Recording and Analysing Data in HR

One reason why organizations need to collect HR data is to improve how they manage their workforce. In an organization, employee data is collected as a part of HR data.Advertising We will write a custom report sample on Recording and Analysing Data in HR specifically for you for only $16.05 $11/page Learn More With the aid of a human resource information management system (HRIMS), HR managers are able to keep accurate records on employee commencements and exits including terminations and are therefore, able to better manage an organization’s workforce. With the aid of HRIMS, human resource planners are able to use employee data to forecast or anticipate the future demands of an organization’s workforce (Dessler, 2001, p. 24). Forecasting future demands of an organization’s workforce is an activity that constitutes better and improved workforce management. Another reason why organizations need to collect HR data is to ensure better pa yroll management. In an organization, payroll data is a constituent of HR data. With the aid of an HRIMS, HR managers are able to accurately monitor payroll transactions using payroll data. One type of data collected in an organization is employee data. One of the principle functions of HR managers is to properly manage an organization’s workforce (Australian National Audit Office, 2011, p. 3). With employee data an organization is able to track the number of its active employees as well as the number of employee exits and terminations. This is important for example when an organization wants to determine its employee turnover rate and therefore consequentially determine if its employee retention measures are effective. Another type of data collected in an organization is payroll data.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More HR managers have the principle function of adminis trating and managing payrolls in organizations (Australian National Audit Office, 2011, p. 3). To perform this function properly HR managers need to accurately monitor payroll transactions. This is achievable only through processing the collected payroll data. One method of storing HR records in an organization is through the use of relational database management systems (RDBMSs). With RDBMSs the records are contained in relational databases which are in their simplest form systems of rows and columns. Each record in a relational database has its own unique identification which is different from those of the other records. This improves data integrity and simplifies manipulation of data in the records. Extraction of data from relational databases is done using queries. An advantage of using RDBMSs is that enormous volumes of data can be stored. Another advantage of using RDBMSs is the speed of data manipulation; with RDBMSs it is possible to extract or edit large volumes of records at a single instance and within fractions of a second. Another advantage of using RDBMSs is that they provide improved security of information. RDBMSs offer password protection for the data they contain. This means unauthorized manipulation of the data is avoided and thus data integrity is maintained. Another method of storing HR records in an organization is by using human resource information management systems (HRIMSs). A definition of HRIMS is † a system which seeks to merge the activities associated with human resource management (HRM) and information technology (IT) into one common database through the use of enterprise resource planning (ERP) software† (WebFinance, Inc., 2012, p. 1).Advertising We will write a custom report sample on Recording and Analysing Data in HR specifically for you for only $16.05 $11/page Learn More An HRIMS has all the advantages of an RDBMS plus one more which is that they are tailor-made to suit the needs a nd parameters of human resource managers and planners. It is important for an organization to properly manage and protect its HR information so as to avoid financial losses and liabilities. Organizations in the UK have to beware of the Data Protection Act of 1998 which is a legislation that largely protects the privacy of individuals. Organizations that ignore this legislation risk lawsuits that can result in financial losses and liabilities (SOAS, 2007, p. 1). The act stipulates that recording of data should be done lawfully and with a person’s consent (SOAS, 2007, p. 6). In addition, the act requires that stored data be kept accurately and up-to-date where necessary (SOAS, 2007, p. 32). The act additionally prohibits unlawful and authorized access and manipulation of data (SOAS, 2007, p. 43). The act requires that organizations meet the technical requirements needed to ensure security of personal information. References Australian National Audit Office. (2011). Human resour ce information systems risks and controls. Web. Dessler, G. (2001). Human Resource Management (8th ed.). Upper Saddle River, New Jersey: Prentice-Hall Inc.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More SOAS, (2007). Data protection policy; Overview of the data protection act 1998. Web. WebFinance, Inc. (2012). Human resource information systems. Web. This report on Recording and Analysing Data in HR was written and submitted by user Jazmin Lott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Modern Science and the Creation Story

Modern Science and the Creation Story Introduction Since time immemorial, the world has been in war for varied reasons, differences in ideological beliefs, aggression from other states, scramble for resources, and territorial violations. However, the longest lasting and most contested battle, pitting the world’s largest groups, Christians and Scientists, against each other, is of the origin of man and the universe.Advertising We will write a custom essay sample on Modern Science and the Creation Story specifically for you for only $16.05 $11/page Learn More Religious groups like Christians, Muslims, and Jews believe in the biblical story of creation. The creationism theory states that God created Adam and Eve in his own image and placed them in the Garden of Eden where all forms of life began. According to this theory, the universe is approximately 6000 years old as calculated by Archbishop Ussher in the sixteenth century. Scientists, who claim life form existed in the world millions of y ears ago, have watered the credibility of the creation theory. Fossils excavated from seabeds and sedimentary rocks ascertain this claim. Scientists’ attempts to explain the origin of the universe have led to the development of many theories, all having their shortfalls. As a result, none of the theories has gained universal acceptance as the most probable origin of man and the universe. This has left moral, religious, and cultural forces to play a great role in shaping people’s stand on the origin of the universe. The Creationist Theory To establish the reason for the many scientific researches on the origin of the universe, it is prudent to explain the theory all works of science seem to tear apart, The Creationism Theory. Widely held by Christians, Muslims, and Jews, the theory explains that God is the creator and controller of the universe. In the beginning, God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the fa ce of the deep. And the Spirit of God moved upon the face of the waters. And God said, Let there be light: and there was light. And God saw the light, that it was good: and God divided the light from the darkness. And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day†¦And God said, Let the earth bring forth grass, the herb yielding seed, and the fruit tree†¦Let the waters bring forth abundantly the moving creature that hath life, and fowl that may fly above the earth in the open firmament of heaven.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More And God created great whales, and every living creature that moveth†¦after their kind, and every winged fowl after his kind and God saw that it was good†¦ Let the earth bring forth the living creature after his kind, cattle, and creeping thing, and beast of the earth after his kind†¦ And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth†¦So God created man in his own image (New International Version BIBLE, Gen. 1.1-29). The creationists believe that God created living creatures on earth and can take them away at will. According to this theory, the world is 6000 years old. The theory draws its strength from the complexity of human life that science cannot explain. Furthermore, research has proven that some major occurrences mentioned in the bible are true. The big flood that swept the whole World and the Ark of Noah are examples of proven happenings. Balsiger (2010) supports the flood’s occurrence by saying, â€Å"Geologists who have climbed mount Ararat, the landing site of Noah’s Ark, have discovered a varriety of seashells and other evidence that this mountain was once under water.â⠂¬  Similarly, Harris (1997) provides crucial evidence of the detention and enslaving of the Israelites in Egypt as mentioned in the bible. It is easier to believe the creation story and let life continue. However, scientists are leaving nothing at stake in their bid to answer questions on the existence of the universe they consider not addressed by the theory. Further, they claim incorrect timing and unmentioned crucial facts about the creation theory â€Å"cast doubt† on the overall theory (Caputo, 2006). First, the creation theory’s timeframe calculated by Archbishop Ussher, and generally accepted by creationists, is far from what scientists consider the true age of the world.Advertising We will write a custom essay sample on Modern Science and the Creation Story specifically for you for only $16.05 $11/page Learn More â€Å"The discovery of fossil types of man or manlike organisms†¦from South Africa, in the early Pleistocene strata of 1,000,000 million years ago†¦now classified as Homo erectus†¦Ã¢â‚¬  is evidence that the world has existed for at least a million years, as opposed to the 6000 years advocated by the theory (Adler, 1993). In fact, according to Fortey (2009), the oldest documented case of living animals is over 540 million years. The theory is also under condemnation for failing to explain the beginning of human races just as it explains language diversity. If all human beings, as explained by the theory, are descendants of Adam and Eve, why is the world’s population so diverse? Why do we have Whites, Blacks, Reds, and the Colored races? Lack of answers for such crucial information has led to the emergence of many theories attempting to provide the much-needed answers. These theories include, Evolution proposed by Charles Darwin, Intelligent Design, the Steady State Theory, and the Big Bang Theory. The Big Bang Theory In 1984, Long claimed, â€Å"The big bang theory is the most popular of all the scientific theories that attempt to explain the origin of the universe.† Georges Lemaitre, a Belgian priest and professor who lectured at the University of Louvain, developed the theory. Georges’ argued that the fast movement of other galaxies away from our own in all directions is symbolic of an ancient force pushing them away from our universe. Long (1984) confirms that the proponents of the big bang theory believe the vast universe was compressed into a tiny finite volume, which exploded and has been flying apart as the universe ever since. This compressed state is believed to have existed for just split seconds before the big bang. According to this theory, a massive explosion caused the universe’s matter and energy to disperse ten to twenty billion years ago. Immediately after the big bag, the universe expanded with speed beyond understanding from the tiny size to the current astronomical scope. Even though the expansion continues, it is n ow happening at a much slower speed. Fox (2002) describes this phenomenon in details. In the beginning, there was nothing†¦nothingness in which packets of energy fleeted in and out of existence, popping into oblivion as quickly as they appeared†¦One of these fluctuations had just enough energy to take off. It inflated wildly out of control – one-moment infinitesimally small, moments later, light-years across. All of space and time was created in that instant, and as that energy slowed, it cooled and froze into matter (p. 9).Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The theory seeks to justify the occurrence of a massive blast by pointing out the existence of cosmic microwave background radiation throughout the universe. The theory asserts that these waves are leftovers from the big bang. Despite its wide acceptance by scientists as the most probable origin of the universe, the big bang theory is equally criticized as it leaves many scientific questions unanswered. For example, the theory gives no explanation on the evolution of the universe after the big bang. Worst still, the theory completely fails to explain the â€Å"origin of the big bang† itself (Edwards, 2001). How then can it be good enough to explain the origin of the universe when its own origin is blurred? The Evolution Theory In 1959, Charles Darwin published his book, â€Å"The origin of Species† in which he explained that man evolved from tiny living creatures through environmental adaptation over millions of years (Darwin, 1958). He further argued, â€Å"Animals t hat were incapable of adapting to environmental changes perished† (p. 27). The depth and breadth of Darwin’s research findings easily convinced many scientists that natural selection provided the most concrete and firm foundation on origin of man. In fact, Darwin himself exuded a lot of confidence in his findings when he said, â€Å"I cannot possibly believe that a false theory would explain so many classes of facts† (p. 27). Darwin’s study of evolution was triggered by observation of life in South America. He stated, â€Å"When on board H. M. S. Beatle as a naturalist, I was much struck with certain facts in the distribution of organic beings inhabiting South America, and the geological relations of the present to the past inhabitants of that continent† (p. 1). Darwin further explained that the facts â€Å"seemed to throw some light on the origin of species† and went ahead to give a detailed account of the facts (p. 1). In furthering his exp lanations, Darwin gives the example of a giraffe. He said taller giraffes had a better chance of survival because they could reach taller tree leaves even during drought as compared to shorter ones. In order to survive, the giraffes gave birth to progeny that grew taller and taller over time. In this same manner, Darwin holds that animals and humans have adapted, evolved, and survived. Animals that were incapable of adapting themselves perished. This principle of survival of the fittest is what Darwin called â€Å"means of natural selection.† If variations useful to any organic being ever do occur, assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life; and from the strong principle of inheritance, these will tend to produce offspring similarly characterized (Darwin, 1958). The evolutionists hold that humans grew from particles that randomly clang together to form DNA molecules. These molecules grew continuously to be th e humans we know today. The possibility of man evolving from tiny living creatures, as proposed by Charles Darwin, is mathematically near impossible. Sapse (2000) states, â€Å"For life to be formed, the right mix of life sustaining amino acids must be united.† Webb (2002) reinforces the idea by claiming that the probability of random processes creating a nucleic acid or a protein is tiny. In further support of this claim, Davis (1999) says that hundreds of thousands of proteins are required to sustain life, and that the probability of these proteins coming together â€Å"randomly† is 1040000. Additionally, the theory fails to highlight the origin of the tiny particles that randomly unite to give forth life. It could be easy to believe the evolution process, but without a strong foundation on the origin of the tiny living creatures, it is baseless. The theory also claims that the earth is four billion years old, a time not long enough for the tiny particles to form the complex human life we know today. The Intelligence Design The idea that human’s complexity is a result of a superior, powerful, and all knowing designer whose ability is beyond man’s understanding has existed for years. In fact, the theory existed long before Charles Darwin came up with the evolution theory. William Paley, a renowned English theologian, is the accredited exponent of the theory. Paley illustrated the theory with the famous watchmaker analogy. He claimed that if one found a pocket watch in the field whiles walking, concluding that it is a product of evolution is unfounded. Rather, one should know that it is a result of a designing being’s intellect. Likewise, he concluded that the existing complex life in the world is a result of super natural creator’s activities. The intelligence design theory is linked to the creationist theory because it supports the existence of a supernatural deity as the designer of the universe. The proponents of t his theory differ with the creation theory’s timeframe. Rather, they agree with the evolutionists in the belief that the world has existed for millions of years. Some believers of the theory claim God designed life and the universe, while others claim it is not clear who designed the universe, but agree that it must be a civilization superior to ours. Still others believe our existence on the universe is the work of aliens, using human race as subjects of experiment. There is not a single evidence of this claim, but refuting it is equally hard as there is no evidence to the contrary of the belief. This theory may hold ground to some extend since the modern man’s appearance on earth seems sudden and unexplained. Whereas there are many discovered fossils of animals dating back to 540 million years old, the oldest fossil of modern man, Cro-Magnon, is only thirty to forty thousand years old (Fagan, 2010). Furthermore, there seems to be no fossil evidence of humans evolving from any other animals or beings. The lack of evidence of existence of man until 30 million years ago could probably point out that they â€Å"dropped† from somewhere. The supporters of intelligent design argue that the theory offers explanation to some concepts that evolution cannot account for. Irreducible complexity is an example of a concept evolution cannot account for. Here, they argue that some components of nature or biochemical systems are so well matched to be mere products of evolution. Irreducible systems are only complete as a whole, any attempt to remove any part results to error as all their parts are necessary. The characteristics of the parts being so intricate and interdependent cannot be a result of evolution. The stand by intelligent design theorists that no evolution has taken place is widely criticized by a section of scientists who believe it is based on ignorance. The critics claim it is unrealistic, improper, and grave to deny evolution as it continu es even today. For example, they claim if an individual cuts himself, the blood responds by producing plasma cells that clot the blood around the cut to reduce and eventually end the blood flow. â€Å"The key proteins that clot blood fit this pattern, too. They are actually modified versions of proteins used in the digestive system†¦evolution duplicated, retargeted, and modified these proteins to produce the vertebrate blood-clotting system† (Curry Chang 2006). Such responses, they claim have existed from the very existence of man and have ensured his survival (Campbell, 2009). The Steady State Theory A group of renowned scientists developed the steady state theory in 1948 as an alternative to the Big Bang theory. The scientists involved in the development of this theory included, Hermann Bondi, Thomas Gold, and Fred Hoyle all whom were Cambridge physicists. Bondi states, â€Å"The Steady State Theory differs from other creation theories†¦the problem of creation, is brought within the scope of physical inquiry, and is examined in detail instead of, as in other theories, being handed over metaphysics† (Bondi, 1952). The theory made it acceptable in the late 1960s that the universe had no known beginning at all. Instead, it held that matter is created continuously during the expansion of the universe, which ensures perfect adherence to cosmological principle. This theory further asserts that despite the continuous expansion of the universe, its appearance has not changed over time. Due to the continuous expansion of the universe, a notable change to its components is only impossible if new matter is continuously created to maintain the average density of matter in the universe. The scientists claimed that hydrogen is the continuously produced matter that keeps the universe stable. In 1993, the theory was reinforced and additional information that lacked in the initial version added. Quasi-steady state theory is a result of the modificati ons, which suggest that there are pockets of creations occurring within the universe commonly referred to as mini-bangs. Even though the steady state theory is widely discredited, there are people who believe its premises. Evidently, the scientific theories put forward by various scientists have failed to address, comprehensively and conclusively, the â€Å"missing links† in the creation theory. Instead, they have torn the world into different directions, pitting people against each other, consequently spinning the world to a completely irrelevant direction, of seeking the dark and little known past, instead of focusing on the future and how to make his stay in the world most comfortable. Humanity has greater enemies in diseases, famine, and poverty. Therefore, greater effort should be directed at fighting these enemies. Scientific discoveries have helped humans greatly by inventing medicines for curing diseases thereby reducing mortality rate, explaining phenomena that were once mysteries, and introducing new technologies, which have improved living standards. However, it must be accepted that scientific research on the origin of the universe, has hardly contributed towards improving man’s well being. Instead, it is divisive and baseless. Every individual has the freedom to choose what theory to believe concerning the origin and existence of the universe and all the creatures in it. Whichever the choice, every individual must put effort in tolerating others who hold contrary opinion. References Adler, M. J. (1993). The Difference of Man and the Difference It Makes. New York, NY: Fordham University Press. Balsiger, D. W. (2010). Miraculous Messages: From Noahs Flood to the End Times. Florida: ReadHowYouWant.Com. Bondi, H. (1952). Cosmology (2nd ed.). Cambridge: Dover Publications. Campbell, B. G. (2009). Human Evolution: An Introduction to Mans Adaptations (4th ed.). New Jersey: Walter de Gruyter. Caputo, J. D. (2006). The weakness of God: a theo logy of the event. Bloomington, IN: Indiana University Press. Curry, J., Chang, I. (2006). Evolution. Bronx, NY: Halsey William Wilson. Darwin, C. (1958). On the origin of species (6th ed.). New York, NY: Sterling. Davis, P. (1999). The 5th Miracle: The Search for the Origin and Meaning of Life. London: Penguin. Edwards, R. B. (2001). What caused the big bang? Amsterdam: Rodopi. Fagan, B. M. (2010). Cro-Magnon: how the Ice Age gave birth to the first modern humans. New York City, NY: Bloomsbury Press. Fortey, R. (2009). Fossils: The History of Life. New York City, NY: Sterling. Fox, K. C. (2002). The big bang theory: what it is, where it came from, and why it works. New York, NY: John Wiley and Sons. Genesis. (2011). In Holy Bible: New International Version. Grand Rapids, MI: Zondervan. Harris, N. (1997). The history of ancient Egypt. London: Chancellor Press. Long, B. (1984). The origins of man and the universe: the myth that came to life. London: Barry Long Books. Sapse, A. (2000 ). Molecular orbital calculations for amino acids and peptides. Basel: Birkhuser. Webb, S. (2002). If the universe is teeming with aliens where is everybody?: fifty solutions to the Fermi paradox and the problem of extraterrestrial life. New York City, NY:Springer.

9 Tips I Learned from Renewing My Certified Executive Resume Writer Certification

9 Tips I Learned from Renewing My Certified Executive Resume Writer Certification On March 17th, I got a â€Å"friendly reminder† that my most prized certified executive resume writer designation, the Certified Executive Resume Master (CERM), was up for renewal. What this meant is that I would have to submit four executive resumes, written by me, to a committee for examination. I had a problem: I have a team of amazing executive resume writers who write the initial drafts of all the resumes my company writes. I am the editor, not the writer. So I had to dig into my files to find good raw material that I could spruce up for my recertification. I identified six good candidates and went to work. It took hours of reformatting and rewriting before I could even narrow down my submission to four resumes. I cursed my short attention span for this detailed and challenging work. But I was able to create four resumes that I thought would make the grade. And then, I got a second opinion from my executive resume coach, Laura DeCarlo. I knew I was submitting myself to possible dismantling, but that’s kind of what I do. I want to do the best work possible, even if there’s pain involved along the way. And ultimately, I’m glad I asked for her advice, because not only did I pass the CERM renewal on the first try (and with very positive remarks), but I also was reminded of some important points for writing a top-notch executive resume – points I will now share with you. Here’s what I learned: Executive resumes require some â€Å"fairy dusting† – that magical something that makes the document come to life, whether it’s a catching turn of phrase like â€Å"fiscally rejuvenating† or just the right testimonial, or a tasteful, appropriate graphic element. Look for that element in the samples below, and throughout the examples provided in this article. Use a crisp, modern, not-too-fancy format. Don’t use more than two fonts (perhaps one for the headers and one for the body). Don’t overuse italics. Don’t overuse centering. And be consistent! It doesn’t fly, for instance, to have a header where there are two spaces before some bullets and three after others. Here’s an example of two fonts, one color, and evenly spaced bullets:Note: While you might think you’re being fancy by putting your contact information above your name, best practice is to stick with convention and put that information under your name or possibly to the side. Capture an executive’s contribution to ROI in the branding statement at the top. While some statements about experience and expertise are appropriate, tie as much as possible into results. And be sure to use keywords that are important in your industry. They matter! When writing summary statements under a position, open them with a â€Å"hook† – not with a list of responsibilities. Then, once you have your reader’s attention, you can talk about the scope of your work. Who says the only place you can list accomplishments is in your bullets?! Here are two examples: Use effective section headers to draw attention to accomplishments. You might, for instance, have an overarching accomplishment, with bullets underneath of how that accomplishment was achieved:Or, you might create functional headers with bullets underneath:Do you see how these dividing markers help the reader know what to pay attention to? The alternative is something we call â€Å"death by bullets† – a long list of bullets without any indication of what’s important. Don’t do that! Testimonials work well, especially when they are action-packed. Here’s my favorite from my CERM submissions:I’ve heard concerns that testimonials might come across as â€Å"cheesy.† My response is that the proof is in the pudding. I’ve seen client after client get job interviews with resumes that include testimonials. So I recommend using them! The more concrete results that can be included in the quotation, the better. If you had two positions with increasing responsibility, and you did less in the more recent position, combine them. Otherwise, it could look like you didn’t perform in the higher-level position. As a tool to make your executive resume bullets hard-hitting, use bolding to draw the eye – either to a noteworthy accomplishment or a functional area. See point #5 for examples, plus this one: Write, rewrite, get an editor, and rewrite some more. Or hire someone to write your executive resume for you. Resume writing is not easy, as the above examples may have illustrated. If you’re a busy executive, don’t spend the hours upon hours I spent working on these resume submissions, and that the executive resume writers at The Essay Expert spend on every executive resume project. Hire someone whose job it is to do that, and then go do what you do best! Category:Resume TipsBy Brenda BernsteinMay 15, 2017

Vancomycin Essay Example | Topics and Well Written Essays - 500 words

Vancomycin - Essay Example New antibiotics were introduced to fight the ever changing and more resistant strains. Vancomycin, the antibiotic of last resort, has been used to fight infections when all other drugs fail, but has recently met its match with strains that have become resistant to this last line of defense. Methicillin-resistant Staphylococcus aureus (MRSA) is a highly virulent infection that has become resistant to most antibiotics. MRSA is a bacteria that is normally found in healthy people and usually is merely a passive bystander. However, it can cause skin infections and can occasionally be quite severe. By 1987 hospitals in Europe were reporting the first cases of vancomycin resistant Enterococcus. Between 1987 and 1993 the problem was escalating and had resulted in a 20 fold increase in the number of cases of vancomycin resistant enterococcus reported by intensive care units in hospitals in the United States. It was reported in 1992 that the vancomycin resistant gene from Enterococcus had been transferred to Staphylococcus aureus in a laboratory in England. The researchers were alarmed and destroyed the bacteria. According to Dr. Ricki Lewis reporting in the FDA Consumer magazine in 1995, "... bacteria swap resistance genes like teenagers swap T-shirts".

Colonialism in 1880-1900 Essay Example | Topics and Well Written Essays - 750 words

Colonialism in 1880-1900 - Essay Example According to the study the end of the slave trade was an additional main controlling feature towards colonialism. Even though the trade of humans was â€Å"legislated against, many of the Africans and Arabs continued the practice, particularly inland, where the European influence was less concentrated''. Those Europeans dedicated to eliminating this practice were compelled to stay at these internal places with the intention of taking direct as well as instant action. Obviously, slavery was a profitable trade and its elimination meant that substitute trade and business required to be started all over Africa. Therefore, colonialists as well came into the continent to discover different trading means, types of transportation and additional resources. They were required to teach the neighboring societies regarding commercial growth with the intention of maximizing the productivity of the countries. During the colonial phase, the perception of particular indigenous people in the African continent attained broader recognition, even though not without debate. From this paper it is clear that the extremely diverse and abundant ethnic groups, which consisted of most contemporary, self-governing African states, had within them different individuals whose condition, civilizations and pastoralist or huntsman life wee usually marginalized and set separately from the leading political as well as financial structures of the country. From the last part of 20th century, these people have increasingly wanted identification of their constitutional rights as separate indigenous people, within both nationwide and worldwide perspectives. Given the widespread and complex account of human immigration inside Africa, being the earliest people within a territory is not a required condition for recognition as an indigenous people. To a certain extent, indigenous uniqueness communicates more to a set of attributes and practices than ‘priority of arrival’. For instance, quite a lot of populations of nomadic people occupy regions within which they a rrived somewhat lately. Their declaration to indigenous standing is founded on their marginalization as nomadic people in regions and countries ruled by inactive farming people. Early African reaction to European invasion into Africa during the last part of 19th century was not standardized. A small number of groups that had experienced long-term combat or slave raiding provided a doubtful welcome to European existence within their constituencies in anticipation that there would be harmony. Other groups vigorously opposed the arrival of European political power. On the other hand, a number of people had no initial response towards colonialism. This was due to the fact that the early years’ colonialism had slight impact on the lives of several rural African people. These circumstances transformed as the impact of colonialism became more extensive as well as deep during the mid of the 20th century. By the last part of World War I, the majority of Africa had been successfully co lonized. European colonialists had managed to control the attempts by Africans to defend against the organization of colonial regulation. The subsequent two decades were known as the inter war years by historians and was somewhat calm within colonial Africa.

Obesity in Developing Countries

Obesity in Developing Countries Overweight and Obesity: The emerging Trend of Childhood Malnutrition in Urban Centre in Nigeria Abstract Background: Overweight and obesity initially thought to be the problem of the developed countries is rapidly rising in the developing countries constituting a high proportion of nutritional problem in these countries. Several factors, including changing life style and improved economic power are believed to contribute to this trend. This pattern if unchecked is known to lead to several medical complications and hence the need to assess the burden of this condition, factors contributing to the rise and possible ways of reversing the trend. Method: Four hundred and twenty primary school children from public and private schools were selected using multistage stratified random sampling. Relevant information were obtained using a questionnaire, and anthropometric indices were recorded. Data obtained were analysed using SPSS version 16, and frequencies were compared using Chi square. Result: Seventy three (17.4%) of the pupils were found to be overweight/obese. Pupils from private school accounted for majority of these cases with 28 (13.3%) and 29 (13.8%) of them being overweight and obese respectively. High socioeconomic class and consumption of energy dense diet were significantly associated with high prevalence of overweight/obesity (P Conclusion and Recommendation: Prevalence of overweight/obesity among primary school pupils is quite high in Lagos, Nigeria. High socioeconomic class, consumption of energy dense food and lack of adequate physical activities appear to be major factors contributing to this high prevalence. Introduction of daily school meal and mandatory physical activity in all the schools would go a long way in imbibing healthy eating and life style pattern into these children. Public enlightenment and campaign on the importance of healthy life style and complications associated with overweight and obesity would probably reverse the trend. Key Words: Overweight, Obesity, Primary School Pupils Introduction Malnutrition is a serious public health problem that is caused by either deficient or excess intake of nutrients in relation to requirements. Under nutrition (Nutrient deficiency) has been the prevalent type of malnutrition in developing countries like Nigeria.1-3 This has been attributed to the synergistic interaction between several factors, most importantly, inadequate nutrient intake and infection.4-6 This is not the case with developed countries like the United States of America (USA), where over-nutrition is a major challenge amongst the school aged children. Studies done in the USA on the overweight status and eating patterns among adolescents showed that the prevalence of over-nutrition was higher amongst those from a low socio-economic class.7-9 Recently, overweight thought to be the problem of the developed world is spreading to the developing world.10 Several studies in Africa and other developing countries have documented an emerging trend of malnutrition with overweight and obesity increasing at an alarming rate in comparison to under nutrition.10-12 However, in these developing countries, contrary to the finding in USA, overweight and obesity appear to be commoner among the high socioeconomic class.13-15 The effect of urbanization and the associated change in life style have been shown to contribute immensely to the current trend of malnutrition in the developing countries.16,17 However, children of low socioeconomic status from such urban centres remain significantly associated with under nutrition rather than over nutrition.18 This further underscores the central role of socioeconomic status in malnutrition. The increasing rate of overweight/obesity means that obesity-related chronic diseases are likely to become common among the children. Being overweight is known to significantly increase the risk of asthma, Type 2 diabetes, gallstone, heart disease, high blood pressure and several other diseases.19 This will further impose a great challenge to the already over stretched health care system in the developing countries. We thus aim to assess and compare the prevalence of overweight/obesity among primary school pupils attending public and private schools, in Ikeja Local Government area of Lagos and to identify common factors associated with overweight. The information generated would be useful in guiding the concerned authorities in designing appropriate interventions in the various schools. Materials and Methods Study area: The study was carried out in public and private primary schools in Ikeja Local Government Area (LGA) of Lagos State Nigeria. Ikeja is the capital city of Lagos state, the most populated and urbanized state in Nigeria with over 10million residents.20There are 114 registered private primary schools and 32 public primary schools in Ikeja Local Government Area. Study design: It is a field-based cross-sectional descriptive study Study Population: This consists of pupils in public and private primary schools in Ikeja LGA. Sample Size determination: Calculated minimum sample size for each group of school is 200 pupils. Sampling method: Multistage stratified random sampling was used. Based on the numbers of schools, three Private and two public primary schools were selected. Participants were selected randomly using the class register as a template in each of the classes of the schools selected. Exclusion criteria: children whose parents denied consent, children with obvious skeletal deformity and those with known chronic medical conditions like Chronic renal failure, heart disease etc. Ethical consideration: Ethical clearance was sought and obtained from the Ikeja LGA Education Authority. The head teachers of the selected schools also gave well informed expressive approval after receiving appropriate information. All the selected pupils were given consent form and introductory note to the study to their parents for their signature or thumb print. There was no consequence for the pupil if he or she refused to participate or parents denied assess. Data obtained were treated with confidentiality and only for the purpose of this research. Study procedure: A structured questionnaire was used in collection of relevant information required to meet the objective of the study. All the participating pupils were interviewed at school, while the section to be completed by the parents were sent through their wards and were returned the following day. Information obtained included socio-demographic data like: age, gender, parents’ occupation, average monthly income and educational attainment. Information on dietary intake include type of diet, frequency and 24 hours dietary recall. Involvement in exercise and physical activity were also sought. Socioeconomic status was assessed using the model by Ogunlesi et al 21, while the dietary pattern of the child was assessed using food frequency questionnaire (FFQ). Weight was measure using a bathroom weighing scale with sensitivity of 0.5KG while height was measure using a stadiometer. Nutritional status was determined using the Z- score system in accordance with National Centre for Health Statistics/ World Health Organization (WHO) reference value.22 Data analysis: The data obtained were entered into and analysed using EPI INFO version 3.5.1. Tables were used in data presentation. Chi square and Fisher’s Exact test were used in comparing frequencies. RESULTS A total of 420 children were studied, 210 pupils from each group. The children from the private schools were younger with a mean age of 7.7Â ±1.9 years as against 10.3Â ±2.6 years for those in public school (t=11.58, p=2=305.34, p= The dietary pattern among the two study groups were significantly different; 90 (42.9%) pupils from the private school consumed beef daily as against 49(23.3) from the public schools. Similarly, approximately half 103(49.1) of the pupils from the private school eat white bread daily as against 45 (21.4%) from the public schools. Seventy five (35.7%) and 29 (13.8%) eats eggs while 44(21.0) and 11(5.2%) eat fried plantain and yam for public and private schools respectively. Again 25 (11.9%) and 13(6.2%) from private and public schools consume at least a can of coke/Fanta daily. These differences were all statistically significant P= Regarding extracurricular activity, the pupils in public schools engaged more in physical activity compared to those in private schools. One hundred and thirteen (53.9%) pupils from the public schools trek daily for a distance of at least one kilometre as against 8 (3.8%) pupils from the private schools. Similarly, 77(36.7%) pupils from the public schools engage in competitive sports daily as against 33(15.7%) from the private. The difference between the two groups regarding physical activity was statistically significant P= Table II shows the distribution of the study population by BMI percentile. The nutritional status varied significantly between the pupils from the public and private school. While under-nutrition was the predominant form of malnutrition in the public schools 33(15.7%), overweight and obesity predominated in the private schools 57(27.1%). Table III below show the effect of various studied variable on BMI percentile. The highest frequency of overweight was observed among those aged 5-6years while the least frequency was among those aged 11 and above. This pattern was statistically significant (X2=21.90, p= 0.01). Although more female pupils when compared to male pupils, were found to be overweight, but this was not statistically significant. More than half (50.9%) of the pupils of low socioeconomic class were undernourished while majority of overweight children (76.7%) were of high socioeconomic class. This pattern was statistically significant (X2=150.0, p= Discussion The overall prevalence of 17.4% for overweight and obesity in this study is quite alarming though similar to the findings from previous studies.6, 12, 23 Owa et al12 reporting from Nigeria in 1997 found a prevalence of 18% for obesity among children aged 5-15 years using fat mass percentage and body mass index based on the US standard. Similarly, Mogre et al23 reported a prevalence of 17.4% for overweight and obesity from Ghana in 2013 among school aged children (5-14 years). This finding from this study and the others above further support the rising trend of overweight and obesity among children in developing countries and that the burden of the problem might not be different from that in the developed countries.24 However, other studies have found much lower prevalence for overweight/obesity. Adegoke et al 14 in 2009 reported a prevalence of 3.1% for overweight/obesity from Ile-Ife South West Nigeria using anthropometry, while Alkali et al 15 in 2015 reported a prevalence of 6.5% from Gombe in North East Nigeria. These lower prevalence reported by Adegoke et al(14) and Alkali et al15 may be due to the difference in socioeconomic status between the study-populations, while greater than 86% of our study population were either of middle or upper socioeconomic class, 48.2% of those studied by Adegoke et al14 were of low socioeconomic class with only 19.6% belonging to the upper class. Although Alkali et al15 didn’t give socioeconomic distribution of their study population but Gombe located in the North East of Nigeria is a small town with small scale businesses and subsistence farming as major occupation compared to Lagos which is the most industrialized City in Nigeria. Furthermore, we studied children in primary schools alone but Adegoke et al14 as well as Alkali et al15 studied both primary and secondary school children. It has been severally documented that prevalence of overweight/obesity decreases in children with advancing age.25,26 In contrast to the developed countries where overweight/obesity is commoner among the low socioeconomic class7-9, majority 56 (76.7%) of these overweight children in this study were of high socioeconomic class. This pattern is similar to findings from other studies from other developing countries13-15,27. This fact was further confirmed by the significantly higher incidence of overweight/obesity among pupils from Private schools compared to those from public schools. In Nigeria, Privates schools particularly in the urban centres charge exorbitant fees affordable only to the rich while public schools are usually free and attended by the low socioeconomic class. In this study, 83.8% of the pupil in public schools were of high socioeconomic class as against 1.9% of those in public schools. Several factors could be responsible for this increasing pattern of overweight/obesity among the affluent class in the developing countries. In the first place, the parents of these children are likely of the working class with little or no time to plan and prepare healthy food for them.28 It is also known that such parents in an effort to compensate for the deficient care constantly provide junk food and snacks for these children.29 Nutritional habit and pattern have been shown to influence the nutritional status of the society.30 These are further driven by aggressive advertising practises, relatively low cost of energy dense food and improved purchasing power which are now most prevalent in developing countries and conducive for the development of overweight and obesity and subsequently the associated morbidities.31 This is in agreement with the finding in this study from Lagos, the most urbanized State in Nigeria, in which Children from the private schools and of high socioeconom ic status significantly consumed food of high energy density such as soft drink, egg, white bread, etc when compared to those from the public and low socioeconomic status. Sedentary life style has been well documented as a cause of overweight and obesity29,32,33 in children. Pupils from the private schools were significantly less involved in physical activities when compared to those from the public schools but engaged more in indoor activities like television viewing and computer games. Similar to previous studies, this practise was significantly associated with overweight and obesity. The low level of physical activity among those in private schools could be due to several reasons. Most of these children are usually driven in car to school by their parents or use the school bus. This is in contrast to the public school which lack school bus and majority, 53.9%, of the pupils trek to school daily. Secondly, while most public schools are usually sited in a planned location with enough space for sporting activity the same cannot be said of the private schools which do not have enough space for outdoor activities with only 15.7% of the pupils engaged in competitive sports. Pressure on the pupils from affluent society for good academic performance including regular extra lessons at home after school hours could also contribute to lack of outdoor activities at home. In this study, overweight and obesity were higher among the younger age groups compared to the older pupils with the highest frequency of 18.2% among those aged 5-6years. Similar pattern of decreasing incidence with advancing age among children less than 13 years was also observed in a study from India25 and Saudi Arabia26. However, other studies have found a contrary pattern: increasing incidence with advancing age34. The reason for this variability in finding is not clear. Females had slightly higher prevalence of overweight and obesity when compared to the male, though this difference was not significant. This is similar to the finding of Mohana et al 35 from India. The effect of gender on overweight and obesity in children remains inconclusive, while several studies have found significantly higher prevalence among the female gender 34,36-38 others have reported significantly higher prevalence among the males.39-41 The reason for this variability is not clear but studies with higher female prevalence have suggested cultural factors as a possible explanation as female children in certain society mostly engage in indoor activities. Conclusion and Recommendations The prevalence of overweight and obesity among children living in urban centres in developing countries like Nigeria is quite high and is comparable to that in the developed country. This problem is mainly a problem of children from high socioeconomic status. Dietary pattern and sedentary life style are important factors contributing to the high prevalence among these group of children. In contrast, under-nutrition has remain a major problem among the low socioeconomic status. We recommend introduction of school meal program in both the public and private school to augment calorie intake among the public school children and modulate same for those in private schools. Provision of sporting facilities must be made mandatory requirement for registering of private school and if already a requirement must be enforced on new and existing private schools. Finally, public enlightenment on the medical implications of overweight/obesity in children should be aggressively pursued by the relevan t agencies before the complications begin to set in. Conflict of Interest The authors had no conflict of interest whatsoever to declare

Best-Self Portrait

| Learning Project 1, Part 4-6 | | | LP1, Part 4: What are others' experiences of me when I am my best? Phase 1: Creating the Reflected Best-Self Portrait When I am at best, I help people. I motivate myself and feel motivated when I get to help others. Whether it’s a stranger, colleague, friends, or family, I feel my passion in assisting those in need. As long as it’s within my capability and moral belief that what people ask for help is ethical and legal, I give them my attention and time. I feel happy that I am able to give a hand, and I feel happy to see people become happy with the help I give them.Helping others put smiles on my face and also on them as well. I feel proud of myself that I have the power to help the others. For families and friends, I am always open for help and be supportive. I believe that if there are people out there who love to help, there will be many people who will return the helping spirit to other people. I always try to be responsible wit h tasks I have been given, and also be responsible with myself. I believe it is important to have trusts and both independence and dependence to others. Being responsible is an important part of me.When I make a promise, I try my best to keep the promise because it is my responsibility. I am persistent and drive myself to bring the end result, a good result, of things I was responsible for. As an employee, I hold onto the responsibilities as an employee to provide my best in each shift, and do all the tasks given by my supervisor and managers. It is in my best interest to never lose any reason to not smile. I try to find reasons to smile everywhere and every day, whether the reason involves weather, my job, friends, or smaller things like I woke up early for the day.So I make reasons to be optimistic, to start the day content and positive. I know that it’s important for me to stay positive and find things to be happy about. I love having opportunities to learn new things and experience and gain new skills. The fact that there still are opportunities for new experiences is important to me. Because I think these opportunities are getting less as you get older, I try my best to grab every opportunity I can do learn new skills that are practical in the future.When an opportunity is shown to me, I commit myself until I achieve in grabbing that opportunity and absorb everything I can do to face new challenges and learn. I adapt to the new circumstances and am open-minded to different things. I may not be competitive, but I am ambitious to get things done and be successive at it. I stay focused on what I have started and never give up until I complete the task. I am a hard-worker, who tries the best to achieve success. As long as I don’t bring negative effects around me in the process, I don’t only give up but also continue to put my best effort to be triumphant.I stay focused. My family is important to me. Because I can’t see them often o r regularly, I am more loyal to them than ever. I care and cherish them. I express my love in many different ways. I let them know I still love them no matter how far I am now today. I support them mentally and orally; I let some tension and troubles away from them; and I always stay responsive to them. When asked for help, I am enthusiastic to help them the best I can. I feel responsible to love them and be a supportive family member to them as they are to me.Like it is my job to love and be dutiful to my parents as a daughter, my job is exactly the same for all the other family members. I am a good friend. I am a good listener, listening to my friends’ problems and worries. I support my friends but I know when to be honest and realistic, with the purpose of helping them Patterns/Themes| Declaration| Examples Given| Helpful| I believe in being selfless, making small differences, putting smiles on others’ faces, being compassionate, and have a heart to help. | 1. Helpi ng Coral out, with the Calgary geography2. Listen to Danny's concerns and problems. Responsible| I believe in giving trust and confidence to others. I believe in being trustworthy, reliable, and accountable to my actions and behaviors, regardless of situations. | 1. Being the daughter to my parents. 2. Be responsible as an employee and a co-worker to help and provide fitting skills at Swarovski. | Supportive| I believe in backing up the people I care about, encouraging them, helping them, defending them, and loving them. | 1. Encouraging and complimenting Coral and her new place. 2. Compliment and Recommending the trendy styles to Danny. Adaptable| I believe in the power to adapt to new surroundings and situations, learning new skills and experiences to make them my own. | 1. Adapting to the new country, new city and new language when first immigrated to Canada. 2. Adapting to the new atmosphere of working places when got the job at the Swarovski. | Ambitious| I believe in being com passionate and eager to have goals, work hard, and successfully achieve them. | 1. Accepting new responsibilities and tasks at work. 2. Got in to the school band, to let off my flute skills. | Loyal| I believe in loving my families, giving them my time and effort.I believe in the presence of family value and care for one another. | 1. Be the best supportive and loving family member to all of my families and relatives. 2. Always be on the side of my friends, trusting them. 3. Have Danny's back with his problems. Cheer him up even when I wasn't very much interested. | Open-minded| I believe in the differences in ideas, interests, and conflicts. I acknowledge those differences and am unbiased and receptive. | 1. Be open to the sensitive questions from Danny3. Be receptive to what can be condescending questions and statements from Danny about my religion2.Open to different cultures, when first came to Canada. | Loving and welcoming| I believe in the loving and welcoming all of those who enters into my life. Once entered, I love and value them regardless of circumstances | 1. Welcoming Coral to Calgary and to my friends. 2. Making Sinae feel at ease at my place. | Appendices Best-Self Stories 1. From a work colleague: I have the ability to give a hand whenever any co-worker asked. For example, there was a time when Choa asked if I could help her with arranging all the inventories in the back room, I agreed to help with a smile.The back room was a mess and it was going to take a long time to arrange because the inventories were not in order of product names. Choa and I started get to work, by prioritizing the sections that we needed to organize. I set the sections in the best order so we could finish by the end of our shifts. Although we didn’t work together many times before, we managed to work together well, helping one another. I didn’t lose smile although there were lot of work to do. I helped her when she was handling heavy inventories. In the end , we managed to finish our jobs, and end up gotten closer than before. 2.From a work colleague: I was fast getting used to the new working place as well as being with new co-workers. When I got the job at the Swarovski, I was the only one who was new and all the others all so close to one another. But I got along with the co-workers, getting used to their system of how they do things in their own ways. Although Choa's way of working was bit different than the others, I soon adapt to her system, so I could help her better and let her work with me more effectively and faster. I was very civil and almost diplomat that she or others did not feel threatened or uncomfortable during my first couple of weeks.By the time my job was near the end, I was friends with everyone, including the manager. 3. From a friend: I am receptive and open-minded whenever Danny wanted someone to talk to. For example, there were times when he talked about religions. Although our religions were different, and th ere may have been times where Danny’s questions were perhaps inappropriate and offensive, I never judged him or get offended. I understood the differences in views of people, and I thought it is normal and possible for others to have such views or questions that might be condescending.I tried my best to help him understand my point of views with all the knowledge I know about my religion. And I listened to what he sees and perceives about religions and actually paying attention to what he is saying without stopping him or correct him. 4. From a friend: I was always nice to a friend, and be the best friend. For example, because Danny loves shopping, he used to ask me if I could join him time to time. If I wasn't too busy, I always accompanied him to the mall, helping him choose the clothes.There were times when I didn't want to go because I end up wasting my money but I still went most of the times because he needed that to be cheered up and I knew he needed a company. I was a lways supportive, even if I was tired and exhausted following him, and even recommended the trendy and fitting styles to him. He trusted me to tell him what was good or bad for him, and I did exactly that when necessary. I listened to his problems and gossips when we are together, when we were shopping, and I backed him up and cheered him when he felt down and discouraged about his relationships or looks. With the best advices thatI could give him, he could steam off some stress and worries for that week. And I was also happy because I could see he became happy. 5. From a friend: I am great at making people happy and comfortable. For example, I visited Korea with Sinae for the summer. And she was staying at my parents' place with me for the whole trip. She was little bit uncomfortable and apologetic that she might disturb any family moments. The whole atmosphere of the Korean neighborhood made her being unease. I made sure that she didn't feel uncomfortable by always being with her and invite her to the family outings.I constantly talked and joked with her when we were with my families so that she can join in the same conversation and be more active and feel welcomed. She later was fully relaxed and was herself. 6. From a family member: I am great being responsible. As a daughter, I did and still do my best to take care of family/daughter duties. For example, it is hard to live alone with both of my parents living in another country. But I always find the time to write them letters for celebrations, to call and email them, and always keep constant interactions with them.Because my parents do not know what’s going on with my life, I let them know, talking to them about almost everything, from small to big things. I feel responsible as their daughter to update them with my life, whether I have exams coming up or I have an interview. But I think it is also my responsibility to not make them worried. So I don’t tell them how stressed I am with my sch ool or having a boy crisis. 7. From a family member: I am great at adapting to new environment and new challenges. When we first immigrated to Calgary, all I know was the simple hi, how are you English.Everything was just so different, with people, language, and the culture. But when I started going to a junior high school, I never complained or cried. I never screamed at my mom, that I want to go back. I adapted well, studying English hard as well as other regular classes. I also got into the school band, because I wanted to play the flute. I was one of the good performers who knew how to play the flute, which helped me make friends lot better. If I didn't have power to adapt, I would've never fully got use to Calgary, made no friends, and cried every night. 8.From a friend: I am always being kind to her. From the moment I met Coral, I tried my best to be supportive and a friend to her because she was new to Calgary. Because she did not have any friends or didn’t know any pl aces to buy things or go eat, I showed her to good restaurants and good stores to buy school suppliers with good prices. If I had time, I sometimes went to the places she wanted to go with her so that she wouldn’t get lost. I introduced her to my friends with the same major as her or similar habits. I invited her when I hung out with my friends so she wouldn’t get lonely.Now, we are closer than anyone, trusting one another. Coral helps me with the problems I have, returning all kindness to me, which I am very grateful for. LP1, Part 6 Personal Integrative Analysis Analysis 1. What are the five ideas or insights from this course, central to the primary question? There are many ways to find out my transferable skills, and I actually have more transferable skills than I previously thought. The exercises taught me to never lose confidence within myself because they showed me different skills that I didn't realize before.Another insight that I learned is that there are many different ways to see things and each way can allow myself to express my transferable skills, capacities and/or values differently. Depends on how I value myself, I can have different skills on one thing. The more I can gain and improve many transferable skills, the more my individual genius to be able to overlap with the world of work. I believe that if I can increase my zone of skills and values, I will easily find the appropriate fit between myself and the world. I will know many skills, both professional and practical, to allow me to adapt to the outside world lot better and faster. . What are three insights that I have been able to integrate within this course? One of the insight that I was able to integrate within this course is that there are many things that I am and should be grateful for and I now know I should be expressing them. I learned that it is important for me to feel appreciated to things around me and within me; I shouldn't take things for granted. Feeling grate ful for even small things can change my mood and the way I feel and act. Another insight is that I should pause my life once in awhile and look at my life in terms of goals, achievement, and stages that I am in right now.Am I in the right path of being happy with my life? Where am I with my goals and achievement? I learned that although things around me, like a job and relationships with people, are important, taking care of myself and evaluating myself is also very important to me too. When I am working and trying to survive in the outside world, I will know better to stop and go through my life mission and goals. The knowledge I was able to grab from this course is that truly knowing who I am, what I want, and what I did and have is priceless.I always thought that I knew myself pretty well, better than anyone else, but this course taught me how and what to do in order to look within myself. I now know that I will try to go over these steps I have learned to update my info to mysel f time to time. 3. My individual genius when interacting with others? I think I am more aware of my individual genius when I'm interacting with others than before. Because I know more about my individual genius, I think I will be able to grab many opportunities to improve on them while interacting with other people.I know what and when I can exercise and best perform my transferable skills. 4. Two new interest or values? One of my new interest is the self-awareness. I think I entered this new level of not only understanding about myself, but of the ways and steps that I am to learn about myself. I never thought that knowing myself is valued this much by everyone in professional world as well as in personal life. I now know that it is in one of my best interest to continue with widen my self-awareness and self-understanding. It is good knowing myself, and it's beautiful being confident.After all the exercises, I now learn to be appreciative. Exercises I did in classes first forced me to find things that I feel grateful, and then after couple of them, I know the importance of being grateful. Things I have been ignoring are now the ones that am grateful for. These exercises opened my eyes. The fact that I feel grateful for small to big things, I feel like I am more positive. I didn't know that this exercise made to see more beautiful things than I did before. 5. When am I most confident? When am I least confident? I am most confident when I am using my top strengths, helping people.When I am in a position to help other, which is whenever, there is no need for me to waste time to see if I'm confident to help or now. If I can help, I help. If the help requires a special knowledge that I do not have, I either don't help or I take instructions. I am most confident when I look at myself. I know myself the best, and I can express myself to me the best. With the help of this course, I think I am better at it. When I'm at least confident, I'm standing in front of the cla ss, getting all the unwanted attention, and have to present.Although I may be most confident expressing myself to me, I am least confident when I am either expressing myself to the group of people or present. It makes my whole body shake and my heart beat fastens like there is no tomorrow even when I'm thinking about speaking out loud in a class full of people. I am also least confident when I need to be the sole leader. I think that even if I am qualified to be a leader, I can't come out and lead because I never had that many opportunities before. I think that when I am assigned to be a leader, that's when I'm scared for myself.