Essay about RECRUITMENT SELECTION

Essay about RECRUITMENT SELECTION Essay about RECRUITMENT SELECTION-RESUME MY CV/RESUME Content of the Resume This section explains and identifies the importance contained in all the necessary information to help you prepare a curriculum vitae, (also known as a CV, a resume or personal data sheet).It also helps the employer or Human Resources Manager to have a brief idea and background on candidates, in terms of skills, qualification and experience to match the specific job. Each heading provides the type of content to include, the language to employ, together with examples. NB. It is unnecessary to put CV or any of the other names at the top of the document as it should be very clearly recognised for what it is! 1. Personal details 2. Job objective 3. Education 4.Job experience 5. References 1. Personal details The purpose of giving personal details is to make it as easy as possible for a company to contact you at the right place and the right time! Do not put a heading on this section. Name. First name first, last name last. It is common practice in English It is not common to write your last name using all capital letters. However, each part of your name should begin with a capital letter. If you are from a non-Western country or if you are sending your resume to a non-Western country, it might be difficult for the reader to know what your last name is. In this case you could indicate it by using capitals. There is sometimes confusion between first names associated with a particular gender. E.g. Lawrence in French. Be aware of this. Date of Birth is very important, virtual information to the Human Resources manager for selecting a successful candidate. Today in many countries including Papua New Guinea, people for instance using the same name like; Sam (jnr) named after his father or uncle can be able to use his father’s qualification to obtain employment. With the date of birth on the resume the Human Resources manager can justify by comparing the appearance of the candidate with the date of birth. Place of Origin. Here in Papua New Guinea we have almost 800 different types of language, cultural beliefs and attitude towards work. Where you originate will also be important in the process of selecting the right kind of person for the job and also gives the Human resources manager a fair idea of the applicant. Marital Status.this is common and important in every organization to know the candidates marital status in order to provide benefits for the employee and also the employment may require a single candidate which may require the candidates to work late hours etc.. Religion. Many organizations look forward to employee god fearing candidates which perform the job with trust and honesty because of rapid development in our country and other countries as well.Example;stealing(break and enter etc..) Recruitment officers refer to Religion on your resume depending on the job description, where work is required during the weekend with respect to church. Address Give permanent (or home address) and for instance;IBS campus (or local/temporary address) addresses. For the campus address indicate the last day you will be on campus so the employer knows exactly where and when he/she can contact you. It is also important for you to include your address on the resume to indicate where you reside. Telephone number. It is important to include your phone numbers either, land line or your personal cell phone number. You can also include a close relative members number in case the employer can not reach you, and the country code - PNG is 675 - so the employer can contact you easily if a employment arise in other countries or to further discuss you details. You do not need to put in the first 0 in your telephone number as when one calls from abroad it is not necessary. Include your e-mail address also. Personal Interest The purpose and important of this section is to allow you, once again, to show

US Neutrality Acts of the 1930s and the Lend-Lease Act

US Neutrality Acts of the 1930s and the Lend-Lease Act The Neutrality Acts were a series of laws enacted by the United States government between 1935 and 1939 that were intended to prevent the United States from becoming involved in foreign wars. They more-or-less succeeded until the imminent threat of World War II spurred passage of the 1941 Lend-Lease Act (H.R. 1776), which repealed several key provisions of the Neutrality Acts. Key Takeaways: Neutrality Acts and Lend-Lease The Neutrality Acts, enacted between 1935 and 1939, were intended to prevent the United States from becoming involved in foreign wars.In 1941, the threat of World War II drove passage of the Lend-Lease Act repealing key provisions of the Neutrality Acts.Championed by President Franklin D. Roosevelt, the Lend-Lease Act authorized the transfer of U.S. arms or other war materials to Britain, France, China, the Soviet Union, and other nations threatened by the Axis powers without the requirement of monetary repayment. Isolationism Spurred the Neutrality Acts Although many Americans had supported President Woodrow Wilson’s 1917 demand that Congress help create a world â€Å"made safe for democracy† by declaring war on Germany in World War I, the Great Depression of the 1930s spurred a period of American isolationism that would persist until the nation entered World War II in 1942. Many people continued to believe that World War I had involved mainly foreign issues and that America’s entry into the bloodiest conflict in human history had mainly benefited U.S. bankers and arms dealers. These beliefs, combined with the people’s ongoing struggle to recover from the Great Depression, fueled an isolationist movement that opposed the nation’s involvement future foreign wars and financial involvement with the countries fighting in them. The Neutrality Act of 1935 By the mid-1930s, with war in Europe and Asia imminent, the U.S. Congress took action to ensure U.S. neutrality in foreign conflicts. On August 31, 1935, Congress passed the first Neutrality Act. The primary provisions of the law banned the export of â€Å"arms, ammunition, and implements of war† from the United States to any foreign nations at war and required U.S. arms makers to apply for export licenses. â€Å"Whoever, in violation of any of the provisions of this section, shall export, or attempt to export, or cause to be exported, arms, ammunition, or implements of war from the United States, or any of its possessions, shall be fined not more than $10,000 or imprisoned not more than five years, or both †¦,† stated the law. The law also specified that all arms and war materials found being transported from the U.S. to any foreign nations at war, along with the â€Å"vessel, or vehicle† carrying them would be confiscated. In addition, the law placed American citizens on notice that if they attempted to travel to any foreign nation in a war zone, they did so at their own risk and should not expect any protection or intervention on their behalf from the U.S. government. On February 29, 1936, Congress amended the Neutrality Act of 1935 to prohibit individual Americans or financial institutions from loaning money to foreign nations involved in wars. While President Franklin D. Roosevelt initially opposed and considered vetoing the Neutrality Act of 1935, he signed it in the face of strong public opinion and congressional support for it.   The Neutrality Act of 1937 In 1936, the Spanish Civil War and the growing threat of fascism in Germany and Italy boosted support for further expanding the scope of the Neutrality Act. On May 1, 1937, Congress passed a joint resolution known as the Neutrality Act of 1937, which amended and made the Neutrality Act of 1935 permanent. Under the 1937 Act, U.S. Citizens were barred from traveling on any ship registered to or owned by any foreign nation involved in ​a  war. In addition, American merchant ships were forbidden from carrying arms to such â€Å"belligerent† nations, even if those arms were made outside of the United States.  The president was given the authority to ban all ships of any sort belonging to nations at war from sailing in U.S. waters. The Act also extended its prohibitions to apply to nations involved in civil wars, like the Spanish Civil War. In one concession to President Roosevelt, who had opposed the first Neutrality Act, the 1937 Neutrality Act gave the president the authority to allow nations at war to acquire materials not considered â€Å"implements of war,† such as oil and food, from the United States, provided the material was immediately paid for – in cash – and that the material was carried only on foreign ships. The so-called â€Å"cash-and-carry† provision had been promoted by Roosevelt as a way to Help Great Britain and France in their looming war against the Axis Powers. Roosevelt reasoned that only Britain and France had enough cash and cargo ships to take advantage of the â€Å"cash-and-carry† plan. Unlike other provisions of the Act, which were permanent, Congress specified that that â€Å"cash-and-carry† provision would expire in two years. The Neutrality Act of 1939 After Germany occupied Czechoslovakia in March of 1939, President Roosevelt asked Congress to renew the â€Å"cash-and-carry† provision and expand it to include arms and other materials of war. In a stinging rebuke, Congress refused to do either. As the war in Europe expanded and the Axis nations’ sphere of control spread, Roosevelt persisted, citing the Axis threat to the freedom of America’s European allies. At last, and only after lengthy debate, Congress relented and in November of 1939, enacted a final Neutrality Act, which repealed the embargo against the sale of arms and placed all trade with nations at war under the terms of â€Å"cash-and-carry.† However, the prohibition of U.S. monetary loans to belligerent nations remained in effect and U.S. ships were still prohibited from delivering goods of any kind to countries at war. The Lend-Lease Act of 1941 By late 1940, it had become unavoidably apparent to Congress that the growth of the Axis powers in Europe could eventually threaten the lives and freedom of Americans. In an effort to help the nations fighting the Axis, Congress enacted the Lend-Lease Act (H.R. 1776) in March 1941. The Lend-Lease Act authorized the President of the United States to transfer arms or other defense-related materials – subject to ​the  approval of funding by Congress – to the â€Å"government of any country whose defense the President deems vital to the defense of the United States† at no cost to those countries. Permitting the president to send arms and war materials to Britain, France, China, the Soviet Union, and other threatened nations without payment, the Lend-Lease plan allowed the United States to support the war effort against the Axis without becoming engaged in battle. Viewing the plan as drawing America closer to war, Lend-Lease was opposed by influential isolationists, including Republican Senator Robert Taft. In debate before the Senate, Taft stated that the Act would â€Å"give the president power to carry on a kind of undeclared war all over the world, in which America would do everything except actually put soldiers in the front-line trenches where the fighting is.† Among the public, opposition to Lend-Lease was led by the America First Committee. With a membership of over 800,000, including national hero Charles A. Lindbergh, America First challenged Roosevelt’s every move. Roosevelt took complete control of the program, quietly sending Sec. of Commerce Harry Hopkins, Sec. of State Edward Stettinius Jr., and diplomat W. Averell Harriman on frequent special missions to London and Moscow to coordinate Lend-Lease overseas. Still acutely aware of public sentiment for neutrality, Roosevelt saw to it that details of Lend-Lease expenditures were hidden away in the overall military budget and not allowed to become public until after the war. It is now known that a total of $50.1 billion- about $681 billion today- or about 11% of the total U.S. war expenditures went to Lend-Lease. On a country-by-country basis, U.S. expenditures broke down as follows: British Empire: $31.4 billion (about $427 billion today)Soviet Union: $11.3 billion (about $154 billion today)France: $3.2 billion (about $43.5 billion today)China: $1.6 billion (about to $21.7 billion today) By October 1941, the overall success of the Lend-Lease plan in assisting the allied nations prompted President Roosevelt to seek the repeal of other sections of the Neutrality Act of 1939. On October 17, 1941, the House of Representatives overwhelmingly voted to repeal the section of the Act prohibiting the arming of U.S. merchant ships. A month later, following a series of deadly German submarine attacks on U.S. Navy and merchant ships in international waters, Congress repealed the provision that had barred U.S. ships from delivering arms to belligerent seaports or â€Å"combat zones.† In retrospect, the Neutrality Acts of the 1930s allowed the U.S. Government to accommodate the isolationist sentiment held by a majority of the American people while still protecting America’s security and interests in a foreign war. The Lend-Lease agreements provided that the countries involved would repay the United States not with money or returned goods, but with â€Å"joint action directed towards the creation of a liberalized international economic order in the postwar world.† Meaning the U.S. would be repaid when the recipient country helped the U.S. fight common enemies and agreed to join new world trade and diplomatic agencies, such as the United Nations. Of course, the isolationists’ hopes of America maintaining any pretense of neutrality in World War II ended on the morning of December 7, 1942, when the Japanese Navy attacked the U.S. naval base at Pearl Harbor, Hawaii.

How well do credit markets function in developing countries Discuss Essay

How well do credit markets function in developing countries Discuss with reference to relevant theory and evidence - Essay Example This persistency has not been justified by the lender’s hypothesis. The term used is the widespread rationing which refers to the fact that the investors and the creditors are not loaned in the ratios in which the loans are required. The formal credit has a link with the person’s wealth. The formal as well as the informal providers of the credit are inclusive of the local money lenders, landlords, the shopkeepers, relatives as well as the friends (Karlan 4). In the case of the informal credit markets, the borrowers have access to only a small number of credit markets as well as the finance institutions and money lenders. There are many arguments given, including the collateral being offered for the aim of securing the loans and it may be considered to be of higher values for the money lenders. Thereby, the lenders may be attempting to make the loans with the aim of acquisition of the assets that are often given as collateral (Townsend 67). These goals are achieved by setting the interest rates higher, thus leaving the borrower with lesser options but to be the defaulter. These reasons mark the inequalities in the land rates as well as the bonded labour as this has been especially noticed in the poorer countries and these regions have been known for uncertainties (Morduch 180). Microfinance, specially the ones used in the loans to be given out to the micro creditors, has been considered as collateral as well as costly and labour intensive. If the banks start to take interests on the microfinance, that is able to generate to the profits. The main need of the banks shall be the greater number of the micro creditors (Ray 23). The credit shall be given to these micro creditors according to the finances that are needed by them. The interest rates in the developed countries are higher as compared to the countries that are less rich. On an average, the banks have 900,000 clients for the micro credits

Cross-Cultural Communication and Negotiation--Development of a Essay

Cross-Cultural Communication and Negotiation--Development of a Learning Journal - Essay Example Good examples of these jobs are legal jobs and investment banking as well as low skilled, low wage jobs such as hairdressing and shop assistants. The jobs mentioned in the example are of the kind where the individuals have to be present for any work to get done, and because of this, there will always be a ready supply of such workers. As globalization continues to take place, this pool of workers will be greatly increased and this will ensure that more competitive wages are offered for their services. Due to online learning resources, many people all over the world will have the same quality of education as that received in many western countries and in the process, there will be a very high level of competition for the similar jobs. Furthermore, Gratton further states that the advantage that the West had in giving a high quality of education to its people will soon be eroded due to the fact that many of its best learning institutions are going online making it easier for those in poorer countries to gain the same type of education. It is said that since many jobs are nowadays increasingly being done online, then the high availability of labor for such jobs because of access to the internet will give equal opportunities to people in very remote areas of the world as those who live in cities such as New York. Moreover, many people from poorer countries will have a greater access to the more prosperous cities in the world as they will get attracted to them in order to earn a better living. This means that many cities will develop a more cosmopolitan environment, with people and cultures from all over the world coming together in one place. People will no longer find it necessary to travel to the countries where the headquarters of a company is for them to be able to work for it and instead, they will be able to do so from the comfort of their own homes in their own countries. Gratton further states that due to globalization, a new breed of worker, who

Tata Motors - Innovation Strategy Essay Example for Free

Tata Motors Innovation Strategy Essay For decades, the automotive industry in India lagged behind those of the United States and Japan. However, after the nineties, things changed dramatically, fostered by different means including Indian trends, credit access to customers, highly trained professionals and comparably low labour cost. Improvements were especially due to the Indian Government’s enabling policies that eased regulations on foreign trade and restrictions on private companies, thereby attracting investment and growth in a country whose population is around 1 billion. India – nowadays home to more than 40 million vehicles has one of the lowest ratios of cars-to-people according UN Statistics (see table 1). In conjunction with this statistic, the twin factors of low car penetration and rising incomes are likely to trigger increased demand for automobiles in coming years in India (Indian Business News). Table 1. Number of motor vehicles per 1,000 people, by country Country | Motor vehicles per 1,000| United States| 765| Australia| 619| Canada| 563| Germany| 546| Japan| 543| United Kingdom| 426| India| 12| China| 10| Source: UN World Statistics Pocketbook and Statistical Yearbook, 2007 (cited in Farres et al. 2009) The low car penetration and high demand of the Indian new middle class is the focus of different global companies like General Motors, Honda Motor, Mitsubishi Motors, Fiat, Ford and Maruti Udyog (See table 2). Competition is expected to intensify further as Indian automotive manufacturers obtain greater access to debt and equity financing in the international capital markets or gain access to more advanced technology through alliances. Table 2.

The Beatles :: Essay on The Beatles

When people hear the name "The Beatles" most people think of lead singer, John Lennon. However, the role of Paul McCartney is often overlooked. It was McCartney, not Lennon who was the driving force behind the Beatles. John Lennon and Paul McCartney were in many bands together before the forming of the Beatles. In 1962, along with Ringo Starr1 and George Harrison, they formed the rock group known as "The Beatles". The group featured a modern rock that was new and popular during the period with John and Paul composing and doing the leads on most of the songs. They were backed by George on rhythm and bass guitar and Ringo on drums. George and Ringo also assisted on backing vocals. When they first began playing, the main influence inside the band was John Lennon, who had an uncanny ability to compose songs at a moments notice with an inspiration that others missed. He pushed the members of the band during their touring years and was able to achieve the best possible results from the group. The band began playing in a Music Hall style that is very effective for the audiences but was lacking on their albums. Together with Paul, John began to evolve the band. As the years began to pass, the band was obviously beginning to grow musically. They had moved from simple lyrics like "Love me Do" to harshly aware reflections of life in their home country in "Eleanor Rigby"2. There were attempts, some more successful than others, to incorporate the other Beatles into the idea stage. George Harrison made this leap successfully with such tracks as "I want to tell you", "TAXMAN", and the psychedelic "Love you to". Ringo was featured in the humorous "Yellow Submarine" As the group matured, their creativity began to rely more on the effects and manipulations that they were able to produce in the studio. The Beatles agreed to end their touring career after an American tour of large halls that they failed to fill. It was around this time, that John Lennon began to search for himself. He began using any means that he thought might help him connect. This era was marked by the Beatles visits to the Maharashi Mahesh Yogi, and the beginning of heavy drug use 3. As Lennon began to use LSD in greater and greater quanti-ties4, the other Beatles began to have more and more influence in the production of the albums. Lennon began to become almost reclusive, and often delayed recording sessions.By the time that they were recording Sgt. Pepper's Lonely Hearts Club Band in 1967, Lennon would simply propose songs and themes, and McCartney was left to execute the

Children advertisements Essay

Children see thousands of advertisements on TV, in other media and as part of their daily environment. You can help your child develop an important skill for life by talking about what ads are and what they’re trying to do. Members of the Responsible Advertising to Children Program work to ensure that marketing is sensitive to the needs and concerns of children and families. They work toward this objective by: Reaching out to parents and stakeholders to understand societal expectations: Marketers are great communicators and are often innovative and creative. By listening to parents and families, marketers can use their skills to help parents convey messages that help children adopt good habits. Parents often say they need support in promoting right versus wrong, healthy nutrition, the importance of sleep and exercise and so on. We work with parents, schools and child experts to identify opportunities to use marketing to help convey positive educational messages. Reaching in to marketers to sensitize them to societal expectations: RAC members recognize that marketers must be conscientious about any form of communication that is likely to appeal to children. We seek to build trust in marketing communications by ensuring that we apply robust standards through effective self-regulatory systems. They proof that not all advertisement that target children can be bad some advertisement can teach children greet vales such as: The cereal commercial teach children the importance of eating breakfast every morning and how the vitamins’ are good for them and show them that eating breakfast could be fun by add fruits and honey. And the Colgate ads teach the children how to brush their teeth the right way and how brush their teeth twice a day help Prevent cavities.

Expository Essay

Expository Essay Some memories are joyful, while others are quite sad, and then the bittersweet moments are a combination of both. These bittersweet memories are often memorable and one that stays fresh in my mind is the coming and going of my Golden Retriever puppy, Chance. I was overjoyed when we first got him and couldn’t have been happier but his death was unpleasant and left me with a bad taste in my mouth for weeks to come. This whole experience taught how to appreciate what I have because you don’t know what you got till it’s gone.One of the most memorable and impactful memories of my life happened when I was just six years old. It was a chilly day in mid January as I cheerfully scampered off the school bus to dash inside and be greeted by a mug of hot chocolate and warm cookies. I was clumsily toying around with Legos while waiting in anticipation for my dad to get home. The moment I saw my dad walk through the door I darted down the stairs and was shocke d to see him holding a large, mysterious cardboard box.He informed me that contained inside were loads of cupcakes he had gotten from work, but to my surprise when I looked inside I saw a tiny little puppy bundled up in blanket sleeping on the base of the box. I was thrilled at first but soon after my hopes were crushed when I realized this little dog had fatal cancer and only had a short month to live. Due to his horrible condition we named him Chance for his perseverance to survive such a sickly Herring 2 disease. My roller coaster experience with him helped to mold me into the person that I am today.This memory is so important to me because Chance was the first pet I had ever had the opportunity to call my own and I had also desired to own a puppy ever since I was a baby. Over a short time Chance and I had developed a strong bond from racing around the house and bounding around in the fresh snow. This connection we shared showed me how important companions were and how much I enj oyed having them around me. After a few weeks of living with him he began to show signs of weakness. He would sometimes stumble while walking and even vomit after eating a meal.I was feeling miserable to see him experiencing this pain so our family had to make a decision. We came to a general consensus that it was time to put him down. After a lot of shed tears and heartache I began to understand the situation in a different light. I had begun to realize life ends and living things don’t last forever. I really appreciated chance for what he was and dearly missed him. The great memories with Chance still remained and helped me to cherish his existence even more. Overall this memory taught me how to enjoy what I have and be grateful because I may blink and not see it ever again. Expository Essay

AIDS among African Americans

HIV/AIDS among African Americans Introduction The prevalence rates of HIV/AIDS vary from on ethnic group to another in the United States. The epidemiology of this global menace has evolved with time since it started by affecting the white people and is now affecting the black people. Epidemiological data indicates that in the modern society, black people have high prevalence rates of HIV/AIDS.Advertising We will write a custom research paper sample on HIV/AIDS among African Americans specifically for you for only $16.05 $11/page Learn More One of the many ethnic groups experiencing worst cases of this disease is the African Americans because they have high prevalence rates when compared to other ethnic groups. For example, this disease is more prevalent among African Americans than among Asian Americans and Hispanic Americans. Stone, Ojikutu, Rawlings, and Smith (2009) record that within a period of 20 years, viz.1985 2005, the rate of infection of HIV/AIDS doubled from 25 per cent to 50 p er cent among African Americans. This change means that more African Americans are contracting the disease, living with it, or are under treatment than ever before. Additionally, statistics indicate that HIV/AIDS infections have gender orientation, as rates of infections are higher among women than among men (National Alliance of State Territorial AIDS Directors, 2008). Overall, a number of reasons might explain this scenario; for instance, drug abuse, sexual behaviors, and socioeconomic factors. The American government has come up with a number of programs to combat this problem. Therefore, this paper explores the potential causes of the disparity in HIV/AIDS and examines the efficacy of the programs that have been established to help in combating this menace. Overview of HIV/AIDS in the US Beyond 1980s, the white people had a higher number of people living with HIV/AIDS when compared to the blacks. Drug abusers and homosexuals defined the group of people among the whites who had a high prevalence of the disease. However, as cases of HIV/AIDS infections increased among the Americans, Africans Americans started to experience higher rates of infections than other ethnicities. Between 1985 and 2005, the infection rates doubled among African Americans from about 25 per cent to approximately 50 per cent (Stone, Ojikutu, Rawlings, Smith, 2009). In 1985, the population of African Americans formed about 12 per cent and during 2005, their population comprised 13 per cent.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The increase in population by 1 per cent does not justify the doubling of the disease cases. The increase was quite shocking because infection rates among other ethnic groups remained considerably low. Currently, the cases of infections among African Americans are still increasing exponentially. The disproportionate impact of the disease on th e Americans indicates that many factors, which mediate infection, exist among varied ethnicities and communities. In the United States, the population of people living with the disease has been increasing exponential in the last three decades. The people at risk of getting HIV/AIDS infections belong to the ages of 13 and 34 years because they are sexually active. Stone, Ojikutu, Rawlings, and Smith (2009) indicate, â€Å"At the end of 2008, 322, 796 persons were living with AIDS, nearly twice the number of those at the end of 1994† (p. 2). The exponential increase of the people living with the disease occurs due to change of lifestyles in the society coupled with other factors related to sexual behaviors. The government thus supported the introduction of treatment regimes and increased the number of prevention strategies. Although the treatment regimes and prevention strategies enabled stemming of HIV/AIDS amongst the whites, cases of the infections continued to increase amon g African Americans. As the cases of the disease continued to increase unabated among African Americans, the government and health care system had to revise their preventive strategies to help in combating the epidemic. From 1980s, it gradually became evident that African Americans had numerous predisposing factors that cause high rates of infections. Surveillance studies indicate that HIV/AIDS infections have both geographical and gender orientations. Stone, Ojikutu, Rawlings, and Smith (2009) note that surveillance data provided an interesting epidemiological aspect of HIV/AIDS epidemic, viz. â€Å"It was concentrated in specific geographical areas: the Northeast, the South, the Mid-Atlantic and the West coast† (p.3). The geographical aspect of the disease distribution indicates that there are social, economic, and cultural factors that contribute to the dominance of the disease in one region than other regions. Moreover, the occurrence of HIV/AIDS among African Americans h as gender orientation. African American women have higher cases of infections than their men counterparts do. â€Å"African American women comprise only 12 per cent of the female population in the United States, yet they accounted for 64 per cent of women living with HIV/AIDS at the end of 2006† (National Alliance of State Territorial AIDS Directors, 2008, p. 1).Advertising We will write a custom research paper sample on HIV/AIDS among African Americans specifically for you for only $16.05 $11/page Learn More This observation means that gender-based factors predispose African American women to the disease. In this view, the presence of many predisposing factors to the disease is responsible for the disproportionate distribution of HIV/AIDS cases amongst American ethnic groups. Potential Causes Drug Abuse The prevalence of HIV/AIDS infections among African Americans is higher when compared to the general population of the United States because they f orm a significant population of drug abusers. Given that African Americans have low socioeconomic status, they tend to abuse drugs as a way of dealing with stress and other life challenges. Laurencin, Christensen, and Taylor (2008) posit, â€Å"Illicit drug use is an important primary risk factor for HIV/AIDS infection among African Americans, which is also noted as the second leading cause of HIV infection for both black men and black women† (p.38). Drug abuse predisposes African Americans to the disease because they share needles that they use when injecting drugs into their bodies. Since drugs that people abuse are illegal, they abuse them in secret places where they cannot access extra needles in the event that they attempt to avoid sharing. Lack of extra needles and the addictive nature of the drugs compel the drugs users to share needles, thus predisposing them to the disease. Hence, if one of the drug users has HIV/AIDS, the entire group of drug users would contract it . Moreover, drug abuse predisposes African Americans to unprotected sexual intercourse because drugs influence one’s rational judgment. Usually, sober individuals are unlikely to participate in unprotected sexual activities because they still have the rational capacity of protecting themselves during sexual intercourse. In contrast, drug users are unable to protect themselves either during consented sexual intercourse or from rape. When a drug user is under intoxication, the chance that he/she can consent to perform sexual intercourse with protection is minimal. Hence, most sexual intercourse activities that occur among intoxicated drug users are unprotected. McCree, Jones, and O’Leary (2010) assert that drug abuse is responsible for high cases of HIV/AIDS among drug users because they are vulnerable to sexual abuses. Drugs users are vulnerable to abuses such as rape, sodomy, and gang rape because they do not have the capacity to protect themselves from such abuses. Ev entually, victims contract the disease and continue to transmit to other people whom they abuse drugs together.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Drug abuse also influences adherence to antiretroviral medication and other related medications. When infected people abuse drugs, they forget to take their medication, thus increasing viral load in their bodies. Increased viral load increases the chances of HIV/AIDS transmission during unprotected sexual intercourse. â€Å"A study of female cocaine users, predominantly African American women, showed that substance users were less likely than nonusers to take their antiretroviral therapies exactly as prescribed† (Laurencin, Christensen, Taylor, 2008, p. 38). Thus, drug abuse among African Americans contributes to poor adherence to prescribed medication and increases transmission of HIV/AIDS within population. Additionally, some illegal drugs impede efficacy of antiretroviral drugs for the normal dose of medication does not have the intended impact on the viral load. Reduced efficacy of the antiretroviral drugs implies that the medication does not help in management of the di sease. Therefore, among drug abusers, antiretroviral drugs are not significantly helpful. Sexual Behaviors The nature and type of sexual behaviors that Africa Americans practice put them at risk of contracting HIV/AIDS. Significant cases of infections occur through heterosexual contacts. African Americans nurture the social behavior of trusting each other while mistrusting other ethnic groups. The National Alliance of State and Territorial AIDS Directors (2008) posit, â€Å"African American women are less likely than other women to date men outside their racial/ethnic group† (p.1). Essentially, African American women tend to have sexual intercourse with African American men, thus restricting transmission of HIV/AIDS within their ethnic circle. Hence, heterosexual contact within the community explains why African Americans have a high prevalence of the disease when compared to other ethnic groups. Lower marriage rates among African Americans contribute to the increase in the c ases of HIV/AIDS transmission. Owing to low rates of marriage, African Americans prefer having multiple sexual partners. Given that most young people are single, they indulge in heterosexual intercourse with many partners, thus increasing the rate of transmission of HIV/AIDS. Moreover, sex-ratio imbalance has given men the advantage of having many sexual partners because women seem to be desperate in competing for the few available men. â€Å"The sex-ratio imbalance in African American communities can give rise to women’s difficulties in discussing and negotiating condom use with male sexual partners† (National Alliance of State Territorial AIDS Directors, 2008, p. 4). Thus, African American women succumb to demands of their partners, hence increasing their vulnerability to the disease. Ultimately, since men have multiple sexual partners, they increase the rate of transmission of HIV/AIDS among African Americans. Homosexual behaviors among African American men also co ntribute to the disproportionate occurrence of the disease. Among African American men, male-to-male sexual contact is responsible for the occurrence of high incidences of HIV/AIDS. Studies have shown that homosexuals have increased in the past decade due to recognition of their rights in the society. Hence, homosexuals have contributed to the increase in the prevalent rates of the disease among African Americans. According to Laurencin, Christensen, and Taylor (2008), survey conducted across the United States indicated that clubs, cafes, bars, parks, gyms, gay pride events, and social organizations are places where homosexuals interact and propagate their sexual activities. Since most African American men are dominant in such places, they are vulnerable to HIV/AIDs because they interact with people from various backgrounds. Sexually transmitted diseases predispose people to HIV/AIDS. The disproportionate occurrence of the disease among African Americans is due to the high incidence s of sexually transmitted diseases. In 2005, â€Å"African Americans were 18 times as likely as whites to have gonorrhea and approximately five times as likely to have syphilis† (Laurencin, Christensen, Taylor, 2008, p. 38). Gonorrhea cases formed about 58 per cent of the total cases while cases of syphilis comprised 41 per cent. Sexually transmitted diseases such as gonorrhea cause inflammation on genital areas and increases susceptibility to the disease. Susceptibility to HIV/AIDS increases because white blood cells concentrate on an inflamed genital tract thus causing the viral load to increase (Friedman, Cooper, Osborne, 2009). Syphilis is an ulcerative sexually transmitted disease, which enhances entry of viruses through mucosal ulcerations. Therefore, high prevalence of sexually transmitted diseases among African Americans has contributed to the disproportionate occurrence of the disease. Socio-economic status Socio-economic status is a factor that determines the susc eptibility of people to HIV/AIDS. The low socio-economic status amongst African Americans has contributed to high incidences of the disease. Women under low socioeconomic status are prone to sexual abuse because they are unable to defend themselves. Therefore, they become subjects of sexual abuse, thus predisposed to HIV/AIDS. Friedman, Cooper, and Osborne (2009, p.1003) argue, â€Å"Infections are not simple product of behavior alone†, but a complex of social and economic factors that affect the lives of African Americans. Hence, differences in socio-economic status between the whites and blacks have contributed to the high incidences of the disease among African Americans. Additionally, low socio-economic status determines access to healthcare, and thus relates to the incidences of HIV/AIDS cases among the African Americans. â€Å"Limited access to high-quality healthcare, housing, and HIV/AIDS prevention and education programs both directly and indirectly increase the ris k factors for HIV infection† (Laurencin, Christensen, Taylor, 2008, p. 38). In the year 2000, approximately 25 per cent of African Americans lived in poverty, which means that they could not access essential healthcare services. Historically, African Americans faced social and economic marginalization, which increased their vulnerability to drug abuse, homelessness, incarceration, and risky sexual behaviors. Hence, poverty and social alienation prevent African Americans from accessing critical healthcare services, which translates to increased HIV/AIDS prevalence. Government Programs Community mobilization to increase awareness about HIV/AIDS is one of the strategies that the United States has applied in reversing trends of the epidemic among African Americans. Issues to deal with increased awareness of the disease and its associated risk factors such as drugs and sexual behaviors have significantly reduced the rate of infections among African Americans and the general popula tion. Mobilization of communities to enhance awareness of the disease has changed perceptions and norms about the disease. Through awareness, stigma has reduced, people have diagnosed HIV/AIDS early, patients have adhered to treatment plans, and the entire population has transformed their lifestyles for healthy behaviors (Stone, Ojikutu, Rawlings, Smith, 2009). Hence, community mobilization has made tremendous reductions in the rate of HIV/AIDS infection among African Americans for they have avoided drug abuse and risky sexual behaviors. Adherence to medication is a major problem that influences management of HIV/AIDS. The government employs an educational program where healthcare providers offer patients with essential information to enhance adherence to antiretroviral drugs. The United Nations Educational, Scientific, and Cultural Organization (2007) indicate, â€Å"Preparing patients through treatment education and providing ongoing need-based education help persons with HIV to manage their treatment and HIV-related diseases† (p.1). Treatment education enables patients to manage their condition by adhering to medication and improving their CD4 counts. Treatment education at the community level aims at encouraging people to check their HIV status and take the appropriate healthcare measures. Eventually, the community becomes responsive to the needs of patients and thus reduces the stigma associated with the disease. Hence, treatment education is an effective program that is helpful in promoting adherence to medication. Enhancement of socio-economic status of the African Americans is a strategy that the government has employed in combating the high incidences of HIV/AIDS. Enhancement of socio-economic status of African Americans enables them to access healthcare services they could not afford before. The government has made significant progress in enhancing accessibility of healthcare services. It has collaborated with various stakeholders such as Med icaid and Medicare in providing affordable healthcare to the poor people, who are mainly African Americans. The government has also used comprehensive approach in empowering African Americans to reverse trends of HIV/AIDS infections. â€Å"One strategy to create such a vast change involves merging HIV/AIDS prevention with efforts against racism, homophobia, joblessness, sexual violence, homelessness, substance abuse, mental illness, and poverty† (Laurencin, Christensen, Taylor, 2008, p.41). Hence, comprehensive approach is appropriate in combating HIV/AIDS among African Americans. Conclusion The disproportionate occurrence of HIV/AIDS among African Americans indicates social, economic, and health disparities that exist in the United States. Though African Americans represent about 13 per cent of the population, they have about 50 per cent cases of HIV/AIDS. The major causes for the disproportionate occurrence of the disease among African Americans include drug abuse, sexual behaviors, and low socio-economic status. Hence, the government has set up programs such as community mobilization, treatment education, and enhancement of socio-economic status via comprehensive approach to combat HIV/AIDS among African Americans. References Friedman, S., Cooper, H., Osborne, A. (2009). Interventions strategies for HIV/AIDS Prevention among African Americans: Structural and social contexts of HIV risk among African Americans. American Journal of Public Health, 99(6), 1002-1008. Laurencin, C., Christensen, D., Taylor, E. (2008). HIV/AIDS and the African-American Community: A state of Emergency. Journal of the National Medical Association, 100(1), 35-43. McCree, D., Jones, K., O’Leary, A. (2010). African Americans and HIV/AIDS:  Understanding and addressing the epidemic. New York, NY: Springer. National Alliance of State Territorial AIDS Directors. (2008). The landscape of  HIV/AIDS among African American: Women in the United States. Web. Stone, V., Oj ikutu, B., Rawlings, M., Smith, K. (2009). HIV/AIDS in U.S. communities  Of color. New York, NY: Springer. United Nations Educational, Scientific, and Cultural Organization. (2007). Current  Research and good practice in HIV and AIDS treatment education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000149722

How to Format APA Citations

How to Format APA Citations How to Format APA Citations APA referencing – developed by the American Psychological Association – is used to cite sources in academic writing. But how does this system work? In this post, we take a look at APA citations, how to quote sources, and a few variations of the basic citation format you may need to know. 1. Basic APA Citations APA uses author–date citations (a form of parenthetical referencing). This means you cite a source by giving the surname of its author and the date of its publication in brackets: Many people use APA citations (Schreiber, 2001). As shown above, APA citations place a comma between the author’s name and the year. If the author is already named in the text, meanwhile, you only need to give the year in brackets: Schreiber (2001) states that many people use APA citations. This is the basic APA citation format for all sources with a single author. 2. Sources with More than One Author For sources with two authors, include both surnames in citations. The names should be joined by an ampersand if they are cited in brackets, but not when they appear in the main text: Two is company (Schreiber Harkin, 2011). According to Schreiber and Harkin (2011), two is company. When a source has three to five authors, the format is the same as above for the first citation. For instance: Three is a crowd (Schreiber, Harkin, Murray Ptaszynski, 2014). However, if you were to cite the same source again, you would use the first name plus â€Å"et al.† to prevent repetition. For example: Nobody yet knows what comes after a crowd (Schreiber et al., 2014). For sources with more than five authors, meanwhile, you should cite the first named author plus â€Å"et al.† in all citations, including the first one (full author information is still given in the reference list). 3. Organizational Authors Some sources, such as the website of a business, won’t have a named individual as an author. When this occurs, you can name a company or organization as the author: Missing citations can affect your grades (Proofed, 2018). This is known as citing an â€Å"organizational author.† If there is no organizational author available either, though, you may have to give the title of the source in the citation instead of an author. 4. Quoting Sources If you are quoting a source, you need to give a pinpoint citation. This means citing the page number(s) of the quoted passage: It is important to â€Å"provide evidence in essays† (Schreiber, 2001, p. 24). As shown above, you should give the page number(s) after a comma and â€Å"p.† when the author’s name is part of the citation. However, you should cite the page number separately when the author has been named in the text instead: Schreiber (2001) says we must â€Å"provide evidence in essays† (p. 24). The key is that page numbers always appear after the quotation. 5. Audiovisual Sources If you want to quote an audiovisual source, you need to cite a timestamp: The interviewee claimed that â€Å"video is the future† (Harkin, 2017, 21:34). Here, for example, the â€Å"21:34† in the citation shows that the quote comes from 21 minutes and 34 seconds into the recording. This replaces the page numbers cited when quoting a print source. 6. Multiple Sources in One Citation You can, if required, cite more than one source in a single set of brackets. All you need to do is place a semicolon between the citations, which should be ordered alphabetically by author surname: There is strong agreement on this issue among experts (Harkin, 2001; Ptaszynski, 1998; Schreiber, 2010). Citing more than one source at the same time like this can be useful if you need to show that multiple sources support the same argument. 7. Multiple Sources by the Same Author from the Same Year For most sources, the author’s surname and year of publication will be enough for the reader to find it in the reference list. However, if you are citing more than one source by the same author from the same year, you will need to provide extra information to help the reader. APA referencing does this by placing a letter after the year of publication: Publishing success can vary by year (Harkin, 2001a). Some years may see an author release multiple works, whereas other years may see them publish nothing at all (Harkin, 2001b). Here, we have two sources by Harkin from 2001. As such, we label these â€Å"2001a† and â€Å"2001b† in citations and in the reference list so readers can tell which citation points to which source. The letter used depends on the position of the source in the reference list, with sources from the same year ordered alphabetically by title. So, if we have two sources by Harkin from 2001, one called Analyzing APA and another called Myths of Referencing, the former would come first in the reference list and be cited as ‘2001a’, while the latter would come second and be cited as â€Å"2001b.† 8. More than One Author with the Same Surname Finally, if you cite separate sources by two authors who happen to have the same surname, you should add a first initial to citations so that your reader can tell them apart: Some surnames are very common (A. Smith, 1984). This can lead to confusion between people with the same surname (B. Smith, 2004). Adding this initial will help readers find the sources in your reference list.

Teaching Tips Essay Example | Topics and Well Written Essays - 750 words

Teaching Tips - Essay Example The questioning procedure makes the teacher aware of the understanding of the students. This helps the students to correct the mistakes and to make them understand the essence of the lesson better. (Academic feedback, n.d.,p 2). The activities of the students get monotonous if they are taught the same lessons. Asking questions and assigning them activities will help to break the monotonous routine of the students. (Teaching tip 18: Pacing, n.d.). If the questions are scientific, they arouse a certain level of interest among the students. If the students get interested in their studies, they understand the subject better. The frequency of the right answers in questions also helps the teachers to make an estimate of student understanding. If the right answers form a high percentage it has to be inferred that the students have understood the subject. (Academic feedback, n.d, p 3). Students should understand the lessons imparted by the teachers. It is essential for the teachers to ensure learner understanding for providing the right feedbacks. It is essential; therefore, that the students should understand the subject before the teachers can gauge them. Thus, it is very important for teachers to probe for learner understanding before giving feedbacks. (Teaching tip 18: Pacing, n.d.) Follow-up Questions are another important tool by which the progress of the students can be measured. The follow-up questions impart the need for reteaching the lessons if any. If a scientific approach is used in follow-up questions, a correct feedback about the students can be garnered.