European Agriculture Methods Had Improved - 947 Words

In the three centuries preceding 1300, European agriculture methods had improved. There was more land, more food and also more people. During the 1340s, England became a society vulnerable to economic and social stress. The population had grown to such an extent that the land could not provide enough food to support everybody. There were changes in the weather patterns. The summers became extremely hot, while the winters were just way too cold. Because of this extreme weather, the crops were dying. There was just not enough food to feed everybody. This bad harvest let to a high mortality rate, as grain prices more than quadrupled. This also brought drought, famine and a widespread of starvation. The disease manifest itself first with a high fever and vomiting. Within a few days the victim’s lymph nodes swelled up dramatically in lumps. These lumps would turn black which gave the plague its name. It was later discovered, this was caused by Yersinia pestis, an organism passed into the human blood stream by the bite of a fleas endemic in certain species of rat. â€Å"They had worked their way through the trade routes of Asia and India to Europe† (Kay, 102). The Black Death began spreading throughout Western Europe extremely rapid. The plague killed over one third of the population in Europe. The Black Death greatly impacted the society and religion. This plague Changed Europe culturally and economically forever. The Black Death was transmitted two different ways,Show MoreRelatedEssay On The Ompics Of International Financial Institutions1003 Words   |  5 PagesDepression that had destabilized Europe and the United States† (Globalization 101, n.d). The way in which International Financial Institutions do this is by ensuring the cooperation between markets and managing a financial system around the world. Some of the projects of improvement include the World Bank’s project in Burkina Faso: Developing infrastructure and an enabling environment for sustained access to water and sanitation services for the urban poor and Burkina Faso: Agriculture as a PowerfulRead MoreA Brief Description of Russia Essay examples817 Words   |  4 Pagestragic events that have occurred in their history has to do with their agriculture. One would think that since they are the biggest country in the world, being about 6,600,000 square miles in total area and stretching from across Asia and some parts of Europe, that their country being so big would have some areas where agriculture can flourish. Being where the country is located and other issues is the reason why theyve had a hard time to advance in this segment. Russian in located on the northernRead MorePrivatization Of Australia s Agricultural Industry1086 Words   |  5 PagesCHAWLA Reforms in Australia’s Agricultural Industry Due date 28-08-2015 Date Submitted 28-08-2015 Reforms in the Australian agricultural industry Like many countries, agriculture has been the backbone of Australia’s growth and development. Farming in Australia can be traced back to the time European settlers introduced agricultural technologies from their native countries and thereby influenced the early practices in the country. The industry of farming has fed Australia’s growingRead MoreThe Establishment Of Any Civilization Relies On The Foundation Of Agriculture1240 Words   |  5 Pagesestablishment of any civilization relies on the foundation of agriculture. Agriculture requires knowledge, tools, and resources to maintain a population and allow for it to grow. Agriculture drastically changed once humans were able to utilize the resources around them in order to provide a reliable food supply, allow them to settle down in one place, and most importantly, provide a springboard for global population growth. Agriculture was triggered by many factors, some including climate changeRead MoreThe Atlantic Slave T rade1392 Words   |  6 PagesAfrica and placing them into the colonies of the New World in North, Central, and South America. Many countries like England, Portugal, Spain, Holland, and France, had participated in enslaving the African peoples. The African slaves were used to exploit an array of commodities such coffee, cotton, rum, sugar, and tobacco, and eventually they had become commodities themselves. Often times the slaves were treated awfully by their owners. Most were forced to work long and tiresome hours on plantations toRead MoreThe European Union ( Eu )1685 Words   |  7 Pages â€Æ' In its historical context discuss why and how the EU was set up and the advantages and disadvantages of membership. The European Union (EU) was founded in 1957 and is constructed of 28 member countries comprising a total population of half a billion people with a collective currency – the Euro, and economy worth  £11 trillion . With 21 million companies operating in the EU by 2012 the magnitude of the EU’s global presence spans immensely from economic and political policy to health, safety andRead MoreTransforming the High Middle Ages Essay932 Words   |  4 Pagesinnovations developed in England during the High Middle Ages brought quick improvements in agriculture, war, and knowledge. Education and scholasticism were encouraged and were increasing in importance. â€Å"Thomas was †¦ of a sharp intellect, amiable in his manners, and of such keen powers of reasoning as to be able prudently to solve abstruse and difficult questions; and so retentive was his memory, that whatever he had once heard or read he could recall whenever he pleased without an effort.† (Life of T homasRead MoreThe Jeffersonian Principles Of Strict Construction1515 Words   |  7 PagesRevolution, debts incurred by individual states amounted to around $18 million causing widespread uncertainty. Such a crisis threatened to destabilize the region as some states, such as Virginia, had already nearly liquidated their state’s bonded indebtedness, and did not want to pay yet again. Congress had issued large amounts of continentals, fiat money, that quickly depreciated from its original value of $200 million to only 2.5% of face value. IOUs were issued, which also depreciated greatly asRead MoreKey Concept 4.1 Globalizing Networks Of Communication And Exchange1703 Words   |  7 Pagesdeveloped, focus shifted away from regional trading networks, therefore leading to less dependence on them. However, these routes were still used to trade New World goods throughout Eurasia. 4.1.II.A What technical developments made transoceanic European travel trade possible?Some of the technical developments that made transoceanic trade possible were wide-hulled sailing ships, astrolabes, compasses, and guns. 4.1.II.B Where did those developments originate? Wide-hulled sailing ships were derivedRead MoreThe Role Of Colonial Slavery And Modern Governance Towards Economic Development1733 Words   |  7 PagesFrom Dar salaam to Dakar, Johannesburg to Monrovia the African continent, like no other continent has had most foreign influence. It has altered peoples taste and want; others view of pleasure and some others understanding of a good life. Nelson Mandela in his famous biography said the white man’s coming to Africa changed even the smallest of our ways to the larges – ECONOMY. In this literature I would be looking at the role of colonial slavery to modern governance towards economic development. How

Essay on The Common Goals of Feminism - 2052 Words

Feminism and all branches of feminism have a number of common goals. These goals include the analysis of gender inequalities and the effects of other systems of oppression such as race and class. In most cases, the analysis is intersectional, recognizing how each system can be inclusive to other systems resulting in different levels of oppression. In the case of a woman, who is black and lesbian, versus a woman, who is white and lesbian, there are different levels of oppression. Although together these two women experience gender inequalities with men and sexuality inequalities with heterosexuals, they still have different experiences with race inequalities and in that way are oppressed differently. The point of feminism would be†¦show more content†¦Much of those feminist ideas were based on those ‘rights of man’, which were the basis for the French and American Revolution. The lack of these rights also set limitations for women at this time period and pr ohibited them from establishing any public legal existence. Other roles were left for women to assume. These â€Å"roles† which were established as a result of urbanization and industrialization include domestic positions in the home and/or certain positions in the work force that were characterized by service work and low wages. Just as feminist theory includes a description of what in all actuality exists, what can exist, and a strategy, those liberal and social feminist writers such as Mary Wollstonecraft put these steps into play through huge efforts to put out conscious raising discourse on the issues. Wollstonecraft stated: â€Å"†¦and, speaking of women at large, their first duty is to themselves as rational creatures, and the next, in point of importance, as citizens, is that, which includes so many, of a mother. The rank in life which dispenses with their fulfilling this duty, necessarily degrades them by making them mere dolls.† (Wollstonecraft) In this way she recognizes the reality of the role of mother that is expected of women to assume and how in a bad way this affects women. She also makes the valid point that because of the lack of rights, the women of this time have no choice in the mater. Here sheShow MoreRelatedFeminism : A Common Goal Of Actualizing Social Justice Through Teaching And Learning Methods953 Words   |  4 PagesMicciche argues that feminist pedagogies â€Å"share a common goal of actualizing social justice through teaching and learning methods† (128). She feels that pedagogy has the opportunity to address and change social issues through local and personal experiences. She discusses the four waves of feminists to show that feminism has expanded form women’s issues to many other issues in society. She uses Howe, Bolker, Annas, and Flynn to support her belief that females should have a voice and use theirRead MoreThe Internet Celebrity Anita Sarkeesian1380 Words   |  6 Pagespie ce, moderately famous feminist internet celebrity Anita Sarkeesian gives her opinion on choice feminism and the effects it has on the lives of the women of today. In this video, she states that she does not subscribe to the concept of â€Å"choice-feminism† – the notion that women can individually choose for themselves and consider it an inherently feminist act. Simply, anything can be considered feminism by anyone. The grounds on which Sarkeesian refutes this concept encompasses many factors, the twoRead MoreLiberal Feminism vs. Radical Feminism Essay1490 Words   |  6 PagesLiberal Feminism and Radical Feminism The goal of feminism as both a social movement and political movement is to make women and men equal not only culturally, but socially and legally. Even though there are various types of feminism that focus on different goals and issues, the ultimate end to feminism is abolishing gender inequality that has negative effects on women in our society. The issues and goals that a feminist may have are dependent on the social organization or the type of economicRead MoreFeminism And The Feminist Movement Essay1292 Words   |  6 Pagesof feminism known as social feminism. This branch of feminism was more interested in social rights and used suffrage as a tool to obtain these rights. The question that arises from this idea of a more specific section of feminism becomes: does social feminism qualify as feminism in its truest form? Does social feminism embody the same ideas and morals of the feminist movement? In general, does social feminism count as feminism? Some people question th e validity of this brand of feminism. IRead MoreDoes Feminism Create Equality?1037 Words   |  5 PagesDoes Feminism Create Equality? Feminism is an umbrella term for people who think there is something wrong with the idea that gender has the capability to limit an individual’s social and political right. Even if there is inequality between men and women, feminism has never been the main reason to give women their civil rights. Feminism started among European activists in the 19th century, when women were not treated equally and were not elected to high positions of power. Indeed, it sought to eliminateRead MoreFeminism is simply a sociological theory, which states that men and women are equal. Feminism is900 Words   |  4 PagesFeminism is simply a sociological theory, which states that men and women are equal. Feminism is mainly concerned with giving rights to women by highlighting the numerous ways in which women have rendered to society. Feminist theorists believe in the social, political, and economic equality of genders and believe that each has his own rights as well as duties. They strive to give the oppressed women their full rights that are being taken every day. History of Feminism Feminism first started inRead MoreFeminism And Gender Discrimination On Women Essay1156 Words   |  5 Pagesdiscrimination placed on women in society today. Over time, feminism has lost its true meaning to the public, and through my production of Wo(Men), I strive to bring the message of fighting sexism through recognizing intersectionality, and through my production I allow the audience to realize there is imbalance in society after watching gender discriminating scenarios highlighted in the performance. Background on Issue: In the 1960s, feminism rose as a result of social upheaval in the west after WWIIRead MoreFeminism : The Quality Of Life For Women1242 Words   |  5 Pages1, 2014 Traditions of Feminism There is no one definite conclusion that makes up feminist ideals; it is rather a compilation of theories set to achieve a common goal, the enhancement of the quality of life for women. Since the first wave of feminist thought began back in 1835, there have been extensive changes in the opinions of individual feminists. There have been three main waves of feminist theories each yielding its own unique opinion on how to achieve their common goal of equality. Out of theRead MoreComparative Perspectives On Concepts Of Gender, Ethnicity And Race886 Words   |  4 Pagesdifferent countries exists two opposing types of feminism Difference feminism and Equality feminism. Tripp places each type of feminism in the context of different countries to measure their effectiveness and compatibility with the pre-existing political landscape and cultural attitudes. Difference feminism refers to a type of feminism that subverts ethnic, racial, and political differences in order to achieve a common ag enda. Whereas Equality feminism, supposes that equality of both the genders individuallyRead MoreFeminism And Its Impact On Women1223 Words   |  5 Pages Feminism by definition is the belief that men and women should have equal rights and opportunities. So feminism has a dictionary definition, but when it comes to feminists and feminism there are so many different personal definitions that people and groups hold. Feminism has been around for quite a while. There is evidence of women fighting for their equality for the past twenty-four centuries. If you’re looking for an actual date you might be out of luck. What can be said from The Oxford English

Report on Recruitment in an Organization- myassignmenthelp.com

Question: Discuss about theReport on Recruitment in an Organization for Woolwarths. Answer: Introduction The report is related to the recruitment related issues faced by Woolworths. The most important decision in an organization is related to the recruitment selection of the employees. The HR department typically faces issues in recruiting new employees. The ability of an organization to overcome such challenges depends upon the factors like economy, competency commitment. Woolworths Limited is Australian Retail Company with wide-ranging interest throughout Australia New Zealand. The company is known as the second largest company in Australia by revenue, after conglomerate Wesfarmers. Adding together, Woolworths Limited is the largest carry away liquor retailer in Australia the chief hotel gaming poker machine operator. Interestingly, Woolworths was acknowledged as the 19th largest retailer in the world in 2008(Woolworths Ltd (WOW.AX), 2017). There are two types of forces involved in managing the human resource activities at an organization. Internal resources include a very strong representation of management employees in a well distinguished way. They are busy in allocation of resources merchandised allocation. With the Help of Human resource Department it is evident to manage the members staff in order to procure result. Challenges faced by the HRM department Hiring manager issue One of the major issues faced by the business organization is related to hiring of an efficient manager. The HRM department faces issues in hiring manager. It takes a lot of efforts in hiring an efficient candidate. Woolworths faces issue in retaining efficient. Employees tend to switch their job role due to existence of competition. Organization like Coles, Aldi, Target are giving competitive remuneration. Employees tend to switch to other organization in search of better opportunity (Aryee, et al 2016). This eventually increases the pressure on the companies. For the reason, HR department has to pay an extra attention on retaining efficient employees for a longer time-period. Organization like Woolworths the major problem comes up with retaining employees with better set of skills (Sparrow, Brewster Chung, 2016). Quality of Employees Another problem faced by the organization is in relation with the quality of employees. Particularly in the changing economy technology, employee knowledge is one of the major issues. High quality employees are easily snapped up by the other organizations. A long hiring process affects the employees they are been offered by another company (Reiche, Mendenhall Stahl, 2016). Coles other retail giant offer a lucrative career to the employees. This is exchange affect the longevity of employee tenure in an organization. . With this issue, the quality of employees at Woolworths is again an issue. This decreases their access to retain better employees to provide new opportunities to other (Marchington, et al 2016). Incentives Compensation other benefits are important for an organization in managing the employees ratio. In a tough economy, a large number of business organizations are finding difficulty in retaining better employees. HR department has to find out a better mean to make an appealing job listing. Employees are facing issues regarding the appealing job listing (Wilton, 2016). This issue is apparently affecting the organization in attracting employees. The candidates are mostly attracted towards organizations providing with a lucrative packages. In this situation Woolworths is facing issue in managing the employees expectations. Incentives act as a motivational factor in retaining employees in an organization. The implementation of a creative strategy is important to attract employees to retain the best (Albrecht, et al 2015). Woolworths has been facing an issue of a high turnover due to an inefficient incentive structure. Employees are not getting recognized in the organization. This in turn ha s affected the overall employee ratio. Employee motivation plays an important role in growth of the company. Woolworths has to develop a competitive incentive structure in order to attract more employees. This In turn will increase the employability. Employees security is important in an organization for gaining their trust (Stone Deadrick, 2015). Employee Retention Retention is important for an organization. Employees leave the organization in search of a better opportunity. Corporate culture work environment plays an important role in handling the employees retention issue. In case of an ineffective benefit structure, the employees tend to switch to other company(Wilkinson Wood, 2017). HR department has a challenge to screen loyal employees. These employees are retained for a longer time period. Woolworths has an issue regarding retention. A major section of employees leave after completion of their educational program (Stone, et al 2015). They face an issue of a high employee turnover as employees leave the organization as per their convenience (Hanks, 2015). The reason behind a high turnover is due to less growth opportunity. Employees are facing issue of better growth opportunity. They have to settle down for less. The availability of restricted growth in the organization is affecting the employee turnover. In such a situation it is import ant to create better growth features. This increases the employability creates better avenues. Employees when get a better opportunity outside tend to switch(Ford Richardson,2013). This is affecting the overall growth opportunity at Woolworths. Employees at Woolworths are facing an issue of bully by the managers. There are reports regarding continuous bully by the managerial staff. This in turn creates a high employee turnover ratio (Shields et al 2017). Training development Training development of employees take lot of efforts. Employers have to incorporate a better training development structure in order to attract more employees. They can only be retained if provided with better employment opportunities. A regular employee training is necessary to develop competitiveness (Guerci, et al 2015). Woolworths has an ineffective employee training structure. Employees are not provided with better employment training at an initial level. This creates frustration they gradually leave the organization. A regular interaction is suggested in between the employees the management to reduce the barriers. An existence of such barriers is affecting the organizational growth development (Robinson Plimmer, 2015). Strategies to meet the issue In order to develop a better recruitment structure, it is evident to frame better organizational strategies. These strategies are necessary to manage the employee ratio in the organization. The employees face an issue coming up due to the above mentioned issues. There is a necessity to deploy an effective employment structure so that employees are retained for a maximum time period (Punnett, 2015). Employees tend to switch due to multiple reasons. The purpose here is to provide with better opportunities to reduce the employees turnover. It is really a huge challenge to understthe employee psychology, to retain the best talents of the industry, inspire them to perform better handle diversity at the same time. Globalization has resulted in many positive as well as negative impacts on an organization. Diversity in the organization has multiplied the targets of the HR Department. In todays tough world, coordinating in a multicultural or diverse workforce is a real challenge for HR depart ment. It is tough to balance between employer employees keeping in mind the modern trends in the market. This creates a terrible situation for the employees to handle the human resource challenges efficiently (Salas et al 2015). A better employment structure Employees look for better employment structure. Growth is important for an individual on a long run. Woolworths has to create better opportunities for the existing employees. There is a necessity to make them feel secured. An attractive package with better growth opportunities for the employees is a need of an hour. Woolworths need to develop better employment growth opportunities for the existing employees. This will create better growth prospect necessary advancement (Kuvaas, Buch Dysvik, 2016). Training development process In order to grow, it is important to develop better training growth structure. This will allow employees in gaining a better insight. Employees do stick to the organization if they get better training facilities. Training related to organizational culture advancement is important to give better opportunities (Jamali, El Dirani Harwood, 2015). This in return will help in addressing the issues that employees faces on day-to-day basis. It is suggested that the organization need to carry out the job in a better way. Woolworths has an ineffective employee training structure (Oyewunmi et al 2017). Employees are not provided with better employment training at an initial level. For a better understanding of the job it is important to manage the training development process. This in return will help in managing the employees in an effective way (BAL De Lange, 2015). Handling Multicultural / Diverse Workforce One of the issues faced by the business organization is related with people from different age, gender, race, ethnicity, educational background, location, work experience can be a challenging task for HR managers (Brewster, Mayrhofer Morley, 2016). It is tough to train them about the organization. In such a situation Effective communication, adaptability, agility plays an important role in managing the large sized workforce (Deery Jago, 2015). Managing Change It is important for an organization to manage the changes taking place in the business environment to implement the same. Bringing change in organizational processes is one of the biggest concerns of HR managers (Gambardella, Panico Valentini, 2015). Upgrading the existing technology through training people is a real headache for HR department. The department needs to be proactive in dealing with such issues (Beer, Boselie Brewster, 2015; Alfes, Shantz, Truss Soane, 2013). Retaining the Talents Employee retention is imperative for the organization. Globalization gives freedom to working professionals to pursue their dreams. Different organizations are providing with a lucrative opportunities. It is the responsibility of the HR Manager to maintain harmonious relations with employees. Woolworths should provide with an excellent work environment, remuneration perks to retain efficient employees (Kersiene Savaneviciene, 2015). Conclusion To conclude, the organization has to manage the employees against odds. With a constant change in the work environment it has become evident to develop efficient employment strategies. These strategies will allow in overcoming the challenges faced in an organization. In a multicultural environment, it is tough to train them about the organization. Employees training development programs play an important role in managing the issues in a better way. This will help in overcoming the problems. An organization will get better direction for managing long term issues. Internal resources include a very strong representation of management employees in a well distinguished way. References Albrecht, S.L., Bakker, A.B., Gruman, J.A., Macey, W.H. Saks, A.M., (2015). Employee engagement, human resource management practices competitive advantage: An integrated approach.Journal of Organizational Effectiveness: People Performance,2(1), pp.7-35. Alfes, K., Shantz, A. D., Truss, C., Soane, E. C. (2013). The link between perceived human resource management practices, engagement and employee behaviour: a moderated mediation model.The international journal of human resource management,24(2), 330-351. Aryee, S., Walumbwa, F.O., Seidu, E.Y. Otaye, L.E.,( 2016). Developing leveraging human capital resource to promote service quality: Testing a theory of performance.Journal of management,42(2), pp.480-499. Bal, P.M. De Lange, A.H., (2015). From flexibility human resource management to employee engagement perceived job performance across the lifespan: A multisample study.Journal of Occupational Organizational Psychology,88(1), pp.126-154. Beer, M., Boselie, P. Brewster, C., (2015). Back to the future: Implications for the field of HRM of the multistakeholder perspective proposed 30 years ago.Human Resource Management,54(3), pp.427-438. Brewster, C., Mayrhofer, W. Morley, M. eds.,( 2016).New challenges for European resource management. Springer. Deery, M. Jago, L., (2015). Revisiting talent management, work-life balance retention strategies.International Journal of Contemporary Hospitality Management,27(3), pp.453-472. Ford, R. C., Richardson, W. D. (2013). Ethical decision making: A review of the empirical literature. InCitation classics from the Journal of Business Ethics(pp. 19-44). Springer Netherlands. Gambardella, A., Panico, C. Valentini, G., (2015). Strategic incentives to human capital.Strategic Management Journal,36(1), pp.37-52. Guerci, M., Radaelli, G., Siletti, E., Cirella, S. Shani, A.R.,( 2015). The impact of human resource management practices corporate sustainability on organizational ethical climates: An employee perspective.Journal of Business Ethics,126(2), pp.325-342. Hanks, S.H., (2015). The organization life cycle: Integrating content process.Journal of Small Business Strategy,1(1), pp.1-12. Jamali, D.R., El Dirani, A.M. Harwood, I.A.,( 2015). Exploring human resource management roles in corporate social responsibility: the CSR?HRM co?creation model.Business Ethics: A European Review,24(2), pp.125-143. Kersiene, K. Savaneviciene, A., (2015). The Formation Management of Organizational Competence Based on CrossCultural Perspective.Engineering Economics,65(5). Kuvaas, B., Buch, R. Dysvik, A., (2016). Performance management: Perceiving goals as invariable implications for perceived job autonomy work performance.Human Resource Management,55(3), pp.401-412. Marchington, M., Wilkinson, A., Donnelly, R. Kynighou, A.,(2016).Human resource management at work. Kogan Page Publishers. Oyewunmi, O.A., Osibanjo, O.A., Falola, H.O. and Olujobi, O.J., 2017. Optimization by Integration: A corporate governance and human resource management dimension.International Review of Management and Marketing,7(1). Punnett, B.J., (2015).International perspectives on organizational behavior human resource management. Routledge. Reiche, B.S., Mendenhall, M.E. Stahl, G.K. eds.,( 2016).Readings cases in international human resource management. Taylor Francis. Robinson, J. Plimmer, G., (201)5.Managing Employee Performance Reward: Concepts, Practices, Strategies. Cambridge University Press. Salas, E., Shuffler, M.L., Thayer, A.L., Bedwell, W.L. Lazzara, E.H., (2015). Understanding improving teamwork in organizations: A scientifically based practical guide.Human Resource Management,54(4), pp.599-622. Shields, J., Brown, M., Kaine, S., Dolle-Samuel, C., North-Samardzic, A., McLean, P., Johns, R. Bolman, L.G. Deal, T.E., (2017).Reframing organizations: Artistry, choice, leadership. John Wiley Sons. Sparrow, P., Brewster, C. Chung, C., (2016).Globalizing human resource management. Routledge. Stone, D.L. Deadrick, D.L., (2015). Challenges opportunities affecting the future of human resource management.Human Resource Management Review,25(2), pp.139-145. Stone, D.L., Deadrick, D.L., Lukaszewski, K.M. Johnson, R., 2015. The influence of technology on the future of human resource management.Human Resource Management Review,25(2), pp.216-231. Wilkinson, A., Wood, G. (2017). Global trends and crises, comparative capitalism and HRM. Wilton, N., 2016.An introduction to human resource management. Sage. Woolworths Ltd (WOW.AX),(2017). Online. Retrieved from: https://in.reuters.com/finance/stocks/company-profile/WOW.AX (Accessed on: 26 September 2017)

The Viability of Continuing Investment on Tourism in the Great Ocean Road Region

Tourism in the Great ocean Road region Tourism is a very critical sector of the economy and it entails provision of various services to tourists who visit tourism attraction sites which in most cases are natural features.Advertising We will write a custom report sample on The Viability of Continuing Investment on Tourism in the Great Ocean Road Region specifically for you for only $16.05 $11/page Learn More Provision of tourism services involves use of considerable resources and the issue has been faced with a lot of controversy on whether or not it is worth investing in tourism in some attraction site (Cooper and Hall 2007). The Great ocean Road region is a tourism area that has a lot to offer in terms of variety. The Great ocean Road region is a well known tourist attraction site that was constructed between 1918 and 1932 as a reminder of the people who died during the 1st world war. It is located in Australia, in the south western part of Victoria. It has however developed too much since then, making it to be a notable tourism region. It is composed of a diversity of tourism elements for instance the Apollo bay, the Otway National Park, London Bridge, the 12 Apostles, the Loch Ard Gorge and the inland volcanic plain among others. Other unique attributes of the Great ocean Road region include waterfalls, volcanic lakes, beaches, rich maritime, restaurants and an attractive culture and heritage collection. Tourism in the Great ocean Road region has been practiced to a great extent currently with most of the tourism sites attracting a significant number of tourists. With the implementation of strategies aimed at making the situation better, tourism activities and practices are likely to improve in future. Tourists have had a great contribution to the economy of the region through their expenditure on the various services for instance accommodation, food and drinks as well as other services charges (Anonymous 2004). The great road r egion attraction sites Attraction site Description Apostle whey cheese Located in Port Campbell. Established in 2002. Very attractive. Barwon park Located in Winchelsea. An attractive two storied bluestone mansion. Bay of islands Located in Port Campbell. A collection of islands of different sizes and shapes. Blowhole Located in Portland. Resulted from erosion. Burswood homestead Located in Portland. A superb building that offer home for the Portland founding family. Southern right whales Located in Warrnambool. A large pool of mammals Port fairy information center Located in Port fairy. Holds rich information. Port Campbell national park Located in Warrnambool. A scenic coastline with a lot of attractive features. Otway ranges Located in Colac. Very attractive and offering passes and roads to the coast. Mt. Richmond national park Located in Portland. Provides great views of Victoria shore regions. Mt. Noorat Located in Terang. The largest city in Australia. Memorial square Located in Colac. 2 hectare size in the town center. Surrounded by attractive thickly wooded botanic gardens. Hopkins falls/ Warrnambool mini Niagara Located in Warrnambool. Very attractive especially in summer. Griffith island Located in Port fairy. Holds Mutton bird sanctuary Erskine falls Located in Lorne at the lush Erskine river valley. Flagstaff hill maritime village Located in Warrnambool. Wide range of maritime attraction Childers cove Located in port Campbell. Offers attractive picnic and fishing base. Natural advantages and disadvantages impacting on the ability to supply tourism services Tourism in the Great Ocean Road region is attributed to a variety of benefits as well as challenges. Some of the natural advantages that impact on the ability of the Great Ocean Road region to supply tourism services are; the excellent road network that makes transport easy, availability diverse tourism elements and activities, air access, townscape improve ments, national trust, attractive image, exciting cultural and heritage experiences among others.Advertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The challenges that affect proper provision of tourism services in the Great Ocean Road region include increased pressure on the available resources for example land and transport among other services. Climatic change and seasonality, poor public transport access, inefficient accommodation, poor community participation, loss of natural character and unmanaged infrastructure are other threats associated with the Great Ocean Road region. These has led to the development of the Great ocean Road region strategy whose main goals are to protect land and ensure that the environment is cared for effectively, manage the growth of the urban centers, enhance the transport sector and most importantly promote sustainable tourism and effective utilization of resources. This has in a way led to reduction of the challenges and the situation is better now (Everist 2009). Past and current social impacts of tourism Tourism in the Great ocean Road region has both positive and negative social impacts. Some of the positive social impacts of tourism in the region include improvement of the general life of the local community. This has been made possible through exposure to various social facilities such as recreational services. Employment has also been a key contribution of tourism in the region where people have been able to secure job opportunities in various sections of the tourism industry in various ranks depending on their education backgrounds and other qualifications. It has also resulted to recovery and conservation of cultural values. Tourism in this region has also played a significant role in avoiding migration of the local population hence enhancing the socio-cultural level of the local community, an element that is very essential for social development.Advertising We will write a custom report sample on The Viability of Continuing Investment on Tourism in the Great Ocean Road Region specifically for you for only $16.05 $11/page Learn More Some of the negative social impact of tourism in the region includes development of social differences between the local community and the tourists. This is so because the locals tend to see as if the tourists are highly valued, as compared to them, because they enjoy what is in their surrounding more than they do. Tourism in the great ocean road region has also contributed to the rise of prostitution and other criminal activities such as drug abuse among others. This has been through imitation of the behaviors exhibited by the tourists. It has also influenced the local culture in the area due to the introduction of various new aspects that lead to dissolution of traditional culture in one way or the other. People find themselves adopting new attributes associated with the tourists to an extent of forgetting the traditions. Tourism in the region threatens important lifestyles and cultural products and attributes. This is a negative effect as it makes it difficult for future generations to get acquainted with their culture. Although tourism in the region has led to increased employment levels, it also restrains the local individuals from performing traditional tasks and participating in other significant activities such as community-based and social activities (Tribe and Airey 2007). Past and current environmental impacts of tourism Tourism in the Great Ocean Road region has had some considerable environmental impacts. It has for instance led to increased pressure on the available natural resources such as land because the population around the region keeps on increasing day by day. It has also led to destruction of the ecosystem, pollution of soils, air and water, noise, extinction of various species among other factors. It has led to depletion of the natural resources, soil erosion, loss of natural habitats, and increased pressures on various species especially the endangered ones as well as augmented vulnerability of the region to forest fires.Advertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Engagement in environmentally unfriendly operations has resulted to deterioration of the environment for instance deforestation making the region not only unattractive but also susceptible to adverse weather. The great ocean road region has also suffered from solid waste and littering, an aspect that is not good for the environment. This has been due to high concentration of tourists which results to spoiling of the natural environment in the region for example the rivers, the roadsides as well as other scenic areas. Tourism in this region has also contributed greatly to negative climatic change for instance existence of acid rain and the destruction of the ozone layer due to various emissions of carbon dioxide and other dangerous gases. This is linked to transportation of the tourists either by air or road. Various sustainability projects like the Great Ocean Road region strategy have however shed light and people are now appreciating and protecting the environment since they have the knowledge of how significant it is to them and the future generations. Although tourism has in most cases been associated with negative effects in regard to the environment, it has proved to be very essential in conserving unutilized landscape in the great ocean road region, that would other wise be destroyed through aspects like industrial development, globalization and other technological changes (Hall and Boyd 2005). Recommendations It is evident that the Great Ocean Road region is a peculiar tourism attraction site having a lot to offer for tourists around the world. Although there have been challenges and negative social and environmental impacts associated with the Great Ocean Road region, continued investment on tourism in the Great Ocean Road region is still justifiable and viable. This is because the returns on investment in terms of the benefits achieved surpass the drawbacks therein to a great extent and with the implementation of the strategies and recommendations be low, the Great Ocean Road region has the ability to achieve even much. Most of the social and economic costs associated with tourism in the region can be dealt with effectively to reduce the negative effects and make the place a better investment all together. To ensure that the Great Ocean Road region remains to be a viable tourism site in terms of the costs incurred and the benefits achieved, it is advisable that strategies to maintain sustainable tourism services are established and implemented under all circumstances. This could be achieved through combined efforts of the people involved in the different ventures in the Great Ocean Road region. There should also be educational campaigns on sustainability, undertaken by all the stakeholders involved in an effort to ensure that people engage in environmental friendly operations. This will result in unity of the tourists and the locals in their fight towards attaining sustainability in the entire region. When this is achieved, it w ill add on to the viability of investing in tourism in the Great Ocean Road region currently as well as in the future (Murphy and Murphy 2004). The great ocean road Reference List Anonymous., 2004. Great ocean Road region. Travel Victoria Web. Available from  https://www.travelvictoria.com.au/regions/greatoceanroad/ Cooper, C., Hall, M.C., 2007, Contemporary Tourism: An International Approach. Oxford: Butterworth-Heinemann. Everist, R.R., 2009, The Complete Guide to the Great Ocean Road: Walks, Beaches, Heritage, Ecology, Towns and Sustainable Tourism Through Southwest Victoria. New York: BestShot. Hall, M.C., Boyd, W. S., 2005, Nature-Based Tourism in Peripheral Areas: Development or Disaster? London: Channel View Publications. Murphy, E.P., Murphy, E. A., 2004, Strategic Management for Tourism Communities: Bridging the Gaps. New York: Channel View Publications. Tribe, J., Airey, D., 2007, Developments in Tourism Research, Volume 7. New York: Elsevier. This report on The Viability of Continuing Investment on Tourism in the Great Ocean Road Region was written and submitted by user Joanna D. 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.

How to Order Coffee in France

How to Order Coffee in France If you think ordering coffee in a French cafà © or bar is the same as back home, you might be in for an unpleasant surprise. Ask for un cafà © and youll be presented with a tiny cup of espresso, and if you then request milk, youre likely to get a dirty look or sigh of exasperation. Whats the problem? Le Cafà © Franà §ais In France, un cafà ©, which may also be called un petit cafà ©, un cafà © simple, un cafà © noir, un petit noir, un cafà © express, or un express, is an espresso: a tiny cup of strong black coffee. Thats what the French drink, so thats what the simple word cafà © refers to. Many visitors to France, however, prefer a large cup of filtered, relatively weak coffee, which in France is known as un cafà © amà ©ricain or un cafà © filtre. If you like the taste but not the strength of espresso, order un cafà © allongà © and youll get an espresso in a large cup which you can dilute with hot water. On the other hand, if youd like something even stronger than espresso, ask for un cafà © serrà ©. In the unlikely event that you find a place serving iced coffee, it will be called cafà © glacà ©. For decaffeinated coffee, add the word dà ©ca to your order: un cafà © dà ©ca, un cafà © amà ©ricain dà ©ca, etc. Du Lait, Sil Vous Plaà ®t If you want milk, you have to order it with the coffee: un cafà © au lait, un cafà © crà ¨me, un crà ¨me - espresso with hot milk (large cup)un cappuccino - espresso with foamed milk (large cup)un cafà © noisette, une noisette - espresso with a dash of milk or a spoonful of foam (small cup) Et Du Sucre? You dont need to ask for sugar - if its not already on the bar or table, it will arrive with your coffee, in little envelopes or cubes. (If its the latter, you can do like the French and faire un canard: dip a sugar cube in your coffee, wait a moment for it to turn brown, and then eat it.) Coffee Notes At breakfast, the French like to dip croissants and day-old baguettes into cafà © crà ¨me - indeed, thats why it comes in such a large cup or even a bowl. But breakfast is the only meal at which coffee is consumed (1) with milk and (2) with food. The French drink un express after lunch and dinner, which means after- not with- dessert. French coffee is not meant to be consumed on the street, so theres no takeaway. But if youre in a hurry, drink your petit cafà © standing up at the bar, rather than sitting at a table. Youll be rubbing elbows with locals, and youll save money to boot. (Some cafà ©s have three different prices: bar, indoor table, and outdoor table.) Un cafà © lià ©geois is not a drink, but rather a dessert: a coffee ice cream sundae. (Youre also likely to encounter un chocolat lià ©geois.) Other Hot Drinks un chocolat - hot chocolateun thà © - black teaun thà © vert - green teaune tisane, une infusion - herbal tea In the mood for something different? This article has an extensive list of other drinks and their French pronunciations.

Essay Sample on the Unity of Northern and Southern America

Essay Sample on the Unity of Northern and Southern America The attempt of the Southern States to secede from the American Federation in 1861, created a dangerous crisis in the history of America. The crisis turned into an internal war and, by the superior military power of the Center, they had to be kept within the Federation as integral part of the country which was, at that time, already moving towards plenty and prosperity. It was a complex process, and the Northern Federal Government really showed some extraordinary skills in order to bring the South back into the political system. In 1776, under the brilliant leadership of George Washington, 13 British Colonies in America united together and achieved a glorious freedom. On November 15, 1777, a confederation was created in order to provide for common defense, securities for their liberties and for their mutual and general welfare in the future. But the system had many loopholes and, hence, soon the leaders felt that the system must be either revised or superseded by a new one. Thus, the Philadelphia Convention was held in May 1787 which introduced a full fledged Federation for fostering a sense of unity among the units. According to K.C. Wheare, The fear of military insecurity and the consequent need of common defense, a desire to be independent of foreign power and the need of economic prosperity etc. have encouraged modern nations to form Federations (Wheare). Naturally, it needs unity among the federal units and the supremacy of the national Government. In the view of Bernard Schwartz, The American system has properly ensured those  arrangements in case of McCulloch v. Maryland; and it was declared in the case of Texas v. White (1869) that America was an indestructible union, composed of indestructible states. So, no unit can secede from it and, an attempt to do so can be failed by the superior power of the Center. This is a sample American History essay written from scratch by one of our academic writers. If you want to order a custom essay, term paper, research paper, thesis/dissertation or other written assignment on any topic contact our company to get professional academic writing help.

Business and Managerial Economics Essay Example | Topics and Well Written Essays - 2500 words

Business and Managerial Economics - Essay Example Trace the evolution of the rent and the quantity traded over time (in the long-run) (20 marks) An earthquake will affect not only the supply side but also the demand side of the housing market. On the supply side, the earthquake will reduce the supply of housing and, assuming that demand remained unchanged, the earthquake will lead to increases in rentals. However, demand does not remained unchanged in a major earthquake that caused significant damage to housing. Aftershocks take place and these sent jitters to consumers. City services like transport, electricity, and water are affected as well. Schools and workplaces may not be able to operate for some time. Thus, a major earthquake can send consumers to an exodus to locations safer from earthquakes and their aftershocks. In short, demand is affected as well. For this reason, it can happen house rent can remain unchanged or landowners may offer discounts to consumers. If demand is significantly reduced, house rent can even decrease and this seems to be the short-term effect in a strong earthquake everywhere. In the medium te rm as a location recovers from the earthquake, city and other services are restored and school/workplace operations normalize. But because supply is unable to respond quickly, housing supply may be fixed as demand is restored back to normal. Therefore, in the medium term, rentals may be higher than the immediate pre-earthquake levels. In this case, economic profit can be higher than normal and investors are encouraged to go into the housing sector. More housing units are built and the prices of house rentals decrease. The trend continues until the situation is normalized. This means that either house rentals are restored back to the pre-earthquake levels or the prices of rentals are back into the situation where economic profit is zero or â€Å"normal†. This discussion is similar to Varian (2005, p. 9). Restaurants that charge reasonable prices for food but

The American Civil War Essay Example | Topics and Well Written Essays - 1750 words

The American Civil War - Essay Example The American Civil War Both of these developments saw the strengthening of the American nation and the consolidation of the North American continent under the federal American government. Similarly, a consolidated and expanding America was able to exert itself in the affairs of Latin America to its own benefits. In a comparable manner, America was able to carve out spheres of influence in Asia in order to protect its interests in the East. This essay will look into specific examples of American consolidation and expansion in the aforementioned regions between the American Civil War and the First World War along with the justifications presented by the American nation for such actions. The American Civil War needs to be considered foremost since the emancipation of the African Americans provided the burgeoning economy and the industrialising North with ready hand, cheap labour. Furthermore, the American Civil War was instrumental in abrading the South’s political power so that the centre of power shi fted to the North. The political structure of the nation was also strengthened given that the American Civil War proved that breakaway states would not be tolerated by the federation. In turn, this allowed the consolidation of the American nation on the North American continent. The consolidation of the American nation at home allowed America to eye the larger global stage for expansion. Before the 1890’s, the only major American territorial expansion was the purchase of Alaska from Russia in lieu of the Aleutian Islands. (Foner 711). However, the burgeoning industrial complex at home demanded an increase in exports, especially during periods of lowered consumption at home. America began to view the rest of the world

Managing Role Stress as a nurse Essay Example for Free

Managing Role Stress as a nurse Essay Role Stress is the number one reason nurses leave the nursing field (Chang, Hancock, Johnson, Daly, Jackson, 2005). Role Stress happens when you find yourself experiencing things that you did not expect to happen to you as a nurse. It is the difference your perception of a role versus the reality of your role. You might first experience this as a new grad Nurse without confidence, facing unrealistic expectations, and value conflicts. You could also experience Role Stress due to a lack of job control, high demands, and work overload. We are now being faced with shorter and shorter hospital stays equaling more work to be done in less time. (Blais Hayes, 2011, pg. 27 ) A nurse experiencing Role Stress might end up with Role Strain. An emotional reaction accompanied by psychological responses, such as anxiety, tension, irritation, resentment, depression, and job dissatisfaction (Blais Hayes 2011, pg. 27). A stressor that one might experience as a substitute school nurse is the lack of consistency on policy from one school to another. A good way to manage the stress caused by the inconsistency is to research school nurse policies in the state you are in, and work under those regulations. Also, voicing your concerns to those involved can help if done politely. This was shown to be effective, thus eliminating stress. In another example; one may not realize the emotional stress of a job. Death in the ED can take a toll on both staff and family. It can produce feelings of guilt, anger, failure. One might become numb and develop emotional defenses to cope with the way they feel. To help with this special education or training can be given to the nurse, which can help improve wellness and performance (http://emedicine. medscape.com/article/806280-overview). In every different nursing environment we will eventually run into stressors, that can cause role strain. There are fortunately some strategies that can help manage stress. A plan of care to manage stress might be helpful to all working in the health care field. The following interventions might help reduce stress: Learn how to identify problems and solve them, have good time management skills, delegate well, and learn to not procrastinate. It is also helpful to not assume too many roles, to arrive early, and prepare ahead of time to eliminate any work overload stress. (Blais Hayes, 2011, pg. 29). A short term goal could be to arrive early to work everyday which in return could prevent some additional stress.. A long term goal would be the reduction of stress through applying the above strategies, as well as doing something healthy for yourself, such as a walk, exercise, alone time, or perhaps a good book. Using community resources and help available through specialist and friends can also be beneficial. In summary, it is first necessary to take care of yourself, then you will be in a position to apply the many other helpful techniques enabling you to care for others. References Blais, K.K. Hayes, J.S. (2011). Professional Nursing Practice: Concepts and Perspectives (6th ed). Upper Saddle River, NJ: Pearson Prentice Hall, Inc. Chang, E.J., Hancock, K.M., Johnson, A., Daly, J., Jackson, D. (2005). Role stress in nurses: Review of related factors and strategies for moving forward. Nursing and Health Sciences, 7, 57-65. Medscape. (2009). Grief Support in the ED. Retrieved September 4, 2013, from http://emedicine,medscape.com/article/806280-overview)

Mel Gibsons The Passion of the Christ Essay -- Reflective The Passion

The Passion of the Christ - The Pathetic Appeal of the Death of Jesus In February 2004, one day after the release of The Passion of the Christ, my girlfriend and I took our seats in the crowded theatre. I came into the night prepared to watch the death of Jesus Christ. However, I had no idea that I would actually be watching the death of Jesus Christ. For ten or more years prior to this night, I had always been told that Jesus had died on a cross for my sins. My parents, my Sunday school teachers, my friends’ parents, and my extended family had, at some time in my youth, told me the story of Jesus from the Gospels of the New Testament (Matthew, Mark, Luke, and John). From the moment I matured enough to understand these stories, I had believed Jesus â€Å"died and rose again† just for me. I took this belief and put it in my dresser drawer so that I could return to use it again in my adult life. As we all know, things do not happen the way we plan. The lights in the theatre faded into a nervous darkness, and scripture, from the Bible that I knew so well, lit up the screen. â€Å"But he was pierced for our transgressions, he was crushed for our iniquities . . . Isaiah 53:5.† This was no surprise to me. I had been taught this all my life. Jesus died for me. The movie progressed with Jesus being arrested and sentenced to death. Then, I was punched in the gut with a new perspective of this story. The Roman guards stripped Jesus of his clothes and whipped him several times in an extremely bloody and intense scene. This man’s flesh was ripped off his back and flung into the crowd. It was absolutely disgusting, but it was absolutely effective. Up until this point, Jesus had just been a dignified man who had saved me from my sins. Now he was a beaten and broken man who suffered the most excruciating pain to save me from my sins. I never had a visual image in my mind that showed me what Jesus had gone through for me until this movie. And even though it is just a movie, it painted a picture for me that changed my views about Jesus Christ. He wasn’t the guy in my dresser drawer anymore; he was my Savior. This change of view spawned from the use of rhetoric. The pathetic appeals that the director, Mel Gibson, used were very effective. The images he created on the screen led many people to tears. Almost everyone turned their head away in as... ...something that is wrong. This fear can be a good thing when it comes to talking with other people about their religions, but it can also be a bad thing because it’s harder to trust the most trustworthy people. Discovering rhetoric this semester has changed my view that I can believe the claims of those people I trust. Now I have to convince myself that these people I trust are not trying to lead me astray even if they are using a rhetorical appeal. Most of them probably don’t even know they are using rhetorical appeals. I am not yet sure if I like this revision of myself. It has definitely proved helpful when reading texts for other classes because it separates learning from believing. I can learn something and not necessarily believe it unless I think it’s the truth, as opposed to believing everything I learn like I have done in the past. However, this new understanding of rhetoric has caused me to question everyone. Eventually, something will come along and convince me that questioning everyone is a good thing or an evil thing. One of these opposing views will dominate the other one, but until then, I will have to wait for the appeals of rhetoric to lead me to what is â€Å"right.†

The Depression Level of 4th Year College Students

Acknowledgement The researcher proudly acknowledge to the ones who supported this research for making it possible to accomplish this factual research. First of all, the researcher would proudly acknowledge our Almighty God for bestowing us the eternal blessings of knowledge in this research, for securing us from harm at all times and gave us guidance to finish this research. The researcher would also proudly acknowledge our beloved professor Dr. Maria Rosario E. Monce, for giving enough knowledge to perform and finish this research.This research will surely prepare us for the future challenges and it will help us to become a far more responsible and hardworking person. Also, I would also like to give thanks to the 4th year college students of the University of the East for their swift cooperation in answering the researcher’s depression test. DEDICATION The researcher dedicates this study to her beloved family especially to her mom to show her efforts, gratitude, sincerity and most of all her unending love and appreciation for all she have sacrificed for her. To the researcher’s friends who gave support and encouragement.To the researcher’s beloved Professor, Dr. Maria Rosario E. Monce, who taught her how to trust herself and to have a positive outlook in life. Abstract Research Title:The Depression Level of 4th Year College Students of the University of the East Researcher:Criselle Joy M. Masungsong Degree Granted:Bachelor of Science, Major in Psychology Granting Institution:College of Arts and Sciences, University of the East, Manila Research design:Descriptive Method Respondents:50 4th year college students Statistical Tools Used:T-test for independence samples, Chi-square Summary . The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. Th e respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 2. The year level is all 4th year college students. 3.The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 4. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level. The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 5. The Depression level of 4th year college students is 3. 7. It means the respondents have Below Average Depression Level. 6. The Depression leve l of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 7. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 8. The obtained value of 0. 7 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 1. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 2.The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 3. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 4. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. . The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 6. T he obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 1.Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 2. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 3. The researcher should study more than just one year level. 4. Look for more studies that are related in the researcher’s topic. 5. Never lose hope. 6. Depression can be fought with a positive outlook in life and control to yourself. Chapter 1 Problem and its Background IntroductionDepression has been recognized as a common disease. It  is a state of low mood and aversion to activity that can affect a person's thoughts, behavior, feelings and physical well-being. Depressed people may feel sad, anxious, empty, hopeless, helpless,  worthless, guilty, irritable, or restless. They may lose interest in activities that once were pleasurable, experience loss of appetite or overeating, or problems concentrating, remembering details or making decisions; and may contemplate or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains or digestive problems that are resistant to treatment may be present.Depression can last for years and can end up people in mental hospitals. Some used to say their depressed but they only feel sad. Too much and too long sadness can become depression. This research will contain factual information regarding the depression degree of people’s current state of adolescence and young adults. At this age is the beginning of difficult and complicated trials anchored with di fferent types of negative elements such as temptation, greed or jealousy in their journey to adulthood, this is also the stage of building one’s selves hidden talent and forging of who they will become in the future.Background of the study The researcher used many sources and books to conclude and finish the study. So many time was given and sleepless nights to endure. Complete understanding was used in the research to have a good result. Depression was called melancholia many years ago. The name was changed and become clinical depression, major depression or simply depression and commonly referred to as major depressive disorder by many health care professionals. There is no single cause for depression.Many factors play a role including genetics, environment, life events, medical conditions, and the way people react to things that happen in their lives. Research shows that depression runs in families and some people inherit genes that make them more likely to get depressed. Not everyone who has the genetic makeup for depression gets depressed, though. Some can get depress even if they don’t have genetic makeup for depression. The death of a family member, friend, or pet can go beyond normal grief and sometimes lead to depression.Other difficult life events, such as when parents divorce, separate, or remarry, can trigger depression. Even events like moving or changing schools can be emotionally challenging enough that a person becomes depressed. For some teens, a negative, stressful, or unhappy family atmosphere can affect their self-esteem and lead to depression. This can also include high-stress living situations such as poverty; homelessness; and violence in the family, relationships, or community. Substance use and abuse also can cause chemical changes in the brain that affect mood — lcohol and some drugs are known to have depressant effects. The negative social and personal consequences of substance abuse also can lead to severe unhap piness and depression. Certain medical conditions can affect hormone balance and therefore have an effect on mood. Some conditions, such as hypothyroidism, are known to cause a depressed mood in some people. When these medical conditions are diagnosed and treated by a doctor, the depression usually disappears. Theoretical Framework The researcher was able to search about Beck’s Depression Inventory (BDI, BDI-II), created by Dr. Aaron T.Beck, is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression. Also, the researcher was able to study about Aaron Beck's Cognitive Theory of Depression. Different cognitive behavioral theorists have developed their own unique twist on the Cognitive way of thinking. According to Dr. Aaron Beck, negative thoughts, generated by dysfunctional beliefs are typically the primary cause of depressive symptoms. A direct relationship occurs between the amount and severity of someone's negative thoughts and the severity of their depressive symptoms.In other words, the more negative thoughts you experience, the more depressed you will become. Beck also asserts that there are three main dysfunctional belief themes (or â€Å"schemas†) that dominate depressed people's thinking: 1) I am defective or inadequate, 2) All of my experiences result in defeats or failures, and 3) The future is hopeless. Together, these three themes are described as the Negative Cognitive Triad. When these beliefs are present in someone's cognition, depression is very likely to occur (if it has not already occurred).Beck's main argument was that depression was instituted by one's view of oneself, instead of one having a negative view of oneself due to depression. This has large social implications of how we as a group perceive each other and relate our dissatisfactions with one another. Abela and D'Alessandro's (2002) study on college admissions is a good example of this pheno menon. In their study they found that the student's negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood.The research clearly backed up Beck's claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the students' self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. Conceptual Framework InputProcessOutput The diagram shows how the study is being conducted. The 4th year college students are the independent variable and the level of depression is the dependent variable.To determine whether the independent variable really affects the dependent variable, a depression test is processed. Statement of the Problem 1. What is the demographic profile of the respondents according to their: 1. Age; 2. Gender 3. Course/Year? 2. What is the level of depression of the respondents? 1. Is there significant difference between the depression level of male and female adolescents? 2. Is there significant difference between the ages of adolescents in their depression level? 3. Is there significant difference between the year level of adolescents in their depression level?Hypotheses Null: There is no significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is no significant difference between the ages of 4th year college students in their level of depression? There is no significant difference between the year level of 4th year college students in their level of depression? Alternative: There is a significant difference between the level of depression of male and female 4th year college students in the University of the East Manila.There is a significant difference between the ages of 4th year col lege students in their level of depression? There is a significant difference between the year level of 4th year college students in their level of depression? Assumption Females are more sensitive than males. Female thinks too much which leads to stress and with prolonged problems and sadness, depression is developed. Male doesn’t think too much about their problems in life. They just play computer games or do their interest to help themselves and make their sadness fade. The researcher will assume that females have higher depression level than males.Significance of the study This study will help to guide the readers on understanding of what is really depression, the main causes of depression especially at their age and understanding the theoretical studies of depression that will broaden the concept of readers regarding the topic of this research. The significance of this study will make a person aware of their Depression level and whether they have low/high depression leve l. The researcher will help the respondents in improving and knowing what to do for their selves. Scope and Delimitation of the StudyThis study limits its respondents to 50 4th year college students. These 50 persons are students in University of the East Manila, specifically ranging from age of 18 up to 24 years old. The researcher provided definitions, backgrounds about the study, tests, reasons and preventions, computations and frameworks. Definitions Depression is a state of low mood and aversion to activity that can affect a person's thoughts, behavior, feelings and physical well-being. Beck’s Depression Inventory is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression.Insomnia (or sleeplessness) is most often defined by an individual's report of sleeping difficulties Stress It refers to the consequence of the failure of an organism  Ã¢â‚¬â€ human or other animal  Ã¢â‚¬â€ to respond ad equately to mental, emotional, or physical demands, whether actual or imagined. Themes (or â€Å"schemas†) are a mental structure that represents some aspect of the world. Chapter 2 REVIEW OF RELATED LITERATURES AND STUDIES According to the article of â€Å"Hopelessness, Family Stress, and Depression among Mexican-Heritage Mothers in the Southwest† made by: Flavio F.Marsiglia, Stephen Kulis, Hilda Garcia Perez, and Monica Bermudez-Parsai Hopelessness is conceptualized as an individual's negative expectancy regarding the future, and it is characterized by negative emotions, pessimistic expectations, and loss of pleasure in life (Beck. Weissman,Lester, , 1974; Heilemann, Coffey-Love, , 2004). Hopelessness is the expectation that negative outcomes are inevitable or that positive outcomes will not develop. These expectations are paired with the feeling that one cannot do anything to change the future (Abela, Gagnon, & Auerbach, 2007).Individuals who are pessimistic about t he causes and consequences of events and who tend to ascribe negative self-characteristics after negative events have been found to be more at risk for hopelessness and depression (Brozina & Abela, 2006). According to the article of: Wayne Katon, Jurgen Unutzer, and Joan Russo, patients with major depression have a great deal of heterogeneity in the level of depression severity, number of earlier episodes, comorbidity with dysthymia, anxiety disorders, chronic medical disorders and chronic ain, comorbidity with personality disorders and maladaptive coping styles (such as high levels of neuroticism), and socioeconomic status. Chapter 3 RESEARCH METHODOLOGY This chapter shows the information and further make clear of the present study. This part include the research design, the determination of the sample size, sampling design and technique, the description of the subjects, the research instrument, and validation of the instrument, data gathering and procedure, data processing method and the statistical treatment of data. RESEARCH DESIGNIn this study, the researcher used the descriptive method as the research design to present the study. This method shows the different sides and the nature of the study. The researcher will measure the variables depression level, age, gender and the year level and determine the nature and difference between them. SAMPLING DESIGN AND TECHNIQUE In selecting the respondents of the study, the researcher used the convenience sampling method. The researcher asked the approval of the selected students from 4thy year college students from the University campus. THE SUBJECTSThe researcher gathered respondents from 4th year college students of the University of the East to serve as samples in the said study. THE INSTRUMENT OF THE STUDY The instrument used by the researcher was a self-constructed test of Depression test. Table 1 The table shows the level of Depression based on their weighted mean. |Mean Score | Verbal Interpretation | |1. 0 0-1. 80 |High Depression | |1. 1-2. 60 |Above Average Depression | |2. 61-3. 40 |Average Depression | |3. 41-4. 20 |Below Average Depression | |4. 21-5. 00 |Low Depression | VALIDATION OF THE INSTRUMENT USEDThe Depression test was face-validated by Dr. Maria Rosario E. Monce and went through several modifications. TREATMENT OF THE DATA 1. The statistical treatment of the data that was used in the study is the percentage, weig Formula for weighted mean: X=? X N Where: ?X= total scoresN= Number of respondents 2. Formula for the computation of t-test for 2 independent samples. t= X1-X2Where: vS1 S2X1 / X2= means of independent samples +N1 / N2= total of samples N1 N2S= standard deviation S=? X12-(? X1)2 + ? X22-(? X2)2d. f. = N1 + N2 – 2 N1 N2 N1+N2-2 3. Formula for Chi square, a test of relationship/difference.X2= (fo-fe)2E= R x Kd. f. = (R-1) (K-1) fe T Where:Where: fo= observed frequencyR= total row scores fe= expected frequencyK= total column scores T= total scores W eighted mean, T-test and Chi-square Chapter 4 Presentation, Analysis and Interpretation of Data The researcher finished the table after gathering all the data needed. These tables show the results and serve as the tool to clearly understand the study. 1. Demographic profile of the respondents according to the following: Table 1. 1 Frequency and Percentage Distribution of the Respondents According to Age Age |Frequency |Percentage | |18 |1 |2% | |19 |16 |32% | |20 |19 |38% | |21 |10 |20% | |22 |1 |2% | |23 |1 |2% | |24 |2 |4% | |Total |50 |100% |The table above shows the age of the respondents ranging 18 to 24 years old, the age that accumulated the largest frequency is the 20 years old which has total 19 and percentage of 38%. Then the lowest frequency is the 18, 22 and 23 years old which has only 1 and percentage of 2%. The other frequency are the 19 years old which has the frequency of 16 and percentage of 32% and the 21 years old which has frequency of 10 and percentage of 20%. A lso, the 24 years old this has frequency of 2 and percentage of 4%. The overall frequency is 50 and with the percentage of 100%. Table 1. 2 Frequency and Percentage Distribution of the Respondents According to Gender Gender |Amount |Percentage | |   |   |   | |M |25 |50% | |F |25 |50% | |   |50 |100% | The table above shows the number of female and male respondents. The number of female and male respondents is equal. Table 1. 3Frequency and Percentage Distribution of the Respondents According to Year/Level |Year/Level |Frequency |Percentage | |Fourth Year |50 |100% | |Total: |50 |100% | The table above shows that all of the respondents are 4th year college students with the frequency 50 and percentage of 100%. 2. Level of depression of the respondents. Table 2 Gained Weighted Mean and Verbal Interpretation Respondent # |Mean Score |Verbal Interpretation | |1-50 |3. 67 |Below Average Depression | The table above shows that the level of depression of the 50 respondents was i n the verbal interpretation of Below Average Depression. 3. Significant difference between the depression level of male and female adolescents. Table 3 T-value obtained by the respondents in the depression test |d. f. |Obtained Value |Critical Value |Decision | |48 |0. 3 |2. 0126 |No significant difference | Since the obtained value of 0. 33 is lower than the critical value of 2. 0126 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the male and female 4th year college students in their depression level. 4. Significant relationship between gender and age of adolescents to depression. |Profile Variable |df |Obtained Value |Critical Value |Decision | |Age |24 |25. 3 |36. 42 |No significant difference | |Gender |4 |0. 57 |9. 49 |No significant difference | Age The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. This proves that 4th year students with the age of 18-24 can have the same depression level. Gender The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. The gender does not affect the depression level of male and female 4th year college students. Chapter 5 Summary of Findings, Conclusions and Recommendations In this chapter, the researcher will mainly discuss the summary of the all findings, conclusion and recommendation of the study. Summary 9. The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%.The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 10. The year level is all 4th year college students. 11. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 12. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level.The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 13. The Depression level of 4th year college s tudents is 3. 67. It means the respondents have Below Average Depression Level. 14. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 15. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 16. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 7. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 8.The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 9. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 10. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. 11. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 12. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 7. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 8.Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 9. The researcher should study more than just one year level. 10. Look for more studies that are related in the researcher’s topic. 11. Never lose hope. 12. Depression can be fought with a positive outlook in life and control to yourself. BIBLIO GRAPHY Webiology †¢ http://depression. about. com/cs/diagnosis/l/bldepscreenquiz. htm †¢ http://en. wikipedia. org/wiki/History_of_depression †¢ http://helpguide. org/mental/depression_signs_types_diagnosis_treatment. htm †¢ http://kidshealth. org/teen/your_mind/mental_health/depression. html# †¢ http://en. wikipedia. org/wiki/Depression_%28mood%29 †¢ www. mentalhelp. net www. wikipedia. com †¢ http://itl. nist. gov/div898/handbook/eda/section3/eda3672. htm APPENDIX A Table for the Computation Table of Weighted Scores of the Respondents and Verbal Interpretation |Male | |Respondent # |Weighted Scores |Verbal Interpretation | |1 |3. 22 |Average Depression | |2 |4. 32 |low Depression | |3 |4. 2 Below Average Depression | |4 |2. 5 |Above Average Depression | |5 |3. 78 |Below Average Depression | |6 |4. 28 |low Depression | |7 |3. 06 |Average Depression | |8 |3. 78 |Below Average Depression | |9 |3. 64 |Below Average Depression | |10 |3. 4 |Average De pression | |11 |3. 78 |Below Average Depression | |12 |3. 48 |Below Average Depression | |13 |4. 26 |low Depression | |14 |3. 68 |Below Average Depression | |15 |4. 36 |low Depression | |16 |4. 22 |low Depression | |17 |3. 2 |Below Average Depression | |18 |3. 28 |Average Depression | |19 |3. 78 |Below Average Depression | |20 |3. 86 |Below Average Depression | |21 |4. 3 |low Depression | |22 |3. 84 |Below Average Depression | |23 |3. 58 |Below Average Depression | |24 |3. 6 |Average Depression | |25 |1. 52 |High Depression | |Female | |Respondent # |Weighted Scores |Verbal Interpretation | |1 |4. 2 |Below Average Depression | |2 |3. 02 |Average Depression | |3 |3. 4 |Average Depression | |4 |4. 18 |Below Average Depression | |5 |3. 76 |Below Average Depression | |6 |4. 38 |Low Depression | |7 |3. 72 |Below Average Depression | |8 |3. 88 |Below Average Depression | |9 |3. 8 |Below Average Depression | |10 |4 |Below Average Depression | |11 |3. 2 |Average Depression | |12 |2. 54 |Abo ve Average Depression | |13 |4. 56 |Low Depression | |14 |3. 98 |Below Average Depression | |15 |4. 54 |Low Depression | |16 |3. 8 |Below Average Depression | |17 |4. 14 |Below Average Depression | |18 |4. 6 |Low Depression | |19 |4. 5 |Low Depression | |20 |2. 9 |Average Depression | |21 |4. 3 |Low Depression | |22 |3. |Below Average Depression | |23 |1. 14 |High Depression | |24 |4. 54 |Low Depression | |25 |2. 28 |Above Average Depression | APPENDIX B Computation for the t-test independent Sample |Female |X? 2 | |   |   | |1 |17. 64 | |2 |9. 1204 | 3 |9. 2416 | |4 |17. 4724 | |5 |14. 1376 | |6 |19. 1844 | |7 |13. 8384 | |8 |15. 0544 | |9 |14. 2884 | |10 |16 | |11 |10. 6276 | |12 |6. 4516 | |13 |20. 7936 | |14 |15. 8404 | 15 |20. 0116 | |16 |12. 1104 | |17 |17. 1396 | |18 |21. 16 | |19 |20. 25 | |20 |8. 41 | |21 |18. 49 | |22 |15. 21 | |23 |1. 2996 | |24 |20. 6116 | |25 |5. 1984 | |Male |X? 2 | 1 |10. 3684 | |2 |18. 6624 | |3 |17. 64 | |4 |6. 25 | |5 |14. 2884 | |6 |18. 3184 | |7 |9. 3636 | |8 |14. 2884 | |9 |13. 2496 | |10 |9. 8596 | |11 |14. 2884 | |12 |12. 1104 | 13 |18. 1476 | |14 |13. 5424 | |15 |19. 0096 | |16 |17. 8084 | |17 |15. 3664 | |18 |10. 7584 | |19 |14. 2884 | |20 |14. 8996 | |21 |18. 49 | |22 |14. 7456 | |23 |12. 8164 | |24 |9. 9856 | 25 |2. 3104 | T= X? – X? [pic] [pic] = [pic]- [pic] + [pic] – [pic] N1 N2 N1 + N2 -2 [pic]= 340. 85. 04 – (90. 94) 2 + 360. 182 – (92. 62)2 25 25 25+25-2 [pic]= 340. 85. 04 – (8270. 0836) + 360. 182 – (8578. 4644) 25 25 25+25-2 = (340. 8504 – 330. 803344) + (360. 182 – 343. 138576) 48 = 10. 047056 + 17. 043424 48 = 27. 09048 48 [pic] = 0. 56 APPENDIX C Computation for Chi square Formula: E=R x KX2= (fo-fe)2 T fe Where:Where: E= expected frequencyfo= frequency observed R= total row scoresfe= frequency expected K= total column scores T= total scores Table According to Profile Variable Age Age |High |Above Average |Average |Below Average |Low |Total | |18 |0 |0 |0 |1 |0 |1 | |19 |0 |2 |2 |7 |5 |16 | |20 |2 |1 |4 |8 |4 |19 | |21 |0 |0 |3 |3 |4 |10 | |22 |0 |0 |0 |0 |1 |1 | |23 |0 |0 |0 |1 |0 |1 | |24 |0 |0 |0 |2 |0 |2 | | |2 |3 |9 |22 |14 |50 | X2=-25. 13 d. f. = (r-1) (k-1) = (4-1) (4-1) = (3) (3) = 9 C. V. 0. 05= 36. 42 |fo |fe |(fo – fe) |(fo-fe)2 |(fo-fe)2/fe | |   |   |   |   |   | |0 |0. 04 |0. 04 |0. 0016 |0. 4 | |0 |0. 64 |0. 64 |0. 4096 |0. 64 | |2 |0. 76 |1. 24 |1. 5376 |2. 023157895 | |0 |0. 4 |0. 4 |0. 16 |0. 4 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 08 |0. 08 |0. 0064 |0. 08 | |0 |0. 06 |0. 06 |0. 0036 |0. 6 | |2 |0. 96 |1. 04 |1. 0816 |1. 126666667 | |1 |1. 14 |-0. 14 |0. 0196 |0. 017192982 | |0 |0. 6 |0. 6 |0. 36 |0. 6 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 12 |0. 12 |0. 0144 |0. 12 | |0 |0. 18 |0. 18 |0. 0324 |0. 8 | |2 |2. 88 |-0. 88 |0. 7744 |0. 268888888 | |4 |3. 42 |0. 58 |0. 3364 |0. 098362573 | |3 |1. 8 |1. 2 |1. 44 |0 . 8 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 36 |0. 36 |0. 1296 |0. 36 | |1 |0. 44 |0. 56 |0. 3136 |0. 12727272 | |7 |7. 04 |-0. 04 |0. 0016 |0. 000227272 | |8 |8. 36 |-0. 36 |0. 1296 |0. 015502392 | |3 |4. 4 |-1. 4 |1. 96 |0. 445454545 | |0 |0. 44 |0. 44 |0. 1936 |0. 44 | |1 |0. 44 |0. 56 |0. 3136 |0. 712727272 | |2 |0. 88 |1. 12 |1. 2544 |1. 425454545 | |0 |0. 28 |0. 28 |0. 0784 |0. 8 | |5 |4. 48 |0. 52 |0. 2704 |0. 060357142 | |4 |5. 32 |-1. 32 |1. 7424 |0. 327518797 | |4 |2. 8 |1. 2 |1. 44 |0. 514285714 | |1 |0. 28 |0. 72 |0. 1584 |1. 851428571 | |0 |0. 28 |0. 28 |0. 0784 |0. 28 | |0 |0. 56 |0. 56 |0. 3136 |0. 56 | Table According to Profile Variable Gender Gender |High |Above Average |Average |Below Average |Low |Total | |Male |1 |1 |5 |12 |6 |25 | |Female |1 |2 |4 |11 |7 |25 | |total |2 |3 |9 |23 |14 |50 | |   |Gender |   |   |   | |1 |1 |0 |0 |0 | |1 |1 |0 |0 |0 | |1 |1. 5 |-0. 5 |0. 25 |0. 66666666 | |2 |1. 5 |0. 5 |0. 25 |0. 166 666666 | |5 |4. 5 |0. 5 |0. 25 |0. 055555555 | |4 |4. 5 |-0. 5 |0. 25 |0. 055555555 | |12 |11. 5 |0. 5 |0. 25 |0. 02173913 | |11 |11. 5 |-0. 5 |0. 25 |0. 02173913 | |6 |6. 5 |-0. 5 |0. 25 |0. 038461538 | |7 |6. 5 |0. 5 |0. 25 |0. 038461538 |X2= 0. 57 C. V. 0. 05= 9. 49 Name: __________________________________________ Course & Year: _________________ Age: __________ Gender: __________ Date: _______________ Depression Test Objective: Depression test may help you identify any possible depression symptoms that you may be experiencing and whether you should seek a diagnosis or treatment for depression from a qualified doctor or mental health professional. Direction: Examine the following statements and indicate which option best describes or applies to you. As you take the test, answer each question as honestly as possible. 1 – MOST OF THE TIME 2 – OFTEN 3 – SOMETIMES 4 – RARELY 5 – NEVER    |   |1 |2 |3 |4 |5 | |1 |I experience extremes in mood, mo ving from elated and hyper to deeply depressed. |   |   |   |   |   | |2 |I feel agitated or restless. |   |   |   |   |   | |3 |I feel so guilty that I can barely take it. |   |   |   |   |   | |4 |I feel like there is nothing to look forward to when I wake up in the morning. |   |   |   |   |   | |5 |I feel that I am not loved by my friends, family, and/or my romantic partner. |   |   |   |   |   | |6 |I think about death.    |   |   |   |   | |7 |I cannot make up my mind quickly when needed. |   |   |   |   |   | |8 |I only notice the sad or negative headlines. |   |   |   |   |   | |9 |I get mad at myself if I do not achieve the goals I have set out to reach. |   |   |   |   |   | |10 |I feel anxious when I go out of the house alone. |   |   |   |   |   | |11 |I keep myself up at night thinking about the things going on in my life. |   |   |   |   |   | |12 |I have recur rent thoughts about ending my life.    |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |13 |I feel bad about myself. |   |   |   |   |   | |14 |I still find a way to blame myself even when forces beyond my control prevent me from |   |   |   |   |   | | |reaching a goal. | | | | | | |15 |I feel like I will never get over it when things go wrong in my life. |   |   |   |   |   | |16 |I believe that I will not have a happy relationship with anyone.    |   |   |   |   | |17 |I have a persistent feeling of emptiness. |   |   |   |   |   | |18 |I wake up early in the morning and cannot go back to sleep. | | | | | | |19 |I always feel tired and irritable. |   |   |   |   |   | |20 |I feel slowed down (physically or mentally). |   |   |   |   |   | |21 |I feel tired even after a good rest. |   |   |   |   |   | |22 |I tend to think that I am not smart enough when I am struggling in work or in school. |    |   |   |   |   | |23 |I always feel sad and troubled every day.    |   |   |   |   | |24 |I do not want to tell others when bad things happen to me because the last thing I want |   |   |   |   |   | | |is for them to pity me. | | | | | | |25 |I overanalyze my relationships with others, finding problems that do not really exist. |   |   |   |   |   | |26 |I feel like crying for no apparent reason. |   |   |   |   |   | |27 |I have difficulty in concentrating and remembering things to do. |   |   |   |   |   | |28 |I cannot forgive myself if I fail to achieve what I have set out to do.    |   |   |   |   | |29 |I feel that I do not deserve to be loved. |   |   |   |   |   | |30 |I feel like ending my life. |   |   |   |   |   | |31 |I cannot seem to get started on important projects or tasks I need to take care of. |   |   |   |   |   | |32 |I have been called overly sensitive. |   |   | |   |   | |33 |I act based on what others will think of me, rather than based on how I would really like|   |   |   |   |   | | |to proceed. | | | | | | |34 |I am (or I have been told that I am) unusually irritable.    |   |   |   |   | |35 |I feel physically weak. |   |   |   |   |   | |36 |I cannot take care of myself and of those who depend on me. |   |   |   |   |   | |37 |I feel that I am unlovable or unattractive. |   |   |   |   |   | |38 |I am not contented in my life. |   |   |   |   |   | |39 |I feel like I am hurting people by just being around. |   |   |   |   |   | |40 |I mess up everything I touch. |   |   |   |   |   | |41 |I cannot think as clearly as ever.    |   |   |   |   | |42 |I do not get pleasure anymore out of most (or all) of the things and activities that I |   |   |   |   |   | | |used to enjoy. | | | | | | |43 |I keep failures and disappoint ments to myself to avoid being judged by others. |   |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |44 |I feel worthless. |   |   |   |   |   | |45 |I am so tired that I cannot carry on with my usual activities.    |   |   |   |   | |46 |I feel that nobody listens to any of my sentiments. |   |   |   |   |   | |47 |I loose my concentration to everything I do. |   | |   |   |   | |48 |I tend to be sensitive in interactions with others, noticing even the subtlest insult or |   |   |   |   |   | | |mocking tone of voice. | | | | | | |49 |I have lost/gained weight without trying to. |   |   |   |   |   | |50 |I feel there is something seriously wrong with me. |   |   |   |   |   | Bibliography: http://www. essons4living. com/depression_test2. htm http://www. queendom. com/tests/access_page/index. htm? idRegTest=1123 http://www. findingstone. com/services/tests/depressiontest. htm Scoring: 1. – 1. 80 = High Depression 1. 81 – 2. 60 = Above Average Depression 2. 61 – 3. 40 = Average Depression 3. 41 – 4. 20 = Below Average Depression 4. 21 – 5. 00 = Low Depression ———————– Depression Level †¢ High †¢ Above Average †¢ Average †¢ Below Average †¢ Low Depression Test 4th year college students in the University of the East Manila -0. 07 0. 211660104 3. 64 – 3. 71 [pic] 25 25 -0. 07 [pic] O. V. = 0. 33 C. V. = 2. 0106 0. 33 -0. 07 [pic]