Free Essays on Depression And Healthcare

Depression and Healthcare in Our Society â€Å"In any given 1-year period, 9.5 percent of the population, or about 18.8 million American adults, suffer from a depressive illness. The economic cost for this disorder is high, but the cost in human suffering cannot be estimated. Depressive illnesses often interfere with normal functioning and cause pain and suffering not only to those who have a disorder, but also to those who care about them. Serious depression can destroy family life as well as the life of the ill person. But much of this suffering is unnecessary†(NIMH). There are three main categories of depressive disorder such as: dysthymia, depression and bipolar depression (manic depression). Depression tends to be a chronic and recurring illness. Dysthymia unlike clinical depression tends to be milder persistent symptoms that may last for years. The third depressive disorder, bipolar disorder, cycles between extreme highs (manias) and major depressive episodes, bipolar being the least common of the three. Depression affects 15 percent of Americans at one point during their lives (NIMH). Depression has affected the lives of children, teenagers and adults throughout the world. Of all the other mental illnesses, depression is the most treatable, and most commonly diagnosed. Eighty percent of the symptoms of serious depression can be successfully alleviated. There are three common treatments for depression; psychotropic drugs, psychosocial therapies and electroconvulsive therapy. Even a combination of these can be very effective in treating individuals, so that they are able to move on and live productive lives. Another major misconception about depression is that anytime you are feeling sad, you are depressed. Depression is more than just feeling down, it is a persistent feeling for at least two weeks, with many physiological as well as emotional symptoms. Including at least five of the following: depressed mood, diminish... Free Essays on Depression And Healthcare Free Essays on Depression And Healthcare Depression and Healthcare in Our Society â€Å"In any given 1-year period, 9.5 percent of the population, or about 18.8 million American adults, suffer from a depressive illness. The economic cost for this disorder is high, but the cost in human suffering cannot be estimated. Depressive illnesses often interfere with normal functioning and cause pain and suffering not only to those who have a disorder, but also to those who care about them. Serious depression can destroy family life as well as the life of the ill person. But much of this suffering is unnecessary†(NIMH). There are three main categories of depressive disorder such as: dysthymia, depression and bipolar depression (manic depression). Depression tends to be a chronic and recurring illness. Dysthymia unlike clinical depression tends to be milder persistent symptoms that may last for years. The third depressive disorder, bipolar disorder, cycles between extreme highs (manias) and major depressive episodes, bipolar being the least common of the three. Depression affects 15 percent of Americans at one point during their lives (NIMH). Depression has affected the lives of children, teenagers and adults throughout the world. Of all the other mental illnesses, depression is the most treatable, and most commonly diagnosed. Eighty percent of the symptoms of serious depression can be successfully alleviated. There are three common treatments for depression; psychotropic drugs, psychosocial therapies and electroconvulsive therapy. Even a combination of these can be very effective in treating individuals, so that they are able to move on and live productive lives. Another major misconception about depression is that anytime you are feeling sad, you are depressed. Depression is more than just feeling down, it is a persistent feeling for at least two weeks, with many physiological as well as emotional symptoms. Including at least five of the following: depressed mood, diminish...

Using French Semi-Auxiliary Verbs

Using French Semi-Auxiliary Verbs The most common  auxiliary verbs  are  avoir and à ªtre. These are the conjugated verbs that stand in front of another verb in compound tenses to indicate mood and tense. In addition to these two, French has a number of semi-auxiliary verbs, which are conjugated in order to express various nuances of time, mood, or aspect. These verbs are followed by an infinitive. Some semi-auxiliary verbs are equivalent to modal verbs in English and some are verbs of perception. Here are the uses and meanings of some frequently used French semi-auxiliary verbs. Aller In present or imperfect tense, aller means to be going to. Je vais à ©tudier. Im going to study. Jallais à ©tudier. I was going to study. In any tense, aller means  to go to/and. Va chercher les clà ©s. Go and look for the keys. Je suis allà © voir mon frà ¨re. I went to see my brother. In any tense, aller is used to emphasize the verb that follows. Je nirai pas rà ©pondre cela. Im not going to dignify that with a response. Je vais te dire une chose. Let me tell you something. Devoir In any tense, except conditional and past conditional, devoir indicates obligation or necessity. Jai dà » partir. I had to leave. Tu dois manger. You must eat. In conditional form, devoir means should. In past conditional, devoir means should have. Je devrais partir. I should leave. Il aurait dà » nous aider. He should have helped us. Faillir Fallir indicates that something almost happened. Il a failli tomber. He almost fell. Jai failli rater lexamen. I nearly failed the test. Faire Causative construction:  to make something happen, to have something done, to make someone do something. Jai fait laver la voiture. I had the car washed. Il me fait à ©tudier. Hes making me study. Laisser To let something happen, to let someone do something. Vas-tu me laisser sortir? Are you going to let me go out? Laisse-moi le faire. Let me do it. Manquer   Followed by optional de, manquer indicates that something was about to happen or nearly happened. Jai manquà © (de) mourir.   I almost died. Elle a manquà © (de) pleurer.   She nearly cried. Paraà ®tre   Paraà ®tre means to appear/to seem to. Ça paraà ®t à ªtre une erreur. That appears to be an error. Il paraissait à ªtre malade. He seemed to be sick. Partir Partir means to leave, in order to, to go to. Peux-tu partir acheter du pain? Could you go out and buy some bread? Il est parti à ©tudier en Italie. He went to study in Italy. Passer Passer means to call/drop in on, to call for, to go to. Passe me chercher demain. Come pick me up tomorrow. Il va passer voir ses amis. Hes going to drop in on his friends. Pouvoir Pouvoir means can, may, might, to be able to. Je peux vous aider. I can help you. Il peut à ªtre prà ªt. He might be ready. Savoir Savoir means to know how to. Sais-tu nager? Do you know how to swim? Je ne sais pas lire. I dont know how to read. Sembler Sembler means to seem/to appear to. Cela semble indiquer que†¦ That seems to indicate that†¦ La machine semble fonctionner. The machine appears to be working. Sortir de Sortir de means to have just done something  (informal). On sort de manger. We just ate. Il sortait de finir. He had just finished. Venir Venir means to come (in order) to. Je suis venu aider. Ive come to help. venir To happen to. David est venu arriver. David happened to arrive. venir de To have just done something. Je viens de me lever. I just got up. Vouloir Vouloir means to want to. Je ne veux pas lire à §a. I dont want to read that. Veux-tu sortir ce soir? Do you want to go out tonight? When Avoir  and  ÃƒÅ tre  Also Act as Semi-Auxiliary Verbs When followed by infinitive, avoir means to have to. Avoir   Vous avez rà ©pondre. You have to respond. Jai à ©tudier. I have to study. Être Être To be in the process of. Es-tu partir? Are you leaving? Être censà © To be supposed to. Je suis censà © travailler. Im supposed to work. Être en passe de To be about to (usually indicates something positive). Je suis en passe de me marier. Im about to get married. Être en train de To be in the process of, to be doing something right now. On est en train de manger. Were eating (right now). Être loin de To not be about/going to. Je suis loin de te mentir. Im not about to lie to you. Être pour To be ready/prepared/willing to. Je ne suis pas pour voler. Im not willing to steal. Être prà ¨s de To be about to, ready to. Es-tu prà ¨s de partir? Are you about to leave? Être sur le point de?   To be about to (positive or negative). Il est sur le point de tomber.   Hes about to fall. French Helping Verbs Any verb that can be followed by an infinitive may be a semi-auxiliary, including (but not limited to): adorer: to adore doingaimer:  to like, love doing(s)arrà ªter de:  to stop doingchercher :  to look to dochoisir de:  to choose to docontinuer /de:  to continue to docroire:  to believe (that one) doesdemander de:  to ask todà ©sirer:  to desire todà ©tester:  to hate doingdire ( quelquun) de:  to tell (someone) to dosefforcer de:  to endeavor to doespà ©rer:  to hope to doessayer de:  to try doingfalloir:  to be necessary to dohà ©siter :  to hesitate to dointerdire ( qqun) de:  to forbid (someone) to dopenser:  to be thinking of, to consider doingpermettre:  to allow to dopersister :  to persist in doingpromettre:  to promise to doprà ©fà ©rer:  to prefer doingrefuser de:  to refuse to dorisquer de:  to risk doing, to possibly dosouhaiter:  to hope to dotà ¢cher de:  to try doingtenter de:  to attempt doingvoir:  to see (someone) do, to see (something) done Word Order with Semi-Auxiliary Verbs   Semi-auxiliary verbs are used in what I call  dual-verb constructions, which have a slightly different word order than compound verb tenses. Dual verb constructions consist of a conjugated  semi-auxiliary verb, such as  pouvoir,  devoir,  vouloir,  aller,  espà ©rer, and  promettre, followed by a second verb in the infinitive. The two verbs may or may not be joined by a preposition. Agreement with Semi-Auxiliary Verbs In semi-auxiliary verb constructions, any direct object belongs to the infinitive, not the semi-auxiliary verb. Therefore, the past participle never agrees with any direct object.   Its a decision that I hated to make.RIGHT: Cest une dà ©cision que jai dà ©testà © prendre.WRONG: Cest une dà ©cision que jai dà ©testà ©e prendre. Here are the books that I wanted to read.Right: Voici les livres que jai voulu lire.  Wrong: Voici les livres que jai voulus lire. However, there may be other kinds of agreement: With the subject of the sentence, if the auxiliary verb of the semi-auxiliary is à ªtre (e.g., Nous sommes venus aider).With the subject of the infinitive.

Biomolecular techniques (bitter taste perception of Research Paper - 1

Biomolecular techniques (bitter taste perception of phenylthiocarbamide (PTC) - Research Paper Example The project was done to determine the phenotypic and genotypic characteristics of students, and the results that were obtained were matched to those of European and Sub-Saharan cohorts. It was found allele combination of homozygous tasters, heterozygous tasters, and homozygous non-tasters were similar to those of the European cohort. This implied that the experiment was largely successful and accurate for the determination of phenotypes and genotypes of the PTC gene. The results can be used in making informed decisions with regard to dietary intake of foods rich in anti-oxidants, in planning of alternative nutrient rich meals for children that are sensitive tasters and finally it can be used by clinicians in the treatment plan of cancer or cardiovascular complications patients. Every individual is different from another, and this is attributed to their genetic make-up. The sense of taste also varies between different categories of people where, for example, some people can sense the taste of some chemicals while others are not able to. One such chemical is phenylthiocarbamide (PTC) or phenylthiourea an organic compound that tastes very bitter to some people while others are unable to taste it at all. Studies done in the past have indicated that polymorphisms in sensory receptor genes in humans can alter the perception in individuals through the coding for receptor types that are functionally distinct (Bufe et al., 2005). The ability of an individual to taste PTC depends primarily on their genetic makeup and is controlled by the PTC gene known as the TASR238 taste receptor gene, located on the chromosome 7 (7q34) and is about 1003 bp long. There are three coding SNPs that are non-synonymous within the taster TAS2R38 gene which are: rs713598–G145C, Ala49Pro; rs1726866–T785C, Val262Ala; rs10246939 – A886G, Ile296Val, and are responsible several haplotypes (Kim, et al 2005; Bufe , 2005). PTC sensitivity is a Mendelian

Analyzing Literature with The Method(E) Assignment

Analyzing Literature with The Method(E) - Assignment Example Play, playing, dolls appear severally a clear indication that the narrator enjoys playing, but she feels stupid/weird for having played with a toy; â€Å"I felt stupid for having played with a toy that day† (Katie N.p). Play and bleeding- â€Å"I’ve been bleeding monthly for more than 20 years now and I figure I’m allowed to play with anything I want† (Katie N.p). The author states this when we very well know that she is already an adult and should not engage in childish plays. Contrasts; Play and bleeding- the narrator states that she is allowed to play after bleeding monthly for over 20 years yet the bleeding signifies ‘menstruation periods’ growing up thus should not be playing with toys. Step 5: one of the most important aspects that I can take from step 4 is play and bleeding. The narrator states that she is allowed to play after bleeding monthly for over 20 years yet the bleeding signifies ‘menstruation periods’ growing up thus should not be playing with toys. This indicates the narrators love for play and dolls. Even as an adult, she still plays with dolls, ironically. Moreover, the narrator repeats the playing concept to emphasize and reiterate her love for

Bigger, Faster, Stronger Essay Example for Free

Bigger, Faster, Stronger Essay Chris Bell who came from an overweight family narrated this film. Chris did not want to be like his father when he was younger; instead he wanted to be like Arnold Schwarzenegger. Chris’ older brother would beat up kids who made fun of him so he was nicknamed Mad Dog. His younger brother hated school and had a learning disability. His younger brother was nicknamed Smelly. Chris and his brothers would wrestle in their basement. Mad Dog had become football captain at his school, while Smelly and Chris began participating in body building competitions. Chris was the strongest kid in his high school and held the New York record. Chris had started to get accused of using steroids. By his senior year he was one of the strongest kids in the country. He moved to California and trained at the gym that Arnold Schwarzenegger trained at. All he accomplished with moving was landing a job at Gold’s Gym selling memberships. It was said that some move to California and live out of their cars to lift at Gold’s Gym. Chris was always against steroids, so when he found out that all his heroes had used them he was very bothered. Chris’ older brother, Mad Dog, stated using steroids while playing football at University of Cincinnati. Shortly after he quit college to pursue another dream of his which was professional wrestling. Mad Dog was the guy who got paid to make other wrestlers look good by getting beat up. Mad Dog was told he would get a contract, but never did. Mad Dog started doing drugs in addition to steroids. He said he would rather be dead than average and later attempted to commit suicide. Smelly also followed Mad Dog and took steroids. He also pursued his wrestling dream, but unlike Mad Dog he had a wife to consider. After having a son, Smelly realized that wrestling was not the life he wanted. Smelly and his wife settled down in the suburbs and opened a gym. But even after quitting wrestling the steroid usage did not stop. Chris could not understand why he was so against steroid usage, but his brothers were not. It is said that many of the baseball players were using steroids and baseball players because of this went from being scrawny to looking like wrestlers. In 2005 Congress spent 151 days in session and 8 of those they spent debating the use of steroids. According to the Centers for Disease Control and Prevention anabolic steroids kills 3 people a year and is #142 in top killers. Steroids are synthetic versions of hormones that your body produces naturally. Some side effects of steroids are acne, hair growth, and reduced sperm count. Some side effects in women are deepened voice, menstrual problem, and enlarged clitoris. Some of these side effects are not reversible. Testosterone tells the body to increase muscle size and strength and helps you recover from workouts faster. For kids some experts think steroids can stunt their growth, but it is not proven. No one has ever done studies on long-term effects of steroids. Congress wanted to pass a law that would control steroids like cocaine and heroin. In 1990 Congress passed the Anabolic Steroid Control Act. This video has not changed my opinion on steroids. My thought on steroids before watching this video was that it should only be used for medical reasons. I consider those who use steroids to gain an advantage over others in professional sports as cheaters. This video, however, did introduce me to many other types of people who use steroids such as pilots, porn stars, and musicians.

Red Bull Energy Drink Essay -- Business Marketing Case Study, solution

Red Bull is an energy drink that doesn’t do well in taste tests. Some say it’s too sweet. Others just shake their heads, saying, â€Å"No.† Its contents are not patented, and all the ingredients are listed on the outside of the slim silver can. Yet Red Bull has a 70 to 90 percent market share in over 100 countries worldwide. During the past 15 years, the drink has been copied by more than 100 competitors, but such companies as Coca-Cola and Anheuser-Busch have been unable to take market share away from Red Bull. Says Red Bull founder Dietrich Mateschitz, â€Å"If we don’t create the market, it doesn’t exist.† Mateschitz’s secret to creating a $1.6 billion worldwide stampede for Red Bull lies in a highly ingenious â€Å"buzz-marketing† strategy that herds consumers to exclusive and exciting events that get high media coverage. Red Bull supports close to 500 world-class extreme sports athletes that compete in spectacular and often record-breaking events across the globe. Mateschitz explains, â€Å"We don’t bring the product to the consumer, we bring consumers to the product.† Today Red Bull is a powerful global brand and very few customers know the story of the highly talented, creative and determined salesman, publicity-shy Dietrich Mateschitz. Tiny Austria’s only billionaire, Mateschitz located his office in the quaint lakeside village of Fuschl, near Salzburg, Austria. His architect is currently building a new office building in the shape of two volcanoes. His collection of 16 airplanes is located in a steel and glass hangar, which serves as an aviation museum and the home of the Flying Bulls at Salzburg Airport. He tries to keep it down to working three days a week. He likes to keep things simple. The size of his headquarter staff is only 200. Mateschitz farms out the production and distribution of the 1.5 billion cans sold worldwide. The total number of employees worldwide is only 1,800, which brings the sales volume per employee close to a million dollars. Mateschitz not only generates brilliant sales and marketing ideas, he is equally talent ed in the execution of the biggest and boldest business ideas. His latest project involves a $1 billion motor sport and aviation theme park in Styria, Austria. Dietrich Mateschitz founded the Red Bull company. According to company legend, the idea for Red Bull came about as Mateschitz sat at a Hong Kong hotel bar in 1982... ...key to remaining market leader in the energy-drinks business. Last year, Coca-Cola, PepsiCo and Anheuser-Busch, an American brewer, each launched an energy drink, attempting to get a slice of the market in which Red Bull currently has a 70-90% share. Mr Mateschitz is not worried. â€Å"The market isn't generic; it doesn't exist if we don't create it. It's a branded market,† he says. Keeping cool Mr Mateschitz now plans to spend two days a week coming up with wacky ideas to promote Red Bull. Already, the company sponsors an annual Flugtag, when contestants build their own flying-machines and leap off a parapet into water, true to the Red Bull slogan: â€Å"It gives you wings†. His latest project is to build a huge glass hangar at Salzburg airport to house his collection of ancient aircraft, including a DC-6 that once belonged to Marshal Tito, and to host airshows.  £Ã‚ £ That will change. â€Å"We have to go for diversification and acquisitions, and we are investing lots in R&D. We already have concepts and brand formulations for five years' time,† says Mr Mateschitz. But if Red Bull becomes a sort of Austrian Coca-Cola, that carefully cultivated ethos will vanish like bubbles in the brew.

Developmental Psychology and Good Quality Activities Essay

1.1 It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five†¦a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning. Personal, Social and Emotional Development †¢ Dispositions and attitudes †¢ Self confidence and attitudes †¢ Making relationships †¢ Behaviour and self control †¢ Self care †¢ Sense of community Communication, Language and Literacy †¢ Language for communication †¢ Language for thinking †¢ Linking sounds and letters †¢ Reading †¢ Writing †¢ Handwriting Problem Solving, Reasoning and Numeracy †¢ Numbers as labels and for counting †¢ Calculating †¢ Shapes, space and measures Knowledge and Understanding of the World †¢ Exploration and investigation †¢ Designing and making †¢ ICT †¢ Time †¢ Place †¢ Communities Physical Development †¢ Movement and space †¢ Health and bodily awareness †¢ Using equipment and materials Creative Development †¢ Being creative/responding to experiences, expressing and communicating ideas †¢ Exploring media and materials †¢ Creating music and dance †¢ Developing imagination and imaginative play 1.2 We assess and record all the children’s observations and document them in their learning journeys. These get used by the staff to 9show how well the child has developed in their learning, the staff try and put at least 3 observations a month into the journeys. Once the child leaves the setting they can take them onto where ever they are going next. We also use daily diaries what the key workers fill out to show the parents how their day has gone and what they have eating. More important documents e.g. accident forms get filled out and stored away in the office where the manager will assess them and then lock them away for confidentiality. 4.2 Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.

Body Shop

Anita Roddick, OBE, and The body Shop International Plc FEDBACK FOR QUESTION WEEK 3 for week commencing 19. 03. 12 1. Evaluate the Financial Position of the Company (at the time of the case study) and comment upon the apparent success or otherwise of its strategy, based on your findings. Introduction We may consider a company’s strategy from a number of aspects, but generally we are interested in answering the question: How well is the company’s present strategy working? To understand and analyse success in terms of strategy, we must begin by understanding what the strategy is.From Thompson, Strickland and Gamble (2012) we might examine the following areas * Identify competitive approach * Low-cost leadership? * Differentiation? * Best-cost provider? * Focus on a particular market niche? * Determine competitive scope * Broad or narrow geographic market coverage? * In how many stages of industry’s production/distribution chain does the company operate? * Examine r ecent strategic moves * Identify functional strategies We can also assess performance in terms of both quantitative measures (financial and strategic achievements against budget, plans, etc. and look to see if its performance is above or below the industry average. We can also look at qualitative measures (such as brand awareness /status, consumer attitudes to the company, and so on). There is only limited information in the case regarding some of these areas, but I will attempt to look first at the strategy followed by Body Shop, then at the financial ratios based on its figures, non-financial measures and then finally draw conclusions that attempt to answer the question.Strategy being followed by Body Shop Porter’s Generic strategies, as amended by Hitt, Ireland and Hoskisson (2002) are shown below. If we consider first, their competitive approach, there is no evidence in the case study that Body Shop has any concern about Cost Leadership, and in fact we know from the Tradi ng Charter and Mission (case, page 539) that the firm pays above market rates for goods it buys from suppliers in poorer countries, where it can, which is not something a cost-leadership company would normally do.We also have plentiful evidence from the case that Body Shop occupies a unique position in the cosmetics retailing industry, as it takes a highly principled stance on many issues, as indicated in my earlier answer to question 2, and shown in the firm’s mission statement, which mentions many areas of Corporate Social Responsibility – ecological and ‘green’ issues, human and civil rights, against animal testing of cosmetics, and so on. The company must therefore be following a Differentiation strategy.The question then is whether this is broad or narrow in focus, as suggested by Thompson, Strickland and Gamble, as mentioned earlier – their competitive scope. The decision here rests on how one defines the market: Body Shop is a retailer that a lso manufactures, within the cosmetics industry. It is a specialist retailer, not selling anything apart from its own products and is not configured and structured like bigger retailers such as – in the UK – House of Fraser, Debenhams, Boots, Marks and Spencer or Tesco, all of whom retail cosmetics amongst many other product ranges.I therefore conclude that Body Shop is a Focused Differentiator. Firms that seek differentiation, according to Porter, seek higher profit margins through finding something unique about themselves, which consumers value more than the offerings of competitors. In the case of Body Shop we might see this as being their highly visible and principled ethical stance, and the range of products which they sell, being organic, fair trade and ethically produced and traded, so their competitive approach and scope is Focus Differentiation, as such a stance is not likely to appeal to all shoppers.Similarly, some, at least would be indifferent to the organ ic/fair trade/human rights etc appeal of the stores and others might consider the range of products to be relatively limited and not of sufficiently high brand status, as the products in Body Shop stores fit in price and value terms between the low-cost products offered in stores like Sainsbury and Tesco, and the high-end cosmetics of Helena Rubenstein, Elizabeth Arden etc, sold via stores such as House of Fraser and Debenhams.In terms of recent strategic moves, we can see from the case only that the firm has expanded reasonably quickly, via franchising mostly; from the case it seems that about 80% of stores are franchised out. In terms of functional strategies, we can see the small amount of vertical integration mentioned in the case, whereby the largest part of the business is involved in running the owned shops and franchise, and a small amount of manufacturing in terms of soap products, etc.It is important to note that for the next section, examining Body Shop’s finances, the franchising approach is important, as it has a major impact on revenues – however successful a store is, the majority of revenues will go to the franchisee, not the Body Shop. According to Cavusgil, Knight and Reisenberger (Called CKR in future – from p 246), the initial revenue to Body Shop will be from the franchising fee, but then they will get regular revenues from product sales to the stores and from the royalty fees. This is likely to amount to about 30% of revenue in total (25% from product charges and 5% royalty fee).Body Shop’s Financial Position We are asked to evaluate the firm’s financial position. Briefly, Body shop is a retailer that sells in around 45 countries and uses a mixed mode of Franchising and FDI though investing in owned retail stores. So far as I can tell, about 80% of the 1,208 stores are franchised. Franchising is a particular form of retail expansion, where, according to Cavusgil, Knight and Reisenberger, an entrepreneur buys into an established brand system. The best known franchise is probably McDonalds, but Body Shop is a medium-sized international franchise, given its range of countries and umber of stores (much smaller than McDonalds, which has over 33,000 restaurants worldwide, and annual revenues (2010) of about ? 15 billion. I will come back to this more modern data later in my answer. When examining the financial basis of a business, there are – according to Thompson Strickland and Gamble – five areas which can be studied – 1. Profitability (the profits made by the business on its activities), 2. Liquidity (the ability of a business to pay its debts [creditors] and collect money from customers [debtors]), 3.Leverage (the amount of money invested in the business by shareholder – v – the amounts borrowed from financial institutions, to fund the business and invest in its future), 4. Business Activities (amounts of stock held in the business, how quickly it t urns over, and so on), and 5. Stockholder Interests (the amount of money paid in dividends, value changes in share prices, etc. ) * According to the lecture notes in week 10, Ratio analysis can be used to: * Compare the performance of a company over a period of time. Compare the performance of your own company with that of one of your competitors or the industry sector. * Detect weaknesses in aspects of your operations, e. g. debt management, stock levels etc. which you can improve. * Assess a company's exposure to short term risk through its liquidity (ability to meet debts). * Determine a company's profitability. Much of this data is useful only when considered against the performance of other firms and we have no data from the case to illustrate any of this. However, I have approached the financial situation analysis in two ways.First I look at the basic ratios for the firm and comment on them; second, I have compared the latest data for Body shop, with a number of its contempora ries, both in retail and in franchising, in order to make some valid comparisons. Profitability the commonest ratios are Profit before Interest payments on loans, Taxation, Depreciation and other fixed costs like mortgage payments. Often referred to as operating profit or EBITDA; for Body Shop in 1995 I have calculated this as Profit for the year/turnover*100 (from figures, case pp553/4), this is 33. 5/219. 7*100 = 15. 24%.Calculated in the same way, net profit would be 21. 8/219. 7*100 = 9. 9%. Liquidity the commonest ratio here would be the Current Ratio, which measures balance of current assets against current liabilities, which for Body Shop yields a ratio of 2. 29:1. Similarly the Quick Ratio, which is a similar calculation but ignoring inventory or stock, would yield a ratio of 0. 83:1. This indicates that the business is not perfectly liquid and would struggle a little to pay off all of its debts (a ratio of 1:1 indicating perfection here) – but this is not seen as a p roblem when the ratio is over 0. . Without any share price data it is impossible to calculate meaningful ratios for stockholders, so we can only note that the dividend paid to shareholder appears high, at ? 11. 50 per share for 1995 (case, p. 554). A major measure for stockholders, however, might be Return on Shareholders equity, as this is the best comparison to the return that the investor might make if he or she had invested their money in a bank Savings account. For Body Shop I calculate this as: Net profit/Total Equity*100 or 21. /110. 6*100 = 19. 7%. However, these numbers by themselves, tell us only that the business is profitable and is a sound going concern, with a decent profit margin and a fair coverage against its debts. For shareholder it is making a very good return on invested amounts of nearly 20% – at a time when savings accounts would maybe have yielded 6%) and is paying a handsome dividend. We might conclude that the business is financially sound, therefore .Moreover, using Franchising as a way to expand internationally is a relatively low cost and low-risk method, according to CKR, as the franchisee pays for the initial setting up of the store; the stock; staff recruitment and training; and advertising and promotion. They also pay – in this case – to Body Shop PLC for the stock they must subsequently sell in their store and the franchise royalties on turnover. This is a very effective business model and allows a strategy of international expansion to take place reasonably quickly and at reasonably low risk. Conclusions General comments about the success of the strategy and body Shop’s financesBased on this evidence, it is possible to state that Body Shop’s financial position is clearly comfortable and they appear to have a sensible strategy for international expansion, which is sustainable, in that they have transferred the majority of risk for their expansion to the franchisee. The group should be able to comfortably expand its foreign operations in this manner, for a number of years. However, at the moment, as I indicated in my answer to question 1, the company at present has a very simple structure and this may have to change as the number of stores, and the number of countries in which they operate, continues to grow.We also know, from my answer to question 2, that in terms of what we might call non-financial measures, Body Shop is highly regarded as an excellent example of an Ethical and Corporately Responsible company. We might therefore conclude that both the financial and non-financial evidence as presented supports the view that B0dy Shop is a well-run business and has a sensible strategy that will allow it to expand. Comments updating Body Shop’s Position Without comparative data, however, it is impossible to make much more of an analysis or draw conclusions from the business.We know that the case ends in 1995/6 and that about ten years after this, the firm was sold t o L’Oreal, a very large, French-based cosmetics producer. This caused some controversy as it was not clear if L’Oreal still tested products on animals (they do) and if so, how such a principled owner as Anita Roddick could sell out to a large corporate that seemed to embody many of the things she had supposedly dedicated both her personal and professional life to fighting. However, the sale went ahead and the business has been part of the French company now for 7 years.Today (2011) it has expanded to 2,748 stores, of which 1,639 (59%) are franchised. This is interesting as it tells us that the proportion of franchised stores has fallen since 1995, even though the number of stores has more than doubled in 16 years. This would indicate a change in strategy, but it is not clear whether this was pre or post the L’Oreal takeover. Finally, in order to look at Body Shop in comparative terms, I prepared data for them and a number of rivals, which is presented below. | | Revenue ? billion| EBITDA ? million| EBITDA %| Net profit? million| Net Profit %| House of Fraser| | 0. 596| 36. 8| 6. 7| 8. 2| 1. 3| Debenhams| | 2. 112| 189. 7| 8. 98| 97. 0| 4. 6| Boots| | 23. 330| 1,444. 0| 6. 17| 221. 0| 0. 9| Marks and Spencer| | 9. 50| 852. 0| 9. 00| 523. 0| 5. 5| Tesco| | 60. 93| 3,810. 0| 6. 25| 2,670. 0| 4. 4| Body Shop| | 1. 01| 144. 4| 14. 2| 41. 2| 4. 1| McDonalds| | 15. 06| 4,670. 6| 31. 0| 3,093. 1| 20. 5| I chose data for several large retailers, like Tesco and M&S who sell at least comparative products to Body Shop, House of Fraser and Debenhams because they sell higher level products and McDonalds as the most obvious franchiser example.Regarding the large retailers, although Body Shop remains a small business, internationally speaking (just about ? 1 billion in turnover), its net profit margins are at the top end of those of its retailing rivals, but fall well short of its main franchise rival. My conclusion which I made at the end of question 2â €™s answer – that I am sure the impact of the ethical stance affects the performance of the company – is thus thrown into some doubt, but it would need much more research into the comparative financial data in order to prove or disprove this view.

environmental scarcity essays

environmental scarcity essays Conflict From Environmental Scarcity or Lust For Wealth? In "Environmental Scarcities and Violent Conflict," Thomas F. Homer-Dixon writes about the possible conflicts that are caused by environmental scarcities, using three different hypotheses's to do so. I found the first hypothesis to be most compelling because I feel it is the most prevalent in the world today. The first hypothesis in "Environmental Scarcities and Violent Conflict" states that environmental scarcity causes simple-scarcity conflicts between states . I selected "Lust for diamonds kills thousands in African wars," which I found on the web page www.cnn.com, to test this hypothesis. Homer-Dixon's hypothesis that environmental scarcity causes simple-scarcity conflicts between states is a valuable one and I feel that some conflicts such as the one involving diamond wars in Africa give this hypothesis merit although the wars in Africa cannot be solely based on it. Although Homer-Dixon concludes that the first hypothesis lacks empirical support, I feel that it is more interesting and easier to draw conclusions from it then the other two because of its simplicity. Unlike the other two hypothesis which are inter-woven with several elaborate ideas that all must coincide in order to justify it, the first hypothesis relies on the simple fact that a lack of resources and states quest for these resources drive the possibility of conflict and violence. I also like the examples used to support it such as Japan's strategy during World War II to obtain resources from China and the Persian Gulf War, which the United States was involved in. I lived through the Gulf War and believe that the war was almost solely based on the importance of obtaining oil from the Middle East. Contrary to what the United States wanted people to perceive, they where not simply helping out a weaker country like Kuwait in time of need but rather looking out for their own w ell being which mea ...

Definition and Examples of Linguists

Definition and Examples of Linguists A linguist is a specialist in linguisticsthat is, the study of language. Also known as a  linguistic scientist or a linguistician. Linguists examine the structures of languages and the principles that underlie those structures. They study human speech as well as written documents. Linguists are not necessarily polyglots (i.e., people who speak many different languages). Examples and Observations Some believe that a linguist is a person who speaks several languages fluently. Others believe that linguists are language experts who can help you decide whether it is better to say It is I or It is me. Yet it is quite possible to be a professional linguist (and an excellent one at that) without having taught a single language class, without having interpreted at the UN, and without speaking any more than one language.What is linguistics, then? Fundamentally, the field is concerned with the nature of language and (linguistic) communication.(Adrian Akmajian, Richard Demerts, Ann Farmer, and Robert Harnish, Linguistics: An Introduction to Language and Communication. MIT Press, 2001)Subfields of Linguistics- Linguists spend their time studying what language is and what it does. Different linguists study language in different ways. Some study the design features that the grammars of all the worlds languages share. Some study the differences among languages. Some linguists focus on struc ture, others on meaning. Some study language in the head, some study language in society.(James Paul Gee, Literacy and Education. Routledge, 2015)- Linguists study many facets of language: how sounds are produced and heard in physical acts of speech, conversational interaction, the different uses of language by men and women and different social classes, the relation of language to the functions of the brain and memory, how languages develop and change, and the uses of language by machines to store and reproduce language.(William Whitla, The English Handbook. Wiley-Blackwell, 2010) Linguists as Scientists- Like a biologist studying the structure of cells, a linguist studies the structure of language: how speakers create meaning through combinations of sounds, words, and sentences that ultimately result in textsextended stretches of language (e.g. a conversation between friends, a speech, an article in a newspaper). Like other scientists, linguists examine their subject matterlanguageobjectively. They are not interested in evaluating good versus bad uses of language, in much the same manner that a biologist does not examine cells with the goal of determining which are pretty and which are ugly.(Charles F. Meyer, Introducing English Linguistics. Cambridge University Press, 2010)- The  important point to remember about the complex sets of relationships and rules known as phonology, syntax, and semantics is that they are all involved in the modern linguists approach to describing the grammar of a language.(Marian R. Whitehead, Language Literacy in the Early Year s 0-7. Sage, 2010) Ferdinand de Saussure on the System of a LanguageThe pioneer linguist Ferdinand de Saussure criticized scholars who studied the history of a part of a language, dissociated from the whole to which it belongs. He insisted that linguists should study the complete system of a language at some point in time, and then examine how the entire system changes over time. Saussures pupil Antoine Meillet (1926: 16) is responsible for the aphorism: une langue constitue un systà ¨me complexe de moyens dexpression, systà ¨me oà ¹ tout se tient (a language makes up a complex system of means of expression, a system in which everything holds together). Scientific linguistics who produce comprehensive grammars of languages naturally follow this tenet. (Proponents of formal theories, who look at isolated bits of language for some particular issue, naturally contravene this fundamental principle.)(R. M. W. Dixon, Basic Linguistic Theory Volume 1: Methodology. Oxford University Press, 2009) Pronunciation: LING-gwist

National Vocational Educational and Training Essay

National Vocational Educational and Training - Essay Example NVET seeks to reconcile the educational training needs f the individual, the employer and the economy in such a way as to increase the competitiveness f organisations and British Industry as a whole, while at the same time ensuring that individuals can develop in ways that will enable them to lead meaningful and satisfying lives. Harrison, R. (1992).cited in Walton, J. (1999) p75. Methods f training and educating employees had been in existence in some form or other since medieval times. In certain industries such as engineering and printing apprenticeships had long been established. Although the education act f 1944 required employers to release young employees to attend 'further education and liberal studies' classes in 'county colleges', it wasn't until the nineteen sixties that national training and learning initiatives came into existence. Reid et al. (2004)Up to this point many organisations were still rigid in structure and ruled by bureaucracy as fathered by Weber, (1947) and followed the principles f Taylor (from Morgan.1997) where workers were deskilled for efficiency and hierarchic managers held a position f superiority and knowledge held by them was never shared as this knowledge was power. The middle years f the twentieth century saw theories from Maslow (1943) who defined a 'hierarchy f needs' for individuals in the work place and McGregor (1960 ) who contrasted management styles and categorised them into 'X and Y' theories, X being akin to Taylor's scientific management principles and his Y theory proposing that managers understood that workers wanted to contribute to the organisations objectives. Work now involved tasks being challenging and meaningful for the worker and the term 'job enrichment ' now existed as stated by Herzber,g et al. (1959). The later part f the century was subject to relentless change. Kolb, (1974, 1984) introduced a theory that managers should be naturally learned 'by experience' and described a four stage sequential process for learning at work without a teacher or trainer. In industry new products and processes emerged, especially regarding information technology and the advent f the internet. Organisations grew in stature and now had mission statements, corporate objectives and medium term plans which would include personnel issues. This era saw organisations introduce systems which were open to their environment and socio-technical systems, Trist (1981) a theory that proposed that a key task for managers was to understand changing relationships between people, tasks, technology and structure. Consultation now existed with the workforce and participation became respectable. Government agencies such as the 'Manpower Services Commission' the 'Training Services Agency' and Youth Training Schemes all

UK Education Policy Essay Example | Topics and Well Written Essays - 2500 words

UK Education Policy - Essay Example In the long run this is assumed to have a great impact over the larger proportion of the population which will lower down the economic development of the country. Overview of the Problem Initially there was a strong emphasis in the United Kingdom over the attainment of post compulsory qualification i.e. continuing education after 16. But the trends of 2009 have shown that only 80% of the overall population which is above 16 years of age is having full time education. It is not the case that UK has stopped its progress in the field of education however the much stronger efforts made by other countries have put United Kingdom in to a much competitive market. Apart from this the percentage of the younger generation who comes under NEET (not in education, employment or training) has significantly increased in the last few years which have a deep relationship of the skill development of students under 16. It is also noticed that students who have the opportunity of gaining basic education are not availing it to its fullest. Students at the age of 16 or below are having lower grades and poor performance over the examinations. It is a fact that the UK organizations give higher wages and salaries to their employees for very basic and essential skills as compared to the other countries in OEDC. This clearly reflects that UK does not have exceptionally skilled workers and that they do not have choice other than to appoint them. United Kingdom has a greater proportion of unqualified and unskilled individuals as compared to its significant competitors for instance, 60% population of Germany has the intermediate education whereas UK have only 48%. Similarly another major competitor of UK such as Canada has 49% of high... This paper approves that the Education Maintenance Allowance came up with an incentive plan in order to encourage the disadvantaged students from poor family backgrounds. The plan constituted of giving a substantial amount to the students who are willing to carry on with their studies beyond the age of 16. This has significantly increased the number of students applying for higher education. The social mobility is very closely affiliated with the development and upbringing of a child. The interferences made in child development are sometimes made to be more effective on the cognitive achievement or it becomes an unavoidable requirement in order to be successful in the later life. The early cognitive development is important for the future academics of a child but the study shows that there other interventions as well which encourages or discourages a student to enroll in full-time education after crossing the age of 16 though their abilities still have an effect over their social mob ility. This essay makes a conclusion that The socio economic differences among the population are mainly because of inequality at the school level and the educational attainment which further leads to noteworthy differences in choice of studying after 16. This can be controlled by establishing the same academic structure throughout the country with similar expenses and rewards so that the inequality on the basis of education can be eradicated. In addition to this the social mobility can also be improved by the individual participation at the school level for this the teachers would have to inspire students to some celebrity or social model in order to realize them the ultimate outcomes of good education