This is about a group project. I just I wanna rewrite by ur own word Essay

This is about a group project. I just I wanna rewrite by ur own word - Essay Example Due to cultural beliefs and traditional attributes, Chinese prefer to have large families. Married women go ahead to have more than five children. This paper will seek to provide China’s profile by discussing its political system, income distribution, and demographic features such as age, education, and gender. In China, the belief that children bring joy into a home is a major contributor towards the reason as to why Chinese have such large numbers of children within a single family. For a long time, China stayed unstable due to chaos mostly generated by wars in which it engaged in but after it stabilized, the country’s population grew with such a rapid speed that it moved from 250 million to 500 million within a short time (48). Surprisingly, due to seeable developments in healthcare and food availability, China’s population growth is astonishing. As of today, this country’s population is experiencing a boom burst, as it will rise from 1.3 billion to 1.6 billion in just 50 years (see Fig. 1). This indicates that years between 1700 and 2070 will be very substantial for government if it finds controlling the country’s population crucial. ... This implies that the country is unable to provide adequate land for farming for its population. Such, is an indication that if China continues to expect such population growth rate, the country will face an enormous calamity of hunger (57). Based on this aspect, the past two decades and half have seen China hold very strict family planning programs aimed at controlling population growth in this country. Fig.2.  Ratio of China's land and population in the world Fig.3.  Arable land and per capita cultivated land in China With reference to the current population control program, the policy consists of two specific guidelines. In the first one, the government sought to control the rapid population growth by reducing Children’s birth defects. In the second, the government sought to make people understand the vitality of marrying late and having children later. Additionally, in the rural areas, people should resolve to give birth to another child only when the first one is beyo nd four years. After the government enacted such policy late last year, research findings indicate that it has worked for the best as of now, the country’s population growth is somehow declining (63). Nevertheless, due to this policy, observations show that China has the largest gender gap with regard to many other Asian countries. Astonishingly, most Chinese parents prefer to have a male child instead of a girl. Under this spectrum, it is agreeable that in China boys are of more importance when compared to girls. According to a study carried out in year 2000, the ration of baby boys to that of baby girls was 120:100. Moreover, in some of the poorer regions in the country, the number of boys is twice that of girls. A critical analysis into this situation proves that

Monetary Economics Essay Example | Topics and Well Written Essays - 2000 words

Monetary Economics - Essay Example The area of concern in this research paper is to evaluate the transaction demand for money. The transaction demand for money is the money held for purchasing everyday goods from the market. Transaction demand for money for the individuals is initiated by their requirements of paying rent, mortgage payments, monthly bills, and car payments among others (Tata McGraw Hill Companies, 2002). Transaction motive of holding money is initiated also among businesses as the business houses require money in their accounts for meeting their payrolls and paying the bills. Before discussing the reasons as to why it is believed that transaction demand for money is interest elastic, it is essential to discuss the relationship that interest rates have on the demand for money. The demand for money or the quantity of money held decreases with the increase in the interest rates. The substitute or the alternative for holding assets other than the form of money is to hold them as a certain form of paper th at bears interest. Thus, as the interest rate is increased, the attraction towards the assets increases and urges to hold money decreases (Tata McGraw Hill Companies, 2002). After the brief discussion on how the transaction demand for money can possibly become interest elastic, it will be easier to understand the reason behind the belief. 2.0. Transaction Demand for Money According to Keynes, transaction demand for money relates to â€Å"the need of cash for the current transactions of personal and business exchange†. The transaction motive is further divided into income motive and business motive. The motive of income is aimed at bridging the interval between the income receipt and disbursements. In the same manner, business motive is the bridging of interval between the costs incurred in business and the receipts of the proceeds of the sales. In both the cases, if the interval is less, then individuals will strive to hold less cash or the transaction demand for money will b e less and vice-versa. Thus, it is evident that the transaction demand for money has a ‘direct positive relationship’ with the level of income (SVMMBA, 2010). 2.1. Transaction Demand and Interest Rate Keynes did not explain the importance of the interest rates in the analysis of his part of the theory of demand for money. However, in the later years, two of the post Keynesian economists, James Tobin and William J. Baumol have depicted the importance of interest rates as a determinant of the transactions demand for money. These economists have mentioned that there is no linear and proportional relationship between the income and transaction demand for money. According to them, income changes lead to smaller amount of proportional changes in the transaction demand for money (SVMMBA, 2010). Individuals hold transaction balances because income that is received only once in a month is not spent by them in a single day. In fact, this is the common nature of the individuals th at they spread evenly the expenditure over the period of the month. Thus, a part of the money that is meant for the purpose of transaction spending can be invested or spent on short-term securities that yield interests. It is likely to put the funds for the purpose of making them work for a few days, say a week, ten days or even a month. The investment can be on short term interest bearing securities such as short-term money market instruments or commercial papers and

Feudalism Study Essay Example for Free

Feudalism Study Essay There is no specific start or end date when it comes to feudalism in Germany or anywhere. It is best to say that feudalism in Europe occurred during the period known as the High Middle Ages. Classical feudalism occurred around the 10th century. The height of feudalism was during the 11th century and flourished in the 12th and 13th centuries. The decline started in the 13th century and continued until about the 15th century. Feudalism had its strong and weak points. Its strong points include things like a safer society, if compared to the late Roman empire and to Barbaric invasions. Feudalism divided people who lived to fight from quiet people, who did not want to be involved in wars. Wars were more diffused but seldom involving civilians. They were a problem between nobles. There was more social security; people were linked to their land or work. Somebody could not take land from somebody else without a good reason. The taxes were much lower than that of the late Roman Empire, and nothing if compared to today. The weak points of feudalism were that people were linked to their role; a noble would always have to be a noble, a knight would always be ready to fight, a peasant could no nothing more than to be a peasant. Feudalism went away slowly in Germany. The rise of powerful monarchs in France, Spain, and England broke down local organization. Another disruptive force was the increase of communication, which broke down the isolated manor, assisted the rise of towns, and facilitated the emergence of the burgess class. This process was greatly accelerated in the 14th cent. and did much to destroy the feudal classifications of society. The system broke down gradually. It persisted in Germany until 1848. Many relics of feudalism still persist, and its influence remains on the institutions of Western Europe.

Metal Health Support for Youth Depression

Metal Health Support for Youth Depression Introduction Feeling sad, unhappy, or down in the dumps occasionally is not unusual, however when these feelings outweigh a youths happiness or excitement it is concerning. Depression is a common and severe disorder amongst adolescences. Depression has lasting effects on an individuals feelings, thoughts, self-worth, behaviors, social relationships, physical functioning, biological developments, work productivity, and life fulfillment. It is a common psychiatric disorder that often affects adolescences and has been ranked as the fourth leading cause of disability and early death worldwide. Depression not only affects emotions but is a serious condition which makes coping difficult and leaves a person feeling sad most of the time. Feelings of sadness and low self-worth are overwhelming and can last for weeks, months or even longer for individuals (Beyondblue, n.d.).   Incorporating mental health programs into the lives of youth is valuable to send a message to individuals that depression is treatable, people can help, and that things can improve. Children and adolescents spend a considerable amount of time at school, and it is necessary for schools to offer mental health programs that include prevention and intervention services targeted at youth suffering from depression (Stallard, 2013). This paper will discuss the causation of adolescent depression, physical manifestations, educational supports, and professional supports.   Causation Everyone experiences depression differently and there is not an easy answer for why youth develop the condition, but there is a combination of reasons. It is a mental illness that significantly affects youth. Depression is more common amongst girls than boys but boys often find it hard to share their feelings (Beyondblue, n.d.). Some of the common causes of youth depression are the same as adults such as biological causes, stress, and trying life events. Other causes of youth depression include parenting, substance abuse, and low self-worth (Coleman, Walker, Lee, Friesen, & Squire, 2009). According to Mental Health America, depressed youth can have too much or too little of certain brain chemicals which also causes depression. Other sources of depression are having a family history of depression, side-effects from medications, and persistent negative thought patterns (Depression in Teens, 2016,).  Ã‚   It is normal for people to feel sad or discouraged at times because we all feel these emotions at some point due to various life events. Such life events like fighting with a friend, a breakup happening, getting a poor grade on an assignment or test, or the death of someone can all create feelings of sadness or disappointment. Non-depressed individuals experiencing these events and feelings manage to deal with the emotions and get past them with a little time and care. However, depressed people experience these events differently because the feelings last longer and affects not only the persons mood but their thinking too (Lyness, 2016,). Many things can change how we think, feel, and behave; however stressful life events can cause youth to develop depression. Symptoms might present with feelings of sadness, distress, and anxiety, however over time they become more intense and overwhelming. Prevalent causes of depression in youth are loss and grief, bullying, alcohol and drug use, low self-esteem and body image, discrimination, physical health problems, life events, family breakups, and loneliness. Stress is another common factor in an adolescent’s life and when young people are under stress, it can increase their likely hood of developing depression. At times problems can seem too big and overwhelming to solve, but the best thing adolescents can do is talk to someone. Youth who take steps and recognize how they feel are on their way to recovery (Andersen, & Teicher, 2008; Beyondblue, n.d.).  Ã‚  Ã‚   Physical Manifestations One in five youth suffer from clinical depression, and more than 25% of adolescents will experience a major depressive disorder by age nineteen. Depression is also prevalent amongst 1% of the population under age twelve, but between age fifteen to eighteen is dominant amongst 17% to 25% of youth. Depression is not an easy diagnosis amongst youth because they have different signs compared to adults. Moodiness amongst youth is common, but when it lasts for more than two weeks help should be sought. Adolescents are likely to be irritable without visible signs of sadness. On the other hand, depressed youth will have low school performance, withdraw from friends and activities, feel hopeless, lack enthusiasm and energy, overreact to criticism, have low self-esteem, lack concentration, feel restless and on edge, have a change in eating and sleeping patterns, develop problems with authority, and exhibit suicidal thoughts or actions. Young people feeling depressed have increased feelings of irritability, sadness, stress, anger, restless, and over analyze what is on their mind. Other feelings youth might experience are guilt, worthlessness, frustration, unhappiness, indecisiveness, and disappointment (Depression in Teens, 2016).   Adolescents experience more emotional and behavioral problems than do non-depressed youth. Young people who are depressed can have co-occurring disorders such as anxiety, difficulties paying attention and hyperactivity, aggression, substance use, and Post Traumatic Stress Disorder (PTSD) symptoms. Youth who are experiencing depression not only have personal issues, but their social relationships are affected too. Depressed adolescents feel unsupported by friends and adults. Youth also show more signs of a lack of interest in activities they find enjoyable, feel extremely sleepy throughout the day, have a decreased ability to think and focus, feel deeply saddened, and suicidal. Suicide unfolds with age, therefore before the age of ten it is rare for children to have suicidal thoughts or actions, but increases between the age of ten and fourteen, and rises ten times higher in youth ages fifteen to nineteen (Andersen, & Teicher, 2008).   Educational Support Implications Since depression is a common mental health diagnosis amongst youth, it is important to know depression screening is one possible method for managing depression. Then again, there are risk factors for screening youth. A few risk factors are testing is costly, it can cause harm to some people due to misdiagnoses and in proper treatment, and there could be false positive results if screening tools are not administered properly. Across the United States, screening programs have been implemented in some schools and medical settings. Screening is an early intervention to help detect signs and symptoms amongst youth who otherwise show none. Depression symptom questionnaires and small sets of questions are used for testing to identify individuals who may have current depression that has not been recognized (Thombs, Roseman, & Kloda, 2012).   Depression is not easy to determine amongst youth due to the different symptoms, on the other hand few children are identified and referred for treatment. Schools are natural and convenient setting for mental health prevention programs to be offered. Youth regularly spend a substantial majority of their time at school. Many adolescents who have depression have no contact with mental health services. Schools can provide universal programs to target all youth regardless of risk, or they can provide selective interventions which target selected groups with an increased risk. When providing a global approach schools can cover a larger population and mental health is less stigmatizing; however, the programs can result in smaller treatment effects. Programs can be appealing and have a significant impact on mental health if supported and implemented correctly (Stallard, 2013).  Ã‚  Ã‚   At school youth also need to be able to talk with a counselor or social worker about their feelings. They also need to be provided with adequate daily exercise, exposure to daylight, and healthier eating options. School personnel can teach relaxation skills to help increase sleep and decrease feelings of worry. Many adolescents find it beneficial to confide in and talk to a trusting adult. Educators can listen and show empathy, remind the youth that things can get better and that they are there for them, help them see things that are already good in their life, find enjoyable things to do, and give honest compliments and smiles. Youth need to be educated on how to manage sad feelings. In order to help youth gain positive coping skills, schools need to provide educational curriculum on eating healthy foods, getting the right amount of sleep, exercising, taking time to relax, and taking time to notice the good things in life (Lyness, 2016, August). Schools can be a common place for stu dents to see a mental health professional; therefore, it is important for schools to have effective school-based programs to address mental health issues in the schools. It is vital for schools to provide school personnel opportunities for training in recognizing youth depression. Classroom teachers have contact with students throughout the school day and are likely to see changes in students behaviors. Not only is it important to recognize depression in youth, but it is necessary to evaluate and treat depressed adolescents. School counselors, school nurses, school psychologist, and school social workers can help students experiencing depression, especially if youth are not receiving professional outside counseling. These school personnel are trained to recognize and plan for mental health issues in students and should be utilized to help students with depression. School mental health professionals can screen students for mental health, develop interventions and plans, provide prevention programs, and provide individual or group counseling. Although schools have resources, to be most helpful, schools should connect with resources outside of school (B eyondblue, n.d.; Stallard, 2013).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Professional Supports Youth struggling with depression need immediate treatment because if left untreated it can lead to death. Some adolescents may refuse treatment; however significant adults in their life can seek professional help. Depressed youth should see a therapist to assist them in understanding why they feel the way they do and to learn how to use coping skills to handle stressful situations. There are individual counseling options available along with group and family counseling opportunities. When working with a mental health professional, youth may be presented with the possibility of medication to help feel better. Several factors contribute to youth depression, but prompt and appropriate treatment are critical in helping youth cope with depression. When working with a therapist young people can do psychotherapy, cognitive-behavioral therapy, interpersonal therapy, and medication (Depression in Teens, 2016). With the right care and treatment, depression can get better and easier to manage. Individuals who are depressed should not wait to get help because things can only get worse. Youth who feel depressed should talk to a parent or an adult and get the right help. A medical doctor can provide a checkup and look for symptoms causing depression. Different medical conditions that might cause depression include hypothyroidism and mono. Another resource for youth is to utilize a therapist or counselor to talk about his/her emotional state. Speaking to a counselor or therapist allows individuals to understand emotions, put feelings into words, feel understood and supported, builds confidence, increases problem-solving skills, helps change negative thinking, increases self-worth, and increases experiencing positive emotions (Lyness, 2016). Conclusion Youth depression is growing at a fast rate. When young people are feeling down, they can try to make new healthy friendships, participate in sports, a job, other school activities, or hobbies, join an organization, and ask a trusted adult for help. However, sometimes these will not help an individual, and they become depressed (Depression in Teens, 2016, December 08). Even though schools provide mental health programs for youth at risk, many students with mental health diagnoses are being untreated. In schools, it is common for school counselors, school nurses, school psychologist, and school social workers to provide mental health services to students. Schools are a safe place for youth to become educated positive, healthy ways to cope with stressful life circumstances. Depression can go unrecognized because people do not realize they are depressed, it might be misunderstood as a bad mood, or some people with depression have co-occurring mental health issues. Without recognition of a change in mood, thoughts, and behaviors many depressed adolescents will turn to unhealthy coping mechanisms such as alcohol, tobacco, and drugs; therefore, depression education for all individuals is essential (Depression in Teens, 2016).   References Andersen, S. L., & Teicher, M. H. (2008). Stress, sensitive periods and maturational events in adolescent depression.  Trends in Neurosciences,31(4), 183-191. doi:10.1016/j.tins.2008.01.004 Beyondblue. (n.d.). Retrieved July 6, 2017, from https://www.youthbeyondblue.com/understand what%27s-going-on/depression Coleman, D., Walker, J., Lee, J., Friesen, B., & Squire, P. (2009). Childrens Beliefs About Causes of Childhood Depression and ADHD: A Study of Stigmatization.  Psychiatric Services,60(7). doi:10.1176/appi.ps.60.7.950 Depression in Teens. (2016, December 08). Retrieved July 07, 2017, from http://www.mentalhealthamerica.net/conditions/depression-teens Lyness, D. (Ed.). (2016, August). Depression. Retrieved July 06, 2017, from http://kidshealth.org/en/teens/depression.html# Stallard, P. (2013). School-based interventions for depression and anxiety in children and adolescents.  Evidence Based Mental Health,16(3), 60-61. doi:10.1136/eb-2013-101242 Thombs, B. D., Roseman, M., & Kloda, L. A. (2012). Depression screening and mental health outcomes in children and adolescents: a systematic review protocol.  Systematic Reviews,1(1). doi:10.1186/2046-4053-1-58

The Magic of Books Essay -- How Education Has Changed My Life

The books that lined the shelves were of many different colors, of many varying ages, and of many various authors. The bindings were leather and paper and even a cotton fabric material, and the lettering embossed upon them was in gold and silver and sometimes in plain ink. Authors that had been passed on reverently from age to age sat mightily in their rightful places, next to their respective equals: such writers as Defoe and Hawthorne sat side by side, while others, like Whitman and Thoreau surrounded them. Each book had been lovingly placed in its specific niche, and as the little girl gazed about the room, it was obvious to her that many hours had been spent placing and caring for this massive collection. Â   There was a distinct smell about the room--not the moldy mothball scent that a lot of people can smell when they walk into a well-aged library, but a smell that reminded the young girl of school and very faintly of knowledge. Strength seemed to give off a permanent kind of glow in this room, as though the books knew that neither time nor age would ever be able to reach them. The smell of age and wisdom and education overwhelmed the little girl and she stood staring up at the many rows of books in awe. Â   When the old woman came into the room, she found the small girl standing in the center of the room and spinning slowly around as she tried to take in every one of the books with her ... ...ry, it seemed as though the myriad of books that lined the shelves were waiting and expectant, listening, almost, for her first words to the little girl. So much education, so much life remained ahead of the little girl, and she could garner so much experience through reading. The library was replete with more knowledge than anyone could ever gain in one lifetime, and the old woman smiled secretly to herself as she read the title aloud to the little girl. Â   The future of the book, she thought to herself as she began reading the first chapter to the little girl, is our children. Â   The little girl smiled and leaned against her grandmother as the landscape of India unfolded in her mind.

The Latino Culture in America Essay -- Cultural Identity Essays

The Latino Culture in America Latinos have struggled to discover their place inside of a white America for too many years. Past stereotypes and across racism they have fought to belong. Still America is unwilling to open her arms to them. Instead she demands assimilation. With her pot full of stew she asks, "What flavor will you add to this brew?" Some question, some rebel, and others climb in. I argue that it is not the Latino who willingly agreed to partake in this stew. It is America who forced her ideals upon them through mass media and stale history. However her effort has failed, for they have refused to melt. The struggle to find a place inside an un-welcoming America has forced the Latino to recreate one. The Latino feels out of place, torn from the womb inside of America's reality because she would rather use it than know it (Paz 226-227). In response, the Mexican women planted the seeds of home inside the corral*. These tended and potted plants became her burrow of solace and place of acceptance. In the comfort of the suns slices and underneath the orange scents, the women were free. Still the questions pounded in the rhythm of street side whispers. The outside stare thundered in pulses, you are different it said. Instead of listening she tried to instill within her children the pride of language, song, and culture. Her roots weave soul into the stubborn soil and strength grew with each blossom of the fig tree (Goldsmith). The adolescent rebelled. "Speaking out is an exercise of privilege. Speaking out takes practice. Silence ensures invisibility. Silence provides protection (Montoya 282)." Graffiti tagged cracks seeped in blood, it remind the young of their battle with an invisible division. In Octavio P... ...wler-Salamini and Mary Kay Vaughan, eds Creating Spaces, Shaping Transitions: Women of the Mexican Countryside, 1850-1990 Tucson: University of Arizona Press, 1994. Montoya, Margret E. "Masks and Identify," and "Masks and Resistance," in The Latino/a Condition: A Critical Reader New York: New York University Press, 1998. Paz, Octavio. "Pachucos and Other Extremes" in The Labyrinth of Solitude and The Other Mexico New York: Grove Press, 1985 Bradbury, Ray. "The Wonderful Ice Cream Suit" (originally published in 1958) in The Chicano: From Caricature to Self-Portrait New York: A mentor Book from New American Library, Times Mirror, 1971 *meaning garden, the experience of gardening in central Mexico (Goldsmith) *Many of the juvenile gangs that have formed in the United States in recent years are reminiscent of the post -war pachucos (Paz, 14).

Psychological Testing Essay

This paper is all about the uses and varieties of personality and projective tests. It aims to determine which tool is more reliable and valid to use in measuring and predicting the behavior of an individual. Furthermore, this paper discusses the uniformity of two different texts used containing the same stance that personality tests exceed the projective terms in terms of convenience to use, reliability, and validity. Personality and Projective Tests Introduction Personality and projective tests are psychological tests used to measure and evaluate the behavior of individuals in the school, community, and even workplace setting. The tests function to determine the difference of personalities among different individuals (examinees) taking the same test. Upon taking the test, interpretation of examinees’ scores would depend on their respective test results. However, in this paper, researchers of different psychological tests suggest that personality tests are more reliable and valid compared to projective tests. Personality and Projective Tests Albert Hood & Richard Johnson (2008), a member of the American Counseling Association, collaborated to come up with Assessment in Counseling (2008), a book which discusses the different types of personality and projective tests. In the text, samples of personality tests include the following: the Minnesota Multiphasic Personality Inventory/MMPI2, Jackson’s Personality Research Form (PRF), Myers-Briggs Type Indicator (MBTI), California Psychological Inventory (CPI), and the NEO Personality Inventory-Revised (NEO PI-R). Further, CPI scale where 16 PF is adapted is recommended to be used for marriage and career counseling, job performance appraisals, and evaluation of management skills in the workplace. On the other hand, the different projective tests include the following: the Rorschach Ink Blot Test, Thematic Apperception Test (TAT), House-Tree-Person (HTP), Roter Incomplete Sentences Blank, and Early Recollection. However, the Rorschach Inkblot Test was found to be the most commonly used projective technique to make inference of an individual’s behavior. In addition, Anne Anastasi (Dept. of Psychology in Fodrham University) and Susana Urbina (Dept. of Psychology in University of Florida) (2002), in their book Psychological Testing, suggest that personality tests are far better to use than projective tests since the latter is more complicated to execute and is more prone to erroneous interpretation regardless of the examiner’s years of experience in handling the test. Scope of the Literature Problem and Significance of the Problem The significance of the problem is to answer the question: â€Å"Which is a better tool to predict the behavior of an individual, is it the personality or the projective tests? † Research problem(s) Explored in the Study The two articles reviewed focus on the problem whether personality tests, observation, and inventories are more reliable, predictive tool in measuring the behavior of an individual rather than the projective tests. Hypothesis in the study Hypothesis of this study suggests that using personality inventories or psychological tests are better than using projective tests to assess a person’s behavior. Research Design and Methodology Research design to be used is descriptive correlational. The approach or tool to be used is the Pearson (r) correlation to determine the relationship between the two variables. Conclusion Psychological tests are tools to measure and predict the behavior of an individual. Depending on its purpose, personality tests and projective tests aim to assess personalities in different settings such as school, workplace, and community. In school, the tests serve the college students’ need to be counseled for the career that suits their personality; at work, the tests are used to evaluate which candidate is more fit for the job; and in the community, the tests determine who are mentally healthy and who are not for providing welfare. References Anastasi, A. & Urbina S. (2002). Psychological Testing. New Jersey: Prentice-Hall, Inc. Hood, A. B. & Johnson R. (2008). Assessment in Counseling: A Guide to Psychological Assessment Procedures. Stevenson Avenue, Alexandria: American Counseling Association.