Sambian Partners : Why Are We Losing All Our Good People

Why Are We Losing All Our Good People Background: Sambian Partners founded by Peter Gasbarian in1975. Gasbarian idea was to build top notch architecture and engineering firm. Helen Gasbarian took charge of Sambian Partners as CEO in1997. The case begins with the resignation of Tom Forsythe, an assistant director. Mary Donillo, the head of human resources was opposed to Tom's decision. According to Adrienne Perle, one of the engineers at Sambian Partners people was quite unhappy. When this came into light, Mary Donillo asked her opinion regarding the current situation at the firm and from here she came to know the dissatisfaction among the employees with the current working conditions, mainly from the higher-ups in the organization. The CEO Helen Gasbarian makes decision of promoting Adrianne to a supervisor position. At this, anger rose among other employees who are more qualified but were not promoted. The junior employees were in an opinion that they could make their mark by leaving the company and work on interesting jobs. Mary decides to carry out an employee survey. She designed open ended questions to get an accurate snapshot of the current scenario the company is facing. But the questions prove to be quite mixed. Employees were giving feedback by leaving. Clearly, they feel that more direct forms of feedback will go unheeded. Helen needs to find the root cause of why employees don't trust the company or don't care enough about the company to improve it. Purpose:- To find the reason for the talent drain. Proposed recommendation:- * To provide a forum where employees can speak openly about their discontent without fear of repercussions. (Grievance Management)[2] Methodology:- We have used business school approach, literature case study method, to study the case and give the recommendation. Findings on evidence:-Evidence: -â€Å"Why are we losing all our good people†, Edward E. Lawler III Harvard Business Rev. June 2008 Nov. Author ;Date| Population ; type oforganization| Design| Measures| Outcome| Comment| Rene Schalk, Wim Van Dijk| Conceptual paper| Dutch health care| Concept of employees' psychological contracts with their organization  |   Integrate employee commitment and quality management  | Quality fails when the system fails| T. N. Krishnan| Research paper| Indian organizations| Study carried on the employees| Valuable workplace| Understanding employment relationship| Lisa A. Steelman, Kelly A. Rutkowski| Research paper| Multinational company| Recipient's willingness to change his or her behavior| Motivated to improve job performance| Credible feedback | Carley Foster, Khanyapuss Punjaisri, Ranis Cheng| Conceptual paper| Multinational company| Employees' attitudes and behaviors| Closer alignment between the employees' values and those of the corporate brand| Synergized to achieve a strong, consistent corporate brand| Manuel London | General review| Multinational company| Interviews with bosses of young first-line managers| Encouraging individual contribution and personal growth| Career motivation| Karien Stadler| Research paper| Saudi Arabian mining company| Sample of 59 executives and senior managers| Talent reviews in the identification, development and retention of potential employees| Company's growth strategy| Thomas N. Garavan|   Literature review| Irish firms| Study of career development practices| Promote career development within the organization| Focusing on the role of the line manager, HRM specialist and the general design of career development systems within an organization| Conclusion:- In the case â€Å"Why are we losing all our good people† we can observe that there is a need of a platform where employees can came out with their discontentment and grievances regarding their working conditions. According to the evidence, Hal's news comes as a shock to Mary. â€Å"Are we part of the problem? † thought Mary as Hal describes the scene he just saw moments earlier. At this moment, a decision must be made: does the company asks its employees to take a job satisfaction survey, or does Mary stop the problem in its tracks by confronting Adrianne directly? The CEO and Mary decide to choose the later, ask Adrianne what is on her mind. After idle conversation the question is asked, â€Å"Is Tom Forsythe talking to you? And are these rumors true? After a few awkward minutes, the truth is reviled. No, Tom is not talking to Adrianne, but she is quite simply unhappy with the current working conditions, mainly from the higher-ups in the organization. Final decision:- From the above evidence we say that Sambian should establish an open-door policy so that employees know that they can talk to someone above their supervisors if they have a complaint. Helen must personally guarantee that feedback will be taken seriously. The employees might be experiencing an imbalance between work and life. The corporate culture should be clearly defined and the employees surveyed should analyze how far they are separated from the same. The employees also felt that there were inadequate career opportunities where they can grow. There was lack of recognition to their higher order needs. Jean Martin, executive director of the Corporate Leadership Council, gave the professional opinion of this article. According to her advice, the issue does not fall on â€Å"what† Mary is asking; it is â€Å"How† she asks it. It will be a harmful for a company when large groups of employees are migrating from it. In such situations, managers will be blamed. Not because they are doing a bad job and they failed to foresee this issue. But as a manager, it is important that they should conduct â€Å"audits† to make sure that their employees are happy. This is known as a â€Å"culture audit. â€Å"[1] It can prove be an effective way to combat these issues. Hence, a robust and clear HR processes is required to make these policies work within the company. References:- 1. Rene Schalk, International Journal of Health Care Quality Assurance   2. T. N. Krishnan, Employee Relations  ,2011 , Vol. 33, Issues: 5 3. Manuel London, Journal of Management Development  , 1986Volume: 5  Issue: 3 4. http://www. emeraldinsight. com/journals. htm? issn=0967-0734&volume=18&issue=3&articleid=1864041&show=abstract 5. http://www. emeraldinsight. com/journals. htm? issn=0967-0734&volume=18&issue=7 6. http://blcdocs. cox. smu. edu

Explore the ways in which Frayn presents the character of Keith in Spies Essay

Frayn presents the character of Keith in Spies through the protagonist Stephen’s recollection of their childhood adventures as best friends. Keith is shown as aware and confident in his knowledge and status, with an imagination so seemingly limitless to the point of violence. Despite this, Frayn evokes sympathy from the reader by portraying Keith for what he truly is: a young boy who uses the spying game as a means of escape from what appears a normal, but harsh upbringing. Frayn presents Keith in relation to Stephen, within the context of their friendship. Through their contrasting characteristics and family backgrounds their personalities are created. Frayn’s use of Stephen as a subservient yet contented friend highlights Keith’s dominance: â€Å"He [Keith] was the leader, and I was the led.. He was the officer corps†¦ I was the Other Ranks, and grateful to be so.† Frayn’s use of repeated sentence structure emphasises the divide in status of the two. The relationship is presented as balanced by both Stephen and Keith’s contentedness of the power imbalance. Stephen is ‘grateful’ to follow Keith, who enjoys being leader. Keith’s dominance and power over Stephen is made evident, especially as Frayn presents Keith, in Stephen’s eyes, as somewhat of a god: â€Å"One single heroic deed, to lay at Keith’s feet in the morning.† This image that is portrayed is that of a sacrifice, an offering to compensate for what Stephen feels are his inadequacies, and his betrayal of Keith’s trust. Frayn also makes it evident that Keith’s assumed superiority above other children comes from his awareness of his status in society. Again Frayn uses Stephen’s memory as a framework to subtly inform the reader of Keith’s social status. In Stephen’s memory they are ‘socially colour-coded-’ Keith’s ‘yellow and black’ uniform immediately identifies him as coming from the ‘right’ school. Keith does not talk to other children in the Close, only to Stephen, whom he can easily manipulate. Frayn demonstrates Keith’s insensitivity as he patronises Stephen with â€Å"Go home if you’re bored, old bean,† a term Keith’s father uses on him to signal a punishment. Frayn clearly uses this phrase to demonstrate Keith echoing his father’s threat  towards him, this time it is directed at Stephen. In this case, however, the punishment Keith intends for Stephen is not a caning, but the humiliati on of appearing like a child in their pretend adult spying game. Through Keith, Frayn demonstrates the power of a child’s imagination. From the outset he introduces Keith as an imaginative boy who leads fantastic ‘expeditions’ like investigating murderer-neighbours. This idea is further developed by Frayn with, â€Å"My mother†¦ is a German spy.† This shows Keith’s awareness of his mother’s unusual and deceptive behaviour, with the war as a backdrop adding realism to his game. Frayn shows Keith’s imagination as an escape from his ‘perfectly ordered bedroom’- a reflection of his father’s strict control of the house. Frayn employs the use of Keith’s father’s character to create fearsomeness within Keith’s character himself. The reader empathises with Stephen’s feeling of terror at Keith, as Frayn creates apprehension at Keith’s arrival into the boys’ den and the iconic ‘bayonet’ is taken out. In contrast with Barbara Berrill’s perception of it as simply and more importantly, realistically, a ‘carving knife’- in Keith’s hands tension is immediately created: portrayed as an echo of Mr Hayward through learned behaviour, Keith is capable of inflicting physical pain and violence, and does so. He makes a dismissive comment to Stephen, â€Å"If you think that hurt, you don’t know what hurting is.† One the one hand this could be interpreted as Keith’s typical undermining of Stephen’s feelings, challenging him to act like the brave, invincible adult Keith perceives himself to be. On the other hand , it could be read as a cry for help, suggesting that for Keith, physical pain from his father is more bearable than being restricted of his freedom to be what he truly is: a child. In Keith Frayn shows a lost childhood, exploring within it the idea of secrets of what seem ‘normal’ and flawless in the surface, presenting imagination as a way to violence, and alternatively, a means of escapism from a harsh world.

Philosophy Life and Death Essay Example | Topics and Well Written Essays - 750 words

Philosophy Life and Death - Essay Example However, when people can be given chances to become immortal, then they will immediately accept the chances to live forever, but the fact is that nobody can resist death. Secondly, nobody easily accepts death, and people usually do what they can, to survive difficult situations. This is the reason as to why many people readily pay for expensive medical covers, to safeguard their lives, and even drink chemical concoctions to conquer death. Gilgamesh finally concludes that death is unavoidable, and he too will someday die (McCaughrean G, Parkins 87). As a young man, Montaigne had an excessive fear for death, and this almost made enjoying life difficult for him. As a philosopher, he spent most of his time teaching people on how to encounter the fear of death. He based his teachings on the ideas presented, by some early philosophers, which stated the best way to treat your own mortality is to think about it constantly (Montaigne 243). Additionally, this theory further stated â€Å"dwell on your death every day, and you will become so used to it as an idea that cannot scare you when it arrives in reality† (Montaigne 243). Montaigne argues that death holds little to worry about; therefore, we should not bother our heads about it. According to his theory, the acceptance of death is something more than just a therapeutic tool (Montaigne 251). Therefore, when people expect too much out of themselves and try to control every aspect of their experiences, they will actually undermine that control. This also applies to death too; wh en we expect it, then we will not bother us. Lao-tzu’s â€Å"Tao Te Ching†, is an extremely difficult piece to interpret and understand due to the repletion used, and use of highly difficult-to-interpret symbolism. According to my understanding â€Å"tao† apparently means road or way. In other words, it is a way of doing things.

Media Censorship Essay Example | Topics and Well Written Essays - 1750 words

Media Censorship - Essay Example As the research stresses media professionals do extend their freedom of speech and communication by over reacting to specific situations in their respective fields. Recently, media has really led to brainwashing of young children. This is seen through programs on televisions and on some social sites on the internet. The effects are devastating, as in some cases, these have led to the overspread of diseases due to engaging in premarital sex, which is highly appreciated in movies and even TV programs. The rate at which the media fraternity creates controversy in situations is alarming. This has led to either to mass hysteria or calmness in times of calamity. These reasons have led most national governments censor some media classes from conveying what it feels but rather conform to some set regulations. It is necessary though in some areas, these controls have gone beyond the extent of reason. According to the paper findings Media Censorship is a topic that generates a vigorous discussion in the global platform. Many are the times media have censored some information, to some the act may be considered unreasonable while to others the act maybe considered necessary. Censorship can be defined as the suppression of words, images or ideas that are offensive. There are different types of media censorship, one is the age for viewing different programs or channels and the second is banning of some topics or words. The opponent find it as a subtle idea the proponent use to impose their moral value, ideas, beliefs and personal opinion on others.

Education Essay Example | Topics and Well Written Essays - 1000 words - 6

Education - Essay Example Therefore, it is imperative that clear standards and tenure be articulated and publicized (Dalager, 2011). Furthermore, the academic leaders who come up through faculty ranks sometimes develop close relationships with peers and often start viewing themselves as their advocates rather than their administrators. This creates biasness and nepotism, making employees not to believe on the process of evaluation, also affecting on the validity of data collection. Consequently, peer to peer evaluation is not considered as valid when it comes to students. There is no denying the fact that students play an integral role in the academic life of the university through their participation in the evaluation of the faculty by the Faculty Course Evaluation process, but in this case there is a fear of ‘grade inflation’. Students may also get biased in their decision. Other general problems in student evaluation of the faculty could be over interpretation about the instructor which only r eflects one aspect of teaching in the statistics. Students are sometimes unable to judge in an unbiased way or some unique aspects of teaching, therefore, the process concerns for reliability and validity (Diamond, 2011). While doing evaluation from faculty member, it is imperative that they should be all aware of terms and policies of the process. Lacking clear guidelines about the process and some specific legal situations causes ambiguity among faculty member and administrator. All such issues must be discussed with faculty and changes should be informed immediately to the staff. Coming towards tenure and promotion process, it has been noticed that for a successful institution, it is imperative that the policies described in tenure and promotion process should match the mission of an institution. If the priorities of an institution are not supported by the faculty reward system, it can create problems (Kelly, 2010). In general, the process usually involves an assembly of candidat es, in consultation with head of department. On this evaluation basis, high rank faculty department decides whether they should proceed with promotion or not. Other high rank officials do external evaluation. With all combine evaluations and recommendations, the decision is being made. If it is in favor of candidate’s promotion, then the head of department writes to dean of institution forwarding decision along with faculty votes. Further action is taken by dean who forwards the dossier to president of institute and which is then discussed in committee. Hence, the decision gets finalized after the board of trustees issues it. Difficulties with tenure process are not just an individual faculty concern that can be solved by minor adjustments; they are major institutional dilemma. Universities and colleges all over are working hard to find their place in rich mosaic of American higher education institution (Nebrasca, 2004). However, it is not impossible to improve the assessment process. It should be made satisfactory by involving more and more faculty members. Faculty should be examined by faculty administrators, legislators and senior faculty members not only through proper conversations but also through questionnaire filling and gathering statistical data. New faculty member are seen to be caught between the times. They are unable to show performance in accordance to the assessment

Organizational Behaviour Essay Example | Topics and Well Written Essays - 1000 words

Organizational Behaviour - Essay Example However, soon afterwards Ali was assigned larger and difficult projects that he was supposed to complete on his own. From the above figure it is apparent that there is a strong interrelation between tensions arising out of a desire to achieve personal advancement (as has been observed in Ali), and a corresponding resolution of the same in the form of credit given against individual performance (that Tony failed to deliver). Furthermore, the motivational capability of Tony was suspect because he was never too serious about catering to Ali’s queries and it was evident that the latter was gradually being demotivated. â€Å"Maslow suggested that there are five needs systems that account for most of our behaviour† and as is evident from the figure appended above, he theorised that â€Å"there is a natural trend in which individuals become aware of and therefore are motivated by each of these needs in ascending order† (Montana & Charnov, 2008, pp.238). As the case revealed that Ali was looking forward to gain a learning experience during his tenure at WD Inc., and in this context it may be mentioned that his extrinsic needs required motivation in the form of a prospect to earn a good grade, and his intrinsic needs called for motivation in the form of challenges as well as accomplishment in association with learning. On the other hand, Tony himself was not sufficiently motivated in order to be able to motivate his subordinates and he exhibited a major deficiency in the area of multi-tasking as well. Consequently, he could not offer any significant supervision and guidance to Ali, there by resulting in the frustration of the latter. As has been opined by Bennis & Goldsmith (1997) â€Å"in addition to being important to organisations, communication is critical to the leader, manager, or supervisor† (Harris, 2002, pp.14). The importance of this organisational function can be comprehended from the fact

Customer involvement in new product development Essay

Customer involvement in new product development - Essay Example 84). At the end of the day when the products are introduced to the market it is the customers who will buy them. This is the reason as to why some marketing professionals have the assertion that customer contribution can be of high importance to the process of introducing a new product (Hesselbach & Herrmann 2011, p. 207). Some people disagree with this assertion with claims that customers cannot really know if they want something that does not exist already. The purpose of this report is to enhance the understanding on the role that customers can play in the product development process. By the use of marketing theory, practice, and other marketing concepts this reports will prove just how important customer contribution can be to the development process of new products. It is important for a business organization to know that improving the relationship between them and the customers should go beyond just the economic relationship of buyers and sellers. The main aim of all organizations in the business world is to get a competitive advantage that cannot be undone. The ways through which they can be able to get such an advantage is through making sure that their products are valuable, rare, un-substitutable and un-imitable. Developing such a product is in no way something that can be considered a walk in the park. If in any case a product is to become valuable it is the customers who have to value it if in any case it has to do well in the market (Sandmeier 2008, p. 56). Therefore, it will be important for a business organization to know exactly what their targeted market values (Foss 2012, p. 129). By knowing what they value the company can also come up with a product that is not substitutable because they will be able to add the values that the oth er products that are already in the market are missing. In the process of developing and introducing a new product to the market, there is always some uncertainty. The

Corporate Social Responsibility as a Strategy Tool to Increase Research Paper

Corporate Social Responsibility as a Strategy Tool to Increase Shareholder Value - Research Paper Example The CSR is defined as actions that corporations engage in to further some social good, and which are beyond the firms’ interest and are legally required. It is also viewed as achieving commercial success through means that honor ethical values and people, communities, as well as the natural environment. In broader terms, the CSR denotes a comprehensive set of policies, programs, and practices that are integrated into the business strategies and decision-making processes and include issues related to governance, human rights, environmental concerns, community investment, business ethics, the marketplace, and the workplace.  This concept receives different views from its supporters and detractors. Broadly, those against it, use the classical economic arguments as put by Milton Friedman; that the management should serve to maximize the shareholder's profits. This is different from the CSR practices that serve many stakeholders. The second objection is that business managers are not meant to handle social activities as they lack social skills and should handle financial and operational matters. The third objection is that the engagement in social activities dilutes the business’s primary purpose. On the other hand, the proponents of CSR argue that CSR practices are useful for a business that would want to function in the future since it makes it create a healthy climate. The next support for CSR is that government regulation is reduced, and the companies have the necessary and adequate resources to fulfill society’s expectations of it. Another argument for CSR is that being proactive is better than being reactive because being proactive helps an organization to plan and is less costly than reacting to social problems after they have occurred.

Business Etiquette Essay Example | Topics and Well Written Essays - 2500 words

Business Etiquette - Essay Example Research evidence demonstrates that corporations are increasingly establishing joint ventures, building strategic alliances, and establishing direct investments. Successful and effective communication in an international business environment is necessary for business growth as Reynolds and Valentine (2011) have determined.( Lok & Crawford, 2004) Due to the globalisation of business it has become exceedingly important to have an exemplary cross and intercultural communication so as to gain competitive advantage. In current years, scholarly debates have been focusing on globalization of the economy and the diverse workforce that emphasises on appropriate business etiquette that leads to sustainable business relations across international business. Cook and Cook (2011) place premium manners of managers in public and professional while undertaking official duties. Other studies have highlighted that small business and upcoming entrepreneurs have started to invest heavily and competing in the international market. Recent developments show that many businesses are cultivating a global focus by sourcing, producing, importing, or exporting their goods and services around the globe, which makes intercultural communication and negotiation gain substantial prominence in the international business management. Further, international bus iness etiquette (the expected rules of behaviour for intercultural communication and management) has become increasingly important because of the mobility of people. Due to the different systems in politics and economy of the world, and the different history and cultural tradition. Sebenius (2002) points out that cultural difference can influence business negotiations in significant and unexpected ways. Negotiation is an important part of developing business in any market. (Xiaohua et al., 2003). The increasing globalization in the world and the increased mobility of people settling in foreign

Raising self esteem Essay Example for Free

Raising self esteem Essay Introduction This paper explains briefly the research proposal which specifically focuses on the programs proven to be effective in raising self-esteem in at-risk youth. This research proposal includes the background of the study, statement of the problem, statement of hypothesis, the significance of this study and scope and limitation of the study. Background of the Study The extent to which youth are labeled at-risk varies according to different authorities from psychology, education, sociology, and other fields (Astroh, 1993). Some authorities maintain that all youth are born at high risk (Glenn Nelsen, 1988). Others estimate that one-quarter of 10-17 year olds are at-risk Dryfoos, 1990). In more recent development, the number of youth in their high-risk years who commit offenses will increase: by 2010, 10- to 14-year-old juvenile offenders are projected to increase by about 6 percent, while ages 15 to 19 are expected to increase nearly 20 percent Brown Sevcik, 1999). Effective at-risk youth programs begin with determining who are going to be served. It is through them that programs determine the kinds of designs that are most appropriate for at-risk youth and the policies needed to support an effective high performance youth training system. According to Astroh (1993), broad generalizations about youth can detract from targeted efforts to address real-not perceived-problems in local communities. The loose definition of at-risk youth refers to those youth most likely to fail in school and the labor market. Furthermore, the Juvenile Justice and Delinquency Prevention Act adopted by Congress defines youth at risk as a youth at risk of educational failure or dropping out of school or involvement in delinquent activities (Brown Sevcik, 1999). More specifically, there are some methods in defining at-risk youth such as the Group Characteristics and the Skill Levels (Center for Human Resources, 1993). In the first method, at-risk population is defined in terms of demographic characteristics—having low income, being black or Hispanic, having dropped out of school, or receiving welfare. More recently, behavioral characteristics such as court-involvement, teen parenting and substance abuse have been identified as additional risk factors. At-risk youth, then, are frequently defined in terms of a list of characteristics, or combinations of characteristics (CHR, 1993). Many states depend exclusively on these kinds of demographic indicators to define the at-risk population, because of the strong research base (CHR, 1993). However, the major drawback to using only group characteristics is that when used in planning, they tend to mask the real skill issues that need to be addressed (CHR, 1993). The Skill Levels approach defines at-risk youth in terms of specific skill deficits or levels of employability; it focuses much more specifically on skills which can be matched up more directly with employer expectations (CHR, 1993). However, some practitioners argue that a purely skill-based definition fails to take into account important social and cultural barriers to Employment (CHR, 1993). To address this problem, CHR (1993) comes up with a hybrid definition. Here, one might define at-risk youth as those who are dropouts, or minorities, or teen parents and who lack specific educational and/or work skills. The purpose of a hybrid definition is to gain the advantages of the skill approach that is, targeting those with clearly specified employment skill needs while formally recognizing some of the social factors that exacerbate the risks of failure in the labor market (CHR, 1993). By including demographic and/or social characteristics, the hybrid approach may also make it easier for youth serving agencies to develop common definitions. To meet the needs of at-risk youth, the community needs to respond by developing intervention services for them that focus on building self-esteem, alternative leisure patterns, redirecting inappropriate lifestyles or behaviors, developing personal skills, assisting with pre-employment training, development of morals and values and enhancing the quality of life through positive recreation experiences (Brown Sevcik, 1999). According to the Association of African American Role Models (2003), one of most overlooked qualities missing in today’s at-risk youth is the building, maintaining, and utilizing self-esteem to achieve personal growth and success. Raising low self-esteem can be a difficult process but one that is surely successful with the intervention of an effective programempowering and counseling at-risk youth to visualize themselves as productive members of their communities (AAARM, 2003). Moreover, teaching self-esteem becomes a process that is continued by the at-risk youth themselves as their positive and productive attitudes permeate their interactions with those around them (AAARM, 2003). Brown and Sevcik (1999) state that recreational programs build self-esteem, self-discipline, commitment and teamwork. Moreover, Therapeutic recreation plays an important role in reaching at-risk youth (Brown Sevcik, 1999). Similarly, the 1992 Decima Report (1992) shows that through cultural alternatives, youth essential life skills including responsibility, self-esteem, cooperation, discipline and patience are built. Cultural activity builds self-discipline and perseverance in our youth; learning to play a musical instrument, rehearsing a play or executing a mosaic mural requires long hours of practice, focus and perseverance, all components of self-discipline, a trait that many at-risk youth are desperately lacking. (Americans for the Arts, 1997) In a more recent report by the Presidents Committee on the Arts and Humanities (1999), organized youth activities can deter risky behavior in adolescents; students who participate in band, orchestra, chorus or a school play are significantly less likely than non-participants to drop out of school, be arrested, use drugs or engage in binge drinking (SasCultre, 2003). Under this therapeutic recreational program, three methods of service are combined: Intervention, Diversion, and Prevention (Brown ; Sevcik, 1999). The program involves at-risk youth in a school-directed recreational program within the community, developing an awareness of and interest in opportunities available to them outside the school day; enables them to experience fun leisure activities; and to develop healthy friendships, good sportsmanship, mentoring with individuals within the community and healthy leisure interests (Brown ; Sevcik, 1999). With these premises, the researchers will conduct this study to find out and to ascertain the responses made by the Social Work Institutions towards the raising self-esteem in at risk youths. Statement of the Problem This researcher finds the necessity for a study that specifically tackles how successful programs are in raising at-risk youth’s self-esteem. This study intends to know why some programs fail. This proposed research study will try to answer the following queries: 1. What are the needs of at-risk youths in a program? 2. What are the factors that affect the success and effectiveness of a program in terms of raising self-esteem in at-risk youth? 3. What are the measures that should be done to improve a program? Hypothesis There is a significant difference in the raising of self-esteem of the at risk youths at ___________________ when grouped according to gender and age. Significance of the Study This study will be a significant endeavor in boosting self-esteem in at-risk youth. This study will be helpful to social workers this will serve as a guide for them when dealing with at-risk kids. By understanding the needs of these children, in terms of their self-esteem, and presenting the cause of failures of some programs, administrators will be able to design means in raising self-esteem. This could lead to the success of the program. Scope and Limitation This research study will only cover male and female at-risk youth who are currently under a program and whose ages range from 16 to 22. Thus, the programs that will be discussed in the entire study are from the Philippines, although, some programs from other countries might be briefly tackled. This study will only focus on the determination of what causes a program intended to raise self-esteem in at-risk youth, to succeed or to fail. Further, this study will operate based on its definition of at-risk youth. The outcome of this study will be limited only to the data gathered from sociology books and journals and from the primary data gathered from the result of the survey and interview that will be conducted by the researcher. The conclusion and recommendation will only apply to a program which specifically aims to boost self-esteem in at-risk youth. Its application to other sociological domain of helping at-risk youth will need further research. As stated above, this research will partially base its findings through quantitative research methods because this permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues about raising self-esteem in at-risk youth within a Program and questions as they arise, and allows the investigator to drop unproductive areas of research from the original research plan. This study will also employ qualitative research method because it will attempt to find and build theories that will explain the relationship of one variable with another variable through qualitative elements in research. Through this method, qualitative elements that do not have standard measures such as behavior, attitudes, opinions, and beliefs within the restaurants will be analyzed. Furthermore qualitative research is multi-method in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. The focus group discussion, on the other hand, will be conducted with the consent of the administrators. The secondary sources of data will come from published articles from Sociology journals, books and related studies on at-risk youth and programs intended to raise self-esteem in at-risk youth. For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals; and make a content analysis of the collected documentary and verbal material. Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on the dealing with organizational management. Definition of Terms For the clearer understanding Chapter 2 Review of related literature Several related literature and studies conducted locally and abroad gave great help to researchers. Some of these studies are similar to the present study in methodology but the researchers believed that because of differences in social setting by the study, the result would not be the same. Based on the data in â€Å"Improving the Self Esteem of At-risk Youth† (Levine, Majerovitz, Schnur, Robinson, and Soman, 2008), it describes and evaluate a program, RESOLVE, designed to increase self-esteem and encourage healthy lifestyle choices of at-risk youth. This federally-funded (U. S. Administration for Children and Families, CBAE) program combines an educational component teaching healthy lifestyles, goal setting, and refusal skills to avoid unhealthy behaviors with a vocational training and recreational component. The emphasis of this evaluation is to assess the impact of program participation on self-esteem and knowledge of healthy behaviors. Self-esteem was chosen as a target variable for intervention based on its central role in predicting mental health and well-being, as well as enhanced health and social behaviors (Mann, Hosman, Schaalma, and deVries, 2004). Strong family and community relationships are predictors of high self-esteem (Greene and Way, 2005). These relationships are disrupted for foster care youth, placing them at risk for low self-esteem. Low self-esteem and disruption in family and community relationships is associated with poor social and lifestyle choices. For example, lack of a father figure and low self-esteem are associated with higher risk of teen pregnancy among Jamaican youth (Keddie, 1992). Low self-esteem and disruption in family and community relationships is associated with poor social and lifestyle choices. For example, lack of a father figure and low self-esteem are associated with higher risk of teen pregnancy among Jamaican youth (Keddie, 1992). Adolescents who had lower self-esteem at baseline reported initiating sex earlier and having had risky partners (Ethier et al. , 2003). Peer group programs that increased self-esteem among youth with severe behavior problems from dysfunctional families helped to reduce problem behaviors (Frank, 1996). A number of programs designed to encourage healthy life choices among at-risk adolescents have been reported in the literature. The most successful programs combine traditionally-presented curriculum with opportunities for practical application outside the classroom. For example, the Teen Outreach Program (Allen, Philliber, and Hoggson, 1990) links volunteer work to classroom experience for at-risk youth. The program significantly reduced pregnancy and school drop-out rates among participants across a spectrum of ethnic groups. A similar program, the Quantum Opportunities Program (Hahn, Leavitt, and Aaron, 1994) offers education, mentoring, and volunteer service opportunities to disadvantaged youth. School drop-out rates and teen pregnancy decreased, while employment or further education increased. The Catalano and colleagues (2004) review on positive youth development (PYD) was commissioned by the US Department of Health ; Human Services, completed in 2002, and conducted by a team of researchers at the University of Washington (Catalano, et al. , 2004). The review ultimately included twenty-five program evaluations, and findings indicate promising results for strength-based programs serving youth and children. The review’s definition of PYD is very broad, including any intervention that meets at least one of fifteen constructs6; none of which stipulated involvement of young people in program decisions or design. The broad inclusion criteria for PYD programs coupled with a lack of predetermined outcomes largely explain why so many evaluations were included in the review. In contrast to the Catalano and colleagues review, the forthcoming review will focus on youth empowerment, reduce program heterogeneity, and minimize the chance of spurious conclusions due to a lack of predetermined outcomes. The Wallerstein (2006) review, conducted for the World Health Organization, was the only review identified by the authors that directly addressed empowerment strategies. The review explores empowerment broadly for all age groups and with an interest in health outcomes. Wallerstein gives a useful overview of various themes within the broader empowerment movement and gives a framework for empowerment that includes multiple levels of outcomes. The broad, international review of outcomes linked to empowerment offers valuable context for this protocol. The resulting framework includes a heavy emphasis on self-efficacy, community engagement, and social bonding, which reinforce their importance as outcomes of interest in the planned review.

Constructs of Orientalism and Stereotyping Eastern Women

Constructs of Orientalism and Stereotyping Eastern Women According to Edward Said, the West constructs a notion of the East as â€Å"other,† through orientalism which turns the East into a place to be feared or desired as an image of the Wests imagined â€Å"otherness.† as noted in the work of Peter Brooks Mahabarata, and contemporary films like we have seen in Avatar, or of practitioners that subvert and challenge orientalist perception found in the West, as we have seen in M Butterfly. Through an examination of performance from at least two different cultures, show how the theatre is used to either exotify the other in a kind of â€Å"Oriental Gaze,† and the work of other contemporary practitioners who wish to challenge these â€Å"otherings† of a culture. Introduction The phenomenon of orientalism in art and literature is one of the most historical and cultural phenomena. The idea of orientalism played an important role in literature of the eighteenth- and nineteenth-century in Europe, It was more widely referring to the portraying of the East by Western artists, as the fascination with the orient influenced many of the romantic writers who situated novels and poetry about the mysterious Eastern lands and also dazzled many famous painters who were surprised and impressed by the charm and beauty of the East. These painters translated that fascination in their paintings using many methods, while some of them painted what they actually saw and experienced in the East, others painted their imagination about the myths and magical tales of the mysterious East. The East became an interesting destination for travellers, many of whom went on to write about and paint their experiences in the exotic lands among unfamiliar peoples and customs. In arts in gene ral, the orient became associated with beautiful landscapes, eroticism and mystery. Many scholars place the beginning of postcolonial studies in history, literature, philosophy, anthropology, and arts at the publication of Saids orientalism, published in 1978. Said focuses his attention in this work on the interplay between the Occident which refer to the West and the Orient, which refer to the East. In this essay I will explore the meaning of the other and otherness from the perspective of the European gaze. I will try to find out how the west sees the east by focusing on their image of the eastern women through theatre as it is one of the important arts that reflect the community gazes, by analyzing the â€Å"Veil† symbol and it representation through Oscar wild play â€Å"Salome† and the â€Å"Fan† symbol through Puccinis opera â€Å"M. Butterfly†. As well as I will show how some practitioners subvert and challenge orientalist perception in the West and also how they sometimes fall victims to the stereotyping in the middle east of the challenges. Orientalism Orientalism broadly defined, as the representation of the Eastern world by the western world, more deeply, as the study of the Orient by western scholars and their evaluation of its social and moral values, and its future prospects. The beginning of oriantalism perception was in the 19th century by scholars who translated some writings of the East into English, in order to know more about the Eastern cultures which will empower the west with knowledge of how to conquer and defeat the Eastern countries (Sered, 1996). By the mid-19th century oriental studies expanded and became important to many scholars. However, racist attitudes and stereotypes have become inherent to this cultural movement. The West saw the Eastern art and literature as exotic and inferior to their ideals. Many critical theorists pointed out that there is much that can be learned about the Wests image of itself through the way Western writers have portrayed the orient The idea of the oriental as the â€Å"Other,† or the mysterious unknown, reflects the European concerns about ones own identity (Byington, 2001). Orientalism is a way of thinking about the East as strange, exotic, dark, mysterious, erotic and dangerous, and has helped the West to define itself through this contrasting image. The west had always seen the East as inferior and to rationalize the colontiastion of the East, they had to define eastern people as despotic or stagnant and in need of Christianizing, civilizing or controls (Hà ¼binette, 2002). Edward Said and Orientalism Orientalism is a style of thought based upon an ontological and epistemological distinction made between the Orient and (most of the time) the Occident†¦ In short, Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. (Said, 1978) The most influential critique on orientalism came in 1978 with Edward Said. He managed to attack the oriental perception not only to our notions of the ways in which the West constructs representations and portraitures the East but, to how the ideology of Othering is facilitated through Art and literature in his book â€Å"Orientalism†. According to Said, the West has created a â€Å"dichotomy† between the reality of the East and the romantic notion of the Orient. The Middle East and Asia are viewed with prejudice and racism. The West has created a culture, history, and future promise for the East. On this framework rests not only the study of the Orient, but also the political imperialism of Europe in the East. He discussed the dialectical relationship between Occident and Orient as is a manifestation of â€Å"us versus them† (Said 1978). Said argued that Orient and Occident worked as oppositional terms, so that the Orient was constructed as a negative inversion of Western culture. He studied many works of European scholars and writers specialized in the peoples of the Middle East in order to denounce the relations of power between the colonizer and the colonized in their texts. Said thinks that by knowing the Orient, the West came to own it. So according to Said, it is imperialism which motivated orientalism. Without imperialism, westerners would never have study near and Far-Eastern societies and culture (Sered, 1996). Said asserts that according to the Occidentals, the Orientals had no history or culture independent of their colonial masters. Orientalism is more an indicator of the power the West holds over the Orient, than about the Orient itself. After Said, numerous studies have been published on the different orientalisms of the West that various countries and cultures of Asia have suffered. Among many orientalists, Said ´s book provoked angry and sometimes even hateful responses, while others declared themselves ready for a fundamental change of attitude towards Asia and the Asians, their objects of study. Said ´s theory of orientalism has also provided feminists and post-colonial theorists with a general method of understanding the nature of oppression (Hà ¼binette, 2002) Said argued that the West has stereotyped the East in art and literature, since antiquity such as the composition of The Persians by Aeschylus so in modern times, Europe had dominated Asia politically that even the most outwardly objective Western texts on the East were permeated with a bias that Western scholars could not recognize. Western scholars appropriated the task of exploration and interpretation of the Orients languages, history and culture for themselves, with the implication that the East was not capable of composing its own narrative. They have written Asias past and constructed its modern identities from a perspective that takes Europe as the norm, from which the exotic, inscrutable Orient deviates. Said concluded that Western writings about the Orient depict it as an irrational, weak, feminised Other, contrasted with the rational, strong, masculine West, a contrast he suggests derives from the need to create difference between West and East that can be attributed to immutable essences in the Oriental make-up. A mean of expressing cultural and social identity The term oriantalism was increasingly used by sociologists and other scholars since the 1990s, to refer to ethnocentrism, stereotyping, and cultural representations of the Eastern societies (Chua, 2008). Orientalism became a way of thinking about the world and the cultures that inhabit it. It acquires global significance through the identification and provision of these cultures in ways that support, even promote, on a political and economic superiority of the West. Edward Said, pointed out in his definition of Orientalism that the Orient is â€Å"almost a European invention, a place of romance, exotic beings, haunting memories and landscapes, remarkable experiences† (Said, 1978). He also pointed that the Orient helped the West to define itself, as it consider to be a contrasting image in terms of people, ideas, experiences, etc. As Orientalism lives on in the academic world, many writers, ideologues, journalists, political, historians, poets, painters, moviemakers and others contributed to the Orientalist vision of the world, they justify that by the impossibility of studying the Orient, without being influenced by Orientalism. The other and the otherness The other can be defined as the image outside oneself, each different yet somehow the same and, therefore, connected by their reflection. It can also be understood within the double of self and can be seen as organizing the very existence of individual subjects. While otherness is the condition of being different from that otherwise experienced or known (1). The term The other is usually used by social, ethical, cultural, or literary critics, they use this term in order to understand the social and psychological ways in which one group excludes or marginalizes another group. By using the term â€Å"other†, the persons begin to notice the dissimilarity from another, and this is usually shown in the way they represent others, especially through stereotypical images. The West used these terms to identify what they didnt understand about the Eastern culture as the contemporary preoccupation with other and otherness in the west which represents a concern for personal identity. But in order to understand the Eastern culture they had to exclude them from the normality and surrounding them with mystic cloud thus the focusing on â€Å"otherness† became a way of understanding the cultures differences more than similarities ((Portis, 2009). Portrayal of the Orient in arts In the nineteenth century, when more artists travelled to the Middle East, they began representing more numerous scenes of Oriental culture. In many of these works, they portrayed the Orient as exotic, colourful and sensual. Such works typically concentrated on the Middle East countries. French artists such as Jean Auguste Dominique Ingres who painted many work portraying the Middle East culture. When Ingres, painted a highly coloured vision of a Turkish bath, he made his eroticized Orient publicly acceptable by his diffuse generalizing of the female forms. Even so, in contrast to Eugà ¨ne Delacroix who had visited an Algerian harem in person which after he painted the Algerian harem, Ingres never travelled to Africa or the Middle East to see such subjects in person, and the courtesans shown are more Caucasian and European than Middle Eastern or African in appearance. For Ingres the oriental theme was above all a pretext for portraying the female nude in a passive and sexual context. Exotic elements are few and far between in the image musical instruments, a censer and a few ornaments (Elif, 2008). In Theatre, Madam Butterfly and Mikado are considering examples to the oriental perception to the Far East. As Gilbert and Sullivan in Mikado and Puccinis Madam Butterfly -which is based on a short story written by John Luther Long and dramatized by David Belasco- depict Japanese culture musically and dramatically. They used Western musical views of Japanese and Oriental music in both plays as well as they used the western stereotyping of the Japanese people as the costumes, white faces, hair design, etc. without presenting the true nature of this culture. These performances played on stereotypical Western views of the Far East in general and the Japanese culture in particular. Moreover, in movies, Arabs were largely romanticized and viewed as exotic and part of an alluring orientalism during the 1940s. The rich Arab in robes became a more popular theme, especially during the oil crisis of the 1970s. In the 1990s the Arab terrorist became a common villain figure in Western movies. The images of women in East Many scholars who wrote about or painted the East didnt really visit or experienced the Eastern culture, they just interpreted what they imagined, that inherent the image of the Eastern people, in particular the women, with stereotyping. Asian women have been portrayed as prostitutes, aggressive, opportunistic sexual beings and predatory gold diggers using their feminine to get what they want (Hofstede, 1996). Also Arab women were usually portrayed as exotic belly dancers or mute, subservient, and repressed. Western film and literature has continually portrayed such stereotypes of Eastern women. Stereotypes of Asian women There are lots of terms portraying the stereotyping of the Asian women such as the â€Å"Dragon Lady† which was portrayed as a strong, cold and ferocious woman who was knowledgeable in the art of sexual pleasure unknown to the Western world. Another is the â€Å"China Doll† stereotype which portrays Asian women as subservient, compliant and anxious to please. It also identified all Asian women as Chinese. From the perspective of the west, Asian women are meant to be seen and played with as a doll. In Western culture, The â€Å"Geisha† is seen as a prostitute or sex entertainer, this stereotype indicates that Eastern women are valued and used for their bodies for aesthetic pleasure. On the contrary, a Geisha in Japanese culture is a kind of an artist. They are trained in developing certain social skills such as dancing, singing, tea-making, conversing and serving to be an artistic entertainer not prostitute (Prasso, 2005). Also there are other terms refer of stere otyping the Asian women suggesting that they are sexually available to foreign white men as â€Å"Yellow cab†, â€Å"Sarong party girl and Comfort Women There is lots of stereotyping to the Asian women from the western perspective that harmed their identity; all these stereotypes perceptions depended on how the West misunderstands the East, Asian women are usually portrayed as beautiful, sexually available, exotic, and loyal but submissive. According to Elaine Kim a Professor of Asian American Studies, the stereotype of Asian women as submissive has hindered Asian womens economic mobility. Stereotypes of the Middle East women From decades, separation between nations and individuals has been maintained by very powerful symbolic boundaries leads us, symbolically, to close ranks culture and to stigmatize and expel anything which is defined as impure, strangely attractive precisely because it is forbidden, taboo, threatening to cultural order (Hall, 1997). Since the first contacts with the Arab world, the West has developed a set of stereotypes depicting Arabs as uncivilized and violent. As with the spread of colonization during the 19th century, an organized scholarship devoted to the representation of ‘Otherness emerged as a defining moment in this cross-cultural history (Hirchi, 2007). The stereotypical representations of Arabs and Muslims are often manifested in literature, media, theatre and other creative expressions. Arabs and Muslims in TV and movies are often involving themes associated with violence. As the words â€Å"Muslim† or â€Å"Arab† is connected with the image terrorist and bomb-making or sometimes refer to the wealthy oilmen. An Arab woman is usually represented, a belly dancer, sex objects, whore, terrorist or subservient, imprisoned behind a veil of powerlessness (Shaheen, 1988). Even in cartoons which is consider to be aimed at children is full of negative images of Arab women which portray them as belly dancers, exotic and harem girls, (Wingfield and Karaman, 1995). These stereotypes dont only harm the psychological and cultural part of the Eastern civilisation but also helps dehumanizing a group first before attacking it (Qumsiyeh, 1998). Salome as a representative of the Arab women For decades Salome figure has became a representation of the Arab women. The west used to see the Arab women evil, seductive, belly dancers, nudes and that was shown in lots of arts work of that time which is considers stereotyping to the Arab women. The origin of Salome story and her famous dance came from the Bible: But at a birthday party for Herod, Herodias daughter performed a dance that greatly pleased him, so he vowed to give her anything she wanted. Consequently, at her mothers urging, the girl asked for John the Baptists head on a tray. The king was grieved, but because of his oath, and because he didnt want to back down in front of his guests, he issued the necessary orders. (Matthew 14:6-11) Herodias chance finally came. It was Herods birthday and he gave a stag party for his palace aides, army officers, and the leading citizens of Galilee. Then Herodias daughter came in and danced before them and greatly pleased them all. Ask me for anything you like, the king vowed, even half of my kingdom, and I will give it to you! She went out and consulted her mother, who told her, Ask for John the Baptists head! So she hurried back to the king and told him, I want the head of John the Baptist right now on a tray! Then the king was sorry, but he was embarrassed to break his oath in front of his guests. So he sent one of his bodyguards to the prison to cut off Johns head and bring it to him. The soldier killed John in the prison, and brought back his head on a tray, and gave it to the girl and she took it to her mother. (Mark 6:21-28) In reading the Biblical description, we find out that there is no specification of the kind of dance Herodias daughter did. Nothing claim that her dance involved veils, or the removal of clothing, or seduction. Actually there is no proof in the bible story that the death of John the Baptist is linked to the seductive seven veils striptease. In 1891, Oscar Wilde wrote his play Salomà © based on the origin story in the bible. Wildes play portrays Salomà © as an evil character who becomes obsessed with John the Baptist (Elliot, 2002). Herod: Do not rise, my wife, my queen, it will avail thee nothing. I will not go within till she hath danced. Dance, Salomà ©, dance for me. Herodias: Do not dance my daughter. Salomà ©: I am ready, Tetrarch. [Salomà © dances the dance of the seven veils.] (Wilde, 1891) The script of the play does not specify that the dance must be seductive or a consisting any striptease of veils. In the beginning of the 20th century, the fascination with the Middle East become at its peak, the writers and painters saw the story of John the Baptist as a good example of the orient from their perspectives the story had all the elements that make for public interest sexual overtones as murder, politics and the seductive dance. However, the dance of the seven veils has never been a part of Middle Eastern dance traditions, and is not performed in the Middle East today. But it was invented by western, and has been preserved for entertainment reasons. The veil which is just only a piece of cloth is marked as a part of mystery and myth. It is both part of the culture and the imaginations of people in the East. The veil and the harem symbols have always fascinated the Western people. They were prevented from seeing and communicating with Arab women and that produced feelings of frustration and aggressive behaviour. Furthermore, the veil has provided men with the fantasy of exotic and erotic experiences with the beauty behind the veil (Mabro, 1991). In the Middle East, the veil was and still is a modesty garment which is worn to protect a respectable Muslim woman from the prying eyes of male strangers. May be it is used in some dance performance but without the incorporate removal of seven veils until the dancer stands totally nude. To conclude Salome is seen as an oriental misrepresentation to the Middle East women from the perspective of the Western. This misrepresentation have harmed the image of the true nature of the Middle Eastern women as they were seen as evil, belly dancers, seductive and nude with no respect to their own identity and religion. And the veil become associated to that mis representation as it become a seductive tool linked with nudity. M. Butterfly as a representative of the Asian women â€Å"Female sacrifice narratives can be traced back to biblical tales like the story of Ruth, who gives up everything for the sake of her husband who has a culture and religion different from her own. In America Pocahontas tales, which call for the sacrifice of the woman of color for the sake of white men, have been common. However, the Japanese Madame Butterfly has become the best known modern manifestation of this type of narrative.† (Marchetti, 1993) Madame Butterfly is an opera by Giacomo Puccini. He based his opera in part on the short story Madame Butterfly (1898) by John Luther Long, which was dramatized by David Belasco. Puccini also based it on the novel Madame Chrysanthà ¨me (1887) by Pierre Loti. Puccinis Madame Butterfly is a tragic story of love, betrayal and a young mother ultimate sacrifice. It is a story and myth lies at the heart of Western perceptions of Japanese women as passive, selfless, and dedicated completely to their husbands and families. The work reveals numerous stereotypes and prejudices of the Western world concerning oriental culture. It become an icon and myth of the Japanese woman as the ideal of loving self-sacrificing, devoted wife to a Western husband. â€Å"Despite the changes and the increasing independence of Japanese women in the nineties, the dated Western stereotypes of Japanese women remain firmly entrenched in print, broadcasted, and film media. In the latter, especially, Japanese women are still routinely depicted with painted faces and geisha attire†¦.The prototype for all of these images was Cio-Cio-San in Puccinis Madame Butterfly†¦ This classic portrayal has no doubt had a long-lasting effect on the psyche of Western males. The compliance and gentleness attributed to Japanese women have long struck a responsive chord in men used to self-assertive, confrontational, and independent Western women† (Ma, 1996) There are lots of visual elements in this performance that contributed in the stereotyping process of the Asian women as the hair style, white face makeup, scenograph of the place and most important, the costumes which are the kimonos of the main character of the play, Madam butterfly. The west attempts to understand Japan through the metaphor of the kimono. The kimono was inherent to the Asian culture for decades. There are many types and styles of kimono which are worn depending of the formality of the occasion, the age of the wearer, their marital status, time of day, and time of season. In addition to colours and styles, the way kimono is worn differs between whether it is a single or married woman. All of these factors come into play when deciding what kimono is appropriate to wear and how to wear it which means that the kimono is not just a dress but its a culture. The West has treated this culture by great contempt, as any shape of kimono represent the Asian women regardless this kimono culture. (Goldstein , 1999) To conclude, Madam Butterfly helped stereotyping Asian women by surrounding them by the fence of isolation. It has become a representation of the cultural identity and a misrepresentation associated with submission, fragility, and femininity. And by dealing with the kimono as a representation symbol of that culture it became associated to these concepts. As if Madame Butterfly didnt wear the kimono a lots of concepts and stereotyping perception could change. Contemporary representation History reveals that western arts have humiliated, demonized, and eroticized Arab women. These images inherited and embellished western pre-existing Arab stereotypes. In the 18th and 19th centurys western artists and writers offered fictional renditions of women as bathed and submissive exotic object. The stereotype came to be accepted as valid, becoming an indelible part of European popular culture. Nowadays the Arab women in western arts still trapped in the siege of being veiled, silent or a terrorist. While the Asian women representation changed a little as female characters in movies or TV dramas have shifted from obedient weak girls to strong, intelligent, working women. David Henry Hwang change attempt in his M. Butterfly David Henry Hwang is a contemporary Asian American playwright his play is a deconstruction of Puccinis opera Madame Butterfly. Hwang play shows that gender roles provide people with an identity based on determining the â€Å"other† and being the opposite. The actual categories of what we consider to be male and female exist only in our minds as ways to identify ourselves. Madame Butterfly is not just a story about love relations or the homosexuality; it is more than that where it raises themes as sexuality, ethnicity, imperialism and race. Madame Butterfly is consider one of the most important play in terms of challenging the political, social and cultural identities of the West over the last decade, This play forces its Western audience to deal differently with Eastern stereotypes involving sexual orientation, gender, and culture, especially those stereotypes issued by the myth of Orientalism (Burns Hunter, 2005). In Hwang play, the reason that Gallimard failed to discern that his lover was a man can be attributed to the cultural stereotype imposed by the West on the East. The West thinks of itself as masculine while it regards the East as feminine, â€Å"weak, delicate, poor but good at art, and full of inscrutable wisdom — the feminine mystique.† (Hwang, 1988).The West expects Oriental women to be submissive to Western men. Also the themes of racism and sexism are linked. Thus, even Eastern men are feminized. As Song puts it, â€Å"being an Oriental, I could never be completely a man.† At the end of the play, the Hwang reversed the roles of Gallimard and Song; he began to demolish the racial and sexual stereotypes that he has been steadily exposing from the beginning. Gallimard, exploited, loving, betrayed, becomes like Butterfly, while Song is revealed not only as a man but also as a deceiver like Pinkerton in Puccinis Madame Butterfly who was never what he appeared to be. He wanted to show the Western audience that stereotypes are not only dangerous, they are also false. Conclusion It is important to say that the East had fascinated the Western and became a new source of inspiration for the artists, as painting, literature, theatre, movies and other creative arts. A new artistic movement, Orientalism, was born from this fascination. However, Orientalism in the 19th century was not always representative of what and how the East really was. Many distortions and stereotypes existed, and that led to some criticisms from scholars like Edward Said who didnt agree of how the west stereotype the East without real understands to the Eastern cultures. The West treated the East as inferiors in order to have the right to colonize them; their justification was that the East has to be civilized by the hand of the West. The stereotypical images of the Eastern women which was and still promoted by the Western media has a great effect on the culture image in general and the economic mobility in particular, as this stereotyping had harmed the tourism in the Middle East as it a t errorist countries as well as created the sex tourism in the Far East it exotic countries.

Essay on Political Drama in Henry IV and Henry V -- Henry IV Henry V E

Political Drama in Henry IV and Henry V  Ã‚        Ã‚   The contention that Shakespeare’s histories are in fact political drama appears to fall uneasily on the ears of modern readers.   One reason for this could be the fact that we, as a society, have blurred the connotation of politics to the vaguest of notions – narrow at times, yet far too inclusive.   A young reader is likely to view politics as election and debate, a sort of ongoing candidacy.   Indeed, this may be a valid modern definition, if somewhat limited.   For our purposes, however, this definition is not sufficient to establish a starting point from which to examine Shakespeare’s presentation of political drama. If we define politics as the acquisition and exercise of the power of the state, we can see that each play in the Great Tetralogy is inherently political.   In terms of plot, the action of each play revolves around the concept of succession, the passing of political power from one king to the next.   Henry IV wrests the crown from Richard II, then is forced to defend it against enemies who would in turn take it from him.   Prince Hal inherits the throne from his father, becoming Henry V, then goes on to seize the throne of France for himself.   At the end of Henry V, we are told that yet another Henry will be â€Å"in infant bands crowned King† (epilogue 9). But while the histories’ plots are largely concerned with the acquisition of political power, their themes can be said to focus more on the exercise of such power.   At its heart, the Great Tetralogy is a discourse on the qualities of the ideal ruler.   A comparison of Richard II and Henry V, and the way each wields political power, will serve to illuminate this point.   Ultimately, Henry V is an effective king bec... ...ion, elaborate speeches with minimal stage direction.   One acts; the other is only an actor. Works Cited Bevington, David, ed.   The Complete Works of Shakespeare.   4th ed.   New York: Longman-Addison Wesley Longman, 1997. Hollister, C. Warren.   The Making of England.   7th ed.   A History of England.   Ed. Lacey Baldwin Smith.   Vol. 1.   Lexington, MA: D.C. Heath, 1996. McDonald, Russ.   The Bedford Companion to Shakespeare.   Boston: Bedford-St. Martin’s, 1999. Rosenblum, Joseph.   A Reader’s Guide to Shakespeare.   New York: Salem Press-Barnes & Noble, 1999. Shakespeare, William.   The First Part of King Henry the Fourth.   Bevington 763-803. ---.   The Life of King Henry the Fifth.   Bevington 849-92. ---.   The Second Part of King Henry the Fourth.   Bevington 804-48. ---.   The Tragedy of King Richard the Second.   Bevington 721-62.      

Principles for a Pedagogy in the Technological Era :: Argumentative Argument Technology Papers

Principles for a Pedagogy in the Technological Era I argue that humanity is initiating a new historical era: the Technological Era. While this mutation opens to man extraordinary possibilities of spiritual and material progress, it is irreversible and threatens to destroy him. The eminent danger can be relieved only by adequately preparing the younger generation. In what follows, the principles which guide this preparation are enunciated and justified. The nuclear importance which should be given to moral education is emphasized, and the cultural and sociological obstacles opposed to it are analyzed. Finally, the means to overcome these obstacles are indicated. 1. At the dawn of a new era, characterised by the vertiginous multiplication of machines on the face of the Earth, competing for space and invading all realms of nature, and which increasingly restrain and condition Man's daily life, a clearer, lucid vision of the new world which is forming before us is vital. This is the greatest social duty of all intellectuals, but namely and above all, it is the greatest duty of universities researchers. 2. The theme is extremely vast, yet we cannot forsake having a broad perspective, since without it, it would not be possible to delineate a course that would otherwise be unilateral and simplified. Therefore, we will only point out the most relevant topics. 3. To begin with, we wish to accentuate the immediate and generalised practical interest of theoretical reflection which is in direct opposition with the pragmatic sufficiency of politicians (reflection alone could alter this attitude), especially when they exercise their tragic office in an imprudent manner, not advised, as Max Weber so wisely forewarned, that it is proper of their profession to make serious public decisions which may have unpredictable consequences, but for which they are, notwithstanding, still responsible. 4. As it is known, neither politicians nor civil servants have the obligation to create culture or to educate. It is, however, their obligation to establish the conditions which will permit that cultural life flourishes and that the new generations be prepared to achieve the destiny they choose in the best possible manner, as well as providing them with guidelines which will lead them to being concerned and just citizens. 5. The times in which we live are still governed by economicist criteria, it not being easily intelligible that these criteria are, in essence, instrumental. We witness a mythical over-valorisation of the power of money, which lead some to unwisely think that the solution for the grave problems experienced today in the education system depends on the amount of funds which is attributed to it.

The Rumba Dance Essay examples -- Afro-Cuban, Cuba

The rumba is a dance that rivets its image on the mind. Holding much history, it has been and is a dance of oppositions: love and hate, hostility and harmony, sensuality and prudence. Musically, it taps into the realms of technicality and improvisation. The dance and music is a marvel, leaving a lusty taste in its trail so that a natural tendency towards it never fades. The origins of the rumba stem from Africa. The steps and song of traditional rumba may have begun as remembered pieces of dance from the Ganga or Kisi people in Cuba, generalized groups of West Central African descent. Some prospect that the Sara peoples of northern Nigeria are the originators of rumba, a similar dance is of rows of boys in front of rows of girls, approaching one another in movement and then separating. In present-day Zaire, a traditional BaKongo dance called vane samba appears to directly link to rumba’s progenitors. A characteristic highlight occurs when the bodies of a dancing pair meet, or almost meet at the navel. This movement mirrors the rumba’s vacunao, a prominent feature in some forms of rumba. The name rumba possibly derives from the Spanish language, the word rumbo translates to route, rumba translates to heap pile, and rum is of course the liquor popular in the Caribbean. Any of these words might have been used descriptively when the dance was being formed. The name has most often been claimed to be derived from the Spanish word for carousel, or festival. Rumba developed in the 1850s and 1860s among free black slaves gathered to express their struggles with one another. Following the abolition of slavery in Cuba in 1886, poor Cubans dealt with a society still emphasizing color and class, by... ...national dance. As a native Afro-Cuban simply put, â€Å"This will never die. Nothing can stop it† (Farr 80). Works Cited Pà ©rez Jr., Louis A. On Becoming Cuban. Chapel Hill: The University of North Carolina Press, 1999. Daniel, Yvonne. Rumba: Dance and Social Change in Contemporary Cuba. Bloomington: Indiana University Press, 1995. Farr, Jory. Rites of Rhythm. New York: HarperCollins Publishers, 2003. Shepherd, Verene A., and Hilary McD. Beckles., ed Caribbean slavery in the Atlantic world. Kingston, Jamaica: Ian Randle, Oxford: James Currey, Princeton, NJ: M. Weiner, 2000. Moore, Robin Dale. Nationalizing Blackness: Afrocubanismo and Artistic Revolution in Havana, 1920-1935. Diss. U of Texas at Austin, 1995. Ann Arbor: UMI, 1995. 9534899. Roy, Maya. Cuban Music. Trans. Denise Asfar and Gabriel Asfar. London: Latin America Bureau, 2002.

Compare how two television programmes you have studied offer comic representation of gender

In this essay I intend to use two sitcoms to answer the question. Gender representation is a major part of many sitcoms and I will be looking into why this is, and how they are represented comically. I will be using an episode of Absolutely Fabulous and an episode of Keeping Up Appearances to provide me with examples to support my ideas and opinions. * Absolutely Fabulous- Eddie- comical features: Over dressed, flamboyant & eccentric appearance No sense of moral or political correctness (buying merchandise from African villages) Physical behaviour- poor co-ordination of arms and hands- looks comical- lots of movement. (Example- when arrives late in & faces questioning from Saffy) Voice-sounds younger than she is & talks like she is younger- comical because trying to hide from her real age Language- talks like a teenager, talks to daughter like she is her mum (role reversal) Also degrading to daughter, loud and immature behaviour. Not stereotypical mum- quite the opposite, stereotypical teenager. (mood swings & behaviour, dress etc) Main interest is men- questions Saffy about when she will finally get a boyfriend. Generally most of her features are exaggerated to increase comical value. Saffy- Comical features: Very boring/ sensible dress sense, dull colours & appearance- even though a teenager. Sensible & boring- role reversal with her mum- example- when telling mum off about returning home late. Body language- reserved, sensible, quiet and controlled. Tries to make deals & compromise with her mum- role reversal again. Also with Patsy- T.V show. Well spoken, doesn't use slang, swear or shout. Stereotypical mum, portrayed through a daughter 9role reversal with her mum) Relies heavily on Saffy. Generally most of her features are exaggerated to increase comical value. Patsy- Comical Features: Shows how women can get wherever they want- slept with her Boss to get a better job. Pretends to be professional. Dresses like she's on a catwalk- completely inappropriate & ridiculous. Uses too much make up & has an overdone hairstyle. Addicted to cigarettes and alcohol. Tries to use and manipulate Saffy- uses sob story to make her appear on T.V show. Appears to be very shallow with not much of a life & few friends- when she is desperate to go to lunch with Eddie, as has no one else to go with. Generally most of her features are exaggerated to increase comical value. Other notes: Patsy and Eddie- more than best friends, rely on & need each other. Magazine editors- all similar to Patsy. Some appear very aristocratic. Main editor- very professional, smartly dressed, busy, taking what some would perceive as a male role. Patsy and Eddie try to get as much free stuff as they can from the building- demonstrates that although they behave like the others, they cant afford to live the lifestyle or dress the same. T.V show- Presenter is typical morning T.V presenter- dress, behaviour and style. Very awkward situation & patsy doesn't know what to do or say, and fails to appreciate the situation- national television. Keeping Up Appearances Hyacinth- Self obsessed, eccentric & extremist. Overpowering and controlling. She is embarrassed of her family except for her rich sister. Very Snobbish. Tries to show off to visitors and family/ friends. Obsessed with material goods & values as well as appearances. Centre of attention. Speaks freely & says what she thinks about others, unaware of others feelings. Richard- Does as he is told, also finds Hyacinth dominating and overpowering. Puts her before his job although it should be the other way round, he finds it difficult to say no to her. Highly sarcastic. Elizabeth- She does not like Hyacinth and is very nervous around her- does not want to do or say the wrong thing. Discusses Hyacinth with her Husband- make jokes and dislike her, particularly Emmet. Daisy- Poor appearance, obviously no money. Tries to do & say the right thing for Hyacinth, like Elizabeth, very nervous around her. Daisy's husband- Very poor appearance, unaware or not bothered. Dislikes Hyacinth. However is not that uncomfortable around her- tries to take biscuits from tin. Again, as with Richard, dry & sarcastic humour. Other Notes: more than gender issues- family & social as well. Hyacinth is centre of attention for all wrong reasons. Hyacinth and Richard have different values in life (far more material) to Daisy and her husband. Conclusion. I conclude that representation of gender is a major part of these two sitcoms. In absolutely fabulous, gender representation is used to make comical situations of women, but underneath, there is a moral and it is saying this is how women are and have ended up but that not all end up this way. It is showing the viewer how women can be, although this is a highly exaggerated situation, I'm sure many can relate to, or know somebody who relates to at least one of the characters in the show. It focus more on gender representation between family and close friends. However, Keeping Up Appearances focuses more on the gender representation and its comical values between relatives and neighbours from different social classes. Again, as with Ab Fab, it mostly features women and the comical features between them, and men play a smaller role.

Hrm Overnight Tour 2011

PROJECT PROPOSAL I. PROJECT TITLE:â€Å"HRM Overnight Tour 2011† II. PROJECT PROPONENT:BSHRM 4-1 III. PROJECT RATIONALE: The HRM Educational Tour 2011 is open to all HRM and non-HRM students of Sumulong College of Arts and Sciences. It is an experience which will afford students the opportunity to be familiarized with hotel operations, attend seminars, appreciate nature’s beauty and build friendship amongst each other. By attending this tour, student will be able to better understand what’s behind their chosen career/course and experience learning outside the four corners of the room. IV. PROJECT OBJECTIVES: Short-Term Objectives . To introduce the HRM students in learning outside the four corners of the room. 2. To introduce students to the different divisions of the hotel involving administrative and operation functions. 3. To assist students in determining their areas of interest with the wide array of career choices when working for the hotel or the hospitali ty industry in general. 4. To give the students the opportunity to attend seminars and experience hands-on activity. 5. To give the students a chance to appreciate nature’s beauty. 6. To let the students have fun, bond and at the same time build friendship among each other. Long-Term Objectives 1. To help market the school internally and externally. a) Internally – the said educational tour can help market the school, especially to HRM student, because it will leave a lasting impression into the students mind. It will definitely leave an impression that our school doesn’t only offer quality education but also give the students the opportunity to experience learning outside the four corners of the room. b) Externally – because of the lasting impression left into the existing students’ minds, by words of mouth, the students themselves will serve as effective marketing tool. . To contribute to the school’s vision of producing graduates who can compete in industrial and technological skills. V. PROJECT DESCRIPTION: The HRM Educational Tour 2011 is a two-day experience that provides a program consisting of hotel familiarization tour, introduction of the divisions of a hotel, seminar facilitated by departmental trainers of t he hotel, trainings, actual demos, student participation, overnight accommodation at a hotel, environmental appreciation and lastly, recreation. The first stop of the tour is Subic International Hotel where the students will be familiarized with the hotel and trained in the administrative and operational function of the hotel. The training will be facilitated by Departmental Trainers of the hotel who are certified by the Subic International Hotel’s Human Resources Department ensuring that quality training is delivered. The training will include powerpoint presentations, actual demos and student participation. At the end of the training, students will be toured at the back and front areas of the hotel. All the participants will also experience having all their meal, from breakfast to dinner, at the hotel and are free to use the hotel’s swimming pool, mini gym and sauna. The next day, second stop will be at the Subic Ocean Adventure where participant are entitled to a â€Å"Mariners’ Package† where they could enjoy a guided park tour, watch the Dolphin and Sea Lion’s show, visit the Ocean Discovery Aquarium, photo opportunity with the SBMA mascot and lastly, entrance to the Adventure Beach for lunch and a refreshing afternoon swim. After the two days of skill and knowledge enhancing programs, warm accommodating, good food, nature appreciation and recreation at its best, students will definitely say that studying at Sumulong College of Arts and Sciences is the best. VI. PROJECT DURATION: October 1 to October 2, 2011 HRM Overnight Tour 2011 General Schedule of Activities: October 1, 2011 DAY 1 TimeActivity 5:00 – 6:00AM:Registration and Boarding 6:00 – 10:00AM:Trip to Subic International Hotel 10:00 – 10:00 PM:Hotel Tour Training/ Seminar Lunch Accommodation Swimming/Gym/Sauna Dinner 10:00 PM OnwardsSleeping time October 2, 2011 DAY 2 TimeActivity 6:00 – 7:00 AM:Breakfast at Subic International Hotel 7:00 – 8:00 AM:Hotel Check-out 8:00 – 8:30 AM:Trip to Subic Ocean Adventure Theme Park 8:30 – 12:00 NN:Guided park tour and D&SL Show 12:00 – 1:30 PM:Lunch at Adventure Beach 1:30 – 4:30 PM:Enjoyment of the Beach 4:30 – 7:30 PM:Trip back to Antipolo (SCAS) (end of tour) VII. TARGET BENEFICIARIES Target beneficiaries of HRM Educational Tour 2011 includes: HRM students, interested students from other programs and HRM faculty members. We are also inviting old HRM students and even SCAS graduates to join the said tour. We are expecting, at least, fifty (50) participants excluding the *faculty members and non-HRM students/ **outsider/ graduates. *HRM faculty members’ are subject to a twenty percent (20%) discount if the expected numbers of participants are not met. *HRM faculty members’ are free of all charges if the expected numbers of participants are met. **Companion or invited company by students are considered outsider. VIII. PROPOSED BUDGET (for 50 participants) Expenses BudgetPer person charge Transportation P 25,000. 00P 500. 00 / pax Insurance Toll and Parking Subic International Hotel P 127,000. 00P 2,540. 00 / pax Hotel tour Seminars/Training Accommodation Meals (4) -Lunch -Dinner -Breakfast -Lunch Ocean Adventure *Other expenses P 5,000. 00P 100. 00 / pax Tarpaulins Waiver forms Contract signing Paperwork SCAS Certificate *Contingency Fund P 23,000. 00P 460. 00 / pax TOTAL = **P 180,000. 00 **P 3,600. 00 / pax **all income and expenses are subject for auditing. all the excess of the fund will be divided into two (2), half will go to the HRM Society fund while the other half will proceed to the treasury of SCAS or as instructed by the SCAS Accounting Department. IX. MONITORING AND EVALUATION The HRM Educational Tour 2011 will be supervised by the officers of the BSHRM 4-1 Events Committee especially the HRM Department Head, HRM Faculty Members, Event Chairman, Events Finance Officer, Events Marketing Officer and Events Program & Logisti cs Officer. They will make sure that the flow of the activity/program will be safe and properly executed. They will also observe the participation of all the participants in the said tour/event. Also, all the participants and their parent/guardian are required to sign a waiver form declaring that the academe and its management will not be held liable for any untoward incident while the participant is engaged in the said tour. Nonikko Dizon Mendoza President, SCAS HRM Society Chairman, Events Committee CC: President Executive Vice President Dean for Academic Affairs Office of Student Affairs Department Head, HRM Accounting Department

Language and Communication Needs Essay

You are one of the support workers for a ten year old child who has learning disabilities and needs support at school. The child has language and communication needs. Describe the methods and strategies you might use to enable him to communicate with you. How to use specific methods of communication? Some children need particular help in order to communicate and interact. Speech alone may be difficult for them and they may require special methods of communication. There are several of these and usually advice will be given by a speech therapist in consultation with parents as to which one to use and how to use it. Over the past few years, the range of methods has increased and technology is increasingly being used. Voice simulation has, for example, meant that children can press a picture or type in a computer or handheld device and have ‘their voices’ heard. In the same way, for children who find in hard to write, voice recognition can put their words into writing. Below are some examples of the methods that might be used. – Visual systems Some children need visual cues in order to make sense of language. If the child you are working with uses a system of visual communication, you will need to spend time learning how to use it quickly and fluently. – Picture representations Some children benefit from using pictures to supplement communication. You may show a child a picture of an apron and at the same time say the word so that the child knows that they need to get their apron. – Picture exchange system This system, based on pictures, not only helps children to understand the meaning of words but also help them to learn about the way in which communication is a shared and a two-way process. The child takes and receives pictures and so learns how to interact. – Sign representations Some children’s cognitive development is the reason why they find it hard to talk and communicate. At first, babies learn about language through seeing the object that the adult is talking about at the same time as hearing the word. For example, an adult may point to a cat and say ‘cat’. The child than remembers the word and so eventually does not need the cat to be around to know what the word means. For some children, sounds alone are not enough and they need to have their language supported by signs. A common sigh system is Makaton. It helps children link the word to an action or object and so is easier for them to understand. Makaton is not a language in itself but a tool to help language. It is important not to confuse Makaton with British sigh language, which is not used for the same purpose. – British sign language British sign language is an alternative form of communication. It is a complete language and is used instead of speech. Users if sign language do not have learning difficulties. Most users have significant hearing loss and so need a different way of communicating. Music can be an incredibly effective therapeutic and educational medium for young children and individuals with special needs. Singing can stimulate growth in many areas of a child’s development and in several areas simultaneously. By singing with children, we may help stimulate language and communication skills, encourage interaction, assist in learning academic concepts, encourage self expression, increase self esteem, help him relax, and help establish routines. How to remove barriers in communication: A child might not be able to hear instructions or what other children are saying – Write down instructions or show pictures to help children understand what is happening. – Encourage other children to face the child so that it is easier for them to hear. – Use pictures or signs to help children to communicate with each other. – Plan games in which action is more important than hearing or talk. Useful strategies Try to: †¢ speak in clear, short, simple sentences †¢ simplify instructions †¢ support speech with visual prompts, signs or gestures †¢ use pictures/symbols to aid understanding †¢ ensure prompt referral to a speech and language therapist, or the provision of specialist speech and language intervention within the educational setting †¢ encourage regular, constant reinforcement of skills introduced at speech and language sessions. Strategies for or those with language impairment/delay It helps to: †¢ use simple sentences and instructions, reinforcing key words †¢ ask a child to tell you in their own words what they have been asked to do †¢ reinforce learning by repeating answers (from the child or others) †¢ encourage ‘good listening’ †¢ encouraging the child to (learn to) read †¢ use visual timetables/prompts gestures, signing eg Makaton or written instructions to reinforce the spoken word provide visual clues, don’t just talk about a cylinder, let them see it, feel it, play with it, find different cylinders †¢ teach word association skills †¢ teach the nuances of language, meanings of jokes, idioms, body language, facial expressions etc †¢ make use of books, role play, drama, singing, social stories to explain social situations and develop social skills and understanding †¢ play games that encourage listening and/or social skills †¢ plan the careful use of computers and ICT to facilitate learning. Types of disorders Speech disorders Speech disorders involve difficulties producing speech sounds or problems with voice quality. They might be characterised by an interruption in the flow or rhythm of speech, such as stuttering (which is called dysfluency). Speech disorders include problems with articulation (the way sounds are formed), or phonological disorders, or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. Experiencing difficulty with some speech sounds may be a symptom of a delay, or of a hearing impairment. It can be difficult to understand what someone with a speech disorder is trying to say. Language disorders Language disorder is an impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Characteristics of language disorders include improper use of words and their meanings, problems with sentence structure, inappropriate grammatical patterns, reduced vocabulary and inability to express ideas, or follow directions. One or a combination of these may occur in children who are affected by language-learning disabilities (such as dyslexia) or developmental language delay. Children may hear or see a word, but not be able to understand its meaning. Often, being unable to communicate frustrates them. The effects of language difficulties vary from mild and transient, perhaps requiring some short-term specialist intervention, to severe and long-term, requiring continual specialist input. Some children have specific language problems others have additional difficulties such as hearing impairments.

Waves On Pregnant Women Health And Social Care Essay

Waves have been applied to many of import processs presents. In this article I am traveling to look into the application of moving ridges on pregnant adult females. One of the really of import subjects is the application of echography in antenatal medical examination ; therefore I would concentrate on this subject and discourse its rule and advantages among other different methods of antenatal medical examination. However moving ridges do non merely conveying benefits to pregnant adult females, but besides injury. There are some electromagnetic moving ridges ( or EM moving ridges ) which may be harmful to both the female parents and the foetuss, such as X ray. Yet, will pregnant adult females truly have an increased hazard of abortion after holding an X-ray? Recently there are besides concerns about the consequence of wireless moving ridges and microwaves on gestation. In this article I am traveling to look into them one by one. Obstetric Ultrasonography Ultrasonography refers to the usage of ultrasound. Ultrasound is longitudinal moving ridge, it has the same velocity as hearable sound moving ridge in air, which is 340ms-1. The chief difference between hearable sound moving ridge and ultrasound is that ultrasound has a frequence beyond hearable scope of homo, which is around 20 Hertz ( 20 Hz ) to 20 kHzs ( 20 kilohertz or 20,000 Hz ) . Normally the frequence of ultrasound used in antenatal medical examination is ranged from 1.6 to 10 MHz ( MHz ) , depending on what constructions of the foetuss are being examined. Ultrasound with lower frequence can perforate deeper into organic structure tissues, because the higher the frequence, the more supersonic moving ridges are being absorbed alternatively of reflected, therefore while analyzing deeper tissues like the liver and kidney, ultrasound with lower frequence ( around 1.6-6MHz ) is used. In the echography, ultrasound moving ridges are emitted by a device called transducer. Actually the term transducer refers to a device which converts one signifier of energy into another, so there are tonss of types of transducer. In the echography, an electroacoustic transducer is used to change over electricity to breathe and have ultrasound ; therefore to be more exact, the device used is besides called an ultrasound transceiver. The transducer is placed on the venters of the pregnant adult female, the ultrasound emitted penetrates the tegument and so reaches the fetus and other internal variety meats of the female parent. The moving ridges are so reflected back to the transceiver, the transceiver senses the moving ridges and converts them into images. An ultrasound transceiver: hypertext transfer protocol: //l.b5z.net/i/u/6062479/i/transducer_tn.jpg beginning: hypertext transfer protocol: //www.chesapeakeultrasound.com/ultrasound_products An echography: hypertext transfer protocol: //gulfcoastmri.files.wordpress.com/2010/06/sonogram-human-foetal-fetal-ultrasound-scan-at-22-weeks-mono-1-anon.jpg Beginning: hypertext transfer protocol: //gulfcoastmri.wordpress.com/2010/06/07/obstetric-ultrasonography/ In instance that the pregnant adult female is in early gestation or corpulent, she can undergo transvaginal echography, which a investigation is placed in the adult female ‘s vagina. Sometimes the trial is besides carried out if the pregnant adult female has got unnatural vaginal hemorrhage or pelvic hurting. This type of echography has the similar rule as the echography mentioned above. Some female parents may desire to see the pulse of their babes, they can transport out the Doppler echography. It has fundamentally the same rule as the echography except the ultrasound is farther enhanced by Doppler Effect. Generally the foetus ‘s pulse can be detected after 7 hebdomads of gestation, therefore the blood flow of the foetus can be detected every bit good. The blood flows in a circulation in the organic structure of the foetus, the Doppler echography can therefore observe the alteration in waies of blood flow by Doppler consequence and see if the circulation is normal or no n. This can be done by mensurating the alteration in the frequence received in the transceiver. In fact there are a few more types of prenatal medical examination, such as amniocentesis and chronic villus trying. However, the echography is the safest manner for diagnosing. The echography merely involves a transducer puting outside the female parent ‘s venters, while amniocentesis and chronic villus trying necessitate mechanical incursion and trying inside the female parent ‘s womb or venters, this increases the hazard of abortion during the trials. Despite this fact, echography can merely give an early diagnosing of the female parents and foetuss, it can non handle anomalousnesss or familial diseases. Harmonizing to the trial conducted by RADIUS survey group in 1993, research workers found that obtaining echography has no significantly negative consequence on cut downing perinatal morbidity or mortality among the foetuss or the female parents. Furthermore, the sensing of anomalousnesss really did non change the result of newborn babes. Therefore it is of import to a dmit that echography is merely a trial whether the foetuss are healthy, but non a intervention to anomalousnesss. Harmful consequence of X ray X ray is an electromagnetic moving ridge with a wavelength ranged from 0.01 to 10 nanometres ( 0.01-10 x10-9m ) . It has a velocity of 3Ãâ€"108 ms-1 in vacuity. In fact, X ray is normally used in medical interventions, such as radiation therapy of malignant neoplastic disease and medical imagination engineering. X ray is produced in an X-ray tubing. In the X-ray tubing, negatrons are accelerated by using a high electromotive force. Electrons so collide with a metal, and the sudden slowing of negatrons consequences in the emanation of X ray. An X-ray tubing: hypertext transfer protocol: //hyperphysics.phy-astr.gsu.edu/hbase/quantum/imgqua/xtube.gif Beginning: hypertext transfer protocol: //hyperphysics.phy-astr.gsu.edu/hbase/quantum/xtube.html X ray has high ionising power, therefore there are many people worrying about the harmful effects of holding an X-ray diagnosing, particularly pregnant adult females. It is true that a really high dosage of radiation from X ray may ensue in radiation illness. Prolonged and uninterrupted exposure to X-ray besides increases the hazard of malignant neoplastic disease development, and in pregnant adult females, there may besides be a hazard for the foetus to develop childhood malignant neoplastic disease or even abortion. However, it seems that the harmful effects of exposing to X ray are exaggerated. The serious harmful effects mentioned above are merely the consequences of high dose in a short period of clip. There are different sorts of X raies, one type is used in scanning or diagnosing, one type is used in handling malignant neoplastic disease. The energy stored in different types of X raies is different. For normal X-ray scanning, the dose is highly little. The captive dosage of X ray is measured in rad, which 1 rad = 10Ãâ€"10-3 J kg-1 = 10-2 J kg-1. If a pregnant adult female is holding a chest X ray, the estimated fetal dosage is about 60 millirads, the dosage is about 290 millirads for an abdominal X ray. This is rather a low value, as the dosage from the radiation from outer infinite is around 90-100 millirads. In fact, the hazard of the foetus holding oculus abnormalcies or mental deceleration additions merely when the dose exceeds 10 rads, therefore it is really rare that pregnant adult females suffer from harmful effects by the X-ray radiation. Harmonizing to the American Academy of Family Physicians, by and large X raies are safe even for pregnant adult females, and harmonizi ng to radiotherapists, no individual diagnostic X ray has a radiation dosage important plenty to do inauspicious effects in a underdeveloped embryo or foetus. Normally physicians will non inquire pregnant adult females to undergo an X-ray scanning, unless when it is pressing and necessary. It is besides suggested that pregnant adult females should state the radiotherapists about the gestation, so that radiotherapists can set the radiation degree to better protect the female parents and the foetuss. To reason, many people are afraid of holding X-ray scanning when they are pregnant, but in fact the hazard is non that high if we compare the dose to the exposure to outer infinite radiation. An X-ray movie demoing gestation: hypertext transfer protocol: //www.neurobodyfit.com/wp-content/uploads/2012/03/xray-pregnancy.jpg Beginning: hypertext transfer protocol: //www.neurobodyfit.com/x-rays-are-safe-during-pregnancy/ Concerns of wireless moving ridges and microwaves Besides X-ray, some people are refering about the consequence of wireless moving ridges and microwaves on gestation. In fact the consequence of these two types of EM moving ridges is even less than X ray. There has been a survey look intoing the relationship between exposure of wireless moving ridges and microwaves of female physical therapists, and the ratio of abortion. Due to occupational usage, physical therapists are really frequently exposed to medical equipment breathing microwaves diathermy and wireless moving ridges. Harmonizing to the survey, research workers compared the uneven ratios between those pregnant physical therapists and other pregnant adult females. The consequences showed that the hazard of abortion was non associated with reported usage of diathermy equipment, therefore people need non worry excessively much about this issue. A microwave diathermy: hypertext transfer protocol: //image.ec21.com/image/medicm/oimg_GC04993002_CA04993086/Microwave_Diathermy_HM-801C.jpg Beginning: hypertext transfer protocol: //medicm.en.ec21.com/Microwave_Diathermy_HM_801C — 4993002_4993086.html Decision Waves have been widely used in medical equipment, and there are several applications of moving ridges on gestation. Ultrasonography is the most common and the safest method of antenatal medical examination. Though it can be used in diagnosing, it is unable to handle diseases in foetus. Many people concern about the side effects of utilizing X-ray, microwaves and wireless moving ridges, nevertheless it is in fact really safe because the dose of radiation is highly little. Therefore people need non worry excessively much about the hazard of abortion caused by exposure to these moving ridges.