HRM Essay Example | Topics and Well Written Essays - 1750 words - 3

HRM - Essay Example At this point comes in the HR Audit, that refers to â€Å"the systematic verification of job analysis and design, recruitment and selection, orientation and placement, training and development, performance appraisal and job evaluation, employee and executive remuneration† and the other HR functions such as â€Å"motivation and morale, participative management, communication, welfare and social security, safety and health, industrial relations, trade unionism, and disputes and their resolution.† (citehr.com) In simpler terms, HR Audit, similar to a financial and accounting audit is the review of the employees of the organization that helps to review and assess the relationship between the employees and the organization in terms of their best contribution to achieve the goals, of both, the organization and each individual employee. HR Function in GS Plumbing To date, GS Plumbing hasn’t conducted an HR Audit for their employees. They have 18 plumbers working for the m, and the four members of the senior management – Greg Smith, Alan Arrowsmith, Jane Brown and Gail White. It would be recommended to the management of GS Plumbing to conduct an HR Audit of not just the plumbers but all the members of the management as well. An HR Audit will be beneficial to the organization in the following ways: The management will be able to identify the contribution of every employee to the organization and vice versa. It will help to identify problems that may be arising and nip them in the bud. Employees will feel motivated as the management is taking a personal interest in each of them. Also, the employees will get a chance to personally speak out any sort of concerns they have. An HR audit will give the management confidence about their employees. They will know where there are gaps and will be able to device systems to close them. (humanresources.hrvinet.com) In the case of GS Plumbing, everyone should be involved in the HR Audit, from Greg Smith and the rest of the management, right to the plumbers working on part time and job sharing basis. It will show the rest of the employees that they are all on the same ground and all of them are equally responsible and accountable to GS Plumbing as an organization. Also, everyone is not perfect and an HR Audit will find out mistakes that people might be making and will help them by giving them solutions to fix it. Unplanned Employee Absence Massive absenteeism and illnesses could impact negatively on many lost working hours and medical insurance expense (Charles and Kell 2006). Employees of GS Plumbing are calling in sick regularly and not planning their absence. This creates a lot of problems for GS Plumbing, such as: It affects the daily allocation of duties. It disrupts the work routine of the organization. It could lead to the employees feeling pressurizes and over worked when they have to cover for their absent colleagues. It could disrupt team based and training activities that ma y have been planned for the employees’ benefit. (Lingham 2007) Also, repeatedly taking unplanned leaves is not a very ethical practice. An employee may be genuinely sick but it is hard for the management not to have a little doubt about the employees’ real reason for having taken a leave of absence at the last minute. There are various reasons an employee might have to take leave from work at the last

Odyssey years Essay Example | Topics and Well Written Essays - 500 words

Odyssey years - Essay Example It describes the same as a wandering age (Brooks 2012). This is because it possesses a blur definition. It is a generation of mixed ideals. This exists in the articulation of trying to establish an identity out of a fading generation. This generation faces different contexts of evaluating their own direction. The writer accords notable instances out of the same. To begin with, the writer provides the example of careers. The odyssey age entails individuals that try various careers. This is because they are varied ways of self expression. A relevant example relates to the case of IT that has opened up many forms of careers. IT has also split traditional careers into technology oriented forms thereby suiting into the information vast age. Besides, the offices have transformed to include informal forms such as home offices. In their schooling, the members of the odyssey age go to school and take breaks from the same. This differs from the notion of having specific period of schooling. A member of this age can spend five years before deciding on a master’s degree. A more intriguing element relates to their social relationships. Such individuals are frantic in the sense that they can live with their respective families and friends at the same time. The consistent worry of parents has existed in the view that the odyssey age tends to be hesitant in starting up their families. This is because they believe in the traditional transformation from student life to adult responsibilities. This transition consumes unimaginable periods of five to seven years. This is coupled with the idea that these parents do not perceive a clear sense of articulation in their offspring’s life. It is vital to highlight that these arguments are propped by a profound sociological explanation. This is eminent in their delay of marriage, having children and attaining reasonable employment. In the previous age, individuals defined adulthood by common milestones. This entailed

Process of Self-evaluation and Reflection upon Learning

Process of Self-evaluation and Reflection upon Learning Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysis by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, strivings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-b uilding. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimension s of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored  into  team building, as well as its functioning dynamic. No one individual conforms absolutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect thi s to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘†¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The impo rtant point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional response in t he ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more persons engage w ith others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. p.5. 3.) Elliot, A., (2001),  Concepts of the Self,  Polity Press, Cambridge p.24. 4.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. p.43. 5.) Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284, p.274 7.)  ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London. p.9 10.)  ibid.,  p.6. 11.) Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005),  Managing Performance: Performance Management in Action,  CIPD, London. Armstrong, A., (1994),  Performance Management,  Kogan Page, London. Arthur, M.B., (1996),  The Boundaryless Career: A New Employment Principle for a New Organizational Era  Oxford University Press. Baker, J., (1988),  Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals,  Quorum Books, New York. Barrow, G., and Newton, T., (2004),  Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem,  David Fulton, London. Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford. Forster, M., (2005)  Maximum Performance: A Practical Guide to Leading and Managing People at Work,  Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort.  Financial Times , Published: November 7 2007. INTERNET, available at http://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions  Website, INTERNET, available at http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London.   Holland, J.L., (1997),  Making Vocational Choices: A Theory of Vocational Personalities and Work Environments,  London. Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London. Maslow, A.H., (1970)  Motivation and Personality,  3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann. Walters, M., (1995),  The Performance Management Handbook,  Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977),  Organisational Behaviour and Performance: an Open Systems Approach to Change,  MacMillan, London. Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives.

Electrolysis Investigation :: Papers

Electrolysis Investigation Aim To investigate how voltage affects the amount of a copper (Cu) deposited during electrolysis of copper sulphate solution (CuSO4). Variables ========= TEMPERATURE - Approximately 20ÂÂ ° centigrade.The higher the temperature, the faster the ions move through the solution. Thus, more copper is deposited in the given time period. ELECTROLYTE (CONCENTRATION) - 100g per litre. The denser the solution, the slower the reaction. The slower the reaction, the less copper is deposited in the given time period. VOLTAGE - (Input / Key Variable) 1-5 volts. The higher the voltage, the faster the ions move. The faster ions move, the more copper is deposited in the given time period. TIME - 1 minute. The longer the ions have to move, the more copper is deposited. ELECTRODES (AREA) - 211.2cmÂÂ ³. The larger the electrode, the more copper can be deposited on it and faster. ELECTRODES (DISTANCE APART) - 5cm. The further apart the electrodes, the further the ions have to travel, and so it takes longer for the copper to be deposited and the less copper can be deposited in the given time period. Prediction I predict that the higher the voltage, the faster the ions in the copper sulphate solution will move and so deposit more copper at the cathode in the given time period. If I decrease the voltage less copper will be deposited. Below is some scientific theory to back up my prediction. Scientific Theory Electrolysis is the process of decomposing compounds by electrical energy. An element is produced at each electrode. In my experiment the copper sulphate will start to decompose. At the cathode copper will be formed. Oxygen will be formed at the anode. This causes the anode to wear away while the cathode gains mass. According to Faraday's second law of electrolysis, "The quantity of a substance that is electrolysed is proportional to the quantity of the electricity used." It follows that the speed at which a substance is

Multicultural Management in the Virtual Project Setting

MULTICULTURAL MANAGEMENT IN THE VIRTUAL PROJECT SETTING Carlos Galamba, University of Liverpool Introduction The Virtual Project Setting In today’s globalisation era, effective cross-cultural management of virtual teams is an emerging subject in international business literature and practice. Virtual teaming has a number of potential benefits; not only in terms of human resources flexibility but it can also reduce the operating costs of one organisation. On the other hand, the challenges of such environment should not be undermined. Many scholars have attempted to analyse the impact of virtual work in a number of factors such as communication, leadership, trust, decision-making and productivity (Symons and Stenzel, 2007), while others were particularly concerned with the management of geographically dispersed units and therefore addressed the challenges of working with time zone differences and culturally diverse groups (Ardichvili et al. , 2006). The findings are very interesting and the business literature appears to agree that the virtual project setting is somehow different from face-to-face working and more important it brings some unique challenges. This project will review the literature under these headings and explore the critical issues regarding cross-cultural management in the virtual project setting. Based on the theoretical framework for virtual teaming I will attempt to outline solutions and establish a set of best practices for effective international management of such environments. Managing the virtual environment Critical issues The emerging number of virtual teams is a reality in the global market place. The virtual project setting allows organisations to assign the most skilled individuals to projects across the globe, with less concern for travel or elocation expenses, which improves productivity (Rorive and Xhauflair,  2004). However the challenges of managing culturally and geographically diverse teams must not be undermined. Some of the problems and critical issues arise in different areas such as: communication, technology, synergy among team members, culture and time zone differences (Grosse, 2002; Kuruppu arachchi, 2009). In the next pages I will discuss these issues and review the current literature and theoretical framework to outline possible solutions. |COMMUNICATION | |ISSUE |In the bigger picture the most critical factor with regards to communication is the language barrier. Effective | | |communication can be affected when team members speak different native languages. For instance, Bakbone Software, a US| | |company faced communication problems when Japanese workers were employed in their virtual team, due to their flawless | | |English (Alexander, 2000). | |Nevertheless, some cultures prefer a more formal communication than others, and managers must pay special attention to| | |individual needs. There are a number of communication platforms available, such as phone, email, chat and | | |video-conferencing. Selecting the most appropriate method for a virtual project setting is critical for the project’s | | |success. Ardichvili et al. (2006) found significant differen ces in the preferred methods of communication of Russian | | |and Chinese team members. The former are comfortable with email communication whilst the second would rather prefer | | |face-to-face or phone calls. These findings seem to support the distinction between high and low-context cultures | | |established by Hall (1981). | |SOLUTION |A valuable strategy to deal with communication challenges can be achieved by understanding and identifying everyone’s | | |strengths and backgrounds. By recognising different levels of expertise, skills and experience among team members, | | |virtual team leaders can distribute the workload accordingly. | |Lipnack and Stamps (1999), posit three basic steps to overcome obstacles to communication: listening skills, respect | | |and patience. | | |TECHNOLOGY | |ISSUE |The available technology is another critical factor for virtual teams. It is essential that an equal access to | | |technology can be guaranteed to all team members, otherwise productivity can be compromised (Kuruppuarachchi, 2009). | |Broadband services are not ava ilable in every location and some regions may experience slower internet speed than | | |others or may have incompatible networks | |SOLUTION |Ardichvili et al. (2006) posit that the start of the project is crucial and moreover team leaders must choose the most| | |appropriate computer-mediated technology that best suits the needs of team members. One that can be readily available | | |to all users and therefore potential problems in the use of technology must be identified before the virtual project | | |takes place. | | |CULTURE | |ISSUE |Individualism-collectivism is one of the biggest dimensions of cultural variability. The findings by Gudykunst (1997) | | |and Hofstede (1980) suggest that team members from collectivist cultures are less ready to trust others than those | | |from individualistic cultures. | | |Chow et al. (2000) established that individualistic and collectivist cultures make a sharp differentiation between | | |in-group and out-group members, with regards to knowledge sharing. For example, Chinese managers are found to be more | | |reluctant in sharing knowledge with an out-group member when compared to Americans. |SOLUTION |With regards to culture, many scholars agree that cultural awareness is the most effective solution to minimize the | | |negative effects of cross-cultural differences (Mead and Andrews, 2009). Ardichvili et al. (2006) emphasise that | | |leadership must facilitate an environment of cultural adaptation in order to create a unique competitive advantage. | | |Therefore it is essential that managers have the ability to channel culturally-determined behaviours and d ifferent | | |expectations into rich outputs. | |SYNERGY | |ISSUE |To communicate across cultures it is essential that managers can foster an environment of trust and understanding. | | |Several factors, such as repeated interactions, shared experiences and shared social norms, have been found to | | |facilitate the development of trust (Mayer et al. 1995). Many scholars also argue that face-to-face encounters are | | |irreplaceable when it comes to building trust (Ardichvili et al. , 2006). |SOLUTION |Following Ardichvili et al. (2006) findings, it appears essential that virtual team leaders make personal meetings | | |possible, because face-to-face encounters are one of the most critical factors for trust building, particularly at the| | |beginning of the team’s existence. This has been found to be essential in many cases of virtual teams, like Ericsson | | |in China (Lee-Kelley and Sankey, 2008) and the virtual project of the New South Wales police in Australia (Peters and | | |Manz, 2007). | |Nevertheless, in the virtual project setting, this synergy may be difficult to maintain and it is therefore important | | |that virtual organisations consider activities that indirectly create trust, such as group and individual feedback | | |(Walker et al. , 2002 cited in Ardichvili et al. 2006). | | |TIME ZONE DIFFERENCES | |ISSUE |The problem of working in distant geographical locations arises for example when certain activities need to be | | |synchronized or when real time communication is critical for the project. Due to time zone differences, users may not | | |be able to exchange information instantly. For example, the US company BakBone software, faced some challenges in the | | |coordination of its Israeli and US teams, because they have a 7 hour time difference between them (Alexander, 2000). | |SOLUTION |Precise coordination processes can help conquer time-related challenges and help increase production outcomes. | | |Planning of schedules and tasks appears to reduce repetition in discussion (Lee-Kelley and Sankey, 2008). This | | |planning should also be organic, particularly if disruption of planned activities takes place. Additionally, virtual | | |team leaders must ensure that all team members are aware of time-zone differences so that they can plan ahead the best| | |time for communication. | | |Microsoft for example, has overcome some of these issues by using a 24 hour service in some of their virtual teams | | |(Alexander, 2000). | Ethical implications Lee (2009) describes e-ethics as the ethical leadership that is required in the virtual project setting. The need to address ethical issues in virtual teams has increased over the years and appears to be more important in the international business environment. The literature over this subject appears to agree that there is a clear distinction between the issues raised within this new virtual design when compared to more traditional organisations (Lee, 2009). Therefore, based on the problems and solutions identified before, for the multicultural management in the virtual project setting, I will now attempt to review the ethical implications of such issues. Based on the work developed by Lee (2009) I agree that ethic leadership is ultimately the responsibility of the project manager (p. 457). It is up to the leader to ensure that an ethical environment can be followed by the users at all times, and moreover that environment must be encouraged in the organisational design of the virtual project setting. Cranford (1996) highlights that the use of computers that are in different geographic locations can affect the communicative behaviour of the users involved. For instance, the absence of face-to-face interactions can encourage a more aggressive and disrespectful behaviour. Therefore it is up to the project leader to control this environment, and monitor any unethical behaviour as it can have a negative effect on trust and synergy among team members. Moreover, Lee (2009) agrees that it is essential that a code of ethics is available to all users, so that they understand what is acceptable or not in the virtual environment. Another issue identified in the literature regards the potential for social isolation in the virtual community (Lee, 2009), which in turn can affect motivation and commitment to the project. It is up to the project leader to ensure that all users are participative enough and avoid potential morale problems due to the lack of interaction. The latter has been found to be more noticeable in the virtual environment than in traditional organisations (Lee, 2009). There are a number of other ethical issues in the virtual environment, but the ones identified above appear to be those that are directly linked with working in cross-cultural virtual teams that lack face-to-face interaction. It is essential that leaders can effectively manage the unique ethical issues that arise in the virtual setting; in turn this will increase job satisfaction, efficiency and ultimately improve the service value. Case study BankCo Inc. as a result of a fusion of many multinational companies, as an attempt to create a global brand, with similar corporate identity and global standards. The virtual team members are based in many different countries and come from well distinct cultures, for example Greece, UK, Germany and Singapore. It has been suggested that any poor performance or project delays were not related to the virtual team itself, but mo reover were a result of cultural differences and communication problems (Lee-Kelley and Sankey, 2008). For example, some groups considered the excessive number of conference calls to be unproductive and time-consuming. The critical issues Communication With regards to communication, the authors point out that the excessive number of emails, over a 100 per person per day, was seen as negative by many of the users, particularly in the Greek and UK teams problems (Lee-Kelley and Sankey, 2008). It is suggested that this could be the result of a low-trust culture, where colleagues feel they have to preserve email communication if a dispute takes place, for example. The excessive number of emails also meant that they could not be fully tracked or even read sometimes. The company used video-conference as a replacement for face-to-face interaction, however staff felt that many of these conference calls were very long and unnecessary (over 8 hours in some cases). As suggested in the literature, the business language used can be a challenge for non native speakers, however this was not the case for the team in Singapore, due to their superior command of the English language. In the case of BankCo Inc. this was actually more problematic amongst Germany, Spain and Italy when they had to communicate in English. Also, despite the business language being English, BankCo Inc. as flexible enough to allow certain groups to discuss problems in their native language when interacting with each other, for example, in Singapore, this allowed easier explanation of concepts. Technology With regards to Technology, there were a number of tools available for communication. However, there were cases reported where users were not familiar with them. For example, with th e tool â€Å"Test Director†, created to identify and raise problems, many users were duplicating work, by using emails as a secondary way of raising these problems. The article by Lee-Kelley and Sankey (2008) emphasises that the challenges of technology could be resolved if managers addressed the training needs of the users involved, in a way to improve communication. Synergy among team members In the early stages of the project, it was reported that there was lack of clarity in responsibilities and roles, and therefore people were passing on the problems to others. Also, the authors pointed out that there was no obvious global project leader, which could have been seen by the users as lack of leadership and direction. The scholars highlight that cultural and temporal issues affected the building of trust. For example the UK and Greek teams showed some frustration by the East tendency to avoid answering a question fully. They also felt they could not rely on their Eastern counterparts to complete tasks, even if they were committed to do so. Senior management acknowledged the problem, and highlighted the need for more interaction and understanding. As a consequence, some positive steps were taken, for example by implementing more face-to-face meetings. Culture The authors pointed out that there was a difference in the work ethics between the West and the East, for example despite those in the West work very hard, the colleagues in the East worked longer and socially unaccepted hours. Another issue pointed out was the way that members in the team in Singapore would accept all change requests from senior management, even though they did not have the time to complete those tasks. They justified it as being part of their culture to not reject or disappoint any requests from someone higher in the hierarchy. However, the Western counterparts perceived this as inefficient and pointed out that â€Å"these guys are lying continuously† (Lee-Kelley and Sankey, 2008, p. 60). Time zone differences With regards to this issue there were two different sides: some of the virtual team groups were working long hours, for example in Singapore to allow flexibility and problems to be picked up, even out of routine hours. On the other hand, the West assumed that they could then communicate with the East whenever they wanted to, and some problems arose when staff in Singapore was dealing with queries way past midnight. Conclusion By examining the critical issues regarding global virtual teams, this project offers significant insight to broaden our academic understanding of culturally and geographically distant virtual teams. An emergent perception that arises from this discussion is that the virtual project working has a set of unique characteristics that in turn create new challenges for international management. The findings in the case of BankCo Inc. also suggest that a variety of issues affect cross-cultural virtual teams, but on closer inspection, only cultural differences impacting on conflict and team elations, and time zones differences affecting coordination and communication, may be directly related with the temporal and geographical distance features of virtual teams. Lee-Kelley and Sankey (2008) highlight that the remaining factors, such as trust, technology, and communication are not unique to virtual teams, and can also be found in more conventional organisations. That being said, the ir presence should not be undermined, as it adds to the challenge found in the virtual project setting. For instance, communication as a traditional team issue can be magnified by cultural diversity and distance. Based on this discussion, I would consider the following as a set of best practices for the effective management of cross-cultural virtual teams: EFFECTIVE COMMUNICATION ? Leaders must ensure that a functional language is adopted in the virtual project setting, one that fits the level of diversity of the virtual team. ? The organisation must provide guidelines for communication and adequate training with the relevant communication tools. ? Equal access to information must be assured for all members of one team. ? Recognise that technology is an enabler SYNERGY ? Encourage face-to-face encounters where possible, particularly at the beginning of the team existence. ? Good definition of roles. Leaders must clarify what is expected and what are the responsibilities of all team members and also ensure that members in one team are aware of each other’s responsibilities. ? Set clear, measurable and achievable goals ? Provide constructive feedback VIRTUALLY MINIMIZE TIME-ZONE DIFFERENCES ? Encourage the planning of schedules and tasks. ? Consider the possibility of 24h services. Ensure that all team members are aware of time-zone differences amongst fellow colleagues CULTURAL AWARENESS ? Understand the different backgrounds and distinct cultures of all team members. ? Leaders must be able to predict potential areas of conflict due to cultural differences and prevent them from happening. ? Foster one organisational culture that promotes listening skills, respect and patience among culturally diverse workers. ? Value diversity The fut ure This project identified key areas for cross-cultural management and it represents a step towards more research regarding global virtual teams. Also it provides a more profound understanding of the managerial implications in the virtual project setting. One can argue that the use of virtual teams contribute to a borderless world, however a new set of borders appears to emerge from this particular environment. One that is well distinct from other, more conventional multinational corporations. This project demonstrated that the durability and future of the virtual project setting relies heavily on both the organisational capabilities and the individuals, and moreover that organisations cannot depend solely on their members to attain the organisational goals. Future research is encouraged to address the unique challenges of such organisational design, and contrast the effective leadership styles when face-to-face contact is hardly present. References ? Alexander, S. (2000) Virtual Teams Going Global, InfoWorld, 22(46): 55-56. ? Ardichvili, A. , Maurer, M. , Li, W. , Wentling, T. & Stuedemann, R. (2006) ‘Cultural influences on knowledge sharing through online communities of practice’, Journal of Knowledge Management, 10 (1), pp. 94–107 ? Cranford M. (1996) ‘The social trajectory of virtual reality: substantive ethics in a world without constraints’. Technol Soc; 18(1):79–92. ? Jarvenpaa, S, & Leidner, D (1999), ‘Communication and Trust in Global Virtual Teams', Organization Science, 10, 6, pp. 791-815, ? Kuruppuarachchi, PR (2009), ‘Virtual team concepts in projects: A case study', Project Management Journal, 40, 2, pp. 19-33 ? Lee, M. R. (2009) ‘E-ethical leadership for virtual project teams’, International Journal of Project Management, 27 (5), pp. 456-463 ? Lee-Kelley, L, & Sankey, T (2008), ‘Global virtual teams for value creation and project success: A case study', International Journal Of Project Management, 26, 1, pp. 1-62 ? Mead, R. & Andrews, T. G. (2009) International management. 4th ed. Chichester, England: John Wiley & Sons. ? Peters, L. M. , & Manz, C. C. (2007). ‘Identifying antecedents of virtual team collaboration’. Team Performance Management, 13(3/4), 117–129. ? Rorive, B. et Xhauflair, V. ,  (2004),  Ã¢â‚¬Å"What binds together virtual teams? Some an swers from three case studies†, in Reddy, S. (Ed. ), Virtual teams: concepts and applications, India, ICFAI University Press, pp. 132-140. ? Symons, J. & Stenzel, C. 2007) ‘Virtually borderless: an examination of culture in virtual teaming’, Journal of General Management, 32 (3), pp. 1-17 ? Hall, E. T. (1981), Beyond Culture, NY: Anchor Press/Doubleday. ? Lipnack, J. and Stamps, J. (1999), `Virtual Teams', Executive Excellence, Vol. 16, No. 5, pp. 14-15. ? Grosse, C (2002), ‘Managing Communication within Virtual Intercultural Teams', Business Communication Quarterly, 65, 4, pp. 22-38 ? Mayer, R. C, Davis J. H. , Schoorman F. D. (1995). An integrative model of organization trust. Acad. Management Rev. 20 (3), pp. 709- 734 ? Hofstede G. 1980), Culture's Consequence: International Diâ‚ ¬erences in Work-related Values, Beverly Hills: Sage Publications. ? Gudykunst, W. B. 1997. Cultural variability in communication. Comm. Res. 24 (4) 327-348. ——à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ OPENING CASE: BANKCO INC. BankCo Inc. is a large consumer bank that is truly global, with branches in more than 100 countries (Lee-Kelley and Sankey, 2008). By being present in distinct geographic areas (Africa, Europe and Middle East), this is a great example of a virtual organisation that faced unique challenges and more important, it includes all of the critical issues identified above. Team relations and communication were affected by both time zone and more important, cultural differences. Also, I will use this case study as a reference for establishing a set of best practices for â€Å"management in the virtual project setting† for two reasons: 1. It incorporates cross-cultural management of geographically and culturally distant units. 2. The company achieved an outstanding level of success in terms of budget, time and value delivery.

Evidence based in nursing Essay

Evidence based in nursing Introduction Literature search            The topic I searched on was management of brain injuries. The main purpose of this research was to ascertain what literature stated on how to monitor and treat a patient to curb post traumatic seizures, which are brought about due to limitation of amount of oxygen that goes to the brain. This causes excessive release of excitory neurotransmitters, thereby increasing the brain’s metabolic needs, that raises pressure within the intercranial space. Unfiltered Evidence            The unfiltered article that I came across had important information in it. It had three authors namely; James W. Y. Chen, Robert L. Ruff and Roland Eavey. It had 21 references in it, â€Å"Post traumatic epilepsy and treatment.† I found it in the Wiley online library database. It clearly defined the whole post traumatic epilepsy symptoms, diagnosis and physiotherapy practices involved in treating it. This article was very useful as it gave a clear highlight on how to go about the nursing process of post-traumatic seizures. However, this did not show the research and advances that have been made in diagnosing and treatment of the condition. Filtered Evidence            Filtering of articles was critically hectic and cumbersome. I discovered informative articles on post traumatic seizures diagnosis, treatment and care. However, most of them were obsolete and did not show clear progress in current research and health advances towards dealing with brain injury associated epilepsy. I succeeded in getting present day ideas when I used the online Harvey/ John Hay Whitney medical library tool. I got 20 results from the search. Despite most of them being outdated, I managed to find a relevant one which was talking about the advances and treatment administered to the epileptic patients. It had a broad variety of the whole process and it had a lot of information. The article I found was in synopsis form (Fulton, John F. and Ralph W. Gerard, 2014). Critically Appraised Topics            When I used the AHRQ database I collected 173 searches on head injury post traumatic seizures. It was very wide thus difficult to obtain the information required. It was comprised of all other neural based injuries like the spines making it difficult to come up with a clear article on post traumatic epilepsy. The nearest article that I came across was on â€Å"Nerve and Brain Conditions.† Systematic Reviews            It was the most effective tool that I used and its results were very easy to internalize. I found an article in the Pubmed database that showed the way forward in dealing with head injury traumas in a comprehensive context and I liked it a lot. I dealt with the symptoms, diagnosis and medications, and therapeutics used in dealing with the post trauma epilepsy. (Dalmady & Zasler, 2014) Useful Tip            In order for one to have a complete literature research, the most sufficient way to go about it as I learnt from this assignment, is by using more than one database when searching for a specific topic. Another way is that, with the higher you go the more broad the evidence you get in a distinct hierarchical order. References Dalmady-Israel, C., & Zasler, N. (n.d.). Post-traumatic seizures: A critical review. Brain Injury, 263-273. Retrieved December 9, 2014.Tsao, J. (2012). Traumatic brain injury a clinician’s guide to diagnosis, management, and rehabilitation. New York: Springer. Source document

Looking at characters’ from Erikson’s view Essay Example

Looking at characters’ from Erikson’s view Essay Example Looking at characters’ from Erikson’s view Paper Looking at characters’ from Erikson’s view Paper The firsts few thoughts that enter your head when you hear the word Hollywood is glamour, beautiful actors and actresses and wealth. From the first tape role, to the first cinema and movie Hollywood has portrayed this perfect, adventures, risk taking lives that all of us can just dream of. Of course in some of the movies and shows there is some little truth, but over all it is just a big fantasy world that we all escape to for a few hours. There are no super humans with super powers, cat-woman or batman, Hogward’s school where little wizards attend to learn more spells. Hollywood creates these movies for us to leave the reality for just a few hours and pretend we are someone or something else. Nothing wrong with a little bit of daydreaming, or imagination, but over all Hollywood is very misleading, especially with its characters. There are some shows, Disney shows, movies that really portray some characters as such, but it reality that would never be possible. In this paper I would like to discuss three stages of Erikson’s eight stages of psychosocial development. For each stage I have chosen, I have also chosen two characters that either enlighten this stage or mislead. The first stage of Erikson’s psychosocial development theory is infancy. During this stage the child developes a sense of trust or mistrust that is provided from a caregiver. During this stage the child’s age is from birth to about 18 months. The characters that I have chosen for this stage is Stewie from Family Guy and Tommy from Rug Rats. Stewie from appearance is an infant who isn’t capable of anything yet just as we would suspect of an infant. In this show they portray Stewie as diabolical infant son of ambiguous sexual orientation who has adult mannerisms and uses stereotypical archvillain phrases. He is very intelligent, capable of walking and master planning. He definitely does show no trust for his mother, which he constantly plans of killing in some ways. He always implies how she is terrible and a horrible mother. Perhaps he was/is ignored by her most of the time, which is causing him these negatives feelings towards his own mother. Stewie shows developmental stages of a young adulthood. He definitely shows isolation towards everyone in the family. He despites his mother, talk negatively and has no respect for his father, just ignores or disrespects his two siblings. He feels no love, no connection to any of the family members. He is isolated and just cares for himself. Although one character he seems to show some intimacy with is Brian the dog. Both of them spend most of their time together. There are some traits of intimacy, love, compassion Stewie has for the dog. While it is very funny to watch him do and say the things he does, in reality there is no infant capable of what Stewie is portrayed by Hollywood to do. This is very misleading because his abilities and capabilities are exaggerated and distorted for our entertainment. The second character I have chosen for infancy stage of Erikson’s stages is a courageous, adventurous one-year-old baby named Tommy Pickles from Rug Rats. Tommy, also very similar to Stewie, is an infant who is capable of doing a lot more than an infant should be. Tommy walks, talks and comes with up intelligent plans of how to resolve some of the issues he collides with on daily bases. Him and his few infant friends are portrayed to live this young adulthood lifestyle. Using their imagination, the babies transform routine tasks into surprising adventures. In some of the episodes it shows how Tommy and a girl live in the doghouse, transformed as their own small home. It shows that the infants have intimacy between each other. They show love and compassion to one another. They had a loving, husband and wife relationship. Of course, in real life this would never happen so therefore this is very misleading, again just for our entertainment. Also could be for middle childhood children to relate to and teach them different ways of solving some of the similar conflicts, because in some episodes it shows how Tommy and his friends learn new concepts and work together to accomplish them. It shows how these infants portray industry by over coming an obstacles and feeling the sense of competence. As we look at both of these characters from the stage of infancy, we can easily conclude that they both are very misleading, and strictly created for our entertainment. In our day to day life we certainly do not have babies’ who plot against their parents, with fully cognitive abilities of a full grown adult, or infants who wonder around by themselves at home having different role plays, talking and going on adventures in the backyards. The second stage that I have chosen is Erikson’s fifth stage adolescence. During this stage teenagers begin to try and identify themselves, but sometimes they are just confused. Every teenager goes through the identity versus role confusion. That is why we have different teenager behavior. Some teenagers lash out with anger and rebellion, and some pretend to be in the young adulthood stage even thou they are mentally not there yet. The two characters’ that I believe fit this stage of Erikson’s psychosocial development are Louis Stevens and Renee Stevens from Disney’s channel show Even Stevens. Louis is a wild, youngest sibling, viewed as immature, rude, and selfish. He always pulling jokes and is described as ruining everyones lives. He never seems to change with time. He is showing the perfect resemblance of what an adolescence child would do. He is a teenager who is still confused of what his role is and he is just discovering himself through different stages adolescence. As mentioned he is rude, lashed out with anger, unable to communicate with parents, these are all the perfect examples of teenagers and their unpredictable behavior. This character is definitely enlightening to Erikson’s stage of adolescence, because he is showing typical developmental abilities and issues of this stage. The second character I have chosen is Louis’s sister Renee Stevens. Renee is an intelligent, well-behaved, perfectionist. She is the classic overachiever, constantly running for hall monitor and class president while trying to keep Louiss schemes from becoming disasters. While she is in the adolescence stage, she seems to be acting out as a young or even middle adulthood. She is constantly watching over her brother, babying him like a mother would. She plays a role of an older woman not one of a teenager. Also, she shows lots of generativity from middle adulthood. Since she is a perfectionists and an over achiever, she believes she has accomplished a lot in her schoolwork. She feels like once she is out of there, everyone will remember her as the greatest through all the activities she has done. Even thou she is still just a teenager she lives this life of an older woman. She doesn’t show any interest in her brother as a sibling, but more as a teacher, a higher authority to him. We can clearly see she is still adolescence by her appearance and some ways of reasoning. I would say that Renee is a misleading character because her abilities and actions are much exaggerated through this TV show. Teenagers are difficult to deal with and while Louis shows the traits of adolescent and is enlightening to the fifth stage of psychosocial development, Renee has more of the middle adulthood behavior and is misleading to us because we clearly see that she is still in an adolescence stage. The third and the last stage that I have chosen is Erikson’s last stage, late adulthood. Movies and shows do shows lots of different scenarios of this stage. Every dult has created a family and a great career to feel the sense integrity, or other have created the absolute opposite of integrity. As I went through the different characters, it was a bit challenging to pick the right ones. The first one that popped right into my head was Ebenezer Scrooge. Just by hearing his name, we right away associate The Christmas Carol, and the mean, old, grumpy man. I think he is the perfect example of late adulthood and integrity. At first he doesn’t show any integrity, just pure despair. He is mean and hateful towards everyone and everything. He has forgotten all the good things in his life and was left with just bitterness and regret. But as we go through the movie and as we learn more about him through the 3 different ghosts, we see the change in Ebenezer. He becomes this full of life, loving, caring man. He strongly shows signs of integrity. He is proud of what he has achieved trough out his lifetime, and he shares his accomplishments and wealth with everyone he knows. This is a great enlightening example of an older man going through his life, reevaluating everything and feeling the sense of integrity. Another great example is Carl Fredricksen, an older man from a Disney movie Up. He also is an example of Erikson’s last stage, late adulthood. At first we see him as a grumpier man who isn’t just as happy as he used to be. He has lost his beloved wife and his life just isn’t the same without her. He slightly goes through the stage of despair. Feeling disappointed and mad at himself and everybody else. Mostly he is disappointed in himself by breaking the promise he has made to his wife Ellie before passing to take their home to the cliff besides Paradise Falls. He feels unaccomplished and bitter for not being able to do so as promised. Then he gathers all his courage and strong will to take the home of Ellie and his to the place where they both dreamed. He over came his despair and bitterness, and became this happy old guy. He felt the sense of accomplishment and full filament. He looked back at his life and felt the integrity, the kept promise to his wife. This is very similar to Ebenezer’s experience as both of the characters go through despair and into integrity. This, also, is a great enlightening example of developmental abilities of the character. As we watch these TV shows and different movies we do not really pay attention to how could the characters relate to us, or how the characters are misinterpreted. There are some movies that can teach us a lesson, but there are some that is pure fiction. As I went through different stages of Erikson’s psychosocial development and applied them to different characters, I realized how some of these shows have these characters that are misleading and if looked more in depth could give a wrong message. Over all, it is good to see the picture behind it all and kind of start connecting the dots and understanding the deeper meaning.

Victor E. Frankl Writes of the Meaning and Purpose of Life and Humanity essays

Victor E. Frankl Writes of the Meaning and Purpose of Life and Humanity essays Victor E. Frankl is known both as an internationally famous psychiatrist, and as the author of Man's Search for Meaning, noted as one of the top 10 influential books in America by a Library of Congress survey. Frankl's work has been widely read, and 151 books have been published about Frankl and his work in 15 different languages. He had received 29 Honorary Doctorates, and lectured at 209 universities. He passed away in Man's Search for Meaning starts with a deeply descriptive look at Frankl's five-year imprisonment in Auschwitz and other Nazi concentration camps. The second section of his work is a detailed description of logotherapy, the psychotherapeutic model developed by Frankl. He sees the human desire for meaning and purpose in life as the fundamental driving force of humanity. In Man's Search for Meaning, Frankl manages to successfully marry an abstract psychological theory with a deeply human, Frankl's fundamental tenets of existentialism focus closely on the "will to meaning", which is simply humankind's need to find purpose and meaning in life. Frankl sees humankind's basic underlying motivation in life as the need to live a purposeful and meaningful life. Frankl embraces individual freedom, the subjective understanding of life, and individuality in his discussions about the purpose and meaning of life. As such, Frankl clearly considers existentialism to be valuable to the quest for wisdom. Frankl's comments about spiritual freedom are sometimes profound and insightful. In the midst of his time in the concentration camp, and forced into yet another day of hard labor, and fighting a deep fear of his wife's death and torture, he begins to understand that spiritual freedom is found within. Frankl writes, "A thought transfixed me: for the first time in my life I saw the truth as it is set into song by so ...

A Comparative Analysis O F The Education System In China And The USA

A Comparative Analysis O F The Education System In China And The USA Primary education is the foundation in educational systems no matter in USA or China. Basic language skills, mathematical skills and scientific concepts are introduced to children at ages 4-7. Children continue to build on these concepts through to the age of 12 or 13 until they finish primary education and receive higher education. Still, similarities and differences can be found between the two countries of primary education. Primary education in China includes preschool and elementary education. Preschool can last up to three years, with children entering as early as age 3, until age 6, when they typically enter elementary school. To compare with primary education in the United States typically refers to the first six years of formal education in most jurisdictions. Primary education may also be referred to as elementary education and most schools offering these programs are referred to as elementary schools. But for USA the preschool programs are less formal and usually not mandated by law, are generally not considered part of primary education. The first year of primary education is commonly referred to as kindergarten and begins at age 5. Subsequent years are usually numbered being referred to as first grade, second grade, and so forth. The United States of America primary school usually offers a basic core subjects which are language, mathematics, science, social, sports and health, music and art education. Apart from sports, music, arts and crafts needing to the fixed site or the classroom, which can be discharged outside of class, the other sections are taught in a class by a teacher. Most schools also have no fixed schedule, only by the teacher’s master and arrangement. Unlike â€Å"learning† is the crucial factor of USA primary education, in China â€Å"teaching† is the crucial factor. We also have the courses of language, mathematics, science, social, sports and health, music and art education, but primary school must use the same textbook, teachers have no power to change it. And teaching quality is judged by other teachers. In this aspect, teacher would choose what they consider to be â€Å"useful† to teach their students. But it turns out that is not useful in their real life, bu t only in the exam. There are dig differences between USA and China in terms of primary education. The primary education in USA place emphasis on diversity and free learning atmosphere, and the life principle is that -play, learn, grow and together, which is what we lack and need to modestly study. While there is no strict core system in the content of the curriculum, happy growth reduce to follow one’s own inclination. In conclusion, each has its own merits. All we need to do is learn from each other, take the essence and discard the dregs, and grow together.

Human Excellence Essay Example | Topics and Well Written Essays - 2500 words

Human Excellence - Essay Example Introduction In this paper, I will argue for a model of human excellence according to Aristotle but all the while making comparisons with other philosophers. These theories work to specify the character virtues or traits which lead to human flourishing (Karl, 1996). Such virtues include compassion, justice, courage, tolerance, intelligence, patience, imagination, persistence and creativity. Virtue in the regard is synonymous with goodness and human excellence. Human excellence materializes in our modern-day society in many kinds of forms and studies have revealed that the most significant way to realize excellent performance in fields such as music, sport, scholarship and professions is to practice. The attainment of excellence in such fields generally needs more or less 10 years of loyalty, embracing about 10,000 hours of effort (Karl, 1996). The Ancient Greeks had a perception of arete which meant an exceptional fitness for intention. This takes place in the works of Aristotle and Homer. An additional related notion was eudaimonia which was the happiness which resulted from a life fulfilled and well-lived, and being prosperous (David, 2006). The comparable theory in Muslim philosophy is called ihsan. According to Aristotle, the best good or "the god" is that which is desired for its own sake and for the sake which we wish for all other goods or ends. For the human beings, happiness or eudaimonia is the motion of the soul in harmony with arete which in Greek means excellence, what something is good for or virtue (Rosalind,1999). Eudaemonia is characterized by living well and doing well in the affairs of the world. Moral virtue is not the end of life since it can go with misery, inactivity, and unhappiness (Kelvin, 2007). But happiness, and the end of life, to which all things aim, is activity in accord with reason of the arete or peculiar excellence of any person. At the same time, happiness is an activity that involves both the moral and the intellectual aret e but some external goods are essential to exercise that activity. However, happiness can never be identified with wealth, pleasure, or honor even though nearly everyone tends to think so. On the other hand, excellence is the quality of being excellent or the circumstances of having good qualities in an prominent degree; illustrious merit; supremacy in virtue but a title of honor or respect is termed as his or her Excellency (Rosalind, 1999). Important questions How do we know what human excellence is? How does the definition compare among other moral theories? Can there be more a number of definitions? What does it feel to fulfill our human beings and how does this compare to virtuousness? How should we live our lives? What does the human excellence imply about the purpose of our existence? Views proposed Aristotle argued that every human being has a function or goal in life and that the goal of human existence is to do the things that are distinctly human and that they must do it well so as to be a good human being. Ethics as a subject begins with the works of Aristotle. In its original form, this subject is concerned with the question of virtue (Greek arete) of character (ethos), or having excellent and well-chosen habits (Aristotle, 1999). The attainment of an excellent character is in turn meant to be the highest goal of living well in eudaimonia, a Greek word regularly translated as well-being or

Writer's choice Essay Example | Topics and Well Written Essays - 250 words - 26

Writer's choice - Essay Example The theme of the program revolves around love, music, and friendship both in school and outside. Relationship building is one thing that I struggle with on a daily basis. Issues such as betrayal by a friend are some of the challenges that people of my age get every day and having a program that illuminates such is very important. I feel like the situations. What I go through is also experienced by others. The norms and values portrayed in Make it Pop are exactly those that real youth culture provides. There is a specific ay in which different genders are supposed to behave or respond to certain situations in the environment. For example, the program shows how young ladies typically behave in the presences of men and vice versa. The program, as seen, profoundly serves to magnify me as a young adult whose behaviors corresponds those that are shown. It goes beyond and provides some healthy tips on how to maneuver certain

Equal Opportunity Essay Example | Topics and Well Written Essays - 1000 words

Equal Opportunity - Essay Example The 'equal access' mentioned may then be applied to the circumstances in which individuals receive their education, it being argued that equal opportunity in the test requires equal opportunity to acquire the skills to be tested. This may lead to a demand for equal conditions in the period before the rationing, or a demand that, because those conditions have not in fact been equal, the procedure take account of the previous relative lack of resources or opportunities of some competitors by discriminating in their favour (Political Dictionary). In the simplest terms, hiring someone based solely on ethnicity, gender, age, religion, political affiliation or sexual orientation is equally as wrong as refusing to hire a person for the same reasons. Equal opportunity practices include those that are race-blind or gender-blind, and those that involve or require affirmative action or reverse discrimination (referred to as 'positive discrimination' in the UK). The United States1 federal govern ment and various state and local governments require affirmative action in governmental hiring and contracting (Equal). ... Equal opportunity is often criticized on utilitarian grounds because the burden of equal opportunity regulations results in decreased productivity of the businesses, thus reducing well-being of all classes. But, the concept of Equal Opportunity requires that legal censure be taken against those who do not give up their prejudices. Legal censure by the state is objectionable to some. However, in the absence of Equal Opportunity, legal censure would also have to be taken against social and religious activists who aim for equality in society. Equal Opportunity is often considered separate from basic Freedoms. For example, Freedom of Speech is usually not within the realm of Equal Opportunity but rather within basic rights. Equal Opportunity consists of additional elements crucial to a meritocracy, such as: Consideration for employment, housing, and education free from immutable characteristics such as race, age, or disability; Equal access to goods and services from the government The term "equal opportunity" is synonymous with "non-discrimination". Social equity in the labour market is a stronger requirement: it implies that the benefits of employment are broadly and equitably distributed (Report, 1996). Social equality is a social state of affairs in which certain different people have the same status in a certain respect, at the very least in voting rights, freedom of speech and assembly, the extent of property rights as well as the access to education, health care and other social securities. Thus, in practice, equal opportunity is said to exist when people with similar abilities reach similar results after doing a similar amount of work. Indeed, equal opportunity and equality of outcome are often seen as complementary. Equal

Advanced Criminalistics - Document Examination Assignment

Advanced Criminalistics - Document Examination - Assignment Example Spacing, inks, dates, pen pressure, and numerals used are some of the subtleties that make handwritten transactions unique. Handwriting also helps investigators determine the date the transaction or any changes made after writing the paper. For instances, if the identity thief erased or made some content obscure, a forensic investigator may be able to notice through handwriting. Handwriting can denote numerous aspects of the paper transaction that range from simple records to whole contracts. Handwriting is the aspect of the identity criminal that makes distinguishes and offers the likelihood of detection as irrespective of how proficient they are at stealing identities. Often, a subtlety of handwriting gives the identity thief away. A second advantage of using paper for transactions is protection by state laws. State laws secure individuals and organizations against crimes committed by an identity thief who uses paper documents such as stolen or falsified checks. Although federal laws apply to identify theft carried out electronically, state laws apply to electronic transactions that the state considered paper. States allow this double application when investigators are unsure of the kind of paper transaction the identity criminal used to carry out the offense. Forgery is a means of committing identity theft, which occurs when the perpetrator forms or uses any counterfeit information identifying an unreal person or a real individual without his or her consent. Owing to such information is enough evidence for a conviction by the court if the individual means to apply the information illegally. In such a case, the person commits identity theft. In terms of document falsification, the identity thief changes modify or adjusts a document with the aim of misleading another individual.

Assessing Usability Case Study Example | Topics and Well Written Essays - 500 words

Assessing Usability - Case Study Example According to the research findings, it can, therefore, be said that the number of websites and web pages increase exponentially every month. The figure shows the increase in websites over the years. Such an increasing number of websites creates a daunting need for it to be equipped with usable tools and efficient navigational capabilities. Some factors are stated below that enhance the usability of a website. A tag-line should be inserted in the website to portray the main purpose of the product/company/service. This will help the user to understand the objective of the website in a quicker manner. Ensure that navigation is kept easy for the users. Remember that the main page is not the only entry page, therefore, ensure proper relationship exists with the entire architecture of the website. Correct labeling is done on every page to guide the user about his location. Usability guidelines are claimed to be developed by many sources around the world. However, recognized organizations s hould be responsible for the formulation of such guidelines for example; put links for these sites. These guidelines should be considered as standards and should be followed by developers and designers to provide their users with efficient navigation and easy access to information. Following such guidelines makes the user’s visit a pleasant one and stops him from leaving the site for another. Usability can be measured by qualitative as well as quantitative measures; Quantitative measures involve the determination of the pace with which the tasks are performed and how many errors are made during that time. Qualitative measures denote the level of satisfaction that the user has after the usage of the respective tools.

Equal Opportunity Essay Example | Topics and Well Written Essays - 1000 words

Equal Opportunity - Essay Example The 'equal access' mentioned may then be applied to the circumstances in which individuals receive their education, it being argued that equal opportunity in the test requires equal opportunity to acquire the skills to be tested. This may lead to a demand for equal conditions in the period before the rationing, or a demand that, because those conditions have not in fact been equal, the procedure take account of the previous relative lack of resources or opportunities of some competitors by discriminating in their favour (Political Dictionary). In the simplest terms, hiring someone based solely on ethnicity, gender, age, religion, political affiliation or sexual orientation is equally as wrong as refusing to hire a person for the same reasons. Equal opportunity practices include those that are race-blind or gender-blind, and those that involve or require affirmative action or reverse discrimination (referred to as 'positive discrimination' in the UK). The United States1 federal govern ment and various state and local governments require affirmative action in governmental hiring and contracting (Equal). ... Equal opportunity is often criticized on utilitarian grounds because the burden of equal opportunity regulations results in decreased productivity of the businesses, thus reducing well-being of all classes. But, the concept of Equal Opportunity requires that legal censure be taken against those who do not give up their prejudices. Legal censure by the state is objectionable to some. However, in the absence of Equal Opportunity, legal censure would also have to be taken against social and religious activists who aim for equality in society. Equal Opportunity is often considered separate from basic Freedoms. For example, Freedom of Speech is usually not within the realm of Equal Opportunity but rather within basic rights. Equal Opportunity consists of additional elements crucial to a meritocracy, such as: Consideration for employment, housing, and education free from immutable characteristics such as race, age, or disability; Equal access to goods and services from the government The term "equal opportunity" is synonymous with "non-discrimination". Social equity in the labour market is a stronger requirement: it implies that the benefits of employment are broadly and equitably distributed (Report, 1996). Social equality is a social state of affairs in which certain different people have the same status in a certain respect, at the very least in voting rights, freedom of speech and assembly, the extent of property rights as well as the access to education, health care and other social securities. Thus, in practice, equal opportunity is said to exist when people with similar abilities reach similar results after doing a similar amount of work. Indeed, equal opportunity and equality of outcome are often seen as complementary. Equal

Assessing Usability Case Study Example | Topics and Well Written Essays - 500 words

Assessing Usability - Case Study Example According to the research findings, it can, therefore, be said that the number of websites and web pages increase exponentially every month. The figure shows the increase in websites over the years. Such an increasing number of websites creates a daunting need for it to be equipped with usable tools and efficient navigational capabilities. Some factors are stated below that enhance the usability of a website. A tag-line should be inserted in the website to portray the main purpose of the product/company/service. This will help the user to understand the objective of the website in a quicker manner. Ensure that navigation is kept easy for the users. Remember that the main page is not the only entry page, therefore, ensure proper relationship exists with the entire architecture of the website. Correct labeling is done on every page to guide the user about his location. Usability guidelines are claimed to be developed by many sources around the world. However, recognized organizations s hould be responsible for the formulation of such guidelines for example; put links for these sites. These guidelines should be considered as standards and should be followed by developers and designers to provide their users with efficient navigation and easy access to information. Following such guidelines makes the user’s visit a pleasant one and stops him from leaving the site for another. Usability can be measured by qualitative as well as quantitative measures; Quantitative measures involve the determination of the pace with which the tasks are performed and how many errors are made during that time. Qualitative measures denote the level of satisfaction that the user has after the usage of the respective tools.

Clotel Analysis Essay Example for Free

Clotel Analysis Essay Clotel is an interesting piece of literary work by William Brown, as it exposes the depraved social conditions of Chattel Slavery and its effect on Marriage relations between slave and slave owner. Interestingly, I recognized the stereotypes that can develop from conditions of race and class in our society. More importantly, we see how race and class present higher priviledges to mulatto slaves (quadroons), than what William coins as the real negro. Undeniably, there is a stereotypical belief in todays society that light skin or fairer skin people have an esteemed privilege than that of dark skin people. Although fictional characters, Currer, Clotel, and Althesa are real-life representations of that belief because they were mulattos. One may imply that it is quite stereotypical to say that light skin people have a higher privilege that is not necessarily given to dark skin people, although many believe it to be true as a result of the conditions faced by non-mulatto slaves. However, others may not agree. Currer and her two daughters Clotel and Althesa are all protagonists in this literary work. Currer, a bright mulatto was a housekeeper for slaveholder Thomas Jefferson, upon which she beared Clotel and Althesa. Currer being of the higher class of slaves was permitted to hire her time for more than 20 years. Surely Currer wanted nothing more than to raise her daughters to attract attention in efforts that they might marry into their freedom. Compared to ordinary slaves, Currer and her daughters had once lived in luxury due to privileged conditions of being a mulatto slave. Nevertheless, they were still slaves, and often reminded that they were no different than ordinary slaves. For example, Clotel was only 16 when she was purchased by Horatio Green, son of a wealthy gentleman of Richmond whom promised to make her mistress of her own dwelling. She lived in luxury for a while, and even beared a child named Mary with Horatio. The time came that Horatio began to be involved with politics, and his success with politics being of greater importance proved his union with Clotel would soon end. Horatio took interest in the daughter of a wealthy man with whom he found a connect to success in politics. Horatio later married her, leaving Clotel to be sold to a slaveholder at the demand of his mistress. It is here that we discover that even the mulatto woman is not as esteemed with privilege as she was once perceived to possess. She is still a slave , born of that blood. She may have lived in luxury for a while, but it was very predictable that she would be sold again to the highest bidder, and for the latter purpose. What is so significant about not only Clotels character, but also for her mothers and sisters character is that they are symbolic of how mulatto slaves were used as an even bigger commodity during slavery. They were put on a pedestal to feel as though they had more privilege, only to discover that they really did not. Even more importantly, mulatto slaves knew the significance of having been mixed-bred, and how it could be used in attempt to free themselves, just as Currer had planned for her daughters from the very beginning. Mostly, the mulattos or quadroons were the house slaves, and occupied the best situation a slave could occupy. Most of the mistresses of the slave owners in the South sought to make the lives of quadroons intolerable, because they viewed them as rivals. For this reason, Mrs. Green had demanded that Clotel be sold out of the state. How soundly ironic that mulattos could be stuck at the center of the depraved social condition of marriage relations between slave and slave owner? And being of the higher class of slaves still be subject to the will of his master. Were they really of a higher class, or were they no better than an ordinary slave whom labored outside the masters house? Some people have their own prejudices toward blacks in general even in todays society. It is safe to say that some whites even still view blacks as slaves. No matter how fair or light the shade of their skin is, it still does not dismiss the fact that they are born of African descent. As William stated in his work, there was a depraved social condition that placed the slave under total control of his master from the very beginning no matter how light or fair their skin was. Therefore, the stereotypical belief that mulattos or light-skin people have an esteemed privilege over dark-skinned people is without a doubt, debateable.

Effect of Obesity on Children

Effect of Obesity on Children Chapter One: Introduction Overweight and obesity have turn out to be the most serious health problem in children, adolescents and adults. â€Å"Overweight in children and adolescents was defined as ≠¥ 85th percentile according to BMI-for-age growth sex-specific charts, whereas obesity ≠¥ 95th percentile of the BMI-for-age growth, sex-specific charts â€Å"(Ogden et al., 2010). In the United States and Canada, 30% of adolescents were obese or overweight while the percentage doubled in adult (Anis et al., 2010). Obesity in adolescents’ population tripled in the last 30 years at both countries (Ogden et al., 2002). Several chronic conditions such as cardiovascular disease, diabetes, and cancers were observed in obese adults (Panel, 1998). Adipose tissue is composed of subcutaneous and visceral adipocytes (Chowdhury et al., 1994). Visceral fat accounts for 20% of total body fat in men compared to only 6% in premenstrual women (Krotkiewski et al., 1983). The etiology of visceral tissue dispositi on in humans is still indistinct (Samaras et al., 1999, Batra and Siegmund, 2012). In the last decade, blood pressure increased among children and adolescents (Muntner et al., 2004). Furthermore, children with high BMI are more probable to have elevated blood pressure and lipid profile (Freedman et al., 2007). Additionally, premature mortality is attributed to elevated blood pressure by increasing the incidence of cardiovascular disease (Stamler et al., 1993, Vasan et al., 2001).On the other hand, treatment of childhood obesity initiates reduction in blood pressure among adults which leads to cardiovascular disease prevention(Freedman et al., 1999). In 2008, Khader and colleagues estimated that 28.1% of north Jordanian adult men were obese. Whereas, in 2009 the obesity rate, as regards to studies conducted on children in north Jordan, was 18.8% of the targeted population(Khader et al., 2008, Khader et al., 2009). Comparing those studies, there is domination of obesity among adults rather than adolescents which leads to a prediction of escalating the obesity problem by age in north Jordan. This study aims to estimate abdominal and total fat among Jordanian adolescents and its relation to blood pressure. Many studies have shown that blood pressure is associated with being overweight in children and adolescents of Western countries (Genovesi et al., 2005, Ebbeling et al., 2002). Therefore, the aim of this study aims to estimate abdominal and total fat among Jordanian adolescents and its relation to blood pressure. Chapter Two: Literature Review. High body mass index is usually associated with elevated blood pressure (Cercato et al., 2004). Relation of trunk, waist circumferences and visceral fat with blood pressure were considered predictor indicators in children and adolescents for cardiovascular mortality (Welborn and Dhaliwal, 2007). The prevalence of hypertension among adolescents population has not been acknowledged as in adults. Adolescents with elevated blood pressure (BP) can develop several chronic diseases and body organ damage also they will increase risk of cardiovascular disease in adulthood. Therefore, prevention of obesity will help to limit the disease burden due to hypertension (Lande et al., 2006, Must et al., 1992). In several studies conducted in Western countries, prevalence of high blood pressure among children ranged from 7 to 19% (Sorof et al., 2004, Paradis et al., 2004). However, few studies have been conducted in adolescence at developing countries (Mehdad et al., 2013, Abdulle et al., 2014, Abolfotouh et al., 2011). Fat accumulation especially in abdominal region: More than one third of obese children remained obese at adulthood (Serdula et al., 1993). A study showed that 77% of obese adults was related to overweight in childhood (Freedman et al., 2001). Another longitudinal study pointed that only1.6% of adolescents’ in the transition to young adulthood shifted from obese to non-obese, while 9.4% remained obese (Gordon-Larsen et al., 2004). Presence of abdominal fat was observed among non-obese children (Goran et al., 1995) and adolescents (Fox et al., 1993, De Ridder et al., 1992). In the topic of obesity, especially the android type of obesity , an observation of high mortality rate was recorded among the Danish population in a study with 27178 men and 29875 women. Mortality rate was 10% higher among 136 men than 130 women who were having increased waist circumferences. A similar observation was detected among smokers, overweight or obese participants (Bigaard et al., 2005). A study was in Morocco on 167 adolescents aged from 11- 17 years (123 girls and 44 boys) were, 42% overweight and/ or obese in addition to 58% were at normal weight. Significant relation between BMI and each of fat mass percent body fat in both genders. Waist circumferences could be predictor tool for fatness among adolescents (Neovius et al., 2004, Wang et al., 2007). In Kuwait, a study on adolescents 4,219 participants aged from 11 to 19, Boys who had waist circumference ≠¥ 90th percentile account 8- 30.3%, mean of waist circumference was higher in boys than it was in Kuwaiti girls. Also, increase in percentage of boys who had ≠¥ 90th percentile observed in boys unlike girls (Jackson et al., 2010). Peeters and colleagues (2003) detected a remarkable decrease in life expectancy by 7.1 and 5.7 years in nonsmoking males and females respectively at 40 years old. While, a lower life expectancy of 13.3-13.7 years identified in obese smoking females and males respectively (Peeters et al., 2003). Relation between smoking among adolescents and excessive fat in abdominal region young adults (men and women) has been investigated (Saarni et al., 2009). Intra-abdominal fat increases cardiovascular risks such as hypertension and dyslipidemia. Cardiovascular disease risks rise when accompanied with smoking which leads to modifications in the physiological functions of adipokines, endothelial, insulin and proatherogenic status (Ritchie and Connell, 2007). Other studies confirmed the association between abdominal obesity and smoking. Both abdominal fat and smoking were at tributed to the same risk factors, which were unhealthy dietary behavior (Wingard et al., 1982, Keski-Rahkonen et al., 2003), low education (Pierce, 1989, Green et al., 2007) and low physical inactivity (Aarnio et al., 2002, Escobedo et al., 1993), the etiology of this causal link remained unclear. The reason could be related to the change in glucocorticoid metabolism and psychosocial stress that has been caused mainly by smoking (Cohen et al., 2006, Lahiri et al., 2007, Rohleder and Kirschbaum, 2006) may be in charge with abdominal fat (Bjà ¶rntorp and Rosmond, 2000, Bjà ¶rntorp, 2001). Visceral tissue were more sensitive to lipolytic stimuli than other fatty tissue make fatty acid from triglycerides turnover increased in blood stream by portal vein, this led to, increasing hepatic fatty acid release make liver exposing to fatty acid also increased hepatic gluconeogenesis and secretion of LDLs moreover to inhibit hepatic role of insulin riddance to develop hyperinsulinemia and insulin resistance (Bjà ¶rntorp, 1992). Studies showed that ischemic heart disease, independent lipid level changes (Desprà ©s et al., 1996) and metabolic abnormalities were associated to patients with fasting hyperinsulinemia (Haffner et al., 1992). A hypothesis studied by Randle suggested a reduction in insulin resistance and glucose uptake because of reduce the need for glucose oxidation when fat oxidation increased (Randle et al., 1963). Dietary effects on visceral fat, a study on white non-obese men, explains visceral and subcutaneous fat and dietary effect. Fat intake explained only 1.4% of the variance in subcutaneous fat and no variance in visceral fat. On the other hand, 2% of the variance appear in total adiposity, which make dietary factors have a minor role in total adiposity and with no effect on visceral fat (Larson et al., 1996). In Bogalusa Heart Study, children and adolescents aged from 6-18 years demonstrate that high fat in truncal region associated with elevated LDL and VLDL cholesterol concentrations (Freedman, 1995). Total and visceral fat were inversely affected by dietary fibers intake; that effect was significantly observed among adolescent boys without a significant effect on girls in sample aged 14-18 years old in total participants of 559. Moreover, it linked between dietary fiber intake and inflammation markers include adiponectin and C-reactive protein (Parikh et al., 2012). Aerobic exercise among adolescents for 8 weeks had significant effect on decreasing total fat 700 g by (0.6 %); the majority of the lost fat was observed in abdominal region, but, no significant changes were noticed in subcutaneous fat to alteration in body compositions (Watts et al., 2004). Risk for elevated blood pressure and it’s relation to total and abdominal fat: Hypertension raised atherosclerotic cardiovascular disease outcomes by 2 to 3 folds. Moreover, Hypertension is the most influential accompaniment with cardiovascular disease that leads to death in a prospective longitudinal analysis (Kannel, 1996). In Bogalusa Heart Study, prevalence of adult patients with hypertension who were diagnosed clinically, they were significantly higher in those who had elevated blood pressure at childhood (Bao et al., 1995). In young boys, an increase in blood pressure from pubescence to 18 years was observed (Cornoni-Huntley et al., 1979). Relation between blood pressure and fat distribution had a marked variance upon sexual difference among adolescents. Boys had an elevated blood pressure associated to adiposity that was enhanced by visceral and peripheral fat, unlike girls where blood pressure was affected by peripheral adiposity but no significant effect by visceral adiposity (Pausova et al., 2012). Low averages at cognitive test scores were observed among 5077 children and adolescents from 6 to 16 years when systolic blood pressure were ≠¥90th percentile and diastolic ≠¥ 90th percentile (Lande et al., 2003). In adolescents, 9-17years old, cardiovascular risk factors associated with fat accumulation areas, which was analyzed by Dual-energy X-ray absorptiometry (DEXA) (Daniels et al., 1999). Android type of obesity and cardiovascular disease risk factors as blood pressure produced a powerful relation among African-American and Caucasian children (He et al., 2002). Abdominal fat distribution that was measured by DEXA and skinfold- thikness among 920 healthy children and adolescents (American, Asian, and Caucasian aged from 5 to 18 years) was predictor for blood pressure in boys but not in girls (He et al., 2002). Systolic and diastolic blood pressure relation to total fat and fat distribution by using DEXA on 127 adolescents aged from 9-17 years, systolic blood pressure have significant relation to total body fat and fat distribution but diastolic blood pressure was significant with total body fat but was not with fat distribution (Daniels et al., 1999). Evidence approved that truncal fat was associated to high cardiovascular risks such as hypertension compared with peripheral fat (Kannel et al., 1991, Sardinha et al., 2000). Adolescents with left ventricular hypertrophy were associated with high rate of essential hypertension; those who developed severe hypertrophy and abnormal left ventricular geometry were in high degree of the risk to cardiovascular disease and increase in morbidity rate (Daniels, 1999). Abdominal fat could be estimated by using waist circumferences as a better indicator for abdominal fat rather than waist to hip ratio among children and adolescent because waist to hip ratio reflected changes in fat amount less than bones and muscular changes when children and adolescent were growing (Kissebah and Krakower, 1994). Waist circumference had relevance to blood pressure adolescents of both sexes and showed, by a study applied on multivariate models instead of visceral fat, no association between blood pressure and visceral fat, which made waist circumference an inappropriate tool to evaluate visceral fat in adolescents (Pausova et al., 2012). Adults, who deposited fat viscerally, rather than elsewhere in the body, were at a higher risk for hypertension (Hayashi et al., 2003, Fox et al., 2007). This relationship was shown to be stronger in men than in women (Fox et al., 2007). Insulin absence, resistance and hyperinsulinemia were associated to obesity chiefly in abdominal region. insulin was responsible to elevated blood pressure due to obesity. One of the mechanisms to protect body from gaining weight, hypothesized by Landsberg, was activating the sympathetic nervous system when consuming high calories which lead to increasing thermogenesis (LANDSBERG, 1986). Mikhail and Tuck. 2000 observed an alteration in artery structure include thickness and artery flexibility in hemodynamic effects of insulin. Abdominal obesity related to increased plasma renin activity is the possible key to blood pressure elevation (Licata et al., 1994). Strong evidence showed that management of hypertension was related to obesity by block renin-angiotensin system (RAS), which was active in obese subjects (Sharma, 2004). In mice, adipocyte differentiation and growth effect by adipocyte-derived angiotensinogen which secreted into the bloodstream, redounding blood pool of angiotensin ogen (Massià ©ra et al., 2001). It was recently found that mice have greater angiotensinogen gene expression in visceral fat at variance with other fat tissue when it was on high fat diet to induce obesity (Rahmouni et al., 2004). Patients who accumulated fat, especially visceral fat, were associated with elevated plasma aldosterone (Goodfriend and Calhoun, 2004). Elevated blood pressure could be induced by aldosterone by effect on mineralocorticoid receptors situated on tissue as in brain, kidney and vasculature to make Aldosterone have a significant relation on obesity-hypertension (Rahmouni et al., 2005). Aldosterone relation to obesity-hypertension, explained by De Paula, showed blocking mineralocorticoid receptors with the specific antagonist eplerenone. A remarkable blood pressure increase was inhibited without development of weight on dogs even on the high fat fed ones (de Paula et al., 2004). Vasculature health preservation depended on endothelium status when nitric oxide was released which was characterized by antiatherogenic properties (Vita and Keaney, 2002). Exercise was one of interventions that could be applied to improve nitric oxide dilator function (Maiorana et al., 2000, Maiorana et al., 2001), considering cardio-protective factors. Normalizing in vascular function and alteration in body compositions by increasing muscular strength were results for exercise training to minimize cardiovascular disease in future. Detection and treatment of endothelial dysfunction for 19 obese subjects aged 14.3  ± 1.5 in early stages were known as primary strategy role to prevent to prevent adolescents who were susceptible from developing cardiovascular disease in adulthood (Watts et al., 2004).