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Environmental Pollution Control Measures - 8416 Words

Chapter 6 Environmental Pollution Control Measures While modern societies face growing concern about global environmental issues, developing countries are experiencing complex, serious and fast-growing pollution problems of their own. The potent combination of industrialization, urban development and mass consumption trends is exacerbated by foreign companies operating with little regard for the impact on the local environment. Environmental pollution is more than just a health issue; it is a wider social issue in that pollution has the potential to destroy homes and communities. Pollution problems are also closely tied to the mode of development in developing countries. Despite this, many developing countries either have not developed†¦show more content†¦history of pollution problems and countermeasures in Japan. The specific case of Minamata Disease will be discussed in detail, looking at questions such as the difficulties encountered in the implementation of pollution initiatives and the wider social roles of those respo nsible for, or otherwise related to, the initial problem. This will be followed by an analysis of environmental policy and philosophy in Japan to identify those experiences and initiatives that have relevance for developing countries today. been grouped into four main periods to clarify the past experiences of Japan that are of relevance to developing countries today. Below we present an overview of the social background in each period and the development of pollution control measures. 1-3 Trends in Environmental Pollution Control Measures 1-3-1 Beginning of Environmental Pollution (1600s~1945) The first known instance of pollution damage in Japan involved emissions of wastewater containing heavy metals by mining operations back in the 1600’s, before the Edo Era. Affected farmers and fishermen launched bitter protests against the environmentalShow MoreRelatedEnvironmental Pollution, Problems and Control Measures5083 Words   |  21 PagesEnvironmental pollution, problems and control measures A. Introduction and definition of environmental pollution – We know that, a living organism cannot live by itself. Organisms interact among themselves. Hence, all organisms, such as plants, animals and human beings, as well as the physical surroundings with whom we interact, form a part of our environment. All these constituents of the environment are dependent upon each other. Thus, they maintain a balance in nature. As we are the only organismsRead MoreEnvironmental Activism in China1130 Words   |  4 PagesEnvironmental Activism in China I. Introduction China witnesses rapid economic growth after the economic reform in 1978. This economic development brings people great wealth and also a huge cost on the environment. Water and air pollution are among most serious environmental problems, others like soil retrogression and degradation, deforestation, and human health problems coming with these issues are becoming more severe too. In addition, due to China’s biggest population on earth, the impactRead MorePollution As An Environmental Problem1426 Words   |  6 PagesPOLLUTION AS AN ENVIRONMENTAL PROBLEM Introduction The environment is always facing sudden changes due to natural forces like the eruption of volcanic and earthquakes. However human activities have in the recent times being blamed as the major contributor to the majority of the environmental problems that there are today. Among the numerous environmental issues is pollution. Human activities have been solely responsible for soil, water, and air pollution that has made the entire environment pollutedRead MoreEnvironmental Pollution Simulation Review and Summary Essay1091 Words   |  5 PagesEnvironmental Pollution Simulation Review and Summary Environmental Pollution Simulation Review and Summary In the simulation â€Å"Managing Environmental Concerns and Resources,† the scenario took place in Eastern Europe, in a Casadonia city named Keywich. The main concern of Keywich’s City Council is the increasing population of the town and the negative effects it can have on the economy, environment, culture and society. In the past Keywich was a regular recipient of the Casadonia GreenboughRead MorePhilippine Environment Code1477 Words   |  6 PagesEnacted on June 6, 1977 in the City of Manila by President Ferdinand E. Marcos †¢ The Philippine Environmental Code is a body of laws settling forth management policies and prescribing quality standards for the environment in its totality. †¢ Provided a comprehensive program of environmental protection and management. The Code established specific environment management policies and prescribes environmental quality standards. AIR QUALITY MANAGEMENT The purposes of this Title are: a. to achieve andRead MoreThe Conservation, Protection And Improvement Of Human Environment936 Words   |  4 PagesAbstract: There is no dearth of legislations on environmental safety in India but their enforcement has been too distant from satisfactory. There is must use for the effective and efficient enforcement of the Constitutional mandate and another environmental legislations. 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However, the quality of the air in our atmosphere is deteriorating rapidly due to the incorporation of harmful amounts of gases, dust and fumes. The substances that constitute the air pollution are the pollutants. The local and international governments continue to work overnight to establish strategies and policies to promote a positiveRead MoreA Brief Note On The Agency Of Environment And Forest Essay1638 Words   |  7 Pages . Preventation: GOVERNMENTAL STEPS FOR POLLUTION CONTROL IN BANGLADESH The ‘Ministry of Environment and Forest (MOEF)’of Bangladesh is primarily responsible for environmental protection. It was created in 1989. The MOEF has taken some steps to control the environmental pollution of Bangladesh. National Environmental Management Action: Plan (NEMAP). The government has taken a project named NEMAP to integrate environment with the development in a policy framework. It provides a guideline for promotingRead MoreAir Pollution Atlanta Using The Galileo Database991 Words   |  4 PagesResearching the topic of air pollution Atlanta using the Galileo database was easy because there are several filters to narrow down the search. Furthermore, the database contains several non-periodical and peer-reviewed articles related to the topic. Using the criteria outlined above, the research selected two peer-reviewed articles from reliable academic sources. The criteria were reliable in selecting six peer-reviewed articles that covered the topic of air pollution in Atlanta comprehensively.

Building the Emotional Intelligence of Groups free essay sample

80 HARVARD BUSINESS REVIEW By now, most executives have accepted that emotional intelligence is as critical as IQ to an individuals effectiveness. But much of the important work in organizations is done in teams. New research uncovers what emotional intelligence at the group level looks like-and how to achieve it Building the Emotioncil Intelligence of Groups W by Vanessa Urch Druskat and Steven B. Wolff HEN MANAGERS EIRST STARTED HEARING ABOUT the concept of emotional intelligence in the 1990s, scales fell from their eyes. The basic message, that effectiveness in organizations is at least as much about EQ as IQ, resonated deeply; it was something that people knew in their guts but that had never before been so well articulated. Most important, the idea held the potential for positive change. Instead of being stuck with the hand theyd been dealt, people could take steps to enhance their emotional intelligence and make themselves more effective in their work and personal lives. Indeed, the concept of emotional intelligence had real impact. The only problem is that so far emotional intelligence has been viewed only as an individual competency, when the reality is that most work in organizations is done by teams. And if managers have one pressing need today, its to find ways to make teams work better. MARCH 2001 81 Building the Emotional Intelligence of Groups It is with real excitement, therefore, that we share these findingsfromour research: individual emotional intelligence has a group analog, and it is just as critical to groups effectiveness. Teams can develop greater emotional intelligence and, in so doing, boost their overall performance. Why Should Teams Build Their Emotional Intelligence? No one would dispute the importance of making teams work more effectively. But most research about how to do so has focused on identifying the task processes that distinguish the most successftil teams-that is, specifying the need for cooperation, participation, commitment to goals, and so forth. The assumption seems to be that, once identified, these processes can simply be imitated by other teams, with similar effect. Its not true. By analogy, think of it this way: a piano student can be taught to play Minuet in G, but he wont become a modem-day Bach without knowing music theory and being able to play with heart. Similarly, the real source of a great teams success lies in the fundamental conditions that allow effective task processes to emerge-and that cause members to engage in them wholeheartedly. Our research tells us that three conditions are essential to a groups effectiveness: trust among members, a sense of group identity, and a sense of group efficacy. When these conditions are absent, going through the motions of cooperating and participating is still possible. But the team will not be as effective as it could be, because members will choose to hold back rather than fully engage. To be most effective, the team needs to create emotionally intelligent norms -the attitudes and behaviors that eventually become habits-that support behaviors for building trust, group identity, and group efficacy. The outcome is complete engagement in tasks. {For more on how emotional intelligence infiuences these conditions, see the sidebar A Model of Team Effectiveness. ) at more levels. To understand the differences, lets first look at the concept of individual emotional intelligence as defined by Daniel Goleman. In his definitive book Emotional Intelligence, Goleman explains the chief characteristics of someone with high El; he or she is aware of emotions and able to regulate them-and this awareness and regulation are directed both inward, to ones se lf, and outward, to others. Personal competence, in Golemans words, comes from being aware of and regulating ones own emotions. Social competenceis awareness and regulation of others emotions. A group, however, must attend to yet another level of awareness and regulation. It must be mindful of the emotions of its members, its own group emotions or moods, and the emotions of other groups and individuals outside its boundaries. In this article, well explore how emotional incompetence at any of these levels can cause dysfunction. Well also show how establishing specific group norms that create awareness and regulation of emotion at these three levels can lead to better outcomes. First, well focus on the individual level-how emotionally intelligent groups work with their individual members emotions. Next, well focus on the group level. Andfinally,well look at the cross-boimdary level. Working with Individuals Emotions /(†¢// Kasper, head ofher companys customer service department, is naturally tapped tojoin a new cross-functional team focused on enhancing the customer experience: she has extensive experience in and a real passion for customer service. But her teammatesfind she brings little more than a bad attitude to the table. At an early brainstorming session, Jill sits silent, arms crossed, rolling her eyes. Whenever the team starts to get energized about an idea, she launches into a detailed account of how a similar idea went nowhere in the past. The group is confused: this is the customer service star theyve been hearing about? Little do they realize shefeels insulted by the very formation of the team. To her, it implies she hasnt done her job well enough. Three Levels of Emotional Interaction Make no mistake: a team with emotionally intelligent members does not necessarily make for an emotionally intelligent group. A team, like any social group, takes on its own character. So creating an upward, self-reinforcing spiral of trust, group identity, and group efficacy requires more than a few members who exhibit emotionally intelligent behavior. It requires a team atmosphere in which the norms build emotional capacity (the ability to respond constructively in emotionally uncomfortable situations) and influence emotions in constructive ways. Team emotional intelligence is more complicated than individual emotional intelligence because teams interact 82 When a member is not on the same emotional wavelength as the rest, a team needs to be emotionally intelligent vis-ci-vis that individual. In part, that simply means being aware of the problem. Having a norm that encourages interpersonal understanding might facilitate an awareness that Jill is acting out of defensiveness. And picking up on this defensiveness is necessary if the team Vanessa Urch Druskat is an assistant professor of organizational behavior at the Weatherhead School of Management at Case Western Reserve University in Cleveland. Steven B. Wolff is an assistant professor of management at the School of Management at Marist College in Poughkeepsie, New York. HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups A Model of Team Effectiveness better decisions, more creative solutions, higher productivity study after study has shown that teams are more creative and productive when they can achieve high levels of participation, cooperation, and collaboration among members. But interactive behaviors (ike these arent easy to legislate. Our work shows that tbree basic conditions need to be present before such behaviors can occur: mutual trust among members, a sense of group identity (a feeling among members that they belong to a unique and worthwhile group), and a sense of group efficacy (the beliefthat the team can perform well and that group members are more effective working together than apart). At the heart of these three conditions are emotions. Trust, a sense of identity, and a feeling of efficacy arise in environments where emotion is well handled, so groups stand to benefit by building their emotional intelligence. Group emotional intelligence isnt a question of dealing with a necessary evil-catching emotions as they bubble up and promptly suppressing them. Far from it. Its about bringing emotions deliberately to the surface and understanding how they affect the teams work. Its also about behaving in ways that build relationships both inside and outside the team and that strengthen tbe teams ability to face challenges. Emotional intelligence means exploring, embracing, and ultimately relying on emotion in work that is, at the end ofthe day, deeply human. articipation, cooperation, collaboration trust, identity, efficacy group emotional intelligence wants to make her imderstand its desire to amplify her good work, not negate it. Some teams seem to be able to do this naturally. At Hewlett-Packard, for instance, we learned of a team that was attempting to cross-train its members. The idea was that if each member could pinch-hit on everyone elses job, the team could deploy efforts to whatever task required the most attention. But one member seemed very uncomfortable with learning new skills and tasks; accustomed to being a top producer in his own job, he hated not knowing how to do a job perfectly. Luckily, his teammates recognized his discomfort, and rather than being annoyed, they redoubled their efforts to support him. This team benefited from a group norm it had established over time emphasizing interpersonal understanding. The norm had grown out of the groups realization that working to accurately hear and understand one anothers feelings and concerns improved member morale and a willingness to cooperate. Many teams build high emotional intelligence by taking pains to consider matters from an individual members perspective. Think of a situation where a team of four must reach a decision; three favor one direction and the fourth favors another. In the interest of expedience, many teams in this situation would move directly to a maMARCH 2001 jority vote. But a more emotionally intelligent group would pausefirstto hear out the objection. It would also ask if everyone were completely behind the decision, even if there appeared to be consensus. Such groups would ask, Are there any perspectives we havent heard yet or thought through completely? Perspective taking is a team behavior that teamwork experts discuss often but not in terms of its emotional consequence. Many teams are trained to use perspectivetaking techniques to make decisions or solve problems (a common tool is affinity diagramming). But these techniques may or may not improve a groups emotional intelligence. The problem is that many of these techniques consciously attempt to remove emotion from the process by collecting and combining perspectives in a mechanical way. A more effective approach to perspective taking is to ensure that team members see one another making the effort to grapple with perspectives; that way, the team has a better chance of creating the kind of trust that leads to greater participation among members. An executive team at the Hay Group, a consulting firm, engages in the kind of deep perspective taking were describing. The team has done role-playing exercises in which members adopt othersopinions and styles of interaction. It has also used a storyboarding technique, in 83 Building ttie Emotional Intelligence of Croups which each member creates a small poster representing his or her ideas. As team members will attest, these methods and others have helped the group build trust and increase participation. Regulating IndividualsEmotions Interpersonal understanding and perspective taking are two ways that groups can become more aware of their members perspectives and feelings. But just as important as awareness is the ability to regulate those emotions-to have a positive impact on how they are expressed and even on how individual team members feel. Were not talking about imposing groupthink or some other form of manipulation here-clearly, the goal must be to balance the teams cohesion with members individuality. Were simply acknowledging that people take their emotional cues from those around them. Something that seems upsetting initially can seem not so bad o r ten times worse depending on whether ones colleagues are inclined to smooth feathers or fan flames. The most constructive way of regulating team membersemotions is hy establishing norms in the group for both confrontation and caring. in a meeting where one team member arrived angry because the time and place of the meeting was very inconvenient for him. When another member announced the sacrifice the man had made to be there, and thanked him, the mans attitude turned around 180 degrees. In general, a caring orientation includes displaying positive regard, appreciation, and respect for group members through behaviors such as support, validation, and compassion. Interpersonal understanding, perspective taking, confrontation, caring-these norms build trust and a sense of group identity among members. And all of them can be established in teams where they dont arise naturally. You may ask, But is it really worth all the effort? Does it make sense to spend managerial time fostering new norms to accommodate a few prickly personalities? Of course it does. Teams are at the very foundation of an organization, and they wont work effectively without mutual trust and a common commitment to goals. Working with Group Emotions Chris couldnt believe it, but he was requesting a reassignment The team he was on was doing good work, staying on budget, and hitting all its deadlines though not always eleIt may seem illogical to suggest that an emotionally gantly. Its leader, Stan Evans, just got a promotion. So why intelligent group must engage in confrontation, but its was being on the team such a downer? At the last major stanot. Inevitably, a team member will indulge in behavior tus meeting, they should have been serving champagne -so that crosses the line, and the team must feel comfortable much had been achieved. Instead, everyone was thoroughly calling the foul. In one manufacturing team we studied, dispirited over a setback they hadnt foreseen, which turned a member told us about the day she selfishly decided to out later to be no big deal. It seemed no matter what hapextend her break. Before long, one of her teammates pened, the group griped. The team even saw Stans promostormed into the break room, saying, What are you dotion in a negative light: Oh, so I guess management wants ing in here? Get back out on the floor-your team needs to keep a closer eye on us and I hear Stans new boss you! The woman had overstepped tbe bounds, and doesnt back this project. Chris she got called on it. There were had a friend on another team no hard feelings, because the woman knew the group valued Inevitably, a team member will who was happy to put in a good word for him. The work was inher contributions. indulge in behavior that crosses herently less interesting but hey, Some teams also find that a at le ast they were having fun. little bumor helps when pointing out errant behavior. Teasing Some teams suffer because someone who is habitually late they arent aware of emotions comfortable calling the foul. or meetings, for instance, can at the group level. Chriss team, make that person aware of how for instance, isnt aware of all it has achieved, and it doesnt acknowledge that it has fallen important timeliness is to the group. Done right, coninto a malaise. !n our study of effective teams, weve frontation can be seen in a positive light; its a way for found tbat having norms for group self-awareness-of the group to say, We want you in-we need your conemotional states, strengths and weaknesses, modes of intribution. And its especially important when a team teraction, and task processes-is a critical part of group must work together on a long-term assignment. Without emotional intelligence tbat facilitates group efficacy. confrontation, disruptive behavior can fester and erode Teams ga in it both through self-evaluation and by solicita sense of trust in a team. ing feedback from others. Establishing norms that reinforce caring behavior is often not very difficult and usually a matter of concenSelf-evaluation can take tbe form of a formal event trating on little things. When an individual is upset, for or a constant activity. At Sberwin Williams, a group of example, it may make all the difference to have group managers was starting a new initiative that would require members acknowledge that persons feelings. We saw this higher levels of teamwork. Group members hired a con- the line, and the team mustfeel 84 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups sultant, but before the consultant arrived, they met to assess their strengths and weaknesses as a team. They found that merely articulating the issues was an important step toward building their capabilities. A far less formal method of raising group emotional awareness is through the kind of activity we saw at the Veterans Health Administrations Center for Leadership and Development. Managers there have developed a norm in which they are encouraged to speak up when they feel the group is not being productive. For example, if theres a post-lunch lull and people on the team are low on energy, someone might say, Dont we look like a bunch of sad sacks? With attention called to it, the group makes an effort to refocus. Emotionally competent teams dont wear blinders; they have the emotional capacity to face potentially difficult information and actively seek opinions on their task processes, progress, and performance from the outside. For some teams, feedback may come directly from customers. Others look to colleagues within the company, to suppliers, or to professional peers. A group of de signers we studied routinely posts its work in progress on walls throughout the building, with invitations to comment and critique. Similarly, many advertising agencies see annual industry competitions as a valuable source of feedback on their creative teams work. Croups are most creative when their members collaborate unreservedly. People stop holding back when there is mutual trust, rooted in emotionally intelligent interactions. Regulating Group Emotions Many teams make conscious efforts to build team spirit. Team-building outings, whether purely social or Outward Bound-style physical challenges, are popular methods for building this sense of collective enthusiasm. Whats going on here is that teams and their leaders recognize they can improve a teams overall attitude-that is, they are regulating group-level emotion. And while the focus of a team-building exercise is often not directly related to a groups actual work, the benefits are highly relevant: teams come away with higher emotional capacity and thus a greater ability to respond to emotional challenges. The most effective teams we have studied go far beyond the occasional ropes and rocks off-site. They have established norms that strengthen their ability to respond MARCH 2001 ffectively to the kind of emotional challenges a group confronts on a daily basis. The norms they favor accomplish three main things: they create resources for working with emotions, foster an affirmative environment, and encourage proactive problem solving. Teams need resources that all members can draw on to deal with group emotions. One important resource is a common vocabulary. To use an example, a group member at the Veterans Health Administration picked up on another members bad mood and told him that he was just cranky today. The cranky term stuck and became the groups gentle way of letting someone know that their negativity was having a bad effect on the group. Other resources may include helpful ways to vent frustrations. One executive team leader we interviewed described his teams practice of making time for a wailing wall a few minutes of whining and moaning about some setback. Releasing and acknowledging those negative emotions, 85 Building the Emotional Intelligence of Croups the leader says, allows the group to refocus its attention on the parts of the situation it can control and channel its energy in a positive direction. But sometimes, venting takes more than words. Weve seen more than one intense workplace outfitted with toys like soft projectile shooters-that have been used in games of cube warfare. Perhaps the most obvious way to build emotional capacity through regulating team-level emotion is simply to create an affirmative environment. Everyone values a team that, when faced with a challenge, responds with a can-do attitude. Again, its a question of having the right group norms-in this case, favoring optimism, and positive images and interpretations over negative ones. This doesnt always come naturally to a team, as one executive we interviewed at the Hay Group knows. When external conditions create a cycle of negativity among group members, he takes it upon himself to change the atmosphere of the group. He consciously resists the temptation to join the complaining and blaming and instead tries to reverse the cycle with a positive, constructive note. One of the most powerful norms we have seen for building a groups ability to respond to emotionally challenging situations is an emphasis on proactive problem solving. We saw a lot of this going on in a manufacturing team we observed at AMP Corporation. Much of what this team needed to hit its targets was out of its strict control. But rather than sit back and point fingers, the team worked hard to get what it needed from others, and in some cases, took matters into its own hands. In one instance, an alignment problem in a key machine was creating faulty products. The team studied the problem and approached the engineering group with its own suggested design for a part tbat might correct the problem. The device worked, and the number of defective products decreased significantly. Building Norms for Three Levels of Group Emotional Intelligence Group emotional intelligence is about the small acts that make a big difference. It is not about a team member working all night to meet a deadline; it is about saying thank you for doir)g so. It is not about in-depth discussion of ideas; it is about asking a quiet member for his thoughts. It is not about harmony, lack of tension, and all members liking each other; it is about acknowledging when harmony is false, tension is unexpressed, and treating others witb respect. The following sidebar outlines some of the small things tbat groups can do to establisb tbe norms that build group emotional intelligence. take them down a notch. And what was with that name, anyway? Some kind ofinsidejoke, Jim guessed. Too bad nobody else got it The last kind of emotional intelligence any high-performing team should have relates to cross-boundary relationships, just as individuals should be mindful of their own emotions and others, groups should look both inward and outward emotionally. In the case of the Bugs, This kind of problem solving is valuable for many reathe team is acting like a clique creating close emotional sons. It obviously serves the company by removing one ties within but ignoring the feelings, needs, and conmore obstacle to profitability. But, to the point of our cerns of important individuals and teams in the broader work, it also shows a team in control of its own emotions. organization. It refused to feel powerless and was eager to take charge. Some teams have developed norms that are particularly helpful in making them aware of the broader organizational context. One practice is to have various team members act as liaisons to important constituencies. Many Jim sighed. The Bugs team was at it agair. Didnt they see teams are already made up of members drawn from different parts of an organization, so a cross-boundary perthat while they were high-fiving one another over their impressive productivity, the rest of the organization was paying spective comes naturally. Others need to work a little harder. One team we studied reahzed it would be imfor it? This time, in their self-managed wisdom, theyd deportant to understand the perspective of its labor union. ided to make a three monthssupply of one component. No Consequently, a team member from HR went to some changeover meant no machine downtime and a record low lengths to discover the right channels for having a union cost per unit But now the group downstream was swamped with inventory it didnt need and worried about shortages of member appointed to the group. A cross-boundary perspective is esp ecially important in situations where a something else. Jim braced himself for his visit to the floor. eams work will have significant impact on others in The Bugs didnt take criticism well; they seemed to think they were flawless and that everyone else was just trying to the organization for example, where a team is asked to Working with Emotions Outside the Group 86 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Groups Individual Interpersonal Understanding 1. Take time away from group tasks to get to know one another. 2. Have a check in at the beginning of the meeting that is, ask how everyone is doing. 3. Assume that undesirable behavior takes place for a reason. Find out what that reason is. Ask questions and listen. Avoid negative attributions. 4. Tell your teammates what youre thinking and how youre feeling. Perspective Taking 1. Ask whether everyone agrees with a decision. 2. Ask quiet members what they think. 3. Question decisions that come too quickly. 4. Appoint a devils advocate. Group Team Self-Evaluation 1. Schedule time to examine team effectiveness. 2. Create measurable task and process objectives and then measure them. 3. Acknowledge and discuss group moods. 4. Communicateyour sense of what is transpiring in the team. 5. Allow members to call a process check. (For instance, a team member might say, Process check: is this the most effective use of our time right now? ) Seeking Feedback 1. Askyourcustomershowyou are doing. 2. Post your work and invite comments. 3. Benchmark your processes. Cross-Boundary Organizational Understanding 1. Find out the concerns and needs of others in the organization. 2. Consider who can influence the teams ability to accomplish its goals. 3. Discuss the culture and politics inthe organization. 4. Ask whether proposed team actions are congruent with the organizations culture and politics. Norms That Create Awareness of Emotions Norms That Help Regulate Emotions Confrortting 1. Set ground rules and use them to point out errant behavior. 2. Call members on errant behavior. 3. Create playful devices for pointing out such behavior. These often emerge from the group spontaneously. Reinforce them. Caring 1. Support members: volunteer to help them if they need it, be flexible, and provide emotional support. 2. Validate members contributions. Let members know they are valued. 3. Protect members from attack. 4. Respect individuality and differences in perspectives. Listen. 3. Never be derogatory or demeaning. Creating Resources for Working with Emotion 1. Make time to discuss difficult issues, and address the emotions that surround them. 2. Find creative, shorthand ways to acknowledge and express the emotion in the group. 3. Create fun ways to acknowledge and relieve stress and tension. 4. Express acceptance of members emotions. Creating an Affirmative Environment 1. Reinforce that the team can meet a challenge. Be optimistic. For example, say things like, We can get through this orNothing will stop us 2. Focus on what you can control. 3. Remind members of the groups important and positive mission. 4. Remind the group how it solved a similar problem before. 5. Focus on problem solving, not blaming. Solving Problems Proactively 1. Anticipate problems and address them before they happen. 2. Take the initiative to understand and get what you need to be effective. 3. Do ityourself if others arent responding. Rely on yourself, not others. Building External Relationships 1. Create opportunities for networking and interaction. 2. Ask about the needs of other teams. 3. Provide support for other teams. 4. Invite others to team meetings if they might have a stake in what you are doing. MARCH 2001 87 Building the Emotional Intelligence of Groups design an intranet to serve everyones needs. Weve seen gaining the confidence of outsiders, adopting an ambasmany situations in which a team is so enamored of its so- sadorial role instead of an isolationist one. lution that it is caught completely by surprise when othA manufacturing team we saw at KoSa displayed very ers in the company dont share its enthusiasm. high social skills in working with its maintenance team. It recognized that, when problems occurred in the plant, Some of the most emotionally intelligent teams we the maintenance team often had many activities on its have seen are so attuned to their broader organizational plate. All things being equal, what would make the maincontext that it affects how they frame and communicate tenance team consider this particular manufacturing their own needs and accomplishments. A team at the group a high priority? Knowing a good relationship chemical-processing company KoSa, for example, felt it would be a factor, the manufacturing team worked hard needed a new piece of manufacturing equipment, but seto build good ties with the maintenance people. At one nior management wasnt so sure the purchase was a pripoint, for instance, the manufacturing team showed its ority. Aware that the decision makers were still on the appreciation by nominating the maintenance team for fence, the team decided to emphasize the employee safety Team of the Quarter recognition-and then doing all benefits of the new machine-just one aspect of its desirthe letter writing and behind-the-scenes praising that ability to them, but an issue of paramount importance to management. At a plant safety meeting attended by high- would ultimately help the maintenance team win. In turn, the manufacturing teams good relationship with level managers, they made the case that the equipment maintenance helped it become one of the highest prothey were seeking would greatly reduce the risk of injury ducers in the plant. to workers. A few weeks later they got it. Sometimes, a team must be particularly aware of the needs and feelings of another group witbiin the organizaA Model for Group Emotional tion. We worked with an information technology comIntelligence pany where the hardware engineers worked separately from the software engineers to achieve the same goalWeve been discussing the need for teams to learn to faster processing and fewer crashes. Each could achieve channel emotion effectively at the three levels of human only so much independently. When finally a hardware interaction important to them: team to individual memteam leader went out of bis way to build relationships ber, team to itself, and team to outside entities. Together, with the software people, the two teams began to coopthe norms weve been exploring help groups work with erate and together, they achieved 20% to 40% higher per- emotions productively and intelligently. Often, groups formance than had been targeted. with emotionally intelligent members have norms like these in place, but its unlikely any group would unconThis kind of positive outcome can be facilitated by sciously come up with all the norms we have outhned. norms that encourage a group to recognize the feelIn other words, this is a model for group emotional intelings and needs of other groups. We saw effective norms ligence that any work team for interteam awareness at a could benefit from by applying division of AMP, where each it deliberately. Nee seen many situations manufacturing team is responsible for a step in the manufacWhat would the ultimate in which a team is so enamored emotionally intelligent team turing process and they need one another to complete the look like? Closest to the ideal of its solution that it is caught product on time. Team leaders are some of the teams weve there meet in the morning to completely by surprise when seen at IDEO, the celebrated understand the needs, resources, industrial design firm. IDEOs and schedules of each team. If others in the company dont creative teams are responsible one team is ahead and another for the look and feel of products share its enthusiasm. is behind, they reallocate relike Apples first mouse, the sources. Members of the faster Crest toothpaste tube, and the team help the team thats behind and do so in a friendly Palm V personal digital assistant. Thefirmroutinely wins way that empathizes with their situation and builds the competitions for the form and function of its designs and relationship. even has a business that teaches creative problem-solving techniques to other companies. Most of the examples weve been citing show teams that are not only aware of but also able to influence outThe nature of IDEOs work calls for high group emosiders needs and perspectives. This ability to regulate tional intelligence. Under pressure of client deadlines and emotion at the cross-boundary level is a groups version of budget estimates, the company must deliver innovative, the social skills so critical to individual emotional intel- aesthetic solutions that balance human needs with engiligence. It involves developing external relationships and neering realities. Its a deep philosophical belief at IDEO 88 HARVARD BUSINESS REVIEW Building ttie Emotional Intelligence of Croups that great design is best accomplished through the crerelationships with those individuals and groups. On disative friction of diverse teams and not the solitary pursuit play at IDEO is a curious model: a toy truck with plastic of brilliant individuals, so its imperative that the teams at pieces on springs that pop out of the bed of the truck IDEO click. In our study of those teams, we found group when a button is pressed. It turns out the model comnorms supporting emotional intelligence at all three levmemorates an incident that taught a variety of lessons. ls ofour model. The story centers on a design team that had been working for three weeks on a very complex plastic enclosure First, the teams at IDEO are very aware of individual for a product. Unfortunately, on team members emotions, and the Thursday before a Monday they are adept at regulating A team can have everything client deadline, when an engithem. For example, an IDEO deneer was taking it to be painted, signer became very frustrated going for it-the brightest and it slipped from his pickup bed because someone from marketand exploded on ing was insisting a logo be apmost qualified people, access to 70 mph. The team the road at was willing plied to the designers product, to work through the weekend to which he felt would ruin it visuresources, a clear mission but rebuild the part but couldnt finally. At a meeting about the prodish it without the help of the still fail because it lacks group uct, the teams project leader outside fabricator it had used picked up on the fact that someemotional intelligence. on the original. Because they thing was wrong. The designer had taken the time to build a was sitting off by himself, and things didnt look right. The project leader looked into the situation and then initiated a negotiation that led to a mutual solution. IDEO team members also confront one another when they break norms. This is common during brainstorming sessions, where the rule is that people must defer judgment and avoid shooting down ideas. If someone breaks that norm, the team comes down on him in a playful yet forceful way {imagine being pelted by foam toys). Or if someone is ou t of line, the norm is to stand up and call her on it immediately. If a client is in the room, the confrontation is subtler- perhaps a kick under the chair. Teams at IDEO also demonstrate strengths in groupfocused emotional intelligence. To ensure they have a high level of self-awareness, teams constantly seek feedback from both inside and outside the organization. Most important, they work very closely with customers. If a design is not meeting customer expectations, the team finds out quickly and takes steps to modify it. Regulating group emotion at IDEO often means providing outlets for stress. This is a company that believes in playing and having fun. Several hundred finger blasters (a toy that shoots soft projectiles) have been placed around the building for employees to pick up and start shooting when theyre frustrated. Indeed, the design firms culture welcomes the expression of emotions, so its not uncommon for someone whether happy or angryto stand up and yell. IDEO has even created fun office projects that people can work on ifthey need a break. For example, they might have a project to design the company holiday card or to design the tourist stop displays seen by visitors. Finally, IDEO teams also have norms to ensure they are aware of the needs and concerns of people outside their boundaries and that they use that awareness to develop tWARCH 2 0 0 1 good relationship with the fabricator, its people were willing to go above and beyond the call of duty. The lighthearted display was a way for teammates to show the engineer that all was forgiven-and a reminder to the rest of the organization of how a team in crisis can get by with a little help from its friends. Where Do Norms Come From? Not every company is as dependent on teams and their emotional intelligence as IDEO. But now more than ever, we see companies depending on teams for decisions and tasks that, in another time, would have been the work of individuals. And unfortunately, we also see them discovering that a team can have everything going for it-the brightest and most qualified people, access to resources, a clear mission-but still fail because it lacks group emotional intelligence. Norms that build trust, group identity, and group efficacy are the key to making teams click. They allow an otherwise highly skilled and resourced team to fulfill its potential, and they can help a team faced with substantial challenges achieve surprising victories. So how do norms as powerful as the ones weve described in this article come about? In our research, we saw them being introduced from any of five basic directions: by formal team leaders, by informal team leaders, by courageous followers, through training, or ft-om the larger organizational culture. (For more on how to establish the norms described in this article, see the sidebarBuilding Norms for Three Levels of Group Emotional Intelligence. ) At the Hay Group, for example, it was the deliberate action of a team leader that helped one group see the importance of emotions to the groups overall effectiveness. Because this particular group was composed of managers 89 Building ttie Emotional Intelligence of Groups from many different cultures, its leader knew he couldnt assume all the members possessed a high level of interpersonal understanding. To establish that norm, he introduced novelties like having a meeting without a tahle, using smaller groups, and conducting an inventory of team membersvarious learning styles. Interventions like these can probably be done only by a formal team leader. The ways informal leaders or other team members enhance emotional intelligence are typically more subtle, though often just as powerful. Anyone might advance the cause, for example, by speaking up if the group appears to be ignoring an important perspective or feeling-or simply by doing his or her part to create an affirmative environment. Training courses can also go a long way toward increasing emotional awareness and showing people how to regulate emotions. We know of many companies that now focus on emotional issues in leadership development courses, negotiation and communication workshops, and employee-assistance programs like those for stress management. These training programs can sensitize team members to the importance of establishing emotionally intelligent norms. Finally, perhaps more than anything, a team can be influenced by a broader organizational culture that recognizes and celebrates employee emotion. This is clearly the case at IDEO and, we believe, at many of the companies creating the greatest value in the new economy. Unfortu- nately, its the most difficult piece ofthe puzzle to put in place at companies that dont already have it. For organizations with long histories of employees checking their emotions at the door, change will occur, if at all, one team at a time. Becoming Intelligent About Emotion The research presented in this article arosefromone simple imperative: in an era of teamwork, its essential to figure out what makes teams work. Our research shows that, just like individuals, the most effective teams are emotionally intelligent ones-and that any team can attain emotional intelligence. In this article, weve attempted to lay out a model for positive change, containing the most important t3pes of norms a group can create to enhance its emotional intelligence. Teams, like all groups, operate according to such norms. By working to establish norms for emotional awareness and regulation at all levels of interaction, teams can build the solid foundation of trust, group identity, and group efficacy they need for true cooperation and collaboration-and high performance overall. 9 Reprint R0103E To order reprints, see the last page of Executive Summaries. To further explore the topic of this article, go to www. hbr. org/explore. (A^^l^ j-iywi 1 Im in a rut They throw the ball, I bring it back. They throw it again, I bring it back again. Whats the point of it ail? 90 HARVARD BUSINESS REVIEW

On Tuesday, November 14, 1995, In What Has Been Perceived As The Years

On Tuesday, November 14, 1995, in what has been perceived as the years biggest non-event, the federal government shut down all "non-essential" services due to what was, for all intents and purposes, a game of national "chicken" between the House Speaker and the President. And, at an estimated cost of 200 million dollars a day, this dubious battle of dueling egos did not come cheap (Bradsher, 1995, p.16). Why do politicians find it almost congenitally impossible to cooperate? What is it about politics and power that seem to always put them at odds with good government? Indeed, is an effective, well run government even possible given the current adversarial relationship between our two main political parties? It would seem that the exercise of power for its own sake, and a competitive situation in which one side must always oppose the other on any issue, is incompatible with the cooperation and compromise necessary for the government to function. As the United States becomes more extre me in its beliefs in general, group polarization and competition, which requires a mutual exclusivity of goal attainment, will lead to more "showdown" situations in which the goal of good government gives way to political posturing and power-mongering. In this paper I will analyze recent political behavior in terms of two factors: Group behavior with an emphasis on polarization, and competition. However, one should keep in mind that these two factors are interrelated. Group polarization tends to exacerbate inter-group competition by driving any two groups who initially disagree farther apart in their respective views. In turn, a competitive situation in which one side must lose in order for the other to win (and political situations are nearly always competitive), will codify the differences between groups - leading to further extremism by those seeking power within the group - and thus, to further group polarization. In the above example, the two main combatants, Bill Clinton and N ewt Gingrich, were virtually forced to take uncompromising, disparate views because of the very nature of authority within their respective political groups. Group polarization refers to the tendency of groups to gravitate to the extreme of whatever opinion the group shares (Baron & Graziano, 1991, p.498-99). Therefore, if the extreme is seen as a desirable characteristic, individuals who exhibit extreme beliefs will gain authority through referent power. In other words, they will have characteristics that other group members admire and seek to emulate (p. 434). Unfortunately, this circle of polarization and authority can lead to a bizarre form of "one-upsmanship" in which each group member seeks to gain power and approval by being more extreme than the others. The end result is extremism in the pursuit of authority without any regard to the practicality or "reasonableness" of the beliefs in question. Since the direction of polarization is currently in opposite directions in our two party system, it is almost impossible to find a common ground between them. In addition, the competitive nature of the two party system many times eliminates even the possibility of compromise since failure usually leads to a devastating loss of power. If both victory and extremism are necessary to retain power within the group, and if, as Alfie Kohn (1986) stated in his book No Contest: The Case Against Competition, competition is "mutually exclusive goal attainment" (one side must lose in order for the other to win), then compromise and cooperation are impossible (p. 136). This is especially so if the opponents are dedicated to retaining power "at all costs." That power is an end in itself is made clear by the recent shutdown of the government. It served no logical purpose. Beyond costing a lot of money, it had no discernible effect except as a power struggle between two political heavyweights. According to David Kipnis (1976, cited in Baron & Graziano, 1991), one of the negative effects of power is, in fact, the tendency to regard it as its own end, and to ignore the possibility of disastrous results from the reckless use of power (p. 433). Therefore, it would seem that (at least in this case) government policy is created and implemented, not with regard to its effectiveness as government policy, but only with regard to its

the use of fetal tissue in res essays

the use of fetal tissue in res essays The use of Fetal Tissue in Research and Transplants Fetal tissue research is done to provide information to society that will eventually lead to the prevention of some diseases and hopefully one day help to discover a cure to some incurable diseases. Right now researchers are doing fetal tissue research to obtain information in areas of fetal tissue transplantation, the development and production of new vaccines, and lastly information on various birth defects and how to prevent or cure them. Fetal tissue research has contributed to the nation's knowledge on various diseases, new vaccines, and a possible treatment to help cure some incurable diseases; however, many ethical and legal concerns arise. Each area of fetal research is done on three different types of fetuses: the live, nonviable aborted fetus, the fetus in utero, and the dead fetus. The first type of research done is on the live, nonviable, aborted fetus. This type of research is done to study the period of time in which a fetus can be kept alive after an abortion in order to obtain cells or organs for transplant (Levy 44). A second type of fetus that doctors experiment on is the fetus in utero. This type of research is done by amniocentesis. Amniocentesis is the insertion of a needle into the abdominal wall and into the amniotic sac where it withdraws amniotic fluid to be tested. This type of research provides no direct involvement with the fetus; however, it is dangerous because it has the possibility of puncturing a sensitive organ. The process of amniocentesis provides doctors and researchers with information that detects sex-linked diseases and genetic disorders. Another way experimenters conduct tests on the fetus in utero is to give the mother specific drugs or treatment and then observe the effects on the aborted fetus. This way of researching the fetus in utero does have direct involvement with the fetus (Levy 44). The third type of fetus u...

The Subclass Pterygota and Its Subdivisions

The Subclass Pterygota and Its Subdivisions The subclass Pterygota includes most of the world’s insect species. The name comes from the Greek pteryx, which  means â€Å"wings.† Insects in the subclass Pterygota have wings, or had wings once in their evolutionary history. Insects in this subclass are called pterygotes. The main identifying feature of pterygotes is the presence of veined wings on the mesothoracic (second) and metathoracic (third) segments. These insects also undergo metamorphosis, either simple or complete. Scientists believe insects evolved the ability to fly during the Carboniferous period, over 300 million years ago. Insects beat vertebrates to the skies by some 230 million years (pterosaurs evolved the ability to fly about 70 million years ago). Some insect groups that were once winged have since lost this ability to fly. Fleas, for example, are closely related to flies, and are believed to descend from winged ancestors. Although such insects no longer bear functional wings (or any wings at all, in some cases), they are still grouped in the subclass Pterygota due to their evolutionary history. The subclass Pterygota is further divided into two superorders – the Exopterygota and the Endopterygota. These are described below. Characteristics of the Superorder Exopterygota: Insects in this group undergo a simple or incomplete metamorphosis. The life cycle includes just three stages – egg, nymph, and adult. During the nymph stage, gradual change occurs until the nymph resembles the adult. Only the adult stage has functional wings. Major Orders in the Superorder Exopterygota: A large number of familiar insects fall within the superorder Exopterygota. Most insect orders are classified within this subdivision, including: Order Ephemeroptera - mayfliesOrder Odonata - dragonflies and damselfliesOrder Orthoptera - crickets, grasshoppers and locustsOrder Phasmida - stick and leaf insectsOrder Grylloblattodea - rock crawlersOrder Mantophasmatodea - gladiatorsOrder Dermaptera - earwigsOrder Plecoptera - stonefliesOrder Embiidina - webspinnersOrder Zoraptera - angel insectsOrder Isoptera - termitesOrder Mantodea - mantidsOrder Blattodea - cockroachesOrder Hemiptera - true bugsOrder Thysanoptera - thripsOrder Psocoptera - barklice and booklice  Order Phthiraptera - biting and sucking lice Characteristics of the Superorder Endopterygota: These insects undergo a complete metamorphosis with four stages – egg, larva, pupa, and adult. The pupal stage is inactive (a rest period). When the adult emerges from the pupal stage, it has functional wings. Orders in the Superorder Endopterygota: The majority of the worlds insects undergo complete metamorphosis, and are included in the superorder Endopterygota. The largest of these nine insect orders are: Order Coleoptera - beetlesOrder Neuroptera - nerve-winged insectsOrder  Hymenoptera  - ants, bees, and waspsOrder Trichoptera - caddisfliesOrder  Lepidoptera  - butterflies and mothsOrder Siphonoptera - fleasOrder Mecoptera - scorpion flies and hangingfliesOrder Strepsiptera - twistedwing parasitesOrder Diptera - true flies    Sources: Pterygota. Winged insects.   Tree of Life Web Project. 2002. Version 01 January 2002 David R. Madden.  Accessed online September 8, 2015.Pterygota, pterygote. Bugguide.net. Accessed online September 8, 2015.A Dictionary of Entomology,  edited by Gordon Gordh, David Headric.Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Subclass pterygota, by John R. Meyer, Department of Entomology, North Carolina State University. Accessed online September 8, 2015.

Risk Management Essay Example | Topics and Well Written Essays - 500 words - 2

Risk Management - Essay Example These risks are likely to affect the construction of high rise building that may result into delay in completion of the high rise project and overrun of cost allocated for the project. The brand name of the construction company is also likely to be affected by these risk factors. The exposure to the identified risk factors is likely to affect the high rise construction project as it would impact the project cost and schedule of the construction of the high rise building. Thus the prioritization of risk is done based on the anticipated overrun of cost and time of the high rise construction project. The delay in approval from the government, conflict of interest over the proposed construction, etc. may lead to delay in completion of the high rise construction thereby incurring additional expenses for the project. Since the high rise building is being constructed in a commercial district, the schedule of construction is extremely important as the floors are to be sold to the corporate houses which have paid a considerable proportion in advance. The allocated budgetary expenses for construction also need to be met as overrun of cost would lead to financial risk for the construction company. Thus schedule risk and financial risk is the most important in construct ion of the high rise building (Karim, 2012, p.1). Apart from the schedule and financial risk, the technical political and social risks are also important. Technical risk may occur due to lack of communication between the company and its workers due to which the quality of construction may be hampered. Political interventions may crop up on issues like labour wages, safety of the workers, etc. Apart from the political risk, any form of non-cooperation by the labour, injunctions from the people of the community may pose social risk which is considered by the company for building a high rise in the commercial district. After identification of the possible risks, the treatment of these

Pytons Research Paper Example | Topics and Well Written Essays - 250 words

Pytons - Research Paper Example Since pythons are non-venomous, they depend heavily on bank heavily on their strength to catch their prey, because of their strength they can swallow large animals like pigs, dogs, cats etc. Reticulated pythons are considered to be the world’s longest snakes, these pythons measure up to 33 feet long. Pythons bite their prey and then they wrap their body around their prey and use their strength to squeeze it until the prey is suffocated and is unable to breath. Hence their prey dies and once the prey is dead they swallow the whole body and eat it in single gulp (Goldish). It is said that a python takes several days to digest its prey. Pythons lay 2-10 eggs and incubation time for their eggs is 56 days. On an average the life span of a python is around 25 years, but 48 years is the maximum a ball python has said to have lived. Bibliography SZG Docent. What are Snakes? 11 May 2011 . Shine, R. Australian Snakes: A Natural History. New York: Reed Books, 1991. Goldish , M. Reticulat ed Python: The World's Longest Snake. New York: Bearport Publishing Company, 2010.

If Money doesnt Make You Happy; Then Your Not Spending It Right Critique Essay Example for Free

If Money doesnt Make You Happy; Then Your Not Spending It Right Critique Essay The belief that money lead to ultimate happiness was circulated among mankind and perceived as the essence of life, this can be seen in the quote: â€Å"Money makes the world go round†. Upon reading this quote , one begins to think that money is the everlasting physical material that brings happiness. However, Money is only tangible and can disappear overnight. William Durant, founder of GM and Chevrolet, said â€Å"Money is only leaned to a man. He comes into the world with nothing and leaves with nothing†. This indicates how one spends this tangible curse to pursue the thought of happiness. Throughout Dunns writing, the thought that spending money in a diverse manner brings happiness appears in numerous positions and to emphasis this stand it firstly appears in the title , â€Å"If Money Doesn’t Make You Happy, Then You Probably Aren’t Spending It Right†. Happiness-according to Dunn- through money, can be decanted through 8 different â€Å"Principles†: 1) Buy more experiences and fewer material goods. (2) Use ones money to benefit others rather themselves (3) Buy many small pleasures rather than fewer large ones (4) Eschew extended warranties and other forms of overpriced insurance (5)Delay consumption (6) Consider how peripheral features of their purchases may affect their day-to-day lives (7) Beware of comparison shopping (8) Pay close attention to the happiness of others. These are semi accurate ways spending money the right way and I agree with most of them; yet, some of these point I find quite contradicting. Because the nature of mankind does not agree with such perfect attributes and that one must obtain to have a more enjoyable life. Principle 1: Buy more experiences and fewer material goods. This is the utmost correct statement ever known to man when they want to spend money. The point directs us to a human natural instinct: boredom. Once a human is bored or tired of something, then that person will get rid of that object. For example; a plasma TV was bought , and it is an enjoyable device to a certain point. The TV owner would want to replace that TV with something productive and more efficient. This principle is showing that instead of buying something tangible and replaceable, one should consider something more everlasting like a memory of going to the lake fishing. Memories are not forgotten; they riddle and disintegrate over time but immortal as long as one keeps up with these  memories. Principle 2: Use ones money to benefit others rather themselves. In my opinion, this is only achieved with a perfect world containing angles as its citizens. The reality is that money isnt spent due human nature greed. There are still some saints in the world that are willing to give their wealth to the unfortunate but At the end of the day one must put into consideration that bills must be paid at the end of the month and food must be placed on the table at the end of the night. According to CNN Money Network statistics, 28% of all Americans have emergency savings savings that will last for 6 months. which means when 72% of the population lose their jobs living necessary will be excluded with if they dont find another job in less than a month. viewing it from a different perspective ; 72% of Americans live from paycheck to paycheck. With whatever there is leftover it is either going to the person or children’s saving account or for a trip for themselves or family. The author indicated the feeling and satisfaction one gets when helping someone for example donating to others as a warm or irreplaceable feeling. Principle 3: Buy many small pleasures rather than fewer large ones. Understanding this means that smaller pleasures last longer or become more embedded into our mines and life styles; due to the fact that, these small pleasures are more frequent and enjoyable. For instance, one might go out with a colleague for coffee every morning just about every day-supposing that one has an innocent crush on the other; it is better than going to that person out of the blue and asking the other for dinner. first, you have made a common ground with that natural frequency of $5 a day for two cups of coffee- so that means that you are less likely to be rejected completely. second, it is cheaper than one impressive dinner that might be in the $80-$90 dollar range. This is true to a certain point; if you have a family trip every year to the most casual tourist traps could be a lot more cheaper than one big one every two years to some where exotic and fun. I have personally performed interviews with people from the upper, middle , and lower classes. surprisingly the upper and lower class citizens both have the same mentality; which was frequent but cheap trips. The reasoning behind this -in my opinion- is to break the cycle of work, and sleep. Even though the middle class is known to everyone of being the hard working class . looking at the middle class, they prefer one big trip every once a year. this  shows that they first must insure themselves and their family before performing any drastic moves. Principle 4: Eschew extended warranties and other forms of overpriced insurance. People must have some kind of insurance to back the citizens up against any miscellanies accidents from heart attacks to explosions. the problem lies within the citizens themselves. as we hear through the media that almost 20% of Americans dont have insurance; for instance if a family member had a bad illness then all of the member in that family would suffer the consequences of the medical bill. Due to medical prices nowadays, if youre not insured than get prepared for the worst once an accident happens. Principle 5: Delay consumption. The very straight translation of this is in one quote: dont spend what you dont have. Marketing is a technique to lure the innocent and naive to falling prey to these falls advertising from the big monopolies. this point is the second most important point that humans do not realize. debt is something no one should endure and struggle through; it might be a grace if done once or twice for example: car loans, mortgage, credit cards. however, it will be the inferno once a standard Joe does not keep up with his bills because then all of those payments plus the interest on them will engulf that person till he/she is worn out or dead. Principle 6: Consider how peripheral features of their purchases may affect their day-to-day lives Third most important principle -in my opinion; finding the effects of irresponsible spending on someones life. this shows that one must know what theyre going to buy before and the effects of that purchase. There is a local quote: Do not shop at a grocery store when youre hungry. the meaning behind this quote links most of these principles together; if you shop when youre, most likely:1) youre going to buy a lot (2) once you buy a lot then you do not know how much your spending, (3) most of that food you bought you will eat but some will be thrown away. Principle 7: Beware of comparison shopping. this principle shows how one of the fallacies come into place: ad hominem. online shopping lets you compare products from different manufactures and compare them together. wondering how ad hominem comes to place; lets take this example: Joe wants to buy a car but he does not know what to look for; so he goes to an online website that can compare cars together. The first car he looks at is awesome but it has a leading competitor so the car manufactures put the flaws in that leading competitor car, and vice versa.  they both attack each other than using the positive attributes of each car are. it is a psychological brain attraction; by altering the context of the paragraph -by choosing the right words- the customer is in their grasps. Principle 8: Pay close attention to the happiness of others. this simply means that one must consider other peoples opinions before buying a product or service. this is also considered to be an ad hominem and moral equivalence; the reason is because we rely on hearsay not actual facts. it is a way of marketing to discredit an institution of whatever and whomever it is. The essay shows how spending money in certain ways can be effective to ones life style; bringing about more happiness according to Dunn through 8 Principles. the problem with that is that human nature most of the time cannot be predictable; so generalizing how one should spend their money to achieve happiness is not the way to going about; more like it is how can one achieve happiness at minimal spending.

The Poetry of e.e. cummings Essay example -- Poet Poetry Poem Poetic E

The Poetry of e.e. cummings The poems to come are for you and for me and are not for most people. --it's no use trying to pretend that mostpeople and ourselves are alike. Mostpeople have less in common with ourselves than the squarerootofminusone. You and I are human beings;mostpeople are snobs. Take the matter of being born. What does being born mean to mostpeople? Catastrophe unmitigated. Socialrevolution. The cultured aristocrat yanked out of his hyperexclusively ultravoluptuous superpalazzo, and dumped into an incredibly vulgar detentioncamp swarming with every conceivable species of undesirable organism. Mostpeople fancy a guaranteed birthproof safetysuit of nondestructible selflessness. If mostpeople were to be born twice theyà d improbably call it dying. you and I are not snobs. We can never be born enough. We are human beings;for whom birth is a supremely welcome mystery,the mystery of growing:the mystery which happens only and whenever we are faithful to ourselves. You and I wear the dangerous looseness of doom and find it becoming. Life,for eternal us,is now;and now is much too busy being a little more than everything to seem anything.catastrophic included (Cummings, 1935). So begins No Thanks, a book of poetry written by the already well-established Edward Estlin Cummings. When most people think of poetry, certain vocabulary comes to mind. Imagery. Rhyme. Meter. Flow. Figurative language. When the poetry of E.E. Cummings is mentioned, these stereotypical poetic techniques are forgotten. Instead, the mind focuses on Cummings' technique of avoiding technique. The lack of capitalization and nonstandard punctuation most likely begin the list of Cummings' nonrules in the minds of many. Sadly, the knowledge of... ...rn Library. Cummings, E.E. (1966). Collected poems. New York: Harcourt, Brace & World. Fairley, I.R. (1975). E.E. Cummings and ungrammar: A study of syntactic deviance in his poems. New York: Watermill. Friedman, N. (1960). E.E. Cummings: The art of his poetry. Baltimore: The Johns Hopkins Press. Friedman, N. (1972). E.E. Cummings: A collection of critical essays. Englewood Cliffs, N.J.: Prentice-Hall. Haines, G. (1951). The world and E.E. Cummings. In Friedman, N. (Ed.), E.E. Cummings: A collection of critical essays (pp. 15-30). Englewood Cliffs, N.J.: Prentice-Hall. Norman, C. (1958). The magic-maker: E.E. Cummings. New York: Macmillan. Watson, B. (1956). The dangers of security: E.E. Cummings' revolt against the future. In Friedman, N. (Ed.), E.E. Cummings: A collection of critical essays (pp. 31-45). Englewood Cliffs, N.J.: Prentice-Hall.

Examination of the factors that contribute to depression among young women aged 15 to 25 of age in the UK

Abstract This dissertation identifies the factors that contribute to a mental health problem (depression) among young women 15 to 25 of age in the UK. The literature review revealed that the young women aged 15 to 25 are exposed to the risk of being depressed as a result of the interplay between biological and environmental factors. Furthermore, the rates of depression were found to be higher in the women population compared to men. The study also reveals that depression in the young women of this age bracket has negative effects on their family and friends. Although the family members and friends are always willing to help their loved ones recover from mental health problems they are prevented from doing so because of their lack of knowledge and skills in handling depression. As a result, depression ends up disrupting the relationship between the patients and their loved ones who equally end up being distressed as well. The findings reveal that the government should increase the funding on i ts programs and consistently review the performance of the policies in order to correct any mistakes in time. Introduction The main purpose of this study is to review literature on the factors that contribute to depression among young women aged 15 to 25 in the UK. The study will explore the impact of the patient’s condition on the family members and friends, and evaluate the effectiveness of the different initiatives to support young women with depression. The study carries out an extensive review of academic articles and will access all available data to discuss the research objectives. Additionally, it will perform an appraisal of the findings and results obtained from related literatures. Thereafter, a conclusion will be provided on all issues deliberated in the study, and then a recommendation will be given for the public education and possibly for future mental health research project among young women in the United Kingdom. Background and Rationale for the study The World Health Organization (WHO) defined mental health as a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community, whilst, mental problems or illness refers to conditions that affect cognition, emotion, and behaviour for example, schizophrenia, depression, and autism (Manderscheid et al, 2010). Women are more likely to suffer from depression compared to men. Brady (2013) confirmed that the investigation of national mental health surveys have shown that psychological disorders are 20% to 40% likely to occur in women than men. Walsh (2009) claims that this disparity is due to many elements, as studies have given a number of factors have been responsible for the cause of mental health problems among women in the UK; some of the influences include the increasing responsibility of women performing multiple roles in the society, such as care ers, homemakers and breadwinners. Seeman (2006) stated that the care giving role of women, which sometimes extends to spouses, children and the elderly, may induce increased stress and possibly cause mental health problems. Likewise, the associated issues of pregnancy and child-bearing are an additional consideration responsible for a high rate of mental health problems among women (Kidd et al, 2013). Ussher (2010) notes that the issue of domestic violence is also a contributing factor because women have depression or mental health problems because they have been subjected to domestic violence. These women sometimes find it hard to go for counseling as a confidential and safe means by which they can outlet their feelings. There are very few studies that have identified the relationship between mental health problems among young women and depression; this supports studies that have linked stress as a catalyst responsible for mental health problems amongst young women (Pratt et al 201 2). Weich (2004) confirmed that some UK based studies have reported an excess in the prevalence of the most common mental disorders of anxiety and depression. The cost of treating depression and other mental problems is a big financial burden to the government. The Centre for Mental Health (2010) concluded that mental problems have not only a human and social cost, but also an economic one, with wider costs in England amounting to ?105 billion a year. Rosenfeld (2009) asserts that very few studies have focused on the causes of depression among young women in the age group of 15-25. Most studies focus on depression on women, men, or adolescents without necessarily narrowing down to young women (Rosenfeld, 2009). The rationale for this study is to identify the causes of depression among the young women aged 15-25, evaluate the effects of depression on the family members and friends, explore the government policy and interventions and then offer recommendations on how to protect the yo ung women from depression. The study of depression in young women is important because the depression suffered at this age group has a direct effect on the future lives of these women (Thomas et al 2008). It is therefore important to look into ways of protecting them against depression because this will not only save the government money that is currently being used on treatment but also ensure that the young women enter the early adulthood stage with a strong mental ability. To the healthcare profession, this study will be helpful in the treatment of depression through making maximum use of preventive measures and formulating a basis for further research on ways of reducing the rates of depression among women aged 15-25. Aims and Objectives The primary aim of this project is to review literature on the factors that contribute to depression among young women aged 15 to 25 in the United Kingdom. The objectives of the study are as follows: To identify and understand the risk factors responsible for depression as a mental health problem among young women aged 15 to 25 in the UK. To examine the impact of depression on the family and friends of the depressed persons To investigate ggovernment initiatives that support young women with depressionEthicsThis study addressed ethical and anti- oppressive issues that relate to research and practice. It adhered to all the ethical principles that guide the use of secondary data. The review was conducted with an interest of finding ways of improving the lives of young people with depression through evaluating ways of reducing the causative agents and providing care for the already depressed population. The findings are meant to benefit both the depressed young people and form a basis f or future research. Literature ReviewMethodsThis review followed an inclusion and exclusion criteria in determining which articles and books to review and which ones to ignore based on the relevance of their content to this dissertation. The journal articles were chosen from EbSCOhost, BNI, MEDLINE, EMBASE, CINHAL, government published documents and policy. Simple electronic database search was then done using the key words as a guiding criterion. All the journals and books were screened by reading the titles, abstract and in some cases full text in deciding which ones were suitable for this research. The key words for the search were â€Å"mental illness, young women, depression, and government policies to address depression†. The database search depended on wildcards and keywords in looking for information in the abstracts, title, subject heading, and full text. The words were used separately and then in combination to ensure that as many relevant articles are reviewed. The criteria for inclusi on and exclusion of articles and books The method for selecting articles made use of the inclusion and exclusion criteria to ensure that the search generated the best possible articles and books. The inclusion criteria targeted the articles that cover prevalence of depression among women, early adulthood, policy intervention in the United Kingdom, peer reviewed and possible methods of dealing with depression. The exclusion criteria on the other hand included the articles and books published prior to 2001, generalized the youth without separating young women from women, only included children under the age of 15, focused on bipolar mood disorder, studies with small sample sizes (less than 50), and those involving non representative samples like the ethnic minorities.ResultsA total of 100 citations were considered for the research, out of which 30 duplicate citations were filtered out. The remaining 70 citations were then screened using the inclusion and exclusion criteria outlined above. 50 articles were retained for inclu sion and the other 20 were excluded from the study. Therefore, this review is based on a sample of 50 citations. The details of the review are availed in the subsequent sections of this literature review. The articles were then grouped into those that cover the general correlates of and prevalence of depression, those that cover young women below the age of 30, and finally those that cover young women still under the care of their parents. Among the 50 citations considered for review, only a small percentage was longitudinal by design. The samples had different sample sizes with the least having 50 and the most having 20,000 participants. General correlates and prevalence of depression The findings of this review reveal that in the cases where the articles made comparisons between the males and females, women were more likely to be affected by depression compared to the males. Out of the 10 articles that compared the two sexes only three posted a different result. The three articles did not find any significant differences in the prevalence rates between young men and young women. The other seven articles all concluded that women are more vulnerable to depression than men. The prevalence rates ranged from as low as 4.3% to a high of 49%. Factors that contribute to depression among young women 15 to 25 of age in the UK Lundt (2004, p. 67) claims that in addition to women having higher rates of depression than men, many features of depression differ for women when compared to men. These differences include factors like the likelihood of occurrence, risk factors and the symptoms of depression. This literature review reveals an overwhelming support for a multidimensional model of the risk factors for depression in women with a complex relationship being exhibited between life stress, social, biological, sex role socialization and developmental factors. Hales (2008, p. 33) asserts that currently, the exact neurophysiological mechanisms surrounding depression have not yet been identified although stress appears to play a crucial role in the onset of depressive episodes particular at the initial stages. While the conventional perception of depression supports biopsychosocial model of risk factors, more contemporary conceptualizations and research emphasize on the impact of the sex role socialization (Tho mas, et al 2008, p. 41). The societal gender expectations have a direct influence on how to deal with depression. The women who are forced to adopt female roles that are more stereotyped often experience more depression compared to the ones that are not exposed to such hostile environments. Ussher (2010, p. 13) also adds that women are also more likely to make complex inferences and engage in more ruminative self-focus and this may maintain or even aggravate depression. Walsh (2009, p. 66) notes that there is no single theory explaining the gender differences in depression. In fact the different rates of depression are as a result of multidimensional and interactive issues that are functions of idiographic factors. Rosenfeld (2009, p. 76) supports this further by asserting that integrative biopsychosocial theories of depression have been espoused by many different theories. They note that there are five major categories of risk factors which are: Biological, Life stress, Sex role so cialization, Societal/Social and Developmental The interactive model of risk factors is an expansion of the Worrel and Remmer (1992) model (White, & Groh, 2007, p. 65). All the five factors are discussed in discrete sections below for purposes of clarity although in reality most of these factors are interrelated and involve more than one factor at a time. It is for this reason then that some factors will appear in more than one section. Biological Factors In the past, most scholars held the assumption that there were two subtypes of depressions, neurotic and endogenous (Stahl et al. 2003, p. 56). The endogenous depressions were believed to be driven by purely biological factors whereas the neurotic depressions were thought to be functions of interpersonal and intrapersonal factors. However, more recent research shows that very few depressions are purely biological and there is a general consensus that most depressions have a biopsychosocial basis (Savoie et al 2004, p. 29) Although genetics play a significant role in unipolar depression, heredity is not an important factor as it is in bipolar depression. Depression affects women throughout their lives and it is caused by a combination of different factors that range from hormonal, pregnancy, postnatal to biological factors (Paxton, & Robinson, 2008, p. 16). At a later stage in life women may also suffer from depression caused by menopause. These are the factors that make women more vu lnerable to depression than men. Additionally, women are more likely to be diagnosed with depression in their early lives than men. Nimrod (2012, p. 43) found that females start experiencing depression in their early adolescence. The study highlights that depression can occur in the young women and puberty increases the risk. This assertion was supported by Greenblatt (2011, p. 45) who claims that the depression in women mostly starts at puberty. The hormonal levels at puberty are a major cause of depression in young women. The changes in oestrogen and androgen are more responsible for the depression than puberty itself. Hales (2009, p. 77) asserts that this view is consistent with the fact that depression can be as a result of hormonal changes that are related to the reproductive system of women. This is particularly evident in the young women who often complain of both emotional and physical premenstrual symptoms. The young women may also suffer depression during pregnancy. Erland sson and Eklund (2006, p. 32) claim that while pregnancy does not necessarily cause depression, pregnant women who have a history of depression are more likely to suffer relapses because of their reluctance to use antidepressant medication. This thought is supported by Castle et al (2006, p. 61) as they highlight the implications of managing and treating depression in women. Their research revealed that although many women are often reluctant to take medication during pregnancy, the effectiveness of using antidepressants outweighs the consequences of untreated depression on both the child and the woman. As such, their research outlines the importance of the role of nurses, health visitors, general practitioners, mental health practitioners and the other health professionals in educating the young pregnant women and their families. Additionally, the research also highlights the importance of taking the risks of managing and treating depression during pregnancy into consideration as w ell as empowering the young women to make decisions based on the best guidelines and available evidence. However, every pregnant woman must be considered differently and individually because there are many factors that influence their decisions on whether to use the antidepressants or not. Sleath et al (2005, p. 47) say that additional information is required by both pharmacological and non-pharmacological treatments and that all medical practitioners must always weigh up the different treatment options available as well as the wishes of the patient before making any decisions. In fact this is the reason why Pestello & Davis-Berman (2008, p. 15) asserts that current advice must be provided based on evidence based practice and practice guidelines. Mirowsky and Ross (2003, p. 55) claim that there is often an increased risk of depression after childbirth because of the hormonal changes in the postnatal period. During this time, there is often an influx of other factors like breast feed ing that may influence a young woman not to use antidepressants. Although infertility does not lead to depression, the young women struggling with infertility may be susceptible to depression. In fact Demyttenaere, De Fruyt, & Stahl (2005, p. 37) claim that depression may play a role in infertility. Some studies indicate a positive correlation between depression symptoms prior to attempting to conceive and infertility. However, the inability to conceive may lead to depression which may in turn affect the probability of being able to conceive (Ravindran, et al 2002, p. 99). Several other medical conditions like anemia, AIDS, Addison’s disease, cancer, diabetes, infectious hepatitis, influenza, systemic lupus, hypothyroidism, multiple sclerosis, ulcerative colitis, rheumatoid arthritis, hyperthyroidism, mononucleosis, and Cushing’s disease can cause symptoms of depression in young women (Pratt, et al. 2012, p. 21). Furthermore, other medical conditions like heart disease , asthma and hypoglycemia can equally cause anxiety like symptoms. Lazear et al (2008, p. 30) claims that there is a positive correlation between depression and coronary heart disease. Depression occurs with a high rate mostly after coronary heart disease. In fact recent research indicates that depression is a risk factor for coronary heart disease and a predictor of poor outcome (Eklund, Erlandsson, & Persson, 2003, p. 48). Life stress factors Hales (2012, p.50) claims that certain types of stressful life events eventually lead to depression in most young women. One of the possible reasons for the intermittent nature of depression is explained by the kindling hypothesis. According to this hypothesis, the strength of the association between stressful life events and depressive onsets decrease with an increase in the number of episodes (Eklund et al 2010, p. 82). It is the unspecified changes that take place during the repressive episodes either through learning or brain changes rather than the stressful life events that kindle future episodes. Erlandsson and Eklund (2003, p. 68) note that in people with recurrent depressions, the relationship between stress and depression declines progressively through approximately nine episodes and then stabilises through the future episodes. The stress diathesis theories of depression indicate that depression results from the way an individual interprets the life stressful events (Castle , Kulkarni, & Abel, 2006, p. 51). Hopelessness depression is a stress diathesis theory whereby an attributional style interacts with the negative style events to generate specific subtype of depression with symptoms of sadness, loss of motivation and suicidal ideation. In the context of this model, the internal factors (an attributional style) interact with the external factors (negative life events) to produce depression in the young women. Therefore, stress in womens’ lives has a direct impact on the levels of depressions. Caretaking and parenting demands on women often confer an increased risk for depression. Young women with children are particularly vulnerable especially for those that do not work outside the home (Duncan, 2004, p. 58). In fact, the more children in the house the more depression are reported. The responsibility of caring for the aging parents is often left to the adult daughters, which in turn increases their vulnerability to depression. Women seem to be more vulnerable to the negative effects of interpersonal relationships (McLeod & McLeod, 2009, p. 28). Women in unhappy marriages are three times more likely to be depressed than the single ones or men (McLeod & McLeod, 2009, p. 28). Women are more vulnerable to interpersonal violence than men are, and depression is a function of interpersonal violence (Beck, & Alford, 2009, p. 77). Depression can occur because of psychological and neurological changes caused by the interpersonal traumas. Smith & Elliott (2010, p. 44) claim there is a positive correlation between women with histories of childhood sexual and physical abuse and reversed neurovegatative depressive symptoms such as weight gain, increased appetite and hypersomnia, which suggests unique biological processes in trauma related depressions. Depression may also occur because of the effects of brain injuries suffered by battered women (Thomas, et al. 2008, p. 49). Sex Role socialisation Factors Certain types of stereotypical female personality traits as well as the gender role socialisation often contribute to the vulnerability of young women to depression. Weiten (2010, p. 37) claims that women with stereotypical beliefs on the gender roles of women and higher scores of measures of femininity are more vulnerable to depression. Furthermore, gender related personality traits like instrumentality are positively correlated to depression. The same is also true for socially influenced stereotypical female personality traits like dependency and passivity, which are conceptualised as mild manifestations of depression (Gotlib & Hammen, 2010, p. 22). Societal / Social factors Women are more likely to face lowered social status in work roles, family roles and community roles. Despite the gains, women have made both economically and socially, inequality between the sexes continues to persist in the society (Kittleson & Denkmire, 2005, p. 09). The reinforcement deficit theory postulated by Worrell and Remer (1992) indicates that depression is related to an unfavourable ratio between positive and negative person environment outcomes (Pettit & Joiner, 2005, p. 64). The low rate of positive outcomes is assumed to be caused by the increase in passive behaviour and dysphoric mood as the young women feel incapable of attaining personal goals leading to eventual withdrawal and despair. The inequity in family decision-making and access to family finance can cause women to feel powerless and unimportant, precursors to depression. Kantor (2007, p. 18) asserts that poverty is a pathway to depression. The majority of the people living in poverty in the United Kingdom ar e women and children. Dobson and Dozois (2008, p. 13) note that 10% of new cases of major depression are caused by poverty. The same is supported by Diamond (2005, p. 73) who hypothesises that depression is a function of financial hardships and poverty. Although gender differences in rates of depression do not differ by culture, the ethnic minority women and lesbians are at a higher risk because of the complexity and number of risks that they face on daily basis (Friedman, & Anderson, 2010, p. 63). The ethnic minority young women are more likely to be subjected to different socioeconomic factors for depression like ethnic/ racial discrimination, segregation into low status and high-risk jobs, lower educational and income levels, unemployment, single parenthood, poor health, marital dissolution and larger family sizes. Greenblatt (2011, p. 31) adds that being a member of a non-dominant group can also lead to experiences of discrimination and oppression, which are risk factors. Additi onally, intragroup and intergroup racism are also stressors that lead to poor health and psychological distress. Cultural role prescriptions for some ethnic minority women may at times lead to depression. For instance, for the Asian and British Indian women, the cultural norms of deference, passivity and courtesy may result in difficulties in self-assertion especially regarding issues of power consequently resulting in depression. Experiences of migration for any ethnic minority group may result in lack of social support, cultural conflicts, identity confusion, cultural adjustments, and feelings of powerlessness and diminished social status. Developmental Factors Gerrity et al (2001, p. 48) point out that prior developmental experience have a direct influence on the adult susceptibility to depression. This is particularly true for the individuals who have a history of neglect, abuse and parental loss as well as those that were brought up by depressed mothers. Additionally, the subsequent developmental transitions and the accompanying stressors increase the vulnerability of young women to depression. The developmental pathway of women often contain five major key points that begin when they start showing increased rates of depression in adolescence, continuing to the transitions on young adulthood, midlife and old age. Ussher (2010, p. 77) asserts that each of these transitions is accompanied by challenges and stresses. The intensity of these factors varies depending on the unique personality of an individual, social contexts, familial and social support, and life circumstances. One such interactive model indicates that girls arrive at the ado lescence stage with more pre-existing factors than boys do and these factors interact with social and biological changes of adolescence, which then extend into adulthood (Peacock & Casey 2000, p. 74). The young women in the age bracket of 15 to 25 are in the period of young adulthood. This period is a time of potential stress and strain for them because it is a time when they must make important interpersonal and vocational life choices that include decisions related to marriage and motherhood (White & Groh, 2007, p. 17). The young mothers with children at home face higher risks of depression. Epidemiological data indicates that the mid to late 20’s is the age at which women start experiencing depression because of the many decisions that they have to make (Stahl, et al 2003, p. 94). In the period of transition to adulthood, the women that were exposed to childhood adversities are more likely to be depressed compared to the ones that did not go through such terrible childhood s. The mid 20’s is the first time a woman must face the harsh realities of life in the context of the dreams and visions mapped out in the adolescence period. The discovery that adulthood is not as she expected often thrusts most women into despair and confusion. The fact that the young women are facing the challenges and stresses of adulthood for the first time in their lives makes them feel unprepared as the demands of adult life are at times very overwhelming (Ferentinos, et al. 2011,p. 63). These stresses make the young adult women vulnerable to psychological distress, particularly depression. Effects of depression on family and friends of the patients Weiten (2010) says that when a young woman gets depression, it does not affect her alone as it also has gross effects on their parents, siblings, friends and the whole family. All the people close to the individuals suffering from depression often get extremely worried about the patients. Beck and Alford (2009) claim that the worst part of it is that in most cases these people do not have the knowledge and skills to help the patients. This worsens the situation for the patients, as they feel helpless and in so doing adding more misery to the parents, siblings and close friends. Dobson and Dozois (2008) assert that the family members and friends get worried on the possibility of the young depressed women contemplating suicide because of their unstable conditions. In as much as they are always willing to help these young depressed women get back to the normal swing of things, the ways of doing it makes the whole thought a mirage. Therefore, they end up being very focused on them, alway s worrying for them and having difficult time connecting with the depressed young women because depression inhibits their ability to interact with other people. Depression hurts the young women both mentally and physically inhibiting their ability to work and function. The people who have affection for the young girls are often hurt by the experiences of their loved ones (Thomas et al 2008). Unlike the other physical illnesses, depression is not easily visible to people without prior experience. In fact, many people have no idea of its causes or treatment (Sleath et al 2005). The intangibility of the illness makes it very hard for the family and friends who are not able to feel or see the intensity of the suffering. Some family members and friends even deny the existence of depression because of the confusing nature of the illness. Castle, Kulkarni, & Abel (2006) claim that some family members and friends consider depression as a sign of personal weakness, while others often end up fighting alongside their depressed friends and family members. These too cases are both extreme and cause grief especially because the depressed young girls feel frustrated, misunderstood or overstretched to recover quickly. Demyttenaere, De Fruyt, and Stahl (2005) say that the symptoms of depression are very difficult to interpret. The young girls often get withdrawn and have little energy to perform ordinary daily tasks. Unfortunately, this is at times misinterpreted by the other family members as a lack of effort in helping in the daily house chores. Evaluation of initiatives for tackling the mental health problems among young women in the UK The purpose of this part of the dissertation is threefold: Make reference to some policies that touch on mental health of young women in the United Kingdom; Highlight some of the progress made by the government in helping the young people suffering from mental health problems; Identify the weaknesses and gaps in the policy and support and what should be done to improve their effectiveness. Owing to the large number of government policies on the young people, this dissertation will be highly selective in approach. INITIATIVES The National Service Framework for children, young people and maternity services policy contains the 11 standards that contribute to the mental well being of the young people. In 2007, the government developed the National Indicator Set to enable the central government manage the performance of the local government. These indicators were as follows: NI50, which monitors the emotional health of the children and young people; NI51 to monitor the effectiveness of government policy. The Children and Young People in Mind (CAMHS) made recommendations that highlight the role of all universal services like the police and midwives in promoting the mental health of children and young people. The government implemented two of its recommendations through the creation of National Advisory Council (NAC) and National CAMHS Support Service (NCSS). The role of the NAC is to hold the government accountable in ensuring that all the recommendations are met. The NCSS, on the other hand, was charged with the role of continually improving and sustaining service delivery. The New Horizons (2009) made mental health the responsibility of everyone. It required all the government departments to work as a team in the prevention of mental health problems and develop resilience in the households. It paid special attention to the need of improving transition from adolescence to adulthood and emphasised the importance of prevention of mental illnesses. In 2010, the Keeping Children and Young People in Mind applauded the need for the government to invest in the mental health and emotional well-being of the children and young people. The Progress Made The investment in CAMHS led to increased advocacy in building resilience, early intervention, general well being and the called for support from families. As a result, there was an increase in the number of professional staff to offer services to the young people (Ferentinos et al 2011). However, the progress was slower for the 16 and 17 year olds as evidenced by the increased number of young people of this age spending time in psychiatric hospitals. This implies that comprehensive implementation of CAMHS is not easy and will require more time and commitment from all the stakeholders. The Mental Health Promotion Driving Policy in the New Horizons is performing well although it is mainly adult focused which places the young women at an increased risk of being lost in the bigger agenda. The Challenges and Recommendations Most of the government policies on young people are properly aspirational although turning them into reality on the ground remains the biggest challenge. The process of implementation is very critical as it underlines the efficiency of the policies. It will be impossible to realise the vision of these policies without total commitment and consistent long term funding. This is why it is advisable for the government to look into ways of ensuring better management and leadership to ensure that these services reach the people as envisaged in the policies. Presently, there is still a gap in the logic on the empowerment of people, families and communities on taking care of mental health (Castle, Kulkarni, & Abel, 2006). Many people have gone through the process of intervention but the real solution lies on empowering individuals with the skills, knowledge and resources to deal with mental health challenges on their own. Helping the young women with self-awareness, social and emotional skil ls, and foster knowledge will help them take the responsibility for their mental health and emotional well-being. Conclusion This dissertation has identified the factors that contribute to a mental health problem (depression) among young women 15 to 25 of age in the UK. The secondary research also assessed the effects of the condition on the family and friends of the patients and then evaluated the policy and support for tackling the mental health problems among young women in the UK. The extensive review of academic articles and books revealed that the young women aged 15 to 25 are exposed to the risk of being depressed as a result of the interplay between biological and environmental factors. Furthermore, the rates of depression were found to be higher in the women population compared to men. The study also revealed that depression in the young women of this age bracket has negative effects on their family and friends. The worst part of it is that the family and friends are always willing to help their loved ones recover from mental health problems but are prevented from doing so because of their lack of knowledge and skills in handling depression. As a result, depression ends up disrupting the relationship between the patients and their loved ones who equally end up being distressed as well. The government has enacted many policies to contain mental health problems in the country, however there are still challenges as highlighted in the discussion. These policies although aspirational, still need more commitment in terms of funding, leadership and management for them to have their intended impact in the country. Recommendations The policies for helping the young girls aged 15 to 25 have already been identified and enacted by the government. The only challenge remaining is the implementation process, which is proving to be difficult as evidenced by the high number of young girls spending their time in the psychiatric hospitals. This can be addressed through increasing the amount of funds allocated to the project. This increase will enable the government to reach more people and empower them with the knowledge and skills on how to handle mental illnesses. As already outlined, the family members and friends are always willing to help the depressed young women but then they lack the necessary knowledge and skills. Equipping these people with the knowledge and skills will be helpful in reducing the rates of depression among young women aged 15 to 25 because they have a close contact and better understanding of their loved ones. Additionally, consistent evaluation and assessment of the policies will also be helpf ul to the government in terms of identifying new ways of helping the young girls. Limitations of the study The study was only reliant on secondary data as the researcher was not able to interact directly with the respondents. This implies that the errors that may have been made by the secondary data could have been replicated in the outcomes of this study. Secondly, very few policies are tailored for this particular age group so the policies used were those overlapping between late adolescence and early adulthood. This may have in some way affected the results although the impact may not be that big given that the age group of 15 to 25 lie in the same period of late adolescence and early adulthood. Bibliography Beck, A. T., & Alford, B. A. (2009). Depression: Causes and treatment. Philadelphia: University of Pennsylvania Press. Brady,. T. 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