Female Skeletal Maturation Evaluation Health And Social Care Essay

Abstraction: The purpose of this survey was to look into the interrelatednesss between skeletal adulthood indexs of manus carpus radiogram, inframaxillary eyetooth calcification phases and cervical vertebrae ripening as seen on orthopantomograph and sidelong cephalogram and besides to correlate them with chronological age. The samples were derived from dental panoramic, sidelong cephalogram and hand-wrist radiogram of 173 female topics. The CVM was assessed utilizing the method developed by Julian vocalist, the hand-wrist ripening was assessed utilizing the method developed by Fishman and Calcification of the inframaxillary eyetooths was rated harmonizing to the system of Demirjian. Statistical analysis of the information was performed with computing machine package and the interrelatedness between all the three methods was analyzed utilizing â€Å" qi † square trial. Based on the recorded information from the present survey the undermentioned decisions possibly drawn: Phase I I of manus carpus radiogram coincides with phase F of eyetooth calcification and Acceleration phase of cervical vertebrae ripening. Stage III of manus carpus radiogram coincides with phase G of eyetooth calcification and passage phase of cervical vertebrae ripening. Stage V of manus carpus radiogram coincides with phase H of eyetooth calcification and slowing phase of cervical vertebrae ripening. Cardinal Wordss: Cervical vertebral ripening ; Hand-wrist ripening ; Skeletal adulthood ; Chronological age.IntroductionBiologic age, skeletal age, bone age, and skeletal ripening are about synonymous footings used to depict the phases of ripening of a individual. Sexual ripening features, chronologic age, dental development, tallness, weight, and skeletal development are some of the more common means that have been used to place phases of growing. Because of single fluctuations on timing, continuance and speed of growing, skeletal age appraisal is indispensable in explicating feasible orthodontic intervention plans.1 To maximise the curative consequence, unluckily a low correlativity has been found between general skeletal adulthood and facial growing as measured by common parameters.2 The standard method of measuring skeletal adulthood has been to utilize a manus carpus radiogram to compare the castanetss of an person ‘s hand.3-5 To avoid taking an extra X ray, nevertheless, some research workers have sought to associate ripening with dental and skeletal characteristics other than the castanetss in the manus wrist.2 Lamparski in 1972 found that cervical vertebrae, as seen on everyday sidelong cephalogram were as statistically and clinically dependable in measuring skeletal age as handwrist technique.2 & A ; 6 Dental development indexs are non dependable forecasters of an person ‘s phase of skeletal development.7-18 Because there is broad fluctuation among persons in the timing of the pubertal growing jet, chronologic age can non besides be used in the rating of adolescent growth.19-25,35 Skeletal adulthood is influenced in each person by a combination of familial and environmental factors. The ossification sequence and timing of the skeletal adulthood within the hand-wrist country show polymorphism and sexual dimorphism, which can restrict their clinical prognostic use.26-32, 36MATERIALS AND METHODSThe sample was derived from pre intervention orthopantomograph, sidelong cephalogram and manus wrist radiogram of 173 female patients from the section of Orthodontics and Dentofacial Orthopedics , Bapuji Dental College and Hospital, Davangere. The topics were seeking orthodontic intervention and were representatives of the general population that might be expected to profit from the consequences of this probe. A sum of 173 patients aged from 8-15 old ages were taken and they were chronologically divided into 8 groups, each dwelling of minimal 20 topics. All the patients included in the survey were females. A sidelong cephalogram, orthopantomograph and manus carpus radiogram taken on the same twenty-four hours were used for this survey. All the radiogram were taken with same x-ray equipment at the same distance and strength. The records were evaluated by the same operator. Skeletal adulthood indexs were assessed from the manus carpus radiogram by Julian Singer ‘s standards. Skeletal adulthood indexs assessed were the ossification phases of 2nd figure proximal phalanx, 3rd figure center and distal phalanx, the ossification of adductor sesamoid and ossification of maulerss of unciform bone, pisiform, ulna and radius. Calcification phases of inframaxillary eyetooth were determined from the orthopantomographs based on Demirijians phases of tooth calcification. Cervical vertebrae ripening of the sample were evaluated by the Hassel & A ; Farman alteration of Lamparski ‘s standards, which assesses maturational alterations of the II, III and IV cervical vertebrae. Radiographs of each patient were analyzed by utilizing computing machine, Scanner and Printer. The radiogram were ab initio scanned image of these radiograms as seen on the computing machine proctor was analyzed and a printout of the same was taken on the DTP paper through the Laser pressman. The illation of each was mentioned on the printouts along with patients name, age and sex. After obtaining the above mentioned printouts, comparing and correlativity of the three different methods and with the chronological age was evaluated subsequently.ConsequencesThe interrelatedness between the manus carpus radiogram, laniary calcification and cervical vertebrae ripening were analyzed statistically by â€Å" qis † square analysis and the undermentioned consequences were obtained.The frequence of happening of skeletal adulthood indexs with laniary calcification phases are:Hand carpus OPG Percentage Stage – I ( Early ) Stage – Tocopherol 47 % Stage – II ( Pre pubertal ) Stage – F 70 % Stage – III ( Pubertal Onset ) Stage – Gram 73 % Stage – IV ( Pubertal ) Stage – Gram 53 % Stage – V ( Pubertal Deceleration ) Stage – Hydrogen 75 % Stage – VI ( Growth Completion ) Stage – Hydrogen 68 %The frequence of happening of skeletal adulthood indexs with cervical vertebrae ripening phases are:Hand carpus Lateral Ceph. Percentage Stage – I ( Early ) Stage – I 58 % Stage – II ( Pre pubertal ) Stage – Two 60 % Stage – III & A ; IV ( Pubertal Onset & A ; pubertal ) Stage – Three 71 % & A ; 72 % Stage – V ( Pubertal Deceleration ) Stage – Four 52 % Stage – VI ( Growth Completion ) Stage – Volt 71 %The frequence of happening of cervical vertebrae ripening phases with laniary calcification phases are:Lateral Ceph. OPG Percentage Stage – I ( Initiation ) Stage – Tocopherol 47 % Stage – II ( Acceleration ) Stage – F 58 % Stage – III ( Transition ) Stage – Gram 63 % Stage – IV, V & A ; VI ( Deceleration, ripening & A ; completion ) Stage – Hydrogen 61, 95 & A ; 50 %DiscussionThe growing factor is a critical variable in orthodontic intervention. A intervention program can change from orthognathic surgery to extraction of dentitions to non extraction of dentitions, depending on the growing factor. Genetic and racial diverseness and other environmental influences have a pronounced consequence on the rate of development of the prepubertal and pubertal growing of the kid. A more accurate appraisal of the physiologic development can be made by utilizing radiographic scrutiny of the calcified constructions in the manus wrist.21 Numerous efforts has been made in the yesteryear to measure the dental age by finding either the figure of teeth nowadays in the unwritten pit or by surveies based on calcification of multiple dentition. Given the good established relationship between skeletal and bodily adulthood, phases of inframaxillary eyetooth calcification can be used as ca foremost level diagnostic tool to gauge the dental age. This toot h in peculiar has enjoyed equal importance, since its phases of calcification provide a readily recognizable indicant of the adulthood position in an individual.27 Relationship between the phases of tooth mineralization of inframaxillary eyetooth appears to co-relate better with ossification phases than the other dentition. On the other manus the usage of cervical vertebrae to find skeletal adulthood is non new. The maturational alterations of cervical vertebrae as seen on sidelong cephalogram are clinically dependable in measuring skeletal age. Knowledge of these phases of ripening that a kid has attained aids in measuring his/her patterned advance through developmental position. This information bears great clinical importance in placing the optimum clip for prompt orthodontic direction of child.14 The intent of this survey was to supply the orthodontist with an extra tool to assist find growing potency in the adolescent patient. This was o be accomplished by utilizing anatomic alterations of the cervical vertebrae observed on the sidelong cephalogram and eyetooth calcification phases as seen on the OPG. By utilizing routinely taken diagnostic radiogram the orthodontist would hold a dependable diagnostic tool to assistance in explicating intervention options. The present survey investigated the relationship between the skeletal adulthood indexs in manus carpus radiogram, laniary calcification and cervical vertebrae ripening phases. The survey besides compared the relationship between chronological age and assorted skeletal adulthood indexs. This survey consists of 173 female topics with the age group runing from 8-15 old ages, and the undermentioned findings were obtained phase II of manus carpus radiogram coincided with phase F of eyetooth calcification and Acceleration phase of cervical vertebrae ripening. These findings were in conformity with the survey conducted by Sandra Coutinho.10 On the other manus the relationship with cervical vertebrae ripening were in conformity with the survey conducted by Hassel and Farman in which phase II is in correlativity with skeletal adulthood indexs like breadth of epiphysis is every bit broad as shaft of 5th finger in-between phalynx. Stage III of handwrist radiogram coincides with phase G of eyeto oth calcification and passage phase of cervical vertebrae ripening. Stage V of manus carpus radiogram coincides with phase H of eyetooth calcification and slowing phase of cervical vertebrae ripening. Canine calcification findings were in understanding with the surveies conducted by Chertkow and Fatti.12DecisionBased on the recorded information from the present survey the undermentioned decisions can be made. Stage II of manus carpus radiogram coincided with phase F of eyetooth calcification and Acceleration phase of cervical vertebrae ripening. Stage III of handwrist radiogram coincides with phase G of eyetooth calcification and passage phase of cervical vertebrae ripening. Stage V of manus carpus radiogram coincides with phase H of eyetooth calcification and slowing phase of cervical vertebrae ripening. The ability to accurately measure skeletal adulthood from inframaxillary eyetooth calcification and cervical vertebrae ripening, without the demand for extra radiogram, has the potency to better orthodontic diagnostic and curative determinations. The techniques simpleness and easiness of usage should promote these methods as first degree diagnostic tool to measure skeletal adulthood.

The influence of Byzantine art

The influence of Byzantine art to subsequent art movements has only been recognized in recent years: nonetheless, this does not diminish its magnitude. Contemporary Byzantine iconographer Egon Sendler is a Roman Catholic priest and art professor who is credited as one of the main proponent and educator of contemporary Byzantine art that subscribe to the aesthetic and canonical rules of its traditional iconography (Atelier Saint Andre, 2005). Like com/art-appreciation-test-2/">the original Byzantine artworks, the predominant theme and subject or the art was religious in nature.Original Byzantine art was not limited to religious iconography but also sought to represent imperial themes since Byzantine fluence but there was also a significant influence and transfer of Eastern styles particularly in the use of colors, pigments and architecture featured in the art (Sendler, 1995). As seen in Sendler’s work titled Virgin Pokrov completed in 2000, the work is symbolical rather natural istic and was predominantly of traditional Orthodox icons and symbols (see Figure 1). Sendler’s work is not only visually faithful to original Byzantine art but follows preparation and materials used during the period.Since the period extends from the 4th to 15th centuries, there is a wide variety of styles, mediums and materials used. However, Sendler points out that Byzantine art traditions root in canons and iconography allows modern artists the facility to recreate the artistic tradition was also considered as the successor of the Great Roman Empire. Classical tradition as was a heavy inn today. The objective of Byzantine artists, ancient and contemporary, it is not to create disambiguation or abstraction of their subject but rather reflect the interpretation of what constitutes as â€Å"natural† at the advent of the Byzantine era.References Atelier Saint Andre (2005) Father Egon Sendler. Atelier Saint Andre. net, July 17. Retrieved July 16, 2008, from http://www. atelier-st-andre. net/en/pages/presentation/father_sendler. html Sendler, Egon (1995). The Icon Images of the Invisible, Elements of Theology, Aesthetics and Technique. New York: Oakwood Publications Sendler, Egon (2000). Virgin Pokrov. Retrieved July 16, 2008, from http://www. iconsexplained. com/iec/01017. htm

How Did Deng Xiaoping Justify the Introduction of Capitalism Into a Essay

How Did Deng Xiaoping Justify the Introduction of Capitalism Into a Socialist State - Essay Example In this case, he advocated for the introduction of market reforms though the future of these plans had already sparked a lot of negative signs prior to its introduction. From a closer scrutiny of the Xiaoping’s approach to the entire situation, it can be argued that he was not well motivated to steer the entire program to its completion. However, it is important to note that the leader was much more concerned with making the process work despite the negatives. Deng Xiaoping justified the introduction of capitalism into a socialist state by virtue that the peasants had spent a great deal of their time saving the amounts of produce produced to themselves as opposed to selling them to the free market. In the opinion of Deng Xiaoping, the entire would be better off if they handled both the profits and losses from their businesses. If collective responsibility would be adopted in the society, Deng Xiaoping believed that the entire country would be more productive for the reason tha t all persons would be careful not to incur any form of losses, as compared to shared profits and losses. The same case would apply for the industrial sector; in that if the factories incurred losses, they would find their own way of dealing with the blunders made. In this view point, Xiaoping’s need to come up with policies of capitalism in this socialist state was to awaken the aura of responsibility among its citizens. On another point of view, Xiaoping aimed at creating a conducive environment for the investors to come into the country. Though a lot of profits went to hands of a few persons, Xiaoping was contented with the fact that the country was undergoing a form of awakening from the fact that profits and losses were not collectively shared, but all investors whether the rich and the poor had to make all initiatives to deal with the current tough economic drawback. In turn, the society resulted into a mass of hardworking persons, all with the aim of pulling their own efforts together for their success. It can debatably be indicated that the validation of the overture of capitalism into a socialist China regime can be accredited to the fact that Xiaoping was looking for a lifelong resolution to the depression that was being experienced in the country. Xiaoping was certainly setting a ground for capitalism roots, through the move faced a lot of critics. In my standpoint, I am of the outlook that this aspect has a lot to contribute to the transition of the country from free enterprise to socialism. The prospects of privatization, in his opinion would create a new aura in the citizens who would be keen in all endeavors they make in terms of economic developments and investors. It cannot be ignored that the leader was not bound to stop at anything, an explanation of the fact that he named his policy, socialist market economy, which clearly was inclusive of capitalist policies despite the title. In your opinion, to what extent had these pro-market app roaches affected CCP's capacity to control the Chinese society? In an attempt to deal with all these changes that were taking place in the country, CCP's capacity to

Crime in Perspective-105 Essay Example | Topics and Well Written Essays - 250 words

Crime in Perspective-105 - Essay Example One’s personal contention is that crime is the result of environmental conditions, such as poverty, urban pressures and a poor home life, which is consistent with social theories where society fails to control and monitor activities that could prevent criminal behavior. Crime is the result of failure to establish strong bonds with society: family, community, and productive peers. The strong attachment and appropriate support from parents and siblings could provide the initial and crucial bond to prevent tendencies for criminal behavior. Likewise, the involvement in rewarding activities, including pursuing continuing education and the recognition to contribute to society through employment would enable one to refrain from delinquent behavior. The circle of friends with positive backgrounds would provide one with a holistic and well balanced disposition in life. When society fails to provide an appropriate environment that would support and sustain humane living conditions and h as inefficiently implemented rules and legislations that would monitor and prevent deviant behavior, then, an environment of crime is initiated. References Reader's Digest.

U07d1 Essay Example | Topics and Well Written Essays - 500 words

U07d1 - Essay Example This paper highlights that when a person is in condition as bad as this, they tend to be more trusting and willing to take up any help that they are provided. Also with the old age, people tend to trust what others say and take the time out to listen to others. Imagine if the same thing were to happen to a younger person, firstly, they would not let the strangers inside the house secondly, the doubt would always be present and a youngster would prefer to call in to home repair stores than to trust two men who just walk in. From this study it is clear that the level of trusting and the patience to listen to strangers; increases in several people as they grow old. In the case of Mrs. White, she has been alone for nine years knowing that she needs to get something done about the home repairs however has not had the courage to call some to assist here. In this state, she might feel the helplessness and would prefer to go with anything that is easily available. Hence she was easily persuaded into paying them $12,000 and trusting to strangers without any form of verification. Organisations like the American Association of Retired Persons (AARP), assist individuals with many things which include, health, money, leisure, family and even social lifestyle and issues like the one faced by Mrs. White. The organisation provides the people with support and care. AARP assists the elderly with several different aspects of life to avoid them feeling low and being dependent on others. Financially, the organisation provi des the elderly with advice and also how to safeguard their money. In the case of Mrs. White, if she had opted to take the assistance of the organisation, she would not have lost the $12,000 and would not go through the trauma of having her house ripped out the way it had been.  

Resolution To Childhood Obesity Through Exercise and Diet Research Paper

Resolution To Childhood Obesity Through Exercise and Diet - Research Paper Example According to the American Psychological Association, around one in six children are obese and â€Å"only 30% of children (aged 6 to 17) participated in 20 minutes plus of vigorous physical activity on a daily basis† (Changing diet and exercise for kids, 2012), whereas the prescribed amount of physical activity is sixty minutes. This clearly indicates flaws in the lifestyle that people follow as the reason for the persistence of the problem of obesity in children. An increasingly sedentary lifestyle that arises from various factors such as pressure of studies and addiction to certain forms of technology leads children to abandon the forms of physical activity that they are supposed to engage in. Most children and even their parents do not consider physical exercise as a priority area that needs to be taken care of for the overall health of the child. There are problems associated with this formulation too. Children with disabilities and chronic illnesses were found to have a mu ch higher incidence of obesity. The table given below bears out this statement. Prevalences of overweight and obesity in disabled children and adolescents a) Compared with healthy children and adolescents Disability Percentage of overweight/obesity Healthy comparison group Country Functionally restricted mobility 30% overweight 16% overweight USA (11) Developmental delay 24% overweight 17% overweight Australia (12) 15% obese 6% obese Learning disability 35% overweight 31% overweight USA (11) 21.9% obese 15.7% obese Learning disability 19.3% obese 12.2% obese USA (13) Hearing or visual impairment 18.4% obese Autism 23.4% obese Attention deficit (hyperactivity) disorder 18.9% obese Asthma 19.7% obese Asthma 24.6% overweight 14.2 % overweight Denmark (Reinehr, Dobe, Winkel and Hoffmann, 2010 [the table is directly from the essay]) In such cases the underlying disease is complicated by the problem of obesity and an inability to walk and perform other physical exercises is compounded by the excessive weight of the body. This may lead to pain at the joints as well since the weight of the body becomes too much for the bones to bear. There are other medical problems too that accompany obesity when it occurs in addition to another disease or disability. These compound the misery that the child experiences and the social isolation that results may lead to depression in the child. This would then further diminish the chances of the child taking part in any leisure activities. This heightens the problem of obesity and the cycle is complete. One method of alleviating this problem is through dietary changes that can be introduced for the patient who is obese. This has the ability to cause enormous changes in the weight of the patient. Diet in these cases needs to be closely monitored since eating as an activity may be used by the patient to alleviate the feelings of loneliness and sorrow. The quality that certain foods have, to cause a temporary suppression of depressing th oughts may be the reason behind this. This again feeds into the earlier mentioned cycle, thus worsening the entire situation. The importance of diet, thus, needs to be stressed when one is dealing with a person who is obese. Children who are obese are more likely to develop other diseases early on

Organisations & people management Essay Example | Topics and Well Written Essays - 3000 words

Organisations & people management - Essay Example It can be seen that leadership is an indispensable component in the day to day operations of an organisation and plays a vital role in guiding the organisations through the turbulent periods. One of the major issues brought about by change is resistance to change which is a natural phenomenon but if it is ignored, it can derail progress in the organisation which is why leadership is of paramount importance to any organisation that is serious about its growth and development. In most cases, the way in which organisations respond to new challenges they face in their operations is a true reflection of the values, attitudes as well as the styles of the leaders. It is therefore imperative that leaders embrace attitudes and behaviour that are compatible with the situation obtaining on the ground at that particular moment in order to keep pace with the changes that may be taking place in the environment. It can also be seen that leadership is not an exclusive domain of the chief executive officer or the charismatic leader but in one way or the other, each one of us can find himself in a leadership position. It is also concerned with people management and factors that shape behaviour in an organisation. Though leadership is often confused with management, a holistic approach is ought to be taken as far as managing change in the organisations is concerned. Failure to put in place measures that are meant to ensure that the organisation positively responds to the changes taking place in the environment may result in unfavourable conditions to the organisation emerging. Against this background, this essay seeks to critically identify and evaluate the major influences on leadership styles and approach on the operations of Google. The essay will begin by giving a very brief description of the organisation in question which will be followed by explaining different key concepts such as leadership, leadership styles as well as management and the extent to which these

Research project on agrotourism in brazil Essay

Research project on agrotourism in brazil - Essay Example The farmers would open their farms and give tourists an opportunity to visit remote rural parts of the world that normally people would not have an opportunity to visit. For this project, the research work was carried out in South America, and specifically in Brazil. Tourist could view activities, such as harvesting and provide hands on help in the process, and actually observe how sugar canes, locally grown fruits, corn, coconuts, etc. were harvested in the country of origin. From a farmer’s perspective, the objective of agritourism by welcoming tourism into their community was to receive income from tourism activities, thus enabling the farmers and local communities to benefit financially. In this project, the local community would not be a part of an overseas operation that took a higher proportion of their lively hoods, by corrupt methods. Agritourism would strive for the economic development, cultural preservation, rural development, and achieve sustainable growth in the future. The project aims to benefit not only the farmers or the people directly involved in the project, but also contribute to the growth and development of the whole community. Thaise Guzzatti has developed such a plan for Brazil, and according to her, agritourism model brought new sources of income for rural families, prompting rural development and preserved local culture and community, while benefiting the tourist simultaneously (â€Å"Thaise Guzzatti,† 2007). With the help of agritourism, it would be possible to develop the remote rural areas and make them more sustainable in the future. An agricultural tourism model should be designed to help compliment the local community, blend with the community, and offer support and encouragement, rather than overwhelm it with tourism activities. It should help promote better infrastructure, stability in the community, more jobs

Hinduism, buddhism and sikhism Essay Example | Topics and Well Written Essays - 1000 words

Hinduism, buddhism and sikhism - Essay Example his seven dimensions of religion.These are;practical or ritual,experiential or emotional,narrative or mythical,doctrinal or philosophical, legal or ethical,social or institutional and the material/artistic dimensions. In Hinduism, offerings and petitions are practices which enable them to connect to divine powers so as to solve their problems at the same time fulfilling their desires. Similarly, the Buddhist engage in detailed prayers which are intimate to show dedication to God. The Sikhs engage in a disciplined way of life of Naam Simran which is a way to meditate on God’s name. Hindus of all levels in society perform artistic dance, drama, music, poetry and representational arts and also practice cylindrical festivals which are sacred. Buddhas evoke Sangha to spread Buddha teachings after which the dharma students perform three bows or the three gates (body, tongue and mind). The palms of their hands, knees and forehead should touch the ground to signify earth, water, fire, air and space. The Buddha students bow during prayers with folded hands to signify Buddha of the past present and the future. The Sikhs live a disciplined life and no benefits are gained no matter where one is born since they all have to meditate (by reciting Gurbani and Kurtan which are music hymns) and give selfless service (by doing manual work at the Gurdwara e.g. cleaning dishes and floors) and wear Kesh, Kanga, Kaccha, Kara and Kirpan (Llewellyn 6-18). This refers to feelings and experience of various religions which incorporate stories of how their leaders experienced contact with either divine beings or energies. In Hinduism, Hindus assume to be concerned with spiritual enlightenment or the ultimate act of liberation (moksha). The urban elite and the rural Hindus dedicate their time and energy to obtain prosperity. In Buddhism, the most important emotional experience is meditation that enables emotional awareness and enlightenment. For instance, the Buddha connecting with the

British Rule in India to the French One in Algeria Essay Example for Free

British Rule in India to the French One in Algeria Essay Critically Compare the British Rule in India to the French one in Algeria. Throughout the nineteenth century, the rivalling countries of Britain and France were both looking to expand into different continents and build a successful empire. There are many reasons for this thirst for expansion, including economic growth and territorial gains. According to Gildea the emergence of non-European countries such as United States and Japan as great powers fuelled the nationalistic appetite for the extension of borders and influence. The British rule in India; later coined the ‘British Raj’, began in 1858 and although coming under much strain in periods throughout, lasted until 1947 when they were finally given their independence. The French rule in Algeria spanned from 1830 to 1962 following the conclusion of the Algerian War and the signing of the Evian agreements. It is clear when examining both the rules of Great Britain in India and France in Algeria that there were significant differences in the ways the two countries were ran. The French used military might to control the population and quell any uprisings; one instigator of such revolts was Abd al-Kader. These heavy handed tactics seemed to be less successful when compared to how the British reacted to Indian violence. Great Britain decided to grant concessions when faced by fierce opposition limiting the amount turmoil and essentially making it easier to diplomatically push western ideas upon them. France’s colonisation of Algeria was not the first time that they had tried to expand their borders and compete on a world stage with the other world powers, infact before looking to Africa France had the second largest empire in the world, second only to Great Britain. In 1605 France had secured a territory in what is now Nova Scotia in Canada. Throughout the 17th century they had been highly successful in adding much of the North American continent, also the West Indies. However after a string of conflicts such the ‘Seven Years War (1756-1763)’ and the Napoleonic Wars (1803-1815) the other world powers had been successful in annexing these territories from France. The end of what has been labelled the ‘First French Empire’ was now coming to an end. In 1830 during a meeting between the French ambassador and the Algerian Dey regarding loans and trade the Dey struck the French ambassador with a fly whip. This act is said to be the final trigger cause which lead to the French occupation. However it is a wider known fact that there was a distinct lack of political support for the new monarchy and this act of war would help stir up national pride and increase confidence. Whilst appearing on the front of it a petty reason for declaring war on a country and occupying it for 132 years, there are other motives behind the bold political decision to initiate a ‘Second French Empire’. Algeria was seen to be of high strategic significance as it offered a springboard into the rest of Africa, including such nations as Tunisia, Libya and Niger. Gildea agrees with this argument noting â€Å"Algeria, which it [France] occupied in 1830, was the cornerstone of her Mediterranean and African ambitions†. Therefore, by occupying Algeria and furthermore Congo and Niger in 1880 they had secured themselves once more as a successful Empire capable of competing in the world stage. In 1869 the Suez Canal was officially opened for traffic, this narrow strip of water dissecting what is now Saudi Arabia on one side and Egypt, Sudan, Ethiopia and Somalia, offered a significantly faster shipping route into the East. It also eradicated the need for trading ships to visit the perilous coastline of Cape Horn in South Africa where piracy was rife. This vital water passage was also utilised by the British in order to transport good to India. The East India Trading Company was founded in 1600 with the purpose of travelling to Asia in search of previously unsourced trading links. They operated under the authority of the British crown and even controlled a military force. They were responsible for directly trying to impose Western beliefs and cultures on India much too soon in the occupation and too forcefully. This lead to a largely hostile reception and in 1857 there was a large scale rebellion. The British had been religiously insensitive towards both the Hindu and Muslim populations. The British had issued new gunpowder cartridges which were believed to be greased using cow or pig fat. This practice would have been unacceptable by both the Hindu and Muslim sepoys, however it wasn’t just the Bengal Army who wished to be rid of the British; the Indian aristocracy had lost vast amounts of power and influence. Officials such as Sir Thomas Munro could see little use in â€Å"a parasitic land owning class† commenting on how preferential methods of governance would be village communities as â€Å"it fitted better with the europeanized and more efficient type of administration that had been built up during the nineteenth century† The British leant many lessons from the 1857 Rebellion, and as subsequently the British Raj was created. This is a far more sympathetic approach t o ruling over India. No longer did the British Government and the East India Trading Company underestimate the need to be culturally aware. This issue of religion and culture provides a distinction between the British methods in the India and the French methods in Algeria. In comparison the French continually used military force to repress uprisings. Abd al-Kader, as previously mentioned was an instigator of such uprisings, however after the French Army swelled in size it became possible for them to employ ‘scorched-earth’ tactics, ferociously supressing the local population, consequently al-Kader was forced to surrender in 1847 . In the late 19th Century France began emigrating large numbers of Europeans into Algeria, â€Å"By 1881 there were 300,000 Europeans (Half of them French) in an area of 2.5 million Arabs.†Another example of France trying to reduce Islamic culture comes from after the Second World War. Charles de Gaulle; the leader of the French provisional government offered to grant French citizenship to certain Algerian Muslims, however in doing so they would essential renounce their faith and religion. In India Britain used a ‘divide and rule’ policy in order to retain peace. Akhtar Sandhu suggests â€Å"the British adopted the policy to maintain harmony and peace. They valued unity and tranquillity in the British India.† These are the act of a â€Å"conqueror who decides to stay and rule†. It is clear that the British way of integrating Western culture within Indian society was more successful than the equivalent process involving the French in Algeria. This can be seen from the fact that within the upper classes of Indian society a new elite was being born. These people had respected professions, such as â€Å"lawyers, doctors, teachers, journalists and businessmen†, they had â€Å"established a Western life-style using the English language and English schools† Outside the upper class Great Britain had introduced Western technology to help improve the livelihood of the population. The introduction of railways and the improvement of irrigation methods had improved both industrial and agricultural efficiency. In Algeria the French also brought about Western civilisation to some extent, creating schools and building cities as well as constructing hospitals, however they spent 162 years with almost constant violence. Their eagerness to us military force to resolve issues lead to resentment from many Algerian nationals. In Conclusion, there were a number of similarities when looking at the resistance of the colonial occupation in both Algeria and India, however what differed is the reactions of the occupying country’s and how they learnt from their mistakes. The British at first tried to force Western ideals against the Hindu and Muslim Indians. However they quickly learnt that countering their revolts with over aggressive military action was counter-intuitive to their cause. Instead they began to offer concessions in order to appease the nationals. The policy of divide and rule ensured there would be minimal friction between the multiplicities of religious beliefs. In contrast the French confronted violent upheaval with similarly vicious tactics such as the policy of ‘scorched-earth’ instead of pacifying the African ideals. However, both the French and British Empires did to differing extents manage to integrate Western technologies such as railways and modern irrigation methods. In addition both occupations were valuable building blocks in which to expand their empires; France into Africa and Great Britain into Asia. Bibliography -Carter., M, From the East India Company to the Suez Canal, (Duke, 2004), pp. 667-668 -French Colonial Empires, http://www.thelatinlibrary.com/imperialism/notes/frenchempire.html, (Accessed 10th January 2012) -Gildea., R, Barricades and Borders: Europe 1800 – 1914, Third Edition (Oxford, 2003) pp. 337 -Gildea., R, Barricade and Borders: Europe 1800-1914, Third Edition, (Oxford, 2003), pp. 338 -Jones., J, Algerian Independence, http://courses.wcupa.edu/jones/his312/lectures/algeria.htm, (accessed 8th January 2012) -Pritchard., J.S, In search of Empire: the French in the Americas, 1670-1730, (Cambridge, 2004) Sandhu., A.H Reality of ‘Divide and Rule’ in British India, Pakistan Journal of History and Culture, Vol.XXX, No.1, 2009 -Thompson, E and Garratt., E.T, History of British rule in India, Volume 2, (Cambridge,1999), pp. 426 -Tanford., L.S, Countries and their Culture: Algeria, http://www.everyculture.com/A-Bo/Algeria.html#b, (accessed 14th January 2012)

Conflicts Among Co Workers Cultural Studies Essay

Conflicts Among Co Workers Cultural Studies Essay Abstract Due to globalization, more interaction among Mauritian from diverse cultures, beliefs and backgrounds are increasing more than ever before in the working environment. Most people and companies are facing the need to communicate cross-culturally. Therefore, maximizing and capitalizing on workplace diversity has become an important issue for management today. Unfortunately, due to cultural prejudices and ethnocentrism of some co-workers, most employees form culturally diverse workgroups are unable to cooperate and work together in an organization. Thus, it consequently creates conflicts and barrier to communication resulting in an improper business environment. Acknowledgement Chapter 1: Introduction Introduction of the project The purpose of this study is to determine the factors that cause conflicts among co-workers from culturally diverse workgroups. The link has to be established between those two factors conflicts and culture. This study target the whole Mauritian population as potential respondents, being a multi cultural country most of us have experienced at least once the impact that our culture may have on our relationship with colleagues, on our work and people reactions towards us. Communication and mutual understanding among us is sometimes the root to conflict resolution. Thats why throughout the researches and analysis of data much focus would be laid on sources of conflicts, culture impacts, double effects of diversity and communication as a solution to bridge the gap. Problem Statement In a multi-cultural country like Mauritius Island, increased cultural diversity in work places has aroused considerable attention to conflict management and intercultural sensitivity. Diverse workgroups pose several challenges (Egan and Tsui, 1992; Ayoko and Hartel, 2002). However, few studies have investigated these two concepts conflict and culturally diverse workgroups (CDWS) together. The present study aim to bridge the gap in this line of research with an examination between those two concepts situations stated below. Some studies in this area shows that diverse workgroups are hampered by process loss (Milliken and Martins, 1996), high levels of conflict (Egan and Tsui, 1992) and low levels of cohesion and social integration (Hambrick, 1994). Although conflict is not limited to culturally diverse workgroups (CDWs), (see Jehn, 1997; Tjosvold, 1991a, b, c), the potential for conflict in Mauritian companies for CDWs is greater than culturally homogeneous workgroups because of the operation of cultural prejudices, biases and stereotypes as well as value differences (Harrison et al., 1998). These factors are proposed to affect processes such as communication in CDWs (see Larkey, 1996). Previous studies also suggest that a groups demographic composition influences communication between group members because people tend to communicate with those who are similar to themselves (Zenger and Lawrence, 1989). Group members, who perceive themselves as similar, tend to communicate with each other more openly. When group members perceive themselves as dissimilar, communication is impacted negatively. Specifically, demographic diversity is associated with increased problems with communication, co-ordination, dysfunctional conflict and a potential for decreased performance (Pelled et al., 1999). It is argued that communication openness is antecedent to the differing group members reactions to conflict events, which, in turn, are proposed to impact groups task and social outcomes. Aim of Study The aim of this study is to determine whether employees from culturally diverse workgroups are ground for organizational conflicts among co-workers. The present study also aims to assess the role and impact of communication openness as a conflict resolution method among work groups of different cultural backgrounds. Objectives of Study To establish the link that relates conflict to cultural backgrounds in the working environment. (or To establish the factors that leads to cross-cultural conflict in the working environment) Analyzing people mindset towards colleagues from other cultures. Assessing sources of conflict that may arise and its impact within employees from culturally diverse workgroups. Assessing communication openness impact as a conflict resolution method for multi cultural interaction among employees. Outline of Study Chapter 2: Review of Literature Introduction Conflict Nature of Conflict For long conflict has been considered as one of the most important aspect of modern management (Wilson Jerrell, 1981). Augsburger (1992:11) defined conflict as a crisis that forces us to recognize explicitly that we live with multiple realities and must negotiate a common reality; that we bring to each situation differing frequently and must negotiate a common reality; that we bring to each differing- frequently contrasting- stories and must create together a single shared story with a role for each and for both. Commonly, conflict may be understand as a feeling, a disagreement, a real or perceived incompatibility of interests, inconsistent worldviews, or a set of behaviors (Mayer, 2000:3). In todays organizations conflict is viewed as unavoidable in organizations and groups of people due to the complexity and interdependence of organizational life. Theorists are still debating throughout the researches to know whether it is beneficial or harmful to companies. Organizational conflict theorists such as Pondy (1967) and Brown (1984) suggested that conflict is of uttermost importance to the good functioning of an organization; moreover they suggest that much more attention must be focus on the causes and resolution of these conflicts (Schmidt and Kochan, 1972; Brown, 1983). Sources of conflict/Contributors to conflict at the Workplace The possible sources of conflict are poor communication, competition for common but scarce resources, incompatible goals and the like14. Fisher (1997) notes, à ¢Ã¢â€š ¬Ã‚ ¦both individuals and groups have undeniable needs for identity, dignity, security, equity, participation in decisions that affect them. Frustration of these basic needsà ¢Ã¢â€š ¬Ã‚ ¦.becomes a source of social conflict According to Plunkett and Attner (1989), the sources of conflict include; shared resources, differences in goals, difference in perceptions and values, disagreements in the role requirements, nature of work activities, individual approaches, and the stage of organizational development. Gray and Stark (1984) suggested that there are six sources of conflict. These are: 1) Limited resources; 2) Interdependent work activities; 3) Differentiation of activities; 4) Communication problems; 5) Differences in perceptions; 6) The environment of the organization. According to these writers, conflict can also arise from a number of other sources, such as: 1) Individual differences (some people enjoy conflict while others dont); 2) Unclear authority structures (people dont know how far their authority extends); 3) Differences in attitudes; 4) Task symmetries (one group is more powerful than another and the weaker group tries to change the situation; 5) Difference in time horizons (some departments have a long-run view and others have a short -run view). Another author Deutch in camp bell et-al (1983:187) identified a list of sources of conflict. These are; control over resources, preferences and nuisances, values, beliefs, and the nature of relationships between the parties. The classification of conflict is often made on the basis of the antecedent conditions that lead to conflict. Conflict may originate from a number of sources, such as tasks, values, goals, and so on. It has been found appropriate to classify conflict on the basis of these sources for proper understanding of its nature and implications. Dealing with conflict/ Conflicts Resolution Methods/ Conflict Management Styles (techniques) Researchers have identified several modes or styles people use to deal with conflict. While the most widely-understood paradigm for resolving conflict may be that of fight (i.e. to compete and win the conflict) or flight (i.e. to avoid people with whom one is in conflict), it is also common to find managers who have other styles of dealing with workplace conflict. Follett, a classical management theorist, was many decades ahead of her time when she conceptualized three styles of handling conflict domination, compromise, and integration and argued for an integrative approach to conflict resolution (Metcalf and Urwick, 1940). Schmidt and Tannenbaum (1960) discuss four approaches to conflict resolution avoidance, repression, competitive and collaborative with the most appropriate approach depending on informational, perceptual, role, and other factors. Types and levels of Conflicts Thomas (1976) is generally credited for popularizing five general styles or strategies for managing conflict avoiding, obliging/accommodating, dominating, compromising, and collaborating/integrating. He also categorized these styles by two key dimensions: (1) The degree of concern for self, which can also be viewed as assertiveness or how assertive one is likely to be in pursuing ones interests; and (2) The degree of concern for others, or how cooperatively one is willing to engage the other party. Conflict management styles/modes Research on conflict styles suggests that managers tend to use one or two styles regardless of whether those styles are most appropriate for the situation, and that managers respond to a conflict situation based on the way they feel instead of the way they should respond (Aldag and Kzuhara, 2002; Hellriegel et al., 2001; Whetten and Cameron, 2002). Several scholars (e.g. Thomas and Kilmann, 1974) have developed questionnaires to help managers gain a deeper understanding of their dominant style of conflict-resolution behavior and help them determine whether changes in their style could increase their effectiveness in resolving conflicts. The literature suggests that: . Variations of these styles may be appropriate under certain conditions; . Managers should be aware of their dominant style; and . Managers should make a conscious effort to choose the best style for each situation. Based on an extensive review of scientific studies, Rahim (2001) concluded that there appears to be agreement among scholars that the collaborative or integrative style is the superior approach to handling workplace conflicts because it promotes creative problem solving and fosters mutual respect and rapport. They point out that a consistent application of this style offers the greatest probability of producing win-win results for both involved parties. Consequently, in an attempt to achieve win-win outcomes, many scholars (e.g. Fisher and Ury, 1982; Dana, 2001; Cloke and Goldsmith, 2000; Rahim, 2001) have offered specific to do lists or steps. A review of these approaches to conflict resolution suggests that although there is general consensus regarding the basic principles of developing a win-win strategy (see following list), there is no structured, systematic approach to developing win-win solutions to organizational conflicts. The four points of principled negotiation (Adapted from Fisher and Ury, 1982) are as follows: (1) Separate the people from the problem. (2) Focus on interests, not positions. (3) Generate a variety of possibilities before deciding what to do. (4) Insist that the result be based on some objective standard. Recently, Hoffman (2005, 2007) argued that diagrammatic reasoning is useful for bringing hidden knowledge to the surface so it can be explicitly considered by participants in a negotiation or conflict. Hoffman proposes a system referred to logical argument mapping to make such knowledge explicit and makes a strong case for the benefits of diagrammatic approaches in general in communicating and resolving conflicts. We believe Goldratts evaporating cloud provides a structured, systematic way to resolve conflicts while it provides the benefits of the collaborative/integrative conflict resolution style. In addition, the EC is a logical diagramming approach that we believe provides the significant benefits enumerated by Hoffmann (2005). In essence, it provides managers and co-workers a mechanism to effectively manage their reaction to conflict and be a part of the solution to difficult situations. Another conflict resolution method used today is Mediation is another way of conflict management. Bentley (1996) describes mediation as a form of problem solving process where a neutral third party assists disputants to reach a mutually acceptable agreement. Culture and Conflict / Cross-Cultural Conflict Culture refers to systems of meaning values, beliefs, expectation, and goals shared by a particular group of people distinguishing them from members of other groups (Gooderham and Nordhaug 2003 pg 131; Schneider and Barsoux 2003, cited in Martin G. 2006). People in different cultures quite often have different ideologies, and such differences are important to decide the way they respond and react in a conflicting situation. Throughout this study, researchers would determine the link that exists between culture and conflict. Culture Culture Background Culture is the manifold ways of perceiving and organizing the world that are held in common by a group of people and passed on interpersonally and intergenerationally (Yuan, 2006, p. 5). According to David Victor, it is the part of behavior that is at once learned and collective, and is therefore, taught rather than instinctive or innate (2001, p. 30). Starting at birth, the infant mind is somewhat like a blank tape, waiting to be filled, culture plays a large part in the recording process (Fisher, 1988, p. 45). Handed down from members within the larger community, it is gradually reinforced and imprinted into individuals mind as time progresses. Culture directly influences the way in which people within the context communicate, and the way in which they perceive each other (Victor, 2001). As a result, one organizations conduct, developed in a particular environment and reflecting the local staffs cultural identity, may not be applicable to another culture. People around the world are similar as well as different, they are similar since they share common characteristics, and at the same time they are different since each one of them have been born and brought up in different cultures having different set of values. According to Naylor (1997), all human beings are fundamentally the same, but culture makes them different and distinguishes them from other groups by creating and developing their own version of culture to meet their needs, desires and goals. In other words, culture serves as an element that helps humans to identify and define themselves. Therefore, Naylor (1997) defined culture as the learned way (or ways) of belief, behavior, and the products of these (both physically and socially) that is shared (at least to some degree) within human groups and serves to distinguish that culture group from another learning different beliefs and behaviors (p. 1). Ting Toomey (1999) also made a similar definition of culture. She defined culture as a learned meaning system that consists of patterns of traditions, beliefs, values, norms, and symbols that are passed on from one generation to the next and are shared to varying degrees by interacting members of a community (Ting Toomey, 1999, p. 10). Cultural Stereotype and Preconceptions Stereotype refers to the simplified viewpoint that one social group holds for the other. Cultural stereotype is attributed to over-generalization, which claims that the cultural characteristic of one individual can also be applied to the group, and ignores the mobile and changeable nature of culture as a whole (Beamer Varner, 2009). Considering mankinds limited capacity to process messages, and todays overwhelming volume of information, it may be helpful for people to try to summarize cultural differences, and establish cultural models. In this sense, some extent of qualified stereotype could be instrumental for it facilitates mutual understanding and learning between cultures. However, when this strategy is adopted generally, undesired effects arise. Generally, because of the stereotyped preconception in our mind, we want to see what we think we will see. Ones cultural belief system learned during socialization, ones experiences, and ones currently salient roles all contribute to the composition of what Bruner has called the individuals expectancy set; what he is set for perceiving in a situation and in other people (Simmons and McCall, 1966, p. 63). Furthermore, due to this mentality, we are not only attracted to things that we anticipate seeing and try to interpret them based on our limited knowledge, but we also disregard or belittle things that deviate from expectations. Cultural Prejudices, Ethnocentrism and Bullying When dealing with cultural aspects there are two aspects that we need to keep in mind, cultural prejudice and ethnocentrism. Cultural prejudice refers to the formation of opinion on certain members of the group grounded on the previous perception, attitude, and viewpoint of the group, heedless of the particular characteristic of the individual (Zhang and Xu, 2007). In cross-cultural communication, people often rely on their first impressions and assumptions, drawing on previous knowledge of the common features of a culture to make conclusions about an individual instead of analyzing behaviors specifically. Ethnocentrism means that a tendency exists within every individual to view his or her own culture as intrinsically better than other cultures (Victor, 2001, p. 36). When we grow up in a particular culture, not only does it shape our disposition and insert certain values and beliefs into our minds, but it also teaches us how to navigate within the environment. The older we grow and the deeper we immerse ourselves in one culture, the more likely we will see the world through a stained-glass window. Thus, it is natural for people to establish a sense of superiority regarding ones own culture over the other, generating a comfort zone in which we live and with which we are familiar. Moreover, self-reference criterion is employed in evaluating the surroundings. Nevertheless, this subconscious sense of cultural supremacy acts like a stumbling block in cross-cultural communication in that it forms a narrow-minded and defensive cultural identity that affects meaningful cultural exchange. In addition, it trains people into the mindset of drawing on a finalized conception to perceive other cultures. Just as cultural scholar and organizational sociologist Geert Hofstede, once said, Everyone is used to seeing the world from their own living rooms window; everyone has the tendency to view foreign cultures as strange while consider their own features as standard. This narrow mentality opens the door for future cultural imperialism, abasement, isolation and dependence which disrupts cross-cultural communication (Yang and Yi, 2006, p. 77). Consequently, with workers mindset of cultural prejudices and ethnocentrism there is a tendency that the employee who is culturally different suffers most of the time from bullying. Einarsen (1999) defines bullying as deliberate or unconsciously repeated actions and practices directed to one or more workers (victims) with the result of causing humiliation, offence, distress, and interference with performance on the job. Especially, bullying behaviors include: aggressive eye contact (glaring or meaningful glances), intimidating physical gestures (including finger pointing, slamming or throwing objects), yelling or screaming at the target, angry outbursts and temper tantrums, rude or hostile behavior toward the target, accusations of wrongdoing, spreading false rumors about the victim, breaching the victims confidentiality, and making unreasonable work demands on the target (Keashly, 1998). Einarsen (2000) identified two general types of bullying behaviors. Predatory bullying occurs where the victim has personally done nothing provocative to justify the bullying behaviors. In this case, the victim is an accident of a bullys demonstration of power. In contrast, conflict-related bullying occurs as result of highly escalated conflict (Einarsen, 2000). In some instances, the social climate at work creates conflict that escalates into harsh highly personified conflicts where the total destruction of the opponent is seen as the ultimate goal to be gained by parties (Van de Vliert, 1998). In such highly escalated conflict, aggressive behavior is a common tactic used to show resentment about perceived wrongdoings by ones opponents. Although many interpersonal struggles and conflicts are a natural part of human interactions, there is a thin line between interpersonal personal conflict and the aggressive behaviors that are labeled as bullying. In conflict-related bullying, oppone nts value as a person is denied leading to manipulation, retaliation elimination and destruction (Einarsen, 2000). Cultural Diversity Concept of Diversity The issue of addressing diversity is still a difficulty for organizations in this 21st century (Jackson Aparna 2010). Previously, diversity was defined as a characteristic of groups of two or more people and that commonly relates to demographic differences of one sort or another among members of a working team (McGrath, Berdahl, and Arrow, 1995).Van Knippenberg and Schippers (2007) define diversity as a characteristic of social grouping that reflects the degree to which objective or subjective differences exist between group members. Research in workplace diversity has quadrupled in the last few decades, yet, most of the outcomes demonstrate that diversity has paradoxical effects on team processes and outcomes (Joshi, Liao Roh, 2011, Jackson, Joshi and Erhardt, 2003, Milliken Martins 1996, Williams OReilly 1998). Diverse teams have been found to experience process and performance losses, as evidenced by less positive attitudes, reduced communication, and a higher likelihood of leaving a working team (Riordan Shore, 1997). Recent works have also identified the conditions, such as employee involvement that must be in place for diversity to generate organizational benefits (e.g. Yang Konrad, 2011). Cultural Diversity Double Effect and Dimensions Diversity is a subjective phenomenon, created by group members themselves who on the basis of their different social identities categorize others as similar or dissimilar: A group is diverse if it is composed of individuals who differ on a characteristic on which they base their own social identity [OReilly, Williams, Barsade 1998, p. 186]. Loden Rosener [1991] define diversity as characteristics which differentiate one group of people from another along with primary, secondary and tertiary dimensions as shown in the table below Table 1. Dimensions of Diversity Primary dimensions Secondary dimensions Tertiary dimensions à ¢Ã¢â€š ¬Ã‚ ¢ Race à ¢Ã¢â€š ¬Ã‚ ¢ Ethnicity à ¢Ã¢â€š ¬Ã‚ ¢ Gender à ¢Ã¢â€š ¬Ã‚ ¢ Age à ¢Ã¢â€š ¬Ã‚ ¢ Disability à ¢Ã¢â€š ¬Ã‚ ¢ Religion à ¢Ã¢â€š ¬Ã‚ ¢ Culture à ¢Ã¢â€š ¬Ã‚ ¢ Sexual orientation à ¢Ã¢â€š ¬Ã‚ ¢ Thinking style à ¢Ã¢â€š ¬Ã‚ ¢ Geographic origin à ¢Ã¢â€š ¬Ã‚ ¢ Family status à ¢Ã¢â€š ¬Ã‚ ¢ Lifestyle à ¢Ã¢â€š ¬Ã‚ ¢ Economic status à ¢Ã¢â€š ¬Ã‚ ¢ Political orientation à ¢Ã¢â€š ¬Ã‚ ¢ Work experience à ¢Ã¢â€š ¬Ã‚ ¢ Education à ¢Ã¢â€š ¬Ã‚ ¢ Language à ¢Ã¢â€š ¬Ã‚ ¢ Nationality à ¢Ã¢â€š ¬Ã‚ ¢ Beliefs à ¢Ã¢â€š ¬Ã‚ ¢ Assumptions à ¢Ã¢â€š ¬Ã‚ ¢ Perceptions à ¢Ã¢â€š ¬Ã‚ ¢ Attitudes à ¢Ã¢â€š ¬Ã‚ ¢ Feelings à ¢Ã¢â€š ¬Ã‚ ¢ Values à ¢Ã¢â€š ¬Ã‚ ¢ Group norms Source: based on R. Rijamampinina, T. Carmichael, A Pragmatic and Holistic Approach to Managing Diversity. Problems and Perspectives in Management, 1/2005, p. 109. In sum, the presented above research debates that diversity might have positive and negative contributions to organizational functioning depending on its level. The most negative outcome of cultural and workplace diversity was found to be conflict (Jehn, Northcraft, Neale, 1999; Pelled, 1996; Olson, Parayitam Bao, 2007). Workgroup diversity is associated with conflict in teams, both task conflict and relationship conflict (Ayoko, Hartel, Callan, 2002, Chatman Flynn, 2001; Jehn, Chadwick, Thatcher, 1997; Jehn et al, 1999; Pelled, 1996; Pelled, Xin, Weiss, 2001). The conflict resulting from workgroup diversity has the potential to benefit performance if it generates the elaboration of more possibilities and perspectives in problem-solving discussions (van Knippenberg, De Dreu, Homan, 2004). The Meta-analytic research linking both task and relationship conflict to poorer performance have demonstrated that workgroup conflicts often do not result in positive outcomes (De Dreu Weingart, 2003). Additionally, new evidence emerging from another meta-analytical study (de Wit, Greer Jehn, 2011) suggests that while relationship and process conflict are negatively linked with performance, the effect of task conflict on outcomes is even more complex indicating that task conflict is only associated with positive outcomes when the link between task and relationship conflict is weak. There is substantial literature which argues that diversity has performance advantages over homogenous work structures [Cox, Lobel and MacLeod 1991]. First, multicultural organizations have an advantage in attracting and retaining the best talent. The capabilities of women and minorities offer a wider labor pool. Organizations that is able to attract and retain qualified minority group members and keep faith with them through fair and equitable career advancement treatments, gain competitive advantage and derive high quality human resources dividends. Second, a multicultural organization is better suited to serve a diverse external clientele in a more increasingly global market. Such organizations have a better understanding of the requirements of the legal, political, social, economic and cultural environments of foreign nations [Adler 1991]. Third, in research-oriented and hi-tech industries, the broad base of talents generated by a gender-and ethnic-diverse organization becomes a priceless advantage. Creativity thrives on diversity [Morgan 1989]. Fourth, multicultural organizations are found to be better at problem solving, possess better ability to extract expanded meanings, and are more likely to display multiple perspectives and interpretations in dealing with complex issues. Such organizations are less susceptible to groupthink. Fifth, multicultural organizations tend to possess more organizational flexibility, and are better able to adapt to changes. Women, for instance, are said to have higher tolerance for ambiguity than men [Rotter OConnell 1982]. Diversity has some drawbacks which moderate its significant advantages. In problem-solving situations, extraordinary costs in time and financial resources can negate the benefits of synergy, and can even degenerate into dysfunctional conflicts. Diversity does not fare as well under conditions of uncertainty and complexity which may lead to confusion and frustration. Diversity can make it harder to arrive at an agreement on a particular course of action, and can result in negative dynamics and cultural clashes that can create work disadvantages for women and minorities. Traditionally, cultural conflicts between majority and minority group members are usually resolved in favor of the majority groups. This, in turn, creates significant barriers to full participation by minority members in potentially conflict situations. In an analysis of 151 work groups, Tsui, Egan and OReilly [1992] found diversity to be associated with lower levels of psychological identification with group members w hich would tend to detract from overall performance and result in adverse effects on organizational measures of productivity, absenteeism and turnover. Homogenous groups have been reported to outperform culturally diverse groups especially where there are serious communication issues which make it more difficult for everybody to make optimal contributions to the group effort. Higher turnover and absenteeism are special problems identified with multi-cultural organizations. Several research studies since the 1960s have found women and other minorities to be consistently higher on absenteeism and turnover than their majority-member counterparts. In a study of twenty work units, OReilly, Caldwell and Barnett [1989] concluded that heterogeneity in groups was associated with lower levels of group social integration which resulted in higher individual turnover. They concluded that out-group members were more likely to leave the organization. Using a hypothetical company of 10,000 employees, Cox estimated that absentee differences attributable to multiculturalism would cost a company an average of three million dollars per year [Cox 1993, p. 25]. Milliken and Martins [1996] argued that diversity can affect an organizations functioning through four types of mediating variables. First, diversity can have affective consequences, such as lower organizational commitment or lower satisfaction, because people prefer interactions with similar others. Second, cognitive outcomes refer to an increase in creativity and innovation. Diversity can enhance a groups ability to gather and process information and therefore it could result in a greater creativity. Third, a diverse organizational workforce is a symbol of equality. These symbolic effects are important for an organizations reputation. And last, diversity also has clear implications on the communication process within a group or organization, i.e. communication effects. Milliken and Martins typology takes into account the fact the diversity can have both positive and negative effects on the functioning of organizations. Also Benschop [1999] argued that their typology provides a clea r view on the effects of diversity on an organizations functioning. Communication Role of Communication Openness Stuart Sillars(1998: pg 21) define communication as the giving, receiving or exchanging of information, opinions or ideas by writing, speech or visual means or any combination of the three so that the material communicated is completely understand by everyone concerned. Communication has been seen to assist organizations undergoing change by breaking down the resistance among workers and increasing their trust in the impending changes (Graham and LeBaron, 1994). Communication is also considered to be a means of resolving conflicts. When a group is meeting a goal, there are internal and external problems and one of the only ways to resolve the problem is via communication (Appelbaum et al., 1999). Communication is considered to be particularly beneficial when new recruits enter a work place. To make sense and to settle into the new environment, communication is considered to be particularly important (Jablin and Krone, 1987). Communication openness is defined as the ease of talking to each other in the group and the extent of understanding gained when people talk to other group members. According to Pelled et al. (1999), demographic diversity is linked with increased difficulties i

The Star Wars Trilogy Essay -- essays research papers

The Star Wars Trilogy   Ã‚  Ã‚  Ã‚  Ã‚  The First of the three part series, Star Wars, is the tale of a band of heros who team together for the good of the universe and the money. The story begins as Princess Leia is held hostage by the Galactic empire in order to crush the rebellion against them. During the attack on Leia's ship two droids, R2-D2 and C-P30, escape through an escape pod. They landed on a foreign planet and were captured and sold to their new master Luke Skywalker. The Empire chases the droids because they have a secret map detailing the whereabouts of the rebel base.   Ã‚  Ã‚  Ã‚  Ã‚  As the empire searches for the map they destroy Luke's home. With no where to go R2-D2 leads Luke to Old Ben. One of the last Jedi Nights Ben takes Luke and the droids across the universe to The planet Orion on search of help. They meet Han Solo and Chewbacca who have a ship to get them there.   Ã‚  Ã‚  Ã‚  Ã‚  At this time in an attempt to get the co- ordinates for the Rebel base from the Princess Darth Vader, A leader of the Empire, Destroy Orion with there new space station the Death Star. As Luke and Han Aboard the Falcon get near the old planet they are caught by the Death Star. Once in side they escape there captors and seek to escape the Death star. While doing this they find Leia and free her. Ben also find his long time student turned evil, Darth Vader, and fights to the death. Vader wins but Ben spirit remains with Luke. The other...

Humanity as a Bridge :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  People of the world are very different in many ways, and yet similarities exist. Many languages are spoken, many religions are practiced, but we have one 1 thing in common, humanity. By definition, humanity is what makes us part of the human race. Humanity is like a universal bridge, connecting groups of people to each other. Without humanity, you have many groups stranded like islands. We have to celebrate this bridge, and allow others to cross it, to experience our different cultures. We can use this knowledge of our various cultures to improve ourselves as human beings. If we're not improving, then we are taking a step back, enough steps back and we will eventually come back to where we started from. Instead we should take steps forward, crossing this bridge and uniting with the people on the other side. Uniting with people is essential to stop unwanted accidental misunderstand. Those that are not united are not familiar with each other, and those that are unf amiliar with each other have more differences, and when differences exist, conflicts arise. With conflicts come wars, with wars come destruction, destruction of the crucial bridges that connect us. If we cross the universal bridge more often, we will virtually eliminate hate and racism, something which we desperately need in this crucial and sensitive time.   Ã‚  Ã‚  Ã‚  Ã‚  People of the world are very different in many ways, and yet similarities exist. Many languages are spoken, many religions are practiced, but we have one 1 thing in common, humanity. By definition, humanity is what makes us part of the human race. Humanity is like a universal bridge, connecting groups of people to each other. Without humanity, you have many groups stranded like islands. We have to celebrate this bridge, and allow others to cross it, to experience our different cultures. We can use this knowledge of our various cultures to improve ourselves as human beings. If we're not improving, then we are taking a step back, enough steps back and we will eventually come back to where we started from. Instead we should take steps forward, crossing this bridge and uniting with the people on the other side.

A Comparison of The Yellow Wallpaper and The Darling -- comparison com

In Charlotte Perkins Gilman's, "The Yellow Wallpaper", and Anton Chekhov's, "The Darling", we are introduced to main characters with lives surrounded by control. In Gilman's, "The Yellow Wallpaper", the main character, which remains nameless, is controlled by her husband, John. He tells her what she is and is not allowed to do, where she is to live, and that is she is not permitted to see her own child. In Chekhov's, "The Darling", the main character, Olenka, allows her own opinions and thoughts to be those of her loved ones. When John puts the narrator into the room, she writes in despite of him telling her that she should not. At the end of her first passage, the narrator tells us, "There comes John, and I must put this away - he hates to have me write a word". The narrator was told that writing and any other intellectual activity would exhaust her. The only thing that exhausts her about it is hiding it from them. The narrator tells us, "I did write for a while in spite of them; but it does exhaust me a good deal - having to be so sly about it, or else meet with heavy opposition". Conrad Shumaker suggests that John believes that if someone uses too much imagination then they will not be able to figure out reality. "He fears that because of her imaginative 'temperament' she will create the fiction that she is mad and come to accept it despite the evidence - color, weight, appetite - that she is well. Imagination and art are subversive because they threaten to undermine his materialistic universe" In Gilman's "Why I Wrote the Yellow Wallpaper", Gilman tells us that when she was sent home from the rest cure, Dr. Mitchell gave her "solemn advice to 'live as domestic a life as far as possible,' to 'have but two hours intellectual... ...lf. Her thoughts were always for someone beside herself. When Olenka was alone "she had no opinions of any sort. She saw the objects about her and understood what she saw, but could not form any opinion about them, and did not know what to talk about." Olenka had nothing to make conversation and if she would make conversation, she could not give her opinion. In conclusion, both women had a strong control factor in their life. In "The Yellow Wallpaper", the main character makes no decisions of her own. Her husband, John, controls everything she does. In "The Darling", the men surrounding her life control all of Olenka's opinions. The men do not mean for it to be this way but that is just how Olenka is. She allows herself to not be able to think on her own. These characters have similar personalities. They both allow themselves to be controlled throughout their lives.

Botany Durian

Durian: Genus: Durio Family: Malvaceae Kingdom: Plantae Tribe: Durioneae Order: Malvales Subfamily: Helicteroideae Scientific Classification: †¢ There are 30 recognized Durio species †¢ Nine of them produce edible fruit 1. Durio zibethinus 2. Durio dulcis 3. Durio grandiflorus 4. Durio graveolens 5. Durio kutejensis 6. Durio lowianus 7. Durio macrantha 8. Durio oxleyanus 9. Durio testudinarum †¢ Durio zibethinus is the only species available in the international market †¢ Other species are sold in locally Species Durian: It is a large-sized tropical fruit tree.The tree can reach a height of 35 – 45m if grown from seeds. Durian trees that are planted on a smooth level of land are smaller in size (10-15m in height). Climate: Climate Condition †¢ Soil: It grows best in fertile, deep soils with abundant organic matter and a pH of 6-7 †¢ Temperature: 25 -30 C; evenly distributed. The trees may survive occasional changes in temperature as low as 10? C a nd as high as 46 C. †¢ Needs tropical warmth, abundant moisture, and sunshine to thrive. †¢ If coconut can grow and bear well in some climate, except for seaside areas (durians are not salt-tolerant), durians may be possible too.Soils: The durian needs Loamy to sandy loamy is the most suitable soil. This soil is mostly found at the slopes of hills. Soil like â€Å"bris† soil, sulphuric acid and peaty soil is not suitable for durians. Roots: Durian roots have primary taproot going directly down from the trunk and secondary roots growing out from it. Durian Flowers †¢ Durian flowers are strongly fragrant and having nectar †¢ 50-70 mm long and grow in clusters of 1 to 45 individual flowers per cluster †¢ Flower clusters hang from the main and smaller branches, or directly from the trunk of the tree. Period of 3 to 4 weeks of dry weather is needed to stimulate flowering †¢ It takes about one month for a durian flower to develop from first appearance as a tiny bud to an open blossom. †¢ Each flower has 5 sepals and 5 petals †¢ Colour of the flower matches the color of the edible pulp that will develop inside the fruit; – Yellowish petals produce yellow-fleshed Durians (the most common) – White or Reddish petals will produce white or reddish fleshed Durians. †¢ Durian flowers are normally open from around 3 p. m. to midnight †¢ Durian flowers are hermaphrodites, each having a stamen and pistil in the same flower. Self-pollination rarely happens because the pistil and the stamen do not appear at the same time. †¢ Durian flowers are primarily pollinated by Bats when they visited flowers for nectar †¢ No evidence for any durian pollination happens via the wind †¢ It has been demonstrated that durian fruit-set will greatly increase by human hand-pollination †¢ Usually only 1 or 2 durian fruit develop from each flower cluster Flowerbud and flower: The nocturnal durian flower blooms when night falls and is at its peak at midnight. Usually, no pollen can survive until the next morning, so active pollination occurs during the night. Bats are pollination agents. Durian Leaf †¢ leaves are about 8 – 20 cm long and 2. 5-7. 5 cm wide †¢ Elliptic to oblong in shape †¢ Upper surface is shiny smooth, light or darkgreen †¢ Bottom surface is somewhat scaly, sometimes brown but more often with a golden shine. †¢ Leaves are folded at their mid-rib when they first appear, then stretch out as they mature. Durian Fruit †¢ Durian fruits’ Weight commonly ranges from 2-5 kg, up to 8 kg is also possible. †¢ Thai varieties are generally the largest, as 200 mm long by 175 mm in diameter †¢ Fruits from Philippines and most other regions are sually smaller and lighter †¢ The weight of the fruit and its spiky armor make a durian grove a hazardous place during ripening season, unless the fruits have all been pre-tied with string s or ropes to prevent their fall to the ground, or large safety nets positioned to catch them. Durian Fruit †¢ Inside each fruit there are 5 compartments containing the arils and 1 to 7 seeds of 2-6 cm long with glossy, red-brown seedcoat †¢ The aril or pulp varies extensively between cultivars and different seedlings in aroma, flavor, texture, thickness, and color, usually ream yellow to deep orange, but also rarely in some varieties white and even bright red. †¢ Durians from trees aged 50, 60 years and more have enhanced qualities of flavor, aroma, and texture †¢ Fruits of older trees can be identified visually by having very wrinkled skin on the fruit sections. †¢ Durians are highly perishable. They are fully ripe 2 to 4 days after falling and lose eating quality in 5 or 6 days †¢ The fruit is attractive to a great variety of animals and insects as well as people, including monkeys, gibbons, orangutans, apes, birds, dogs, pigs, rhinoceros, ears, squi rrels, tapirs, deer, elephants, tigers, and even the domestic cat. Odor/Smell of Durian — Smell of Durian is a mixture of – Unwashed socks – Rotten fish – City dump on a hot summer's day – Carrion in custard – Decayed onion – Turpentine – Garlic Taste of Durian †¢ Taste of the Durian is a mixture of – Custard – Almonds – Cream cheese – Sherry wine – Ice cream spices – Banana Medicinal Properties †¢ Parasitic worms are said to be expelled by eating durian †¢ Fevers are said to be reduced by drinking a tea of the leaves and roots, or applying durian leaf juice to the head. Swellings and skin diseases are said to be healed by applying a tea of the leaves and fruits †¢ People with high blood pressure or pregnant women are traditionally advised not to consume durian †¢ Durian is not recommended for consuming with alcoholic beverages, as the combination of natural sub stances is a powerful producer of internal gas. Facts About Durian: -The durian is commonly known as the â€Å"king of the fruits. † The name comes from the Malay word duri, meaning â€Å"thorn. † -Durians cannot be plucked from the tree. You have to wait for durians to drop. The fruit usually drops at night.

How Does Phonics Develop Early Reading?

How does phonics develop early reading and how should phonics be taught? The most important skill any child can leave primary school with is the ability to read independently and effectively for meaning. ’ (DFE National Literacy Strategy) Reading has become an integral part of our lives; within the world we live in today we rely heavily on information and environmental text. It is important that from an early age Children are immersed in books everyday.With parents reading short stories to there children daily it will be inevitable that those children will stand a better chance at becoming stronger fluent readers. However distractions at home can have a detrimental affect on children’s development in reading as parents may not have enough time to help this. Many subjects rely on access to texts and an holdup or absence in basic literacy skills will effect progress in these areas. Phonics is â€Å"a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. (Oxford Dictionaries) Phonics is not something new and has been used in schools to help children learn and read since the â€Å"mid nineteenth century† (Browne 2011, 27) Although it had become less significant within schools during 1950’s it has continued to appear in practice within schools since. Within this essay I will be looking into the role of Phonics within teaching children to read while also looking at the different phonic systems in place and choosing the most effective one.I will be talking about the theory I have learned as well as my experience in schools while on placement with my foundation two class. There are two methods of teaching phonics in the classroom both Synthetic Phonics and Analytical Phonics. I will be concentrating more on Synthetic Phonics as it is considered to be â€Å"the best method for teaching reading. † (DfE 2010, p11) Children are taught to read and spell during the same period. They are taugh t the individual correspondences between sounds that are known as phonemes and written letters, which are known as graphemes.An example of this would be h-a-t = hat. They can also use this technique to pull apart those sounds that would help with spelling of words. For example hat = h-a-t. (Rowlingson) Whereas Analytical phonics is the complete opposite as they will start with a whole word and analyse a part of it. â€Å"In English there are 44 sounds (Phonemes) which are written using 26 letters of the alphabet† (Browne 2011, p27) There are many more Graphemes than Phonemes with most phonemes being represented by a number of different graphemes. Synthetic phonics can be taught in many ways.The Primary Framework for Literacy (DfES, 2006a) gives a progressive plan on how to teach phonics. I found during my time with Foundation year 2’s the teacher I was working with concentrated on implementing four new letters every week as well as recapping what they had learnt from t he previous week. I asked her if it worked well and she certainly seemed to think so. Before she would be doing a new letter a day, although this would allow her to teach at a good pace she noticed the children were struggling to remember all the letters and sounds they would learn.Because of this she had to revise the way she was teaching the phonics to go at a pace the children were comfortable with. She revised her plan so that every day her children would recap over the letters they had previously been taught. I noticed that however much planning was in place that it was always best to go by how the children would cope and over time you will become familiar with the class you are working with and this will come naturally.Once the alphabetic code has been taught you will advance to more complex graphemes and simple consonant-vowel-consonant words to much more complex CVC words. This will give the children a good understanding of being able to read and write these. It also allows them to then combine what they have learnt from the sounds into whole words. This however doesn’t always work with all words that are known as ‘phonically irregular’ also known as ‘tricky words’ as they do not comply to the phonics rules that are being taught.An example of this will be l-i-g-h-t, which clearly won’t make much sense when viewed from a phonics point of view. These words will be learnt by rote, which is a memorizing process using repetition where the teacher feels appropriate based on how successful the child is at reading. By understanding these procedures of reading it is possible to decode entirely unfamiliar words. From my experience within my Foundation year two class I learnt that it was important to keep the phonics lessons short, with around thirty minutes a day dedicated to this.Some people may believe that because it was only a short period of time to cover phonics the lesson will be very restricted with the children ha ving to take in all the information they are being given by the teacher with no participation. While being on placement I witnessed first hand exactly what happens in the typical Phonics lesson; it would start with ‘Fast phonics first’ where the children would watch a musical animation of the alphabet being sang out with the children engaging and singing along.The lesson then covers what the children had learnt the previous week in a short recap while then covering the new letters. This can be done in many ways. The teacher often puts the new letter on the interactive board and plays magic finger which sees the children watch the letter being drawn in the air with her finger and gets the children to copy this and then write this down on there own individual whiteboards which keeps them involved.This way it allows the children to experience an engaging lesson that they will remember, its also important that the teacher recaps on the letters the following day so that the children will keep the letters in there minds much longer. Over my six weeks I saw that the lessons would get gradually harder which follows what The Primary Framework Literacy (DfES,2006a) plan states.The diagraphs such as consonant diagraphs where two consonants join together to produce a single sound the most popular being â€Å"ch† â€Å"sh† and â€Å"th† Vowel diagraphs can also be used such as â€Å"ai† â€Å"ea† and â€Å"oo† etc by using these as well as CVC words it will help with the children’s understanding and knowledge of reading. A structure is very important when teaching Phonics and in Jim Rose’s independent review of the teaching of early reading many people agree with this. The review itself was conducted during 2005 with Jim Rose publishing his discovery early the following year.He talks about how phonics should be taught at the age of 5 years from foundation until year 2 and beyond. It should be Systematic c arefully planned and progressive which fits well to my observations while on placement. It should also be taught discretely daily at a brisk pace with the main point being that children are learning to decode and encode print. The key point from this Rose review however is that â€Å"it is part of a broad, rich curriculum† Meaning it should be used in all areas of teaching the children and not something that is separate.Another scheme would be that of Michael Gove Secretary of state for education who stated â€Å"A solid foundation in reading is crucial to a child’s success as they progress through primary school, into secondary school and then in later life† (Michael Gove 2012) He talks about how expected reading levels of ages 7 and 11 are simply not achieving with the government are looking to raise the standard of reading in the early years of primary school, his idea is that he wants children to read to learn information rather than reading to learn to read . We are determined to raise literacy standards in our schools, especially of those not achieving the expected level – a light-touch phonics-based check will provide reassurance that children in Year 1 have learned this important skill, will enable us to pinpoint those who are struggling at an early age and will give them the help they need before it is too late. (Michael Gove 2012) Systematic Synthetic Phonics is an extremely valuable program that works effectively within the reading and writing of children’s lives however It should be used alongside other strategies such as analytical I briefly mentioned earlier this is because every child is different and just because something works well for one child doesn’t always mean it’s the same for every child. With other strategies it will help every child no matter what the ability maybe. By using more than one program, most topics will be covered that suit the child. â€Å"Phonic knowledge can be taught in many ways† (DfES,2006a). Word Count – 1490

Johannes Vermeer’s “Woman Holding a Balance” Essay

The nationalgalleryofart.gov website features an artist by the name of Johannes Vermeer. Johannes Vermeer’s â€Å"Woman Holding a Balance† exhibit consists of that single art piece, which was created in 1664 with oil on canvas. This realistic piece of art shows a woman holding a balance, seemingly lost in her thoughts. In the background is a painting of â€Å"The Last Judgment†. Vermeer made it hard to perceive what the woman may be balancing, whether it is the gold chains and the strings of pearls that are lying on the table in front of her, or if it’s her thoughts that she is trying to balance out. That idea is up to the audience to decipher and debate. Looking at the basic characteristics determines the artist’s style. Vermeer distinctly places background lines that fade into the vanishing which happens to be the woman’s finger, which helps in balancing the painting. In another attempt to balance the painting, Vermeer placed the balance point precisely in the middle of the painting. He also makes the woman a positive shape, meaning she is at the for-front of the painting, while the work of art and jewelry are perceived as negative shapes, meaning they are in the background. Vermeer also uses light to enhance this painting. The light seems to aggrandize the woman, making her the focal point of this work. He uses different types of paints to create wool like texture of the woman’s orange dress. He understood the concepts of different colors; for example, using the lighter color orange dress under the dark blue shawl, gave him a chance to lighten the painting. The size of the painting behind the woman suggests that the woman is small, actually making everything in the work smaller than it. Implied motion is shown in the painting also, by the woman holding the balance, in the process of waiting for it to reach equality. By combining these characteristics, one can determine the style Johannes Vermeer uses in this painting. Realism is the style of this work. Because everything in this painting could have really happened in his time of the 17th century, concludes the fact that the style is realism. In this work of art, I see a pregnant woman holding a balance contemplating something. I can be certain she is holding a balance, but it is what she is balancing could be up for debate. I think she is balancing her thoughts about the future of being a new mom vs. just a wife, or maybe the thought her religion and what is to come of it. The painting of â€Å"The Last Judgment† inquires this thought process. These symbols that Vermeer uses serve to support the message being conceived as the balancing of life-what religion holds for her, and what the real world holds for her. Vermeer’s biography explains that he grew up, settled, and died in Delft. He was raised as a Protestant, but before marrying he converted to Catholicism. In the 1600’s religion was a big part of life, which supports the logic about the symbolism, and their meaning of the painting. His culture is relayed in the painting, by the clothing the woman is wearing, and the artifact she is holding. His style seemed to be realistic historical or realistic religious. This fact is also supports the idea of this painting being about religion. The art of the 17th century was â€Å"Baroque† which communicated religious themes. The Catholic Church was a big influence at this time, and seemed to encourage art relating to religion. I found that minute details in a painting can help one understand it better. The biography of the artist can help a lot also. When looking at a piece of art , one has to literally pick it apart, and then look at it all together because the smallest thing could change the meaning being portrayed. The most important information I embarked on was everyone has a different opinion of what a painting is implying, and no one is wrong. Works Cited Johannes Vermeer, Woman Holding a Balance, c. 1664, National Gallery of Art, Widener Collection

The Feasibility of Chili and Kamias as Mosquito Killer

Background of the Study: This study is done by the researcher to give importance to the chili and kamias fruit. Not just in food, but the researcher wanted to produce a mosquito killer out of them. For all we know that chili has been tested and proven to be the one good ingredient in mosquito killer making and what if it is added by the acidic property of kamias fruit? The researcher wanted to know the effect of the combined property of each fruit. Statement of the Problem: This study aims to determine the effect of the said mosquito killer (chili and kamias).Especially it will answer the following questions: 1) Does the said mosquito killer (chili and kamias) is cheaper than the commercial ones. 2) Will this mosquito killer (chili and kamias) can affect the health/kill the person who accidentally took it. Hypothesis: 1) This mosquito killer (chili and kamias) is cheaper than the commercial ones because the materials/ingredients used to produce this is cheap and are abundant in tropi cal countries like the Philippines. 2) Side effects will occur if accidentally taken by anyone. Significance of the Study:The said mosquito killer (chili and kamias) was made to compete to the commercial ones which were expensive. And help our country, for we have plenty of chili and kamias. Definition of Terms: antiscorbutic-a remedy for scurvy poisonous-toxic or venomous; harmful; having the qualities or effects of poison Scope and Limitations: If this study is already done, not only the poor ones can use it, also the rich ones. Not just because it’s cheaper but also on its effectiveness. Methodology: Materials: ? kilo of kamias fruit 1 ? kilo of chili mortar and pestle ettle gas stove product container Procedure: The researcher collected and prepared all the materials needed. The researcher then pounded the kamias and chili separately and gets their extracts. After pounding the kamias and the chili, the researcher boiled the two extracts separately for 5 minutes. Then the researcher mixed them and poured them inside the container. Review of related literature: In the past chili was used only as spices because of its taste. Later on, it was discovered as a good mosquito killer because of its pesticidal property.While kamias (ginger lily) was also used in food spices before. Later on, it was discovered by Battistelli in 1939 that it has properties such as astringent, stomachic, refrigerant and antiscorbutic. Some of the researchers now are having kamias as wine but in this study the researcher wants to test the properties of the kamias fruit together with the chili. http://techorati. com(chili/ fruit)(kamias fruit) http://news. bbc. co. uk/2%20americas/6367299. stm Bato Balani (ISNN 0117-7079) Vol. 21 No. 3sy www. batobalani. com