Communication-Final Blog

It has been a wonderful journey sharing information and resources throughout the course. Now that we have come to the end of another eight weeks it would be an injustice to not share some contact information so that we can continue to share insights on Communication and Collaboration.  My e-mail address for Walden is; markt@waldenu.edu

To all I say THANK YOU FOR EIGHT (8) GREAT WEEKS. The communication journey is just another step towards our specialization. As we move towards the future in working for and with children and families let us remember that the communication process is a rich discipline for the social fabric of relationships (O'Hair, & Wiemann, 2009). 

Hope to share with all of you in the future! Adios!

Team Building and Collaboration, Part 1

Team Building and Collaboration, Part 1

Consider the adjourning phase for several of the groups in which you have been involved. Think about which aspects of the groups made for the hardest good-bye. 

The aspects of the group that made for the hardest to say good bye were the face to face meetings and the social gatherings. Discussing and working with the team to ensure that there was a plan in place for how decisions are made on the team and who has responsibility for making decisions. As a past educator in my native island I had to say good bye to my teaching team, the children, and families and my colleagues. As a daughter, I had to say good bye to my mother, my siblings and the extended family we shared for over the years. This stage can be difficult for many. 

 Are high-performing groups hardest to leave? 

For a high performing team, the end of a project brings on feelings of sadness as the team members have effectively become as one and now are going their separate ways. Imagine getting to know others of different cultural backgrounds, the development of friendship and the working together for the same purpose, the same goal! This is the hardest to leave because personal relationships might be disengaged, job tasks may be terminated and we may never see each other again.

Which of the groups that you participated in was hardest to leave? Why?

The group I participated in that was the hardest to leave was my drama group with children and young adults. It was hard to leave because we shared a bond. We had a unique climate that influenced how each member should behave and communicate with each other. We took pride in helping out each other and had great success throughout the years.  Thus each member was motivated to continue after I left and today this group is functioning successfully in my absence.

What sorts of closing rituals have you experienced or wish you had experienced?

Most people typically adjourn with a celebratory dinner or just a simple thank-you and good-bye (O’Hair & Weimann, 2009). The most memorial ritual experienced was when I had to immigrate. I was given a great send off by the school’s team. They celebrated my accomplishments by giving tangible gifts, like plaques with different sayings all dealing with hard work, commitment and success. Also special songs were sung and the event culminated with food and drinks, hugs and kisses, and well wishes.

 How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master’s degree in this program? Why is adjourning an essential stage of teamwork?

Adjourning would not be too difficult because we only know each other through our blogs and discussions.  This is not a bad thing! However, I believe we can form a network of colleagues from the group and we should continue to share information in our blogs. I think we should also plan on graduating so we can physically see each other who is who and who is not whoJ.  Further, as part of the adjourning process I hope we could share phone numbers and keep in touch.

In the adjourning stage teams are moving in different directions because the project is coming to an end (Abudi, G., 2010). Adjourning is an essential stage of teamwork because we can take time to celebrate our achievements, and failures which is good for team’s departure.  We never know who we will work with in the future or not work with and it is important that we view and share past experiences positively.  

Resources

Abudi, G. (2011). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

O'Hair, & Wiemann, (2009). Real Communication. An Introduction.

Bedford/St. Martin's

Nonviolent Communication

Nonviolent Communication and Conflict Management

The conflict:

This happened last year, 2010. I was just moved from one classroom to the other to be the lead teacher. The same morning it was snowing and according to the policy regarding taking the kids outdoors we have to take the kids unless the temperature is under 32 degrees or the wind chill is high. That morning a parent came in saying that her child is not going outside before asking whether or not we were going outside. I immediately approached the parent reminding her of the policy. She got upset and cursed me out saying she was going to kick my…. You know what! One of the other teachers immediately reported the incident to the director and the parent was called in for a meeting. We discussed the issue but none of us admitted that we did or say something wrong. We argued over what was said and what was not said. No solution was reached and the situation was left hanging. The afternoon when she came to pick her child up from school we did not communicate and up to the time her child left for kindergarten I had very little to say to that parent.

The issue for the parent was that I am new and I should not act as if I was in charge trying to act “stand offish.” The issue for me was that she shouldn’t be telling us that her child was not going outside. The way she said it sounded demanding as if she was in control of what we do or not do in and out of the classroom.

Strategies

I could have used the escapist strategy; that is allowing the parent to have her way and make the decision to avoiding a conflict. This strategy would help avoid direct conflict between the parent and me.  Direct conflict can ruin relationship between parties.

I could have also used the consider options and alternatives strategy by making her know what we can do with the child if we were going to go outdoors. I could have suggested dressing the child warmly by giving her the needed winter attire, or suggested that we can take the child to another classroom for the thirty (30) minutes. This strategy would help manage the conflict effectively.

This was a learning experience for me. If I had greater knowledge of conflict resolution as I have today maybe the conflict would have never occurred OR would have handled differently. The knowledge gained from this course on conflict resolution is now a roadmap in handling conflicts.

Resources

O’Hair, D. & Wiemann, M. (2009). Real communication: An Introduction.  New York: Bedford/St. Martin’s

Who Am I as a Communicator

Who Am I as a Communicator???

The results of the evaluation were somewhat similar in both the verbal aggressive scale and communication anxiety but different in listening styles. Those similarities and differences tell me that peoples’ perceptions of others can be based on past experiences, culture and present feelings.  Also our perceptions tend to remain constant. Once we see things in a particular way, we continue to see it that way.   

What surprised me the most is the fact that both evaluations; communication anxiety and verbal aggressiveness were rated the same in all situations by my co-worker and me.  O’Hair, & Wiemann (2009) stated, “Our view of ourselves is often so biased that we misinterpret or ignore information that we need in order to communicate effectively.” Yes, maybe I was biased. What about my coworker?  LOL :)

The insights gained about communication

Self monitoring - the ability to watch the environment and others in it for cues as to how to present yourself in a particular situation (SNYDER, 1974). This is critical because in communicating we do not individuals to take us where we are at face value. We should be monitor self presentation just enough to present ourselves effectively without forgetting that communication involves others (O’Hair, & Wiemann, 2009).

Also, self disclosure – revealing yourself to others by sharing information about yourself  (O’Hair, & Wiemnann, 2009). Increased understanding about each other can positively impact our communication and improve the degree to which we can share and understand meaning across languages, cultures, and divergent perspectives

Finally, How we perceive things will make a difference in the way we communicate across cultures. Therefore as early childhood professionals it is imperative that we remember that to communuicate effectively and appropriately we must possess an understnding of and appreciaton for people who may perceive things differently (O'Hair, & Wiemann, 2009).This should be reflected in our personal lives as well.

 I still do not know who am I as a Communicator. The assessments were not a true picture of who I am. :)

Resources

O'Hair, & Wiemann, (2009). Real communication: An Introduction.

Bedford/St. Martin's

Intercultural Communication

Intercultural Communication

 In every classroom encounter with different families from different cultures we decide what to say and how to say it. When working with children and families we make our decisions based on our assumptions and stereotypes what people from different culture are like. In communicating with people from different culture I pay attention to their verbal and nonverbal cues, as well as my own. I try to take in as much information as possible so that I can ask the right questions and to become connected with that person. I try to listen with confidence, respect, and an attentive presence.

 

When communicating  with people from different culture I tend to be more aware of cultural differences and adjust my behaviors appropriately ((Beebe, 2011, p. 114)For example, one should always assume that there is a significant possibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggressive, if problems develop. One should respond slowly and carefully in cross-cultural exchanges, not jumping to the conclusion that you know what is being thought and said.

Also I try to demonstrate active listening (O’Hair, & Wiemann, 2009).   Repeat what you think he or she said.  Then confirm that you understand the communication accurately. If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings.

References

Beebe, S. A.,  Beebe, S. J. & Redmond, M. V. (2011). Interpersonal Communication; Relating to others.(6th. ed.). Boston, MA: Allyn & Bacon

O'Hair, & Wiemann. Real Communiucation: An Introduction. Bedford, St. Martin

Communication-Skills, Language, Nonverbal , Listening

Communication - Skills, Language, Nonverbal, Listening

 The concentration was on only six individuals; four (4) males, two (2) females. The show is named ‘Community’. The characters communication seemed to have been based on interpersonal relationships; peers in crime. There were exchanges of verbal and nonverbal messages.  One male was on the phone, for a long time.  A female walked in and was pushed out. Then the music started. The female slammed each opened door she passed by. Soon then the other males walked in an empty room each holding a box. They threw the boxes in and moved quickly towards the back.  Wrong Way! 

One male and the other female turned shaking heads left to right, right to left and went the other way. The previous female met them and they made gestures pointing to where the boxes were placed. The female lifted her hands in jubilation and smiled.  The male who was talking on the phone came in, threw himself to the floor and dragged towards the door. The other participants could not be seen then.  Later an old man came in the building peeked around, eyes opened wide, finger on lips, and tip toed toward the back. The other participants all five of them met in another section of the house. Boom, boom! They threw their bodies to the floor, dragged on their bellies out the door into a vehicle and drove off.  Boom, Boom!     


The nonverbal communication indicated that they were trying to move into a house belonging to the old guy without permission. The dropping to the floor indicated that gunshots were being fired to get them off the property.  


Sounds on

The characters were peers in crime. When things did not go how each liked they screamed and cursed each other. They did not listen to each other and was just trying to see how they could get through with what they were doing. There the music came on....  One guy screamed out, “Drop, drop, move!” louder and louder……BOOM, BOOM! Gun shots…… no one got hurt.  

 My assumptions would have been the same because the nonverbal communication like; the sounds, boom, boom, dropping to the floor, dragging on stomach to the door tell you that it was not safe to be in there.

This experience has shown that nonverbal communication can be believable. Body language, sounds and eye contacts are strong indicators towards effective communication and those nonverbal cues at times can deliver a clearer message than verbal cues.

I could not take my eyes off the screen because I did not want to miss anything.  The sound, music, and language used helped in my interpretation of what was happening. This shows that nonverbal cues serve to clarify meaning by reinforcing verbal messages (O’Hair, & Wiemann, 2009). The “Aha’ moment came when I saw the old man hugging one of the females later. Without sound I thought the old man was the owner of the house, however he was involved in the crime as well. Non verbal communication can be confusing (O’Hair, & Wiemann, 2009).

 Resources

O'Hair, & Wiemann, (2009). Real Communication: An Introduction. 

Bedford/St. Martin

What is Communication?

COMPETENT COMMUNICATOR

 I will use my co-teacher, my first principal as a competent communicator. As a leader he showed good verbal and nonverbal communication skills. Verbally,he was persuasive and communicated information with confidence, trustworthiness and truthfulness. He communicated on issues as he saw it objectively. When talking to him he listened attentively, and was able to understand, evaluate and successfully made use of what he heard. The principal during staff meeting when things seemed to be going out of control he showed the ability to determine what is appropriate and what is not especially when bickering surfaced. I remember the morning when a terrifying earthquake shook the school. The principal immediately gave instructions of what we should do and rang the bell over and over again to make staff aware and reminded them of the safety rules, and what should be done next. He was very effective in his communication as a principal and this has helped me in my communicating with others. His feedback was quick and timely, and for most part resulted in positive outcomes. O’Hair & Wiemann (2009) stated that competent communication must be both appropriate and effective. The principal was just that!

I would like to model the principal’s communication skills. This will help in my understanding of messages, evaluating what was said, and will successfully help me make use of what I heard. I believe a competent communicator should have good listening skills that are necessary in fulfilling job satisfaction, performance and achievement of the organization’s goals.

Resources

O’Hair & Wiemann (2009). Real Comunication: An Introduction.

Bedford/St. Martin's

Boston, MA 02116

Saturday, October 29, 2011

Professional Hopes and Goals

My hope for working with children and families from diverse background is that children and families would experience cultural visibility and continuity (Sparks, & Edwards, 2010),  in their immediate environment as well as in all other settings.

Also, it is my hope that all children and families of diverse background will benefit from equity and social justice in the teaching learning environment. The anti-bias education is a vital tool for such a push (Sparks, & Edwards, 2010).

Finally, all children and families would feel valued and become resources to other children and families that have cultural differences.

 One goal I will like to establish for the early childhood field related to issues of diversity, equity and social justice is to ensue that issues of equity, and social justice if become visible are addressed and policies and practices be put in place for the early childhood field so that each child's individual needs would be met in a diverse society

To al my colleagues and friends, I say thank you for those insights towards diversity, equity and social justice.

The journey was a long and tiresome one but we have made it once again. 

As we continue on let us be optimistic about the future of children and families towards equity, and social justice. Every child deserves to develop to his fullest potential  and we should be committed to making this happen.

See you in the next!

Resources

Build diversity and equity retreived from http://www.buildinitiative.org/content/diversity-and-equity

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

 

Welcoming Families From Around the World

Welcoming Families From Around the World

The name of the family’s country is Pakistan.

Pakistan shares influences that have shaped the cultures of South Asia. There are thus wider regional similarities extending beyond the national boundaries. On the other hand, the specific regional cultures of Pakistan  picture of rich diversity. Family organization is strongly patriarchal, as in most agrarian societies, and most people live in large extended families.

Ways in which you will prepare yourself to be culturally responsive towards this family?

 I will prepare my current students in welcoming the new student and the family; having a virtual tour of the country; the flag, the map, and part of the country’s children’s lifestyles.

I will Post a ‘WELCOME FAMILIES” sign in the family‘s language in a visible position. (Urdu: Khosh amadid)

Read about acceptable practices in the family’s home that will tie in with school’s culture; traditions, language, culture and practices.

 I will find an interpreter or another family from Pakistan to help with translation and building good rapport with family. This will help develop trust, and to show the family that we care about their child's individual needs.

 Find on-line resources from the country that are applicable to the child and family's culture. For example, pictures of buildings, the way they dress, the food, the rivers, the mountains, and deserts.

A brief description in ways you hope that these preparations will benefit both you and the family

A lot of misconceptions exist about different cultures because people do not always take the time to get the whole picture. he more we learn and know about other cultures the less misconceptions and stereotypes there will be. Educating yourself about different cultures and the people will not only make you a more knowledgeable and tolerant person, but you will gain respect for cultures and the people who are part of them.Thus families would feel a sense of belonging and would then realize that there can be continuity in their cultural practices and traditions. Resources

Culture of Pakistan - history, people, clothing, traditions, women, beliefs, food, customs, family http://www.everyculture.com/No-Sa/Pakistan.html#ixzz1bWa17iJU

Saturday October 15, 2011

The Personal Side of Bias, Prejudice, and Oppression

What memory do you have of an incident when you experienced bias, prejudice, and /or oppression?

This incident happened a few years ago when my daughter had an accident driving from school together with her siblings and two other children. When the accident happened we were notified and went to the site immediately. While we waited for the police the caucasians male party made comments like; “All you Jamaicans don’t know how to drive, look how you hit my car!” In rage he continued, “And I am sure you do not have insurance on your car because that is what all you do when in America.” His buddy with him acknowledged him saying, “I’m sure they illegal and they should just send all of them back!” We ignored them and continued to wait.

In what ways did the specific bias, prejudice and/or oppression in that incident diminish equity?

Who said they were Jamaicans? Who said they had no insurance?  Who said they were illegal? These were messages of micro-aggression, biases and prejudice.  My daughter was not treated with respect and courtesy which should be afforded equally to all whether legal or illegal citizens, whether they were at fault in the accident or not at fault.  She was pre-judged based on the assumptions of others. Those messages diminished the fairness and equal rights of women and immigrants on the part of the male party. However what the police officer did showed a measure of equity. He listened to both parties and could not determine which party was at fault. Therefore he encouraged both parties to contact their insurance companies and did not see the need to give any of them a ticket.

What feelings did this incident bring up for you?

I felt sad for my children who were discriminated against by the male party. I often asked, “How many times do we have to go through incidents of bias and prejudice?” It was very emotional for all of us because you never know how and when your identity could be mistaken and caused conflicts. This situation could have been escalated and who knows someone could have gotten hurt. Imaging you been accused of who you are not; your status, your identity, your class! It is disheartening to know how the color of your skin and your accent in one way take away equity among groups of people.  Even though many efforts were made in the past to eradicate biases and prejudices, the many instances tell us that biases and prejudices are far from over.

What and /or who would have to change in order to turn this incident into opportunity for greater equity?

The one who needs to change in order to turn the incident into an opportunity for greater equity is the one who experienced the pain of the ‘isms.” Sometimes it is hard to figure out why you became the target but what we have to remember is the fact that the “isms” are part of our lives even though it is hard accepting it (Nadiyah Taylor, Laureate Education Inc, 2011).The way we look at people's identity and our attitudes towards individuals of different ethnic group need to be changed.  We need to educate more of society on issues of “isms” and let our experiences of the pain become the “A-HA” moment for those perpetrators of bias, prejudice, micro-aggression and other isms that exist in society.  If we are going to do something towards equity for all we should start with respect (Eugene Garcia, Laureate Education, Inc. 2011). Respect of our own own identity, and then respect for others. There is a long road ahead of us towards equality for all.

Resources

 Garcia, E. (2011 Laureate Education Inc). In his own voice

Taylor, N. (2011). Laureate Education Inc). In her own voice.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5691618&Survey=1&47=8295579&ClientNodeID=984650&coursenav=1&bhcp=1

 

Saturday October 1, 2011

Practicing Awareness of Micro-aggression

According to Dr. Sue (Laureate Education, 2011) micro-aggression is a verbal behavior towards race, gender, sexual orientation as well as disabilities. This example of micro-aggression was witnessed in my native island while on vacation. It was a day of cricket, a Sunday sport when most villagers would come out to support their home team.

This was what was spoken to an eldely disabled woman:

“Why don’t you put your walker at the back instead of in front of me? I cannot see the game. Here is not the place for you; you should stay home.” Those were the words of a young male to a disabled woman who placed her walker on the side of her to get quick access in case she had to move quickly.

 The behavior of the young man was rude, demeaning and disrespectful in my opinion. At the time I did not have knowledge about micro-aggression so I just looked at it as disrespecting the elderly.  As I reflected on micro-aggression, the behavior of the young man showed verbal abuse, gender abuse, stereotype as well as disrespect for the elderly and the disabled. The message was insulting, and demeaning and I felt disappointed when I heard the way that elderly woman was addressed.

Who say once you are disabled you should isolate yourself?  The hidden message from the young man to the elderly disabled woman was, “You do not belong here, because you are helpless.  According to Ford (n. d), this must change!

The behavior of the young man made me think of my own behavior towards others. Is that the way I would like to be treated? Is that the way I would like my parents to be treated? Demeaning words can be very powerful and can hurt deeply. For the rest of the day I believe that woman was carrying the stigma of disabled people who are often times robbed of individuality and debilitate their attempts to break out of stereotypical roles (Southern Poverty Law Center, n. d). It is important to note that people with disabilities should be afforded the same opportunities like any other in society.

References

Ford, R. (n. d). It's not just about Racism- Bur Ableism. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=b64c65fd-8e72-437b-b802-cf6...

Laureate Education (2011).  “Microaggressions in Everyday Life”. In this program, Dr. Derald Wing Sue presents a lecture about the concept of microaggression in everyday life.

Teaching tolerance. Test yourself for hidden bias. Retrieved from http://www.tolerance.org/activity/test-yourself-hidden-bias

Perspectives on Diversity and Culture

Perspectives on Diversity and Culture

The three people I asked about their perspectives on Diversity and Culture: Two females and one male. Their ages ranged from 24 to 51 years.

What is Culture?

My colleague aged (51)  from Grenada, West Indies thinks culture is everything about your life; the cooking, the washing, the cleaning, the sports, how you train your children, your traditions, how you dress, how you speak, and even your family secrets.

Person two (2) aged (24) from Africa said "Culture is who you are; your lifestyles, the way you live."

Person three (3) male aged (34) from the USA:  "Culture is everything; the food I eat, the clothes I wear, the way I dance, my religious beliefs and the way I do things."

What is Diversity?

Person 1: "Diversity is where you come from. It is me and you and everyone else."

Person 2: "Diversity is your race, your ethnic background, your cultural differences."

Person 3: "Diversity is being different from others; our cultural differences."

The aspects of culture studied and were included in the answers; culture is the way you live (Sparks, & Edwards, 2010, P. 54). Examples; the way you cook, eat, speak, religion, and dress.

The aspects of diversity studied and were included in the answers; diversity is various different people from different cultural backgrounds, different races (Sparks & Edwards, 2010). For example, race.

What they omitted were aspects of surface culture for example; the holidays, and artifacts. On the other hand, housing arrangements, historic events and health care were omitted as aspects of deep culture.

As I thought about the definitions of culture and diversity by the people mentioned above I realized that there were similiar opinions and ideas of culture  and diversity. The answers summed up a definition of culture as the way of life of groups of people and diversity as one’s race and ethnic background (Sparks, & Edwards, 2010).  It is important to remember the following concepts:

Culture is more than what we see on thesurface; for eample food.  

Culture has a wide range of characteristics including, but not limited to race, economics, gestures, and body language.

Cultural invisibility is more likely to occur when we under-cut families and children’s evolving self and social identities (Sparks, & Edwards, 2010, P. 58).

Cultural discontinuity emerged when home practices differ from the practices of the dominant culture.

Resources

Sparks, & Edwards, 2010). Anti-Bias Education for Young Children and Ourselves.
13131 Street, NW, Suite 500
Washington, DC 20005-4101

My Family Culture

My Family Culture

As an immigrant there were many  items I would have liked to take with ME on my journey to a foreign land but, due to certain circumstances beyond my control the possibilities were slim. This blog brings back so many memories and thus it is an emotional one.

A Description of The Three Items I would Choose

First my Grenada Passport as an artifact which protrays the Grenada's Flag and the Court of Arms. The Passport is an artifact which gives us our identity as Grenadians. Then my family portrait which shows my children and how different they look even though they share same parents and finally Greanda's mucic. The music is mainly Steel Pan, Calypso and Soca.

 How would you explain waht each of thes items means to you?

 The passport would remind me of being  a true Grenadian;  reminding me that I am still part of something beautiful and cherished. The three colors of flag on the passport hold deep significance for the country and its citizens: green represents our vegetation, red stands for the burning aspiration of our people to be free from slavery and the friendliness of the people and yellow brings to mind the sunshine giving the island the local name “Island in the sun.” The flag would remind to continue to pay homage and my belongingness to my island. I want to be able to still pay homage/respect to my island.   

                        

 My family portrait would keep my memory intact of those who are so dear to my heart. It would be an amazing testament of my family history that would be treasured; The thigs we did, the way we behaved, our beliefs and values (Louise Derman-Sparks, 2011). The joys, the sorrows, the limitations and the boundaries. All in all, the love and respect we shared with and for each other with the notion that each one of us is unique and special.

The music would be in remembrance of my cultural heritage; where we came from and the freedom of our ancestors. Listening to it would change my mood from being sad to a little bit happier. I would have something to bring back the ‘home’ feelings.

Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you

Wow! This is difficult for me even though it is only for blog reasons.  I would be devastated.  Having to give up my family photo would bring tears of sadness, however I still would be able to hold those memories in my heart. Giving up the passport is only saying well you belong here now. Nevertheless, I don’t really need a passport to go back home because it’s HOME. Finally, giving up the music that is, Steel Pan, Calypso or Soca  is saying dance to our music or don’t dance at all. WOW! If I really have to hold on to only one it would be my FAMILY PORTRAIT. This is the most significance because nothing matters more to me than having a family. Individuals who share common bonding, cultural background, and who operate in the context of FAMILY. I would have to go back to the moments. 

Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise

In different cultures differeny groups hold on to differnt things because of their cultural background. This exercise has taught me greater awareness and respect of other cultures. We may have our different likes and dislikes, traditions, values, beliefs, norms and dispositions However, when it comes to who we are and how we perceive and make sense of each other is fundamental to all social interactions and to the construction of society and our culture (Terry, 2003).

Resources

Laureate Education (2011), “Family Cultures: Dynamic Interactions”

Terry, D. J. (2003). Social identity and diversity. Retrieved from http://apj.sagepub.com/content/41/1/25.abstract