Clinton, Hillary Rodham

Clinton, Hillary Rodham Clinton, Hillary Rodham rod ´?m [key], 1947â€", U.S. senator and secretary of state, wife of President Bill Clinton , b. Chicago, grad. Wellesley College (B.A. 1969), Yale Law School (LL.B., 1973). After law school she served on the House panel that investigated the Watergate affair . She was in private practice from 1977 until 1992, becoming an expert on children's rights. After her husband's election as president, she initially played a highly visible role in his administration, co-chairing the task force that proposed changes in the U.S. health-care system. Less publicly involved in policy issues after that program failed to gain support, she won sympathy for her support of her husband during the Lewinsky scandal and the subsequent impeachment proceedings. She became the first first lady to be subpoenaed by a grand jury when she testified about the Whitewater affair in 1996. In 2000, Clinton won election as a Democrat to the U.S. senate from New York, becoming the first wif e of a president to win election to public office; she was reelected in 2006. A candidate for the Democratic presidential nomination in 2008, she lost to Barack Obama , but she subsequently served (2009â€"13) as secretary of state after he was elected president. Her use of a private email server while at the State Dept. was widely criticized, including by the FBI, and it became an issue when she ran for president in 2016. After defeating Senator Bernie Sanders to become the first woman nominated for U.S. president by a major political party, she chose Senator Tim Kaine as her running mate. The Clinton-Kaine ticket subsequently lost the election (although it won the popular vote) to Donald Trump and Mike Pence in one of the bitterest, most personal, and socially divisive contests in recent U.S. history. Clinton is the author of It Takes a Village (1996); two memoirs, Living History (2003) and Hard Choices (2014); and What Happened (2017), an account of the 2016 race from her perspective. See biographies by D. Radcliffe (1994), D. Brock (1996), G. Sheehy (1999), G. Troy (2006), C. Bernstein (2007), and J. Gerth and D. Van Natta, Jr. (2007); W. H. Chafe, Bill and Hillary: The Politics of the Personal (2012); J. Allen and A. Parnes, HRC: State Secrets and the Rebirth of Hillary Clinton (2014). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Art Is Not Plagiarism Or Revolution - 1128 Words

UNIVERSITY OF CHICAGO EXTENDED ESSAY 4 â€Å"Art is either plagiarism or revolution.† –Paul Gauguin. What is your â€Å"art†? Is it plagiarism or revolution? Add a mustache and a beard to the Mona Lisa--it becomes L.H.O.O.Q., a Dada piece of art by Marcel Duchamp. Assemble a bicycle seat and handlebars--it becomes Bull s Head, a found object artwork by Pablo Picasso. The creation of such works, which directly borrow ideas or actual parts of another work, can be considered plagiarism, but that assumption leads one to question the meaning of plagiarism, and, of course, the meaning of art. Plagiarism most often connotes to borrowing or copying someone else s work or idea, but such a definition is superficial, considering only the outlines of its implications. Plagiarism originates from the root word plagiare-, which means to kidnap. Thus, in its original context, plagiarism refers to the theft, the kidnapping, of intellectual possessions. Is art an intellectual possession? Art is much more than that. It is a means of communication, of self-expression, of a profound union between the body and mind. The creation of art places ideas of the past in new contexts and encourages entire political and social movements, as in the case of Dadaism, Cubism, and other Modernist movements. Art simply cannot be stolen, since a means of self-expression is a natural right, the natural right to pursuit of happiness. This indicates that art is not plagiarism, but is a revolution, stirringShow MoreRelatedThe Internet Of Things Is Defined1705 Words   |  7 Pagesthe works of art. Specifically, giving attention to materialities of the overall internet of things, mainly focus on the complexities of the individual’s material and media lives and this will enable an emergence of new practices that would be beneficial to art and designs across the globe.. Materiality, art and the internet of things Material objects and consumer goods have been in the world of art since 1960. As such, the availability of corporate symbols and goods in the modern art reflects theRead MoreThe Achievements Of Isaac Newton1368 Words   |  6 PagesCollege (Biography, 2016). It was during this time that he was about to begin what might have been the most important time of his life. When Newton arrived at the University of Cambridge, the Scientific Revolution of the 17th century was already in full force. The basis and hallmark of this revolution for science were the increasing speed of both scientific discovery and its practical application (Coffin, Cole, Stacy, Symes, Ch. 16, 2010). It was during his first three years at the University that influencedRead MoreThe Impact of the internet and world wide web on society886 Words   |  4 Pagesnetwork of networks that consists of millions of users from around the globe that are linked by a broad array of electronics such as computers, cell phones and so on. a. The effects on how we communicate a.i. Have more freedom-â€Å"A spiritual revolution of art, science, and in the exploration of the world which today, people are certainly have much more personal freedom than their renaissance era counterparts.† a.ii. Better educated students because we have greater communication with teachers andRead MoreHistorical Typefaces And Stanley Morison967 Words   |  4 Pages(Lommen, 2001, p. 110) Typography is an art form all on its own, and while all artwork may not contain typography, all of typography is art. The Necessity in Graphic Design When looking at all typography as art, one is often surprised by the extent that includes. Whether original work is possible is often questioned once the realization of design history is considered. But knowing the roots of design is necessary to avoid reinvention, no less inadvertent plagiarism. (Golec, 2015, p. 91) The introductionRead MoreThe Controversy of Marcel Duchamp Essay855 Words   |  4 Pages One of the most unique figures in the continuum of the art world, Marcel Duchamp changed the way we look at and produce art today. Marcel Duchamp was by far, one of the most controversial figures in art. Two of the most well known and talked about pieces by him are The Fountain and The Bride Stripped Bare by her Bachelors, Even . Duchamp created many other pieces that caught the attention of critics, other artists, and the population in a negative way; however, these two pieces alone, brought aboutRead MoreReadymade Art Essay1113 Words   |  5 PagesIn 1915 the concept of †Å"readymade† art was introduced by Marcel Duchamp when he took an ordinary snow shovel and painted the title In advance of the broken arm. He had previously turned a wheel up-side down and attached it to a stool, creating a piece he called Bicycle wheel. This was also considered a â€Å"readymade.† A â€Å"readymade† by Duchamp is â€Å"an ordinary object elevated to the dignity of a work of art by the mere choice of an artist.† Duchamp produced many of these â€Å"readymades,† but it his readymadeRead MoreCopy Article On Copy Right Law1931 Words   |  8 Pagesinspirations and may look at others’ works. Sometimes the boundary between â€Å"inspiration† and â€Å"copy† is really vague. Is there a way to define ownership in fashion industry? This paper discusses why fast fashion brands like ZARA take no responsibility for plagiarism and appropriated trends started by independent designers.   Copyright law is designed to protect literary and artistic works was well as innovation such as the trademark signs and symbols. Those aspect may not be applied to fashion industry. AccordingRead MoreAnalysis Of Lawrence Lessig s Remix : Making Art And Commerce Thrive1448 Words   |  6 Pagesdominant creative strategy in contemporary art and design, particularly fortified by Postmodernity. Martino Gamper, sister duo Soda_Jerk and Glenn Brown are significant artists in this ‘remix culture’ that redefine the way the world is perceived through the reproduction and recyclability of their works and the works of others. Remix culture, or ‘read-write culture’ , lets people generate â€Å"art as readily as they consume it† . In Lawrence Lessig’s book Remix: Making Art and Commerce Thrive in the Hybrid EconomyRead MoreEssay on The Gutenberg Press1248 Words   |  5 PagesGermany, nine in France, eight in Spain and Holland, and four in England. The Gutenberg Press remained the standard method for printing until the 20th century. The Gutenberg Press is known for creating a revolution in the production of books, and for also for initiating rapid development in science, art and religion through the communication of text. Johannes Gutenberg is best known for his invention of the printing press, otherwise known as the Gutenberg Press, an innovative printing machine, whichRead MoreHofstede cultural dimension: spain1888 Words   |  8 Pagesmy own work and contains no Plagiarism. By submitting this assignment, I agree to the following terms: Any text, diagrams or other material copied from other sources (including, but not limited to, books, journals and the internet) have been clearly acknowledged and referenced as such in the text. These details are then confirmed by a fuller reference in the bibliography. I have read the sections on referencing and plagiarism in the handbook or in the WIT Plagiarism policy and I understand that

Group Process - 2412 Words

2.1 Group process: inclusion A cornerstone for facilitators is to understand what happens to people in groups. To do this, we need to look both at what people set out to achieve, the task, as well as how they get along – the processes of group activity. People often behave quite differently in groups and teams from one-to-one settings. Some people become quiet, others turn into bullies or tormentors, some become jokers. For the facilitator who has to rely on others for getting the job done, this can be daunting. Why is it that a meeting feels electric one moment and awkward the next? Why do some people refuse to communicate while others do all the talking? It becomes easier to understand the process level if we take a practical example.†¦show more content†¦(5 minutes) Discuss the reality of people feeling ‘in’ or ‘out’ of a team. Does it really happen? (5 minutes) Consider the issues and outcomes for people who might feel signiï ¬ cant or insigniï ¬ cant in a team o r group. Likely topics to surface here are trust, need for attention, feeling valued, sense of belonging, safety, communication, under-achievement. Prompt if necessary. (10 minutes) Ask the group to consider the case of a team that loses one or two of its key players. Get the group to brainstorm examples of how such a team might include or exclude new employees – for example, not introducing themselves, not sharing information, making in-jokes. (10 minutes) Ask people to discuss in pairs one or two experiences they have had when they felt excluded from a group or team and what impact this had on them. If they can’t think of any experiences for themselves, ask them to share their observations of other people who they’ve seen being excluded from a group or team. (10–15 minutes) Draw together the whole group for discussion. The point here is to raise awareness in people of inclusion/exclusion as an important reality of team behaviour. If people are excluding others or themselves this will impact on team performance. Consider, with the group, appropriate strategies for dealing with people who are either beingShow MoreRelatedGroup Reflection : Group Process767 Words   |  4 PagesGroup Reflection Group My concept of what a group consist of is a story that needs to be told and heard from many people with similar issues or problems. The group is a tool to help each member to gain some insight on how they can change or make a difference in their lives for the future. I feel that a group is a place where new relationships can develop and to find self again. Group Process The group process is facilitated by a counselor by the process has to be done by the members. It can be easyRead MoreThe Planning Process For A Group1480 Words   |  6 Pagesone must address in the planning process for a group. Northen and Kurland’s (2001) chapter, Planning, gave a clear understanding of six of the eight aspects to consider when organizing a group. The authors provide their reader with the background knowledge of why this phase is important. Before the initial meeting of a group the social worker needs to contemplate how the group will come together; they must prepare by making decisions on various aspects of the group that abides by the agency and professionalRead MoreThe Internationalisation Process Of Tata Group2345 Words   |  10 Pagesanalysed the internationalisation process of Tata Group, which is achieved primarily through merger and acquisition (MA). It examined in detail several Tata companies, including Tata Consultancy Services, Tata Teas, and Tata Steel, to evaluate their strategies in globalisaing markets, with a focus on the role of MA in the internationalisation process of Tata Group. The case also provided an in-depth analysis of economic setting and global trend, to demonstrate how Tata Group adjust its strategies correspondinglyRead MoreReflection Of Group Counseling Process And Mental Health Group Activities829 Words   |  4 PagesA Reflection of Group Counseling Process and Mental Health Group Activities One might say the best teachers are the ones who go over and beyond the call of duty to assist their children. This idea could especially be proven true given the factors that are affecting the social and academic capabilities of the students we teach on a daily basis. One emerging, yet commonly overlooked factor is mental health. Mental health is one of those issues seen to be taboo in schools but is becoming a widespreadRead MoreInter-Professional Learning Reflection on Group Process1627 Words   |  7 Pages-Inter-professional Learning Reflection on group process Reflection summary Following completion of the above unit, I reflected on the group process (comprising 10 members of students from various allied health professions), considering my role in the group, how I related to others and the group in relation to the relevant theory. I have written this reflection using John’s Model For Structured Reflection (2000). Looking in During this unit, each group was given a task to design a campaign toRead MoreGroup Process Paper1223 Words   |  5 PagesPankaj Garg Date: 04/17/2006 ORG 530 (online) Group Process paper Our group is a 5-member team whose goal was to finish the assignment on time. We were committed to working together to be successful because our class experience and grade was related to successfully completing this assignment. Our team worked together collaboratively to analyze the issue and to plan for an organized presentation. When we began our meeting, we knew that we wanted our end-results to be some sort of solution andRead MoreGroup Behavior and Process947 Words   |  4 PagesGROUP BEHAVIOR AND PROCESSES MTG/331 How do groups become a high performance team: Stressing the importance of a clear and elevating goal in performance of an effective team. Goal clarity is a specific performance objective, phrased in such concrete language that it is possible to tell, unequivocally, whether or not that performance objective has been attained challenging and that it makes a difference. Possibly be the most important component of an effectively functioning teamRead MoreThe Project Management Process Groups927 Words   |  4 PagesManagement Process Groups: A Case Study Learning Objectives o Describe the five project management (PM) process groups, the typical level of activity for each, and the interactions among them. o Understand how the project management process groups relate to the project management knowledge areas. o Discuss how organizations develop IT project management methodologies to meet their needs. Learning Objectives (Cont.) o Review a case study of an organization applying the PM process groups to manageRead MoreQuestions On The Group Process Tools1380 Words   |  6 PagesAfter looking at the Group Process Tools, decide which 3 you will use in your meeting to determine your school baseline. Tell me the name of the tools and describe how you will use them. The following three Group Process Tools will be used to determine the school baseline: T-Chart Activity: Described as a tool used to help individuals see the opposite dimension of an issue, the T-Chart Activity would be a great tool to use in the school meeting. During the meeting this activity will be used as aRead MorePersonal Statement On The Group Process977 Words   |  4 Pagesconstructively confront another group member. I, also, consider the possible reasons for several members’ reluctance to disclose. Yalom Leszcz (2005) stated: â€Å"If there is something important going on in the group that cannot be talked about, there will always be a degree of generalized communicative inhibition† (p. 243). The educational nature of the group, I believe, inhibits members from self-disclosing fully and giving honest feedback. By observing this situation in the group process, I have increased my

The concept of elasticity is defined as the percentage Free Essays

The convex shape of the production possibility boundary is derived from the principle of opportunity cost. The production possibility boundary defines the maximum production potential of an economy given its resource and technology constraints. The opportunity cost is defined as loss of economic value that could have been gained if resources had been invested in an alternative. We will write a custom essay sample on The concept of elasticity is defined as the percentage or any similar topic only for you Order Now Therefore, the opportunity cost is an integral component of the production possibility boundary in terms of how much of one product can be produced given its opportunity cost. The convex shape of the production possibility boundary means that as the economy produces more of one good, its opportunity cost rises. As a result, fewer quantities of that good can be produced. In other words, more of the other good have to be sacrificed. This is because, as a result of being driven by resource and technology constraints, the economy is in the optimum position of producing a certain quantity of each category of goods. Beyond that point, the opportunity cost of producing one good instead of another continues to rise as it requires increasing resource and technology investments. How to cite The concept of elasticity is defined as the percentage, Papers

Market Equilibrating Process

The household consumer in any market ratifies and validates the sales and profit margins of the firms. The household consumer is the target for the goods and services availed in the market. The other concepts involved in the market equilibrating process include the production cost, market price, demand and supply, elasticity and market equilibrium.Advertising We will write a custom report sample on Market Equilibrating Process specifically for you for only $16.05 $11/page Learn More The cost of production refers to the out of the pocket expenses incurred by the farmer towards availing a product or a service in the market. It combines both labor and capital intensive expenditures. The market price refers to the value for which the suppliers and consumers are willing to exchange goods and services. The cost of services and products become determined in the market as buyers and sellers interact. The sellers become sensitive that the market price includes th eir profit margin. Buyers become careful that the market price is not excessive. Demand and supply forces control the market economies. Demand refers to the number of people willing to buy a product or service from the suppliers. Market demand is the sum of all individual demands for services and products in a given market. Supply refers to the quantity or amount of services and products that are available to be purchased by the buyers. The market supply subsequently refers to the sum of all the goods and services available for sales in the market. Market demand and market supply cannot be fixed. They are elastic. Market elasticity for both demand and supply refers to the dynamic shifts in the amount of goods available for sales and the number of available buyers willing to purchase goods and services. This means that a well functioning market can experience both an increase and decrease in the goods supplied and demanded. Market equilibrium refers to the point at which everyone in the market is happy to make purchases at the prevailing price. Both buyers and sellers become satisfied (Adil, 2006).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More How do the market equilibrating concepts affect trading activities in a well functioning market? Changes in demand and supply affect how trading happens in the market economies. Supply can either be large or small. Supply becomes bigger when there is a variety in the choices of goods and services. When the choices become fewer, supply becomes small. Demand can be classified as either high or low. When the market has more buyers for a commodity the demand becomes higher and vice versa. The interaction between demand and supply affect the prevailing market price. Sometimes goods and services have a high demand and a small supply forcing buyers to spend more money on the fewer commodities. This means that the market price will be high. Other times the amount of goods and services will be large while the market demand is low. This means that the quantity of products in the market exceeds the number of available buyers. The prevailing market price inevitably goes low as suppliers lower prices to stay in business. Other times the amount of goods and service supplied in the market matches the existing demand. This causes the market to stabilize. The price in the market reaches an equilibrium state. This means that demand and supply balances. Conclusion The two most fundamental concepts in the market equilibrating process include demand and supply. The market reaches equilibrium when the market supply matches demand. References Adil, J.R. (2006). Supply and Demand. Minnesota: Capstone Press. This report on Market Equilibrating Process was written and submitted by user Aria Richardson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

a major health issue and is often recognised as one of the major causes of avoidable mortality and morbidity in Western society The WritePass Journal

a major health issue and is often recognised as one of the major causes of avoidable mortality and morbidity in Western society 1.   Introduction a major health issue and is often recognised as one of the major causes of avoidable mortality and morbidity in Western society 1.   Introduction2.   ConclusionRelated 1.   Introduction Alcohol consumption is acknowledged worldwide as a major health issue and is often recognised as one of the major causes of avoidable mortality and morbidity in Western society (Wechsler, Dowdall, Davenport, Castillo, 1995). Almost 4% of all deaths are attributed to alcohol (World Health Organization, 2009) and in relation to other causes of death, alcohol can be considered as a significantly higher contributor. For example, HIV/AIDS accounted for 3.5% of deaths worldwide, violence for 1% and tuberculosis for 2.5% (World Health Organization, 2004). This is reflected in increased cost for health care systems. In 2008, it was estimated that alcohol harm cost the National Health Service in England  £2.7 billion, this was a significant increase from estimates for 2003 of  £1.7 billion (National Health Service, 2010). The harmful effects of high alcohol intake have been well documented (Hingson, Heeren, Winter, Wechsler, 2005) (Schulenberg, Wadsworth, OMalley, Bachman, Johnston, 1996). Individuals who drink too much can suffer from physical problems, such as liver cirrhosis, heart failure and certain cancers, but also from social issues, such as interpersonal violence, sexual assault, vandalism, and driving accidents (Anderson Baumberg, 2006) (Rehm, Room, Graham, Monteiro, Gmel, Sempos, 2003). Definitions of alcohol abuse have also focused on social issues related to drinking; the Diagnostic and Statistical manual of Mental disorders (American Psychiatric Association, 2000) defines abuse as â€Å"a maladaptive pattern of substance use leading to clinically significant impairment or distress, often manifested as a failure to fulfil obligations, use in physically hazardous situations and related legal, social or interpersonal problems†. The Government recommends that adult men should not regularly drink more than 3-4 units of alcohol per day and adult women should not regularly drink more than 2-3 units a day. However, in Great Britain, 31% of men and 20% women drink more than the advised weekly limits. Furthermore, 8% of men and 2% of women drink above the levels regarded as harmful, namely 50 units a week for men and 35 units for women (Office of National Statistics, 2008). Age is an important variable contributing to alcohol consumption, with the highest intake recorded in young adults (Nolen-Hoeksema, 2004) particularly in those between 18 and 20 years old (May, 1992) (Webb, Ashton, Kelly, Kamali, 1996). Drinking as a young adult has significant health consequences (Ham Hope, 2003). The prevalence of drinking amongst young people does not only pose serious issues to the young people involved, but the consequences of their drinking can also have an effect on a their family and society as a whole (Oei Morawska, 2004). Alcohol consumption is a significantly greater problem within the student population because alcohol forms part of the university culture (Crundall, 1995). Drunken behaviour is accepted as normal at many student events (Davey Clark, 1991). It has been found that alcohol is the most likely substance to be abused amongst the student population (Prendergast, 1994) and in comparison to non-university peers worldwide, students engage in riskier alcohol-related behaviour (Johnston, OMalley, Bachman, 2001) (OMalley Johnston, 2002) (Wiki, Kuntsche, Gmel, 2010) (Kypri, Cronin, Wright, 2005), drink more heavily (Kypri, Cronin, Wright, 2005) (Dawson, Grant, Stinson, Chou, 2004) and exhibit more clinically significant alcohol-related problems (Slutske, 2005). It has been recorded that student consumption of alcohol is consistent with the rates of the general population in the UK, which is estimated to include 90% of adults consuming alcohol weekly (Department of Health, 2003). However, the amount of alcohol that is consumed by students has been suggested to pose significant risks. Sociability has been identified as the major benefit to alcohol use. Specifically young people indicated that the reasons why they drink are for fun, to be happy, to gain confidence, to be cool and simply for something to do (Oei Morawska, 2004). However, for students, hangovers were featured as the most negative aspect of drinking large amounts rather than longer term risks (Crundall, 1995). The students are also aware of the negative impact alcohol can have on their studies and finances (Bewick, Mulhern, Barkham, Trusler, Hill, Stiles, 2008). In America, one third of students were classified as suffering from alcohol abuse according to the DSM-IV-TR definition (as stated above) (Clements, 1999) and 6% reported symptoms of alcohol dependence (Knight, Wechsler, Kuo, Seibring, Weitzman, Schuckit, 2002). Fewer than 4% of those students who met the DSM-IV-TR criteria for alcohol abuse or dependence were found to be willingly to pursue treatment (Clements, 1999) (OHare, 1997). Within the United Kingdom, a review of studies measuring undergraduate drinking concluded that 52% of men and 43% of women reported drinking above the recommended limits (Gill, 2002). Webb, Ashton, Kelly, Kamali (1996) also found that 15% of a UK student sample drank at hazardous levels. For men this exceeded 51 units per week and 36 units for women. Increased alcohol consumption and binge drinking are not only related to health issues, but also could result in negative consequences for the individual, such as academic failure, unintended pregnancy, sexually transmitted diseases, property damage, and criminal consequences that jeopardize future job prospects (Berkowitz Perkins, 1986) (Hingson, Heeran, Zakocs, Kopstein, Wechsler, 2002) (Wechsler, Dowdall, Davenport, Castillo, 1995). Students do not only experience consequences of their own drinking but often experience consequences of others drinking (Rhodes, et al., 2009). In addition to harmful effects on the individual, there are second-hand consequences for fellow students, ranging from disrupted study and sleep, to physical and sexual assault (Donovan, Jessor, Costa, 1993) (Hingson, Heeran, Zakocs, Kopstein, Wechsler, 2002) (Perkins, 2002) making students more at risk of negative consequences from alcohol consumption. The hazardous consequences of binge drinking felt by many students arise from the disabling effects of consuming a large amount of alcohol over a short period (Oei Morawska, 2004). The National Institute on Alcohol Abuse and Alcoholism advisory council approved the following definition for binge drinking: â€Å"A ‘binge’ is a pattern of drinking alcohol that brings blood alcohol content to about 0.08 gram-per cent or above. For the typical adult, this pattern corresponds to consuming 5 or more drinks (male), or 4 or more drinks (female) in about 2 hours† (National Institute on Alcohol Abuse and Alcoholism, 2004). Adams, Barry, and Fleming (1996) identified that while the number of drinks consumed per occasion was an important risk factor for death from injury, but that frequency of consumption was not. Binge drinking students are more likely to suffer from negative consequences related to than non-bingers such as academic problems, engage in high risk sex, sustai n injuries, overdose on alcohol and drive while intoxicated (Wechsler, Dowdall, Davenport, Castillo, 1995) (Wechsler, Lee, Kuo, Lee, 2000) (Wechsler, Kuo, Seibring, Nelson, Lee, 2002) (Jennison, 2004) (Vik, Carrello, Tate, Field, 2000). Despite negative alcohol effects, research suggests that a large proportion of students are placing themselves at risk by engaging in binge drinking. There are notable gender differences in binge drinking, as women are more likely to initiate drinking when they feel angry or worthless and as an escape from their troubles. On the other hand, for men incentives are to gain peer approval or not to show fear (Oei Morawska, 2004). In Europe, Kuntsche, Rehm, Gmel (2004) concluded that men were more likely to binge drink and that peer pressure was one of the strongest influencing factors. Similar findings have been reported for UK undergraduates, (Wechsler, Dowdall, Davenport, Rimm, 1995) recorded 50% of male students to be binge drinking (around 8 UK units per session) and 39% of women (≈6.5 units) at least once in the preceding fortnight. Pickard et al (2000) also found that 50% of men binge drink. However, they found more women were likely to binge drinking (63%). Research suggests that heavy drinking among students is most likely to occur in positive social contexts as opposed to negative contexts (Carey, 1995) (Carey, 1993). There are again gender differences in these consumption patterns. For example, University men tend to drink more often than their female peers in positive situations, such as those involving cues to drink and pleasant times with friends (Carrigan, Samoluk, Stewart, 1998). Other findings suggest that social contexts can discriminate between heavier and lighter male student drinkers, whereas the strongest predictor of discrimination between heavier and lighter drinking university women is emotional pain (Thombs, Beck, Mahoney, 1995). Such gender differences suggest that drinking behaviour may be motivated by different subjective beliefs regarding the consequences of alcohol consumption for men and women. The beliefs people hold about the effects of consuming alcohol are referred to as alcohol outcome expectancies (AOE) (Goldman, Del Boca, Darkes, 1999) and include areas such as assertion, affective change and tension reduction (Young, Connor, Ricciardelli, Saunders, 2006). According to social-learning theory, drinking is a goal-directed behaviour that ranges from abstinence to alcohol dependence, and the initiation, maintenance, and development of drinking patterns is assumed to be directed by similar learning principles (Abrams Niaura, 1987) (Bandura, 1969) (Jones, Corbin, Fromme, 2001) (Maisto, Carey, Bradizza, 1999). Within this theoretical framework, alcohol outcome expectancies are considered to be critical determinants of different consumption patterns and a result of indirect and direct drinking experiences. These beliefs are particularly important when experiences with alcohol are less developed. For instance, young childrens expectancies of alcohol are best described as indeterminate and diffuse and their beliefs â€Å"crystallize† with age (Miller, Smith, Goldman, 1990). These expectancies influence not only present behaviour, but also the perceptions of later experiences with alcohol, which may strengthen the original expectancies (Oei Morawska, 2004). AOE have been shown to be better predictors of various drinking patterns that demographics and background variables (Brown, 1985) (Christiansen Goldman, 1983). Expectancies have consistently been found to be associated with current alcohol consumption in students (Leigh Stacy, 1993), community samples (Brown, Goldman, Inn, Anderson, 1980) and adolescents (Christiansen, Smith, Roehling, Goldman, 1989). Expectancies were found to predict future drinking in adolescents after 1 year (Christiansen, Smith, Roehling, Goldman, 1989), 2 years (Smith, Goldman, Greenbaum, Christiansen, 1995) and 9 years (Stacy, Newcomb, Bentler, 1991). Research has shown that individuals with positive alcohol expectancies drink more alcohol and are at risk of misusing alcohol (Connor, Young, Williams, Ricciardelli, 2000) (Young Oei, 1996). Other research has provided evidence that expectancies partially mediate other variables (e.g. temperament, alcohol knowledge, etc.) that influence alcohol consumption (Smith, Goldman, Greenbaum, Christiansen, 1995) (Kline, 1996) (Scheier Botvin, 1997), the extent to which other variables influence drinking through expectancy ranges between 17% and 50% (Greenbaum, Brown, Friedman, 1995). The belief about alcohol’s power to change behaviour, rather than its true physical effects determine the behavioural effects of alcohol (Leigh, 1989) and also expectancies concerning the use of may operate differently in different social situations (Bot, Engels, Knibbe, 2005). Lee, Greely, and Oei (1999) found that drinking was related not only to positive expectancies, but also to negative expectancies regarding its effects and it is now well established that people hold both positive and negative alcohol-related expectancies (Fromme, Stroot, Kaplan, 1993) (Leigh Stacy, 1993) (Chen, Grube, Madden, 1994) (McMahon, Jones, ODonnell, 1994). Positive alcohol outcome expectancies refer to peoples’ motives for drinking and their perceptions of the positive outcomes associated with drinking alcohol. They have been shown to be causally related to alcohol consumption in both adults and adolescents (Christiansen, Smith, Roehling, Goldman, 1989) (Dunn Goldman, 1998) (Smith, Goldman, Greenbaum, Christiansen, 1995) and also to problem drinking (Lewis ONeil, 2000). Negative expectancies refer to peoples’ motives to abstain from drinking alcohol or to limit consumption. Earleywine (1995) found that only positive, not negative, expectancies were related to intentions to drink and drinking behaviour. However, Werner (1993) found both positive and negative outcome expectancies and their subjective evaluations accounted for a significant portion of the variability in drinking patterns and health problems reported by students. Further support has been found, using a variety of different instruments, that negative expec tancies significantly improve the ability to predict current drinking (Fromme, Stroot, Kaplan, 1993) (Leigh Stacy, 1993) (McMahon, Jones, ODonnell, 1994). These inconsistent findings might be attributable to different explanations of negative expectancies. For example, Leigh (1989) suggested that expectancies can separated into short-term, direct effects and longer-term negative effects of drinking. The comparison between positive and negative expectancies is also confounded by the fact that the expected positive effects are more proximal than the expected negative effects. For example, positive expectations, such as feeling more sociable, happen at the time of drinking compared to negative expectations (such as hangovers) which happen as a consequence of drinking. These expectancies follow the pattern of actual alcohol effects (Earleywine Martin, 1993). While the vast majority of research has focused on participants’ expectancies for the effect alcohol has on themselves, the alcohol-related expectancies that a person has for others have been shown to influence drinking behaviour as well (Borjesson Dunn, 2001). Participants consistently expected alcohol to affect other people more than themselves for both positive effects (such as social or sexual enjoyment) and negative effects, such as impairment. However, moderate and heavy drinkers expected as much social/physical pleasure from alcohol as they expected others to receive (Rohsenow, 1983). Men expected themselves to become calmer and happier in comparison to others when drinking, but also that others would become more disinhibited and to generally misbehave compared to themselves (Gustafson, 1989). Sher, Walitzer, Wood, Brent (1991) found that men reported significantly stronger outcome expectancies than women for social lubrication, activity enhancement, and performance e nhancement in other women. These findings were replicated with a separate sample of men and women in a subsequent longitudinal study (Sher, Wood, Wood, Raskin, 1996). This study is aimed to investigate the relationship between participants AOEs and those they hold for their friends further in a student population. It is, also, aimed to investigate the relationship between AOEs and alcohol consumption. The Alcohol Use Disorders Identification Test (AUDIT) is a simple ten-question test developed by the World Health Organization as a simple method of screening for excessive drinking. The first edition of this manual was published in 1989 and was subsequently updated in 1992. Questions 1 to 3 concern alcohol consumption, 4 to 6 relate to alcohol dependence and 7 to 10 consider alcohol related problems. A score of more than 8 for men or more than 7 for women indicates a strong likelihood of hazardous alcohol consumption and a score of 20 or more is suggestive of alcohol dependence. Alcohol outcome expectancies were measured using the Comprehensive Effects of Alcohol Questionnaire (CEOA) (Fromme Stroot, 1993). This questionnaire assesses both positive and negative discrete expectancies of alcohols effects on physiological, psychological, and behavioural outcomes. Participants rated 38 items on a fours of positive outcome expectancy items include: I would feel energetic or I would feel unafraid. Examples of negative outcome expectancy items include: â€Å"I would be clumsy;† â€Å"I would take risks† or â€Å"I would feel guilty†. Scores for expected outcomes are determined by summing relevant subscale responses, allowing two overall scores to be calculated for each participant: positive expectations, negative expectations, and a total score for all expectations. The CEOA was found to have adequate internal consistency and temporal stability, and criterion and construct validity in a student sample (Fromme Stroot, 1993). For the purpose of the present experiment, individual alcohol outcome expectancies were assessed using the standard CEOA questionnaire, additionally, participants were asked to respond to CEOA items on the basis of answering for a chosen friend. Examples of friend’s outcome expectancy items included: â€Å"They would act sociably† or â€Å"Their senses would be dulledâ€Å". This study found no significant differences in gender in AUDIT scores. Therefore the null hypothesis can be accepted. With regards to gender and alcohol consumption, findings from this study found only slight but non-significant differences between the consumption of men and women, with women drinking only slightly more than men. Although similar results were found in the study by (Labrie, Migliuri, Kenney, Lac, 2010), their study was focused on participants with a family history of excessive alcohol consumption. It was only within participants with a family history of excessive alcohol consumption that gender differences were found. The findings in the present study were inconsistent with the findings of (Prendergast, 1994) who found it more likely for men to abuse alcohol than women. However, this study was a review of previous literature (1980 to 1994) and more recent research evidence would suggest that gender differences are decreasing (Keyesa, Grantic, Hasin, 2007). In additi on, this study used an American sample and findings may not be applicable to those in the UK. This suggests that women are at greater risk of alcohol disorders, with 6.4% of men compared to 11.3% of women identified as being dependent on alcohol according to AUDIT score. In comparison to the general population men in this study were less likely to be classed as drinking above hazardous levels (8% vs. 6.4%) whereas many more women were drinking at these levels (2% vs. 11.3%) (Office of National Statistics, 2008). This suggests that the population used in this study is not representative of the general population in regards to dependent levels of drinking which could result in unique findings. Participant’s alcohol expectations were found to significantly affect AUDIT score and therefore we can reject the null hypothesis. This is similar to the results of (Leigh Stacy, 1993). It was also found that positive and negative outcome expectancies accounted for a significant portion of the variability in drinking patterns, similarly to other previous research (Werner, Walker, Greene, 1993). As with previous research, it has been found that increased positive AOEs relate to higher consumption. Alternatively, in this sample, negative AOEs also appear to be related to increased alcohol consumption. It has been suggested that positive expectancies are immediately accessible and therefore contribute to initiation of alcohol use. Whereas, negative expectancies are delayed and shaped by subsequent drinking, therefore their influence may be related to persistent drinking (Sher, Wood, Wood, Raskin, 1996) (Bauman, Fisher, Bryan, Chenoweth, 1985) (Kuntsche, Knibbe, Engels, Gmel, 2007). In this study, participants were drawing on memories of drinking experience to shape their expectancies. This could have allowed them to evaluate AOEs equally, with proximal and distal effects playing a less important role. The findings underscore the importance of attitudes and strength of beliefs, particularly in identifying those at high risk for problem drinking and adverse health consequences. A multiple regression indicated that a person’s AOEs for the Risk and Aggression subscale are a significant predictor of AUDIT score and also expectancies explained 21.6% of the variance in scores. This appears consistent with the findings of Fromme and D’Amico (2000) who found AOEs explained 28% of the variance in quantity of alcohol consumed, and 15% of the variance in frequency of drinking. Ham, Stewart, Norton, Hope (2005) found the Risk and Aggression subscale of AOEs to be related to alcohol consumption in adolescents, specifically drinks per week. However, they found this was not the only subscale related to alcohol consumption but also an association was found with Liquid Courage, Sociability and Sexuality expectations. Alcohol consumptions relationship with expectancies seems to be especially true for the expectancies of both physical and social pleasure, relaxation and tension reduction and possibly enhanced sexual functioning (Gustafson, 1989).   This sugg ests that the relationship between expectancies and AUDIT score is mediated by the population being studied and what is specifically been measured. Due to different measures of expectancies it is difficult to compare results directly. Measurements can relate to a range of expectancies; from general expectancies to specific expectancies. This is also true for measures of alcohol consumption. The AUDIT does not only address participant’s consumption but also alcohol dependence and alcohol related problems.   It is also possible that some drinkers use expectancies as a justification for drinking, rather than solely associated with drinking. Gustafson (1989) found a positive correlation between the strength of expectancies and how desirable it was rated as an outcome of drinking. Therefore people could be drinking to achieve expectations rather than expecting certain consequences of drinking. A logistic regression indicated that the Sexuality, Risk and Aggression, and Self-Perception subscales reliably predicted using alcohol at risky levels. Expectancies explained between 22.3% and 32% of the variance in risk classification, and 83% of the predictions were correct. Ham, Stewart, Norton, Hope (2005) found that 44% of the variance in high level drinking to be attributed to AOEs. This higher level could be due to the sample population used in the study. For the current sample, there were no effects of AOEs on AUDIT score for men (see below), and therefore the variance in risk classification reflects upon women’s expectations for alcohol.   Similarly this could explain why Ham, Stewart, Norton and Hope (2005)   found that greater the expectancies for Self-Perception and Cognitive and Behavioural Impairment, the more likely participants were to have alcohol related problems, this was consistent with findings of Lee, Greely, Oei (1999). Also Gustafson (1989) found that high consumers have stronger AOE and that all expectancies, bar Sexuality, were related to higher levels of alcohol consumption. These results suggest that certain expectancies are related to risky drinking, however, the expectancies that reliably predict risk is determined by the population that is being investigated. Further to this, some research has found that expectancies did not appear to be related to consumption in problem drinkers (Oei, Fergusson, Lee, 1998) this suggest that further research needs to be conducted into the relationship between level of alcohol consumption and AOEs. There was no effect of AOEs on AUDIT score for men. However, there was an effect for women, therefore we can reject the null hypothesis. This does not follow previous research as it has been found expectations that alcohol would improve social situations had the highest correlations with actual alcohol use in men. Men alcohol use corresponded to the belief that men in general have positive personality changes due to drinking, and that men drink to relieve social anxiety (Borjesson Dunn, 2001). These findings appear inconsistent with research by (Brown, Goldman, Inn, Anderson, 1980), who found that women expected more positive social consequences from drinking alcohol, whereas men were more likely to expect potentially aggressive behaviour and more negative expectations. This difference could be because of gender differences within the population used. Although the sample population is similar to the UK populations with more men than women (UK; 51% women, Study; 62% women) (Office o f National Statistics, 2008), it is inconsistent with that of Loughborough University (62% men) (The Complete University Guide, 2011). The choice of women to attend a predominantly male University may have affected the results as University choice may be determined by personal characteristics and lifestyle choices. There was a relationship between participants and friends AOEs, specifically for the same type of expectations (positive to positive and negative to negative), and therefore the null hypothesis can be rejected. A modified version of the CEOA was used to identify friend’s expectations and therefore its individual validity and reliability has not been tested. This means that the data can only be indicative of a relationship, but similar results have been found before (Rohsenow, 1983). Participants expected alcohol to affect other people more than themselves. However, this was more pronounced for negative effects. People typically drink more or less in response to the consumption rates of others in their drinking environment (Caudill Marlatt, 1975) (Lied Marlatt, 1979), especially when people are friendly (Collins, Parks, Marlatt, 1985). The belief that others will experience more AOEs effects than themselves, a person’s own alcohol consumption could be effected. Indivi duals could be drinking more than to others because they underestimate the effect alcohol is having on themselves in regards to others. Research has identified social context and peer influence as risk factors for problematic student drinking (Ham Hope, 2003). The current study is limited because it does not investigate the relationship of specific expectancy subscales. It has previously been found, however, that, others who consumed large amounts of alcohol were seen as more relaxed, less inhibited, more aggressive, and less attractive than those who drank none or little (Edgar Knight, 1994). And those who themselves drank less were more likely to expect others to become more aggressive and relaxed than their moderate or heavy drinking counterparts (Rohsenow, 1983). When looking at different levels of alcohol consumption, it was found that there was no relationship between participants and friends expectations for those not drinking at risky levels. For those classified as hazardous drinkers there was only a relationship between the same type of expectancies (positive and positive, negative and negative). In opposition to this there was a relationship between opposite expectations for those classified as dependent drinkers. Therefore the null hypothesis can be rejected. Alcohol expectancies have been shown to correlate with all levels of drinking (Goldman, 1999).   The lack of defining an specific amount of alcohol in this study, instead specifying to base assumptions on a friend consuming the same amount as the participant, could have affected the results. Therefore those drinking low levels of alcohol are also rating their friends drinking low levels which may not be representative of normal drinking. Those drinking at dependent levels may h ave been more aware of drinking large amounts because they had previously completed the AUDIT. Specifically those drinking at dependent levels expected that their friends would have more negative expectations than themselves. Students are suggested to be aware of the negative consequences of drinking (Bewick, Mulhern, Barkham, Trusler, Hill, Stiles, 2008), but choose to ignore them in relation to their own drinking. More research needs to be conducted into the relationship between this relationship, specifically in respect to reducing high drinking levels by making people fully aware of the negative effects of drinking. There was no overall significant effects of men expectations for their self and friends expectations, however there was an effect of positive AOEs on friends positive AOEs. For women there was an effect of total expectations on friends expectations, specifically participants own negative AOEs and friends negative AOEs. Therefore the null hypothesis can be rejected. Expectancies of alcohol use are theorised to develop through learning from repeated experience with alcohol, either personally or observed. Therefore, an individual’s own perception of the consequences of drinking becomes an important factor in the associations (Bauman, Fisher, Bryan, Chenoweth, 1985) (Jones McMahon, 1992). In most cultures and societies, one of the most secure observations is that consequences surrounding consumption are tolerated more in men than in women (McMahon, Jones, ODonnell, 1994). This suggests that alcohol behaviours would generally be judged more by the individual if they were female than if they were male. These differences could be due to the population being sampled with women being less influenced by the way alcohol behaviour is perceived. Also it has been observed that women in the population score higher on the AUDIT than men, contrary to that of the general population. It is important that future research takes into account other variables that affect the relationship between alcohol use and AOEs. This can then be used to better understand of why so many people drink risky levels despite the knowledge that it can be harmful. Specifically it is suggested that the desirability of AOEs is an important factor in understanding the relationship of expectancies to drinking (Leigh, 1987). 2.   Conclusion The aim of this study was to investigate relationship between participants AOEs and those they hold for their friends in a student population. It was, also, aimed to investigate the relationship between AOEs and alcohol consumption. Participant’s AOEs were found to significantly affect AUDIT score (F(46,71) = 1.651, p 0.005, partial ÃŽ ·Ã‚ ² = 0.517). There was no effect of AOEs on AUDIT score for men(F(31,15) = 0.821, p = 0.690, partial ÃŽ ·Ã‚ ² = 0.629). However, there was an effect for women (F(36,34) = 1.818, p 0.05, partial ÃŽ ·Ã‚ ² = 0.658). There was a relationship between participants and friends AOEs (F(46,71) = 3.009, p 0.005, partial ÃŽ ·Ã‚ ² = 0.661). The findings of the present study are consistent with previous studies that have shown AOEs to be significant predictors of alcohol consumption (Fromme, Stroot, Kaplan, 1993). This highlights the importance of investigating the effects of AOEs within specific populations, and how AOEs can be controlled to effect alcohol consumption.

8 Resume Tips for Landing an Hourly Position

8 Resume Tips for Landing an Hourly Position Having a resume is necessary to get an hourly job, so knowing how to write a concise resume that highlights your qualifications can  get your foot in the door for that all-important first interview. A great resume is more than a mere list of positions you’ve held and your duties in those jobs. It is the way a job  seeker advertises him- or herself. Knowing what are the best practices for a resume is very important at helping you write your own. Here are a few tips on how to write a resume that stands out and will lead to a job offer. 1. Order is ImportantWhether you’re looking at part-time jobs or want a job full time, write your  resume in the same manner. Start off with your name and contact information, including phone number and email address, and check periodically to ensure that this information is current.Then, the first few sentences are your chance to  talk about qualities and achievements. Instead of using tired attributes such as â€Å"problem solver † or â€Å"creative talent,† connect your positive qualities with your work experience to show how you were an asset to the company.Finally, follow this with your skills and experience and list your education at the end.2. Highlight with Bullet PointsBullet points make a resume more easily scannable and help break up areas of text. By using bullet points, a hiring manager can quickly see if you are qualified for a job. Use a capital letter to begin each bullet point and, if you are writing in complete sentences, end with a period.3. Use Active VoiceUsing action verbs, such as planned, managed, or led, are words that are more easily noticeable and can make more impact with the hiring manager. Use present tense verbs for a job you currently hold and past tense for previous jobs.4. Don’t Include All JobsHiring managers are not interested in what jobs you held in high school, unless you are perhaps a recent college graduate and have a short resume. In this case, addi ng those summer jobs or volunteer work might show that you have a good work ethic and will be seen in a positive light. In other cases, include the most recent jobs in the last 10 or 15 years. This helps keep your resume short and makes it more likely the hiring manager will read it.5. Simple is BetterUsing colors, fancy fonts, and decorations is frowned upon;  this type or resume may end up on the bottom of the applicant pile. Hiring managers are looking for serious applicants and might  consider decorative resumes as frivolous. In addition, use a font that can be easily read.6. Be HonestBe honest about your education and work experience. Employers frequently check on employees, even after they are hired. If you don’t tell the truth on an application, you may not be keeping that job. If you apply for a job without the proper education, use your experience and training to show you can do the job.7. Check Spelling and GrammarIf you’re  applying for a job with a re sume that contains errors in spelling or grammar, you’re  less likely to be called for an interview. Proofreading your resume and using a spell-checker before finalizing  it  can help avoid errors.8. Leave Out Irrelevant InformationDon’t include hobbies, politics, religion, or family information on your resume. In addition, character references are unnecessary. If the hiring manager is interested in references, he or she will ask for them.Writing a good resume makes it easier to get a job when searching for part-time jobs or a full- time position. After writing a resume, the job search can begin. TheJobNetwork makes job hunting easier for all types of employment. After you enter your job interests and qualifications, we work around the clock to send you job alerts as soon as they appear. Sign up for job match alert so you don’t miss any opportunities to get hired for just the job you want.