Avogadros Number To Calculate Mass of a Single Atom

Avogadro's Number To Calculate Mass of a Single Atom Avogadros number is one of the most important constants used in chemistry. It is the number of particles in a single mole of a material, based on the number of atoms in exactly 12 grams of the isotope carbon-12. Although this number is a constant, its experimentally determined, so we use an approximate value of 6.022 x 1023. So, you know how many atoms are in a mole. Heres how to use the information to determine the mass of a single atom. Avogadro's Number Example Problem: Mass of a Single Atom Question: Calculate the mass in grams of a single carbon (C) atom. Solution To calculate the mass of a single atom, first look up the atomic mass of carbon from the periodic table.This number, 12.01, is the mass in grams of one mole of carbon. One mole of carbon is 6.022 x 1023 atoms of carbon (Avogadros number). This relation is then used to convert a carbon atom to grams by the ratio: mass of 1 atom / 1 atom mass of a mole of atoms / 6.022 x 1023 atoms Plug in the atomic mass of carbon to solve for the mass of 1 atom: mass of 1 atom mass of a mole of atoms / 6.022 x 1023 mass of 1 C atom 12.01 g / 6.022 x 1023 C atomsmass of 1 C atom 1.994 x 10-23 g Answer The mass of a single carbon atom is 1.994 x 10-23 g. Applying the Formula to Solve for Other Atoms and Molecules Although the problem was worked using carbon (the element upon which Avogadros number is based), you can use the same method to solve for the mass of an atom or molecule. If youre finding the mass of an atom of a different element, just use that elements atomic mass. If you want to use the relation to solve for the mass of a single molecule, theres an extra step. You need to add up the masses of all of the atoms in that one molecule and use them instead. Lets say, for example, you want to know the mass of a single atom of water. From the formula (H2O), you know there are two hydrogen atoms and one oxygen atom. You use the periodic table to look up the mass of each atom (H is 1.01 and O is 16.00). Forming a water molecule gives you a mass of: 1.01 1.01 16.00 18.02 grams per mole of water and you solve with: mass of 1 molecule mass of one mole of molecules / 6.022 x 1023 mass of 1 water molecule 18.02 grams per mole / 6.022 x 1023 molecules per mole mass of 1 water molecule 2.992 x 10-23 grams

Help make Barnes and Noble successful Essay Example | Topics and Well Written Essays - 1500 words

Help make Barnes and Noble successful - Essay Example The report will include several parts including a company background, financial analysis, and an in-depth analysis of the change initiatives that the firm must implement to adapt to the market challenges of the 21st century. Company Background Barnes & Nobles was acquired by Leonardo Riggio in the 1970s. The first Barnes and Nobles stored operated by Riggio was located in Manhattan. The stored was transformed by its new owners into the largest bookstore in the world. The firm has always been at the forefront of innovation. â€Å"In 1974, Barnes & Noble was the first bookseller in America to advertise on television† (Barnesandnobleinc, 2013). Barnes & Noble throughout its history has always adapted well to market changes and it has increased its market share in the book industry. The company in its early years expanded its sales by selling books through catalogs. The firm began to sell books online in the late 1980s. A key acquisition for the company was buying Sterling publish ing in 2003. Sterling publishing has over 5,000 titles in print including educational resources, children’s picture books, puzzles and games, adult fiction, craft and photography, cookbooks, self-help and classics (Barnesandnoblesinc, 2013). The firm became the world’s largest publisher of digital books in 2009. ... The previous year the firm achieved a net income of $36.67 million. One of the reasons for the bad performance of the company is the fact that cost of good sold and occupancy increased by 26%. The net margin of the firm was -1.06%. The earnings per share (EPS) of the firm in 2011 was -$1.31. Barnes & Noble paid dividends per share of $0.75. At the end of 2011 the firm had total assets of $3.60 billion. The total assets of the firm in 2011 went down by 3.03%. The current ratio shows the ability of a company to pay off its current debt. A good current ratio is above 1.0. In 2011 the current ratio of Barnes & Nobles was 1.01. The company is in a good position to pay off its current debt. The return on assets (ROA) of the organization in 2011 was 2.06%. This ratio shows how effective a company has been at generating revenues from its total assets. The return on equity (ROE) of Barnes & Noble in 2011 was 9.02%. â€Å"When compared to the return on total assets, measures the extent to whi ch financial leverage is working for or against common stockholders (Garrison, Noreen, 2003, pg.784). The inventory turnover ratio shows how many times the company has sold its inventory during the year. Barnes & Noble had an inventory turnover ratio of 3.78 in 2011. Change Initiatives The company must implement changes in its corporate strategies to achieve the sales expectations of its shareholder. The goal of the company should be to maximize shareholders wealth. A new strategic approach for the company is to change its strategy to expand its retail sales from the domestic marketplace into the international landscape. The firm has an expertise in how to run bookstores in college marketplace. The company should seek a similar strategy

Project #5 Human Resources Essay Example | Topics and Well Written Essays - 250 words

Project #5 Human Resources - Essay Example in the fire department indicates that the success of an incentive program enables fire officers to respond extremely quickly and in a direct approach to the scenes of incident. Similarly, there is a possibility of other benefits arising to employees of a fire department who possess the necessary qualification programs. This includes a pension program that is of hefty nature and coverage. A professionally qualified officer may be provided with an identification badge as a form of promotion. This becomes part of an accomplishment and thus, a form of motivation. Determination of filling positions in reference to a degree holder must take in to account various perspectives. This is what is used to value the needs for one to be promoted to the next position. It is essential to identify those members who develop an interest for interview to fill a position. Tasks vary depending with the number of departments at every organization. It is noteworthy that the organization identifies the need of any promotion in terms of performance improvement. The importance of this technique is necessary since a variety of performance appraisal measures exists for one reason than for the

Culturally Responsive Classroom Essay Example | Topics and Well Written Essays - 1750 words

Culturally Responsive Classroom - Essay Example Likewise, this paper seeks to break down and simplify in explaining the key components and concepts of this paradigm to have a better understanding of what cultural responsive pedagogy requires. Initially, it will explain the realities of the situation and identify the players, their key roles to achieve successful cultural responsive pedagogy as well as simple frameworks that will guide any modifications intended for better performance of school and its pupils in the future. Keywords: cultural responsive teaching, cultural responsive pedagogy, achievement potential, multicultural diversity, multidisciplinary education, I. Rationale Behind Cultural Responsive Pedagogy Traditional Education and Its Impact A regular scenario inside a conventional classroom environment would be having a single teacher-facilitator mentoring about 15 or more pupils with the same age range. Traditional education generally adopts the ‘carrot-stick’ method and the ‘one-teaching technique-f its all’. â€Å"The structures, assumptions, substance and operations of conventional educational enterprises are patterned on European American icons†(Gay, 2010, p. 23). Generally, conventional educators ignore things of what students are receptive of like their culture, individuality, basic norms of behavior, body language as well as communication signals. Children are forced to swallow everything taught all in the same manner which eventually ends up provoking student resistance to the learning process. However, not all children fall under the same receptive category so some turns out to be more counter-productive instead. Actually, â€Å"there are many underlying factors of traditional education that contribute to the failure of students in different kinds of achievements in academic, school attendance, personal well being, dropout preventions and avoidance of discipline problems† (Gay, 2010.p.26). The Growing Influx of Multi-Diversified Students "The increa sing diversity in schools, the ongoing demographic changes across the nation and the movement towards globalization dictate that educators should develop a more in-depth understanding of culture if it is intended to bring about true understanding among diverse populations† (Portuondo, et. al, n.d). It was reported that â€Å"in the 34-year period from 1973 to 2007, the percentage of students of color in the U.S. public schools increased from 22% to 55% by the National Center for Education Statistics, 2008.† (Gay 2010, p. xi). That being said, an â€Å"alarming rate of increased low-academic achievers among student of colors, the minority and the mainstream of students† was also detected† (Gay 2010, p. ix) which according to the second generation of social theorists may be attributed to â€Å"cultural deprivation†, a major influencing factor of this outcome† (Gay, 2010, p. ix). II. Understanding the Significance of Cultural Responsive Teaching ( CRT) Cultural Responsi

Conflicts Among Co Workers Cultural Studies Essay

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

Essay --

The Great Gatsby by F. Scott Fitzgerald Fiction Setting: In the early 20s in Long Island and New York # of pages: 180 Diem Ha Setting The Great Gatsby takes place after WWI in Long Island and New York during the early 1920s. There are two main areas in The Great Gatsby, the â€Å"West Egg† and the â€Å"East Egg†. People that are wealthy and are rich live in the â€Å"East Egg† and people with less fortune and are poor live in the â€Å"West Egg†. There is a separation between the rich and the poor. Characters Jay Gatsby- The protagonist in The Great Gatsby is Jay Gatsby. He is called Gatsby throughout the novel. Gatsby grew up poor, but he had always yearned for wealth. Though he wanted to be rich and have money, he had always had his mind on Daisy, a woman he met in Louisville before being stationed in to fight in WWI. Gatsby wants the money and the wealth even more after meeting Daisy. Gatsby began to do all he could to win back Daisy’s heart. Tom Buchanan- The antagonist in The Great Gatsby is Tom Buchanan. He is a very arrogant man and he reeked with wealth. Tom married to Daisy before Gatsby could get to Daisy. Tom was racist and he was a bully towards others. Even though Tom was having an affair himself, with Myrtle, he became viscous when he heard Daisy and Gatsby were having an affair. Nick Carraway- The narrator of this novel, The Great Gatsby, is Nick Carraway. Nick was a young gentleman that grew up in Minnesota. Nick was honest and well educated. He had moved to the West Egg and became friends with Gatsby, his neighbor. He then learned of Gatsby and Daisy’s affair, and he watches their romance. Nick is the cousin of Daisy Buchanan. Daisy Buchanan - Daisy is Nick’s cousin; Tom’s wife; Gatsby’s lover. While in Louisville, Dai... ...t of non-olfactory money" (Fitzgerald, 68). This is an example of imagery because you could imagine the city rising up the river and there is a vivid image. â€Å"His station wagon scampered like a brisk yellow bug to meet all trains.† (Fitzgerald 39) This is an example of a simile because the author is stating how fast the station wagon went and comparing it, using ‘like’, to a bug. Concluding Diem Ha The Great Gatsby by F. Scott Fitzgerald Is wealth really worth it? Does it matter if you are rich or poor? When someone has a great amount of wealth it doesn’t mean that their lives are going perfectly fine. Wealth cannot buy happiness or love. Why go after a dream when your life is going to be ruined just because of dishonesty? When you love someone, you would be willing to do what you can for them. Is it worth it or is it just a waste of time and effort? Diem Ha

Corruption of Culture Essay

In Yukio Mishima’s â€Å"Swaddling Clothes† we see a great deal of symbolism portraying the corruption of the Japanese culture. The times are changing and with that change, culture is adapting to it. Some of the Japanese feel threatened and that the changes that are being made are corrupting their moral values. The story is told through Toshiko, a lonely and seemingly oppressed wife and mother. She shows how this corruption is leading to decay. The story depicts the corruption of Japanese culture by western modernization. Japanese culture is becoming more westernized, â€Å"unhomely with its Western-style furniture†¦Ã¢â‚¬  (366). The air of the room being unhomely because some Japanese thought that Western-style was corrupt. Toshiko’s husband is accepting these changes, â€Å"sitting there in his American-style suit, puffing at a cigarette† (366). The city they live in is changing as well, â€Å"dotted with bars and then by a theatre† (368). The park that Toshiko visits had also changed, â€Å"The paper lanterns that hung from wires between the trees had been put out; in their place electric light bulbs†¦that shone dully beneath the blossoms† (369). The word dully being used to show that western-style is dull and dreary. Violence is one of the concepts Toshiko relates to western culture. Toshiko believes western style is violent, â€Å"his frail body was wrapped in bloodstained newspapers† (367), showing the degradation of moral values in this westernized society. When Toshiko’s husband is sitting there talking with his friends he jokes about the incident and stating â€Å"I rescued our good rug†¦ (367), this showing that his mind is corrupt with the western culture because he did not care about the well being of the nurse and the blood did not faze him. The baby is a symbol of the violence in the western culture as well. The way the baby was born was out of wedlock, â€Å"Even if that baby should grow up in ignorance of the secret of his birth, he can never become a respectable citizen† (368). Toshiko worries that the baby â€Å"who has been sinned against† (368) may come in contact with her son one day and, â€Å"savagely stab him with a knife†¦Ã¢â‚¬  (368). All because the baby was born out  of wedlock, due to Western mod ernization, Toshiko thinks of him as violent and evil. Western culture is not only seen as violent but as polluted as well. Western-style is also polluting their society. While walking in the park Toshiko notices that the people â€Å"would automatically kick aside the empty bottles or crush the waste paper beneath their feet† (369). Waste pollution not only being the kind of pollution polluting their society but moral pollution as well. Toshiko sees a homeless man and wonders â€Å"was it one of those miserable drunks often to be seen sleeping in public places?† (369). The homeless man in the park is a symbol of the baby that will grow up to be in crime and poverty, though what is most significant is the way that he is dressed, â€Å"his khaki trousers had been slightly pulled up† (370), this showing that he is westernized just like Toshiko’s husband. Toshiko is saddened by this westernized lifestyle. This story shows through many elements the degradation of moral values in the modern westernized changes that are taking place. Through the moral changes, the violence of the western culture, and the pollution we have seen that Toshiko believes that her society is corrupt. There are many symbols showing these changes; through the baby, Toshiko’s husband, and through the homeless. She continually contemplates the loss of their moral values and is saddened. Ultimately this story is trying to depict the corruption of Japanese culture by western modernization.