurance. These factors often leave the depression undetected and therefore untreated (Mallory and Stamler 286) . Depression is a major problem in today’s world. The number of adolescents that are committing suicide is increasing at a rapid rate. Most of these teens that are committing suicide are suffering from depression (Blackman 1) . There is a need to find ways to combat this illness. In order to combat depression, we must first combat some of the problems that cause depression, such as drug abuse (Sharp and Marrs 522) . During recent years the government has been waging a war on drugs. This effort has been somewhat unsuccessful. In order to successfully combat drug abuse we need to address the issue of poverty (Perkins 1) . First of all there needs to be access to good jobs with adequate income, as well as benefits to the employees. We need to create an effective child benefit system to combat poverty in Canadian households. There needs to be more accessible and affordable early learning and childhood programs. These programs must be available so that children can be educat ed and looked after in good quality childcare while their parents work. There is also a need for national affordable housing programs. These housing programs will greatly improve impoverished living conditions. These ideas are possible if our society and government continue to be aware of the major problem of poverty (Mallory and Stamler 287) . Blackman, Maurice. â€Å"You Asked About†¦ Adolescent Depression.† The Canadian Journal of CME May. 1995: 17 pars. 22 Nov. 2005. . Cockett, R. Drug Abuse and Personality in Young Offenders. New York: Appleton- Century-Crofts, 1971. â€Å"Finding Hope and Health: Alcohol and Drug Abuse and Depression.† National Mental Health Association. . Joiner, Thomas, and James Coyne. The Interactional Nature of Depression. Washington: American Psychological Association, 1999. Leukefeld, Carl, and William Bukosi. Drug Abuse Prevention and Intervention Research: Methodological Issues. Washington: U.S. Government Printing Office, 1991. Mallory, P. and S. Stamler. â€Å"Poverty and Homelessness.† Community Health Nursing: A Canadian Perspective. ED. L. Stamler and L. Yui. Toronto: Pearson Prentice Hall. Perkins, Anne. â€Å"Drugs War ‘Must Target Poverty’.† The Guardian 29 March 2002: A5. Saxe, Leonard. â€Å"Drug Sales Are More Common in Poor Neighborhoods.† Online posting. 29 Nov. 2001. . Sharp, Kathy Marrs, Joyce. â€Å"Depression: The essentials.† Clinical Journal of Oncology Nursing 9.5 (2005) : 519-525. â€Å"Teen Depression.† Depression Learning Path. 2005. 24 November 2005 . Research Papers on Drug Abuse and Depression in AdolescentsThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationPersonal Experience with Teen Pregnancy19 Century Society: A Deeply Divided EraArguments for Physician-Assisted Suicide (PAS)Marketing of Lifeboy Soap A Unilever ProductRelationship between Media Coverage and Social andEffects of Television Violence on ChildrenUnreasonable Searches and SeizuresAssess the importance of Nationalism 1815-1850 Europe

The Ultimate 6 Step Guide to Resume Writing

The Ultimate 6 Step Guide to Resume Writing Ah, the resume†¦the foundation of every job search. Without it, your experiences and your skills are just kind of on the bench, waiting to be pulled into the game. Chances are, you’ve created a resumes for every job you’ve held as an adult- or more accurately, like, many of us, you pulled a hastily edited and patched document through from job application to job application. It becomes a Frankenstein hodgepodge of skills, old jobs, and technical proficiencies in programs that no longer exist (WordPerfect, anyone?) Isn’t it time to give your resume some love, and turn it into a living snapshot of your professional life? Don’t be lulled by the idea that you only need to work on your resume when you have an immediate need for it- a new job search, or an unexpected job interview coming your way. Think of it as a perennial plant: it should be updated at least once a year to stay current and beautiful. That way it’s ready to go when you do need it, or if you just need a quick reference of your most recent achievements (like during an annual review or if you’re asking for a raise). The good news is that it’s never too late to rebuild your resume. Let’s talk about how to write a resume and creating a new one from scratch, whether you’re new to the process or just want a fresh start. Step 1: Choose Your FormatStep 2: Choose Your TemplateStep 3: Choose Your FeaturesStep 4: Fill In the OutlineStep 5: ProofreadStep 6:  Know Your AudienceStep 1: Choose Your FormatNot all resumes are created the same. Sure, you’ve seen the standard reverse chronological resume that has your address block at the top, followed by an objective (or â€Å"find a job, duh† phrased in a much nicer and professional way), your education, your skills, and a backwards tour of your job history. That’s a great format, because it works (classics are usually classics for a reason). It’s clear, and it shows wher e you’ve been. Yet it’s not right for every job seeker. If you’re a student just out of school, or you’re trying to return to work after a job loss or a break, gaps in that chronological job history could cause raised eyebrows with your interviewer, and distract from the great qualities you would bring to the job.RELATED:  Should You Include a Summary on Your Resume?So there are alternatives to the same old format. Instead of a chronological format, you could go with a functional format, also known as a â€Å"skill-based† resume. In this kind of resume, you lead with a â€Å"qualifications summary† of your most important skills (ideally tailored to the specific job for which you’re applying). This lets you give the most space to your most marketable current qualities, if you’d rather focus on your skills over your experience or history.A third option is to mix the two in a â€Å"combination† resume. The combination res ume is good for mid-career or manager-level applicants, because it demonstrates both your strong work history and the skills you plan to bring to your next job.But what about these fancy video resumes and graphic resumes that the internet tells us are all the rage? They’re great, but for very specific purposes (like if your new job would require on-camera skills or graphic design, respectively). But honestly, a good-old-fashioned resume that you can email or snail mail to someone are still the standard. You’ll never go wrong with a strong, well-written document. You can bring the bells, whistles, and personality in your interview. If you’re having trouble deciding which format is for you, The Muse has more information on how to find the right format for you, and ResumeGenius has a library of different resume types you can review.Step 2: Choose Your  TemplateThere are several ways to go about this. You can settle in with your laptop, a caffeinated beverage, and the blank glowing screen of your favorite word processing app, then start outlining your new resume from scratch.If you find the blank screen to be too daunting, or you want guidance, well, you’re in luck! There are many, many tools online (free and cheap) that will help you build your resume. All you need is an internet connection, some time, and a list of all the things you want to include. If you want additional help from career experts, premium resume building sites often offer coaching and help for a nominal fee.TheJobNetwork has you covered on getting started with some of the best resume template sites and apps to use, including:Google Docs, to which you already have easy access if you have a Gmail or Google+ account. This has the added benefit of being able to import information from other documents you’ve saved in your Google portfolio. (Free)ResumeGenius, which specializes in helping you craft your new resume from the ground up. (Premium account required afte r a free trial period)Resume2016.net, which offers templates, samples, formatting tools, and a resume builder. (Free)LiveCareer, which offers expert advice during the resume creation process. (Premium account required after a free trial period)Hloom, which has more than 275 sample resumes for you to review for inspiration. (Free) You don’t get bonus points for creating your own template, so if you find a format online that feels right for you, use it!Step 3: Choose Your  FeaturesBefore you start writing, think about whether there’s anything else you want to include. Do you have a lot of numbers in your resume (revenue, sales, complicated statistics)? If so, think about whether you’d like to include a small infographic or a table to help present the information clearly.RELATED:  Which Font Should You Use on Your Resume?This is also where you should consider optional elements like the aforementioned â€Å"Objectives† section. Some people argue for keepi ng this traditional part of the resume, as long as you write a clear, well-written one. Others argue that it’s not necessary unless you have a large gap to explain on your resume. The verdict? Include it if there’s an important point to make about your resume, but if you need extra space for skills or work history, it’s expendable.Before you start writing, also put some thought into your font choice. You want something clear, readable, and- above all- professional-looking. Some top choices include Times New Roman, Bell MT, Bodoni MT, Bookman Old Style, Cambria, Goudy Old Style, Calibri, Garamond, and Georgia. No emojis. Ever. And remember: friends don’t let friends use Comic Sans. Also, keep the page layout clean as well. You may feel tempted to use tiny margins or make font size tiny to fit everything in, but you should stick to a basic guideline of 1 inch margins and size 12-14 font for resume body text. Keep in mind that someone might well be reading y our resume on a small phone or tablet screen, so you want it to be as readable as possible.Step 4: Fill In the OutlineWhichever format you’re using, replace any sample text with your own. As you copy and paste, make sure you’re reviewing everything closely for accuracy. (And making sure that you’re not leaving any dummy text in. â€Å"Lorem ipsum† is not going to make much sense to the reader if it pops up in the middle of your skills summary.) If you’re winging it without a set template or app, go one section at a time. Depending on the format you choose (chronological, functional, combo), the order may vary:HeaderYour main information.Marco C. Polo1313 Mockingbird LaneCleveland, OH 11111999-333-2345MCPolo@emailclient.comObjective (optional)This is a specific summary of what you’re hoping to achieve with your job search.Skills/QualificationsThis is bulleted list of your hard skills (certifications, software proficiency, language skills) as well as your soft skills (communication skills, leadership skills, problem solving skills, etc.).Job history/Work ExperienceThis is a series of your jobs, usually in reverse chronological order (starting with your current/most recent job, then working backwards). The more jobs you accumulate in your history, the choosier you can be about how much information to include for each position. For jobs that are most relevant to the job for which you’re applying, provide as many details as possible. For way-back jobs like your summer spent working at Dairy Queen in high school, consider skipping altogether unless they’re directly relevant to the new job description.EducationHere is where you’d include information about schools attended, honors received, and degrees completed. You don’t need to include years (you’re not required to indicate your age to potential employers), but be specific about schools and degrees. If you’re just out of school, you can fill in bullets about relevant classwork or extracurricular activities.Volunteer experience and interestsIf you have volunteer experience, you can include it towards the end (space permitting- if you’re going over a page, this is a section that could be better covered in an interview or cover letter).References Unless a job description specifically requests references up front, this is not a section you need on your resume anymore- and in fact, it takes up valuable space you could be using for skills and experience. You don’t even need to add a â€Å"references available upon request† line. Most employers take for granted that a job candidate will provide references if things progress.Step 5: Proofread You must, must, must proofread your resume closely before you send it out, at a minimum. Ideally, pick a trusted person to read it for you (the picker the person is, the better!). You want another set of eyes that isn’t familiar with every word in the document. This person can help flag any typos, but also let you know if your resume flows well and makes sense.Step 6:  Know Your AudienceWhichever format you choose, it’s very important to tailor your resume for the job for which you’re applying. If you’re building/rebuilding your resume for the sake of having a new and refreshed one on hand, it’s fine to keep a kind of generic version. But before you send it anywhere, be sure to look closely at the job at hand, and make sure that you’re playing up the skills and experience mentioned in the job description.And with that, you’ve got a new and improved resume ready to go for the next opportunity!RELATED: The Ultimate Resume Guide for Every Job Seeker

New Policy Statements- HIPAA Assignment Example | Topics and Well Written Essays - 500 words

New Policy Statements- HIPAA - Assignment Example ompletely secured and information were accessed and misused from the computers without having the need to operate the computer physically from which the data was supposed to be accessed. Developments in technology were making the business operations and way of working easier whereas, at the same time those developments assisted in manipulating ways and misusing the information for one’s own benefit (Pesante, 2008). The organization or company whose policies regarding information security need to be reviewed is in the business of insurance and deals with health insurance. The review is proposed in order to make certain that it fulfills the regulatory obligations and meet up to the obligations of the associated standards as well as regulations. The company comes under the Health Information Portability and Accountability Act (HIPAA) according to which any information regarding health requires to be protected. Taking into account the federal standards, patients should be capable of accessing information in relation to their respective medical records (HIPAA, 2007). Based on the nature of business operations, the company complies with the guidelines of HIPAA, HITECH, GLBA and PCI-DSS. In spite of abiding by all the relevant regulations, the policy regarding accessing information by a fresh user and the prerequisite for passwords are becoming a grave concern for the supervisor of the company. Although the present policy of the company ensures high level of security but still it should structure a new policy. According to the new policy the request to access information by the new user along with the personal details and signature would be initially taken down. According to the policy, access would be provided only to the particular information or area specifically requested by the new user. There should be a time limit mentioned in the policy for accessing information by a new user and once the limit is over, the access should be automatically denied by the

Different types of love in Shakespeare's 'A Midsummer Night's Dream' Essay

Different types of love in Shakespeare's 'A Midsummer Night's Dream' - Essay Example Shakespeare presents love and its many faces and how people tend to react towards it. Friendship is one aspect of love. Though there is no romantic passion or attraction involved in this kind of love, there is some kind affection between two people. This is exemplified in Helena and Hermia’s relationship. Friendship is shown in the play as a relationship between two females, who have a deep connection with each other to the point of sharing secrets and stories. Helena’s words, â€Å"the sister vows, the hours that we spent when we have chid the hasty footing time for parting us†¦so we grew together†¦seeming parted but yet an union in partition† signified the Helena and Hermia came a long way back (III, 2, 8). This gives a picture of friendship that started during childhood times and that they have weathered problems together, moving and thinking like sisters. This indicates that love does not merely entail a romantic connection with another, but love can also be that deep connection with someone. Friendship is all about trust and love for each other, same with romantic love, a willingness to put your heart and soul in the hands of another, trusting that the person will take care of the trust and love. Another type of love that Shakespeare presented in the play is the love of a father to his child. However, the kind of parental love that Shakespeare presented is commanding and authoritarian, which indicates that during Shakespeare’s times, the father, being the provider of the family, tends to command their family, especially their daughters according to how they believe is good for them. Egeus believes that â€Å"as (Hermia) is (his) daughter, (he) may dispose of her† in any way that he wants to (I, 1, 42). This is attitude is deemed by society as appropriate and fit for a father, especially in a viewpoint that expects the father to be able to control the behavior and actions of their family members. This type of love