Management & Leadership Essay Example for Free

Management Leadership Essay The way the world now developed through the industrial revolution from the twentieth century has a great background with many driving factor involved. The scheme that is cost-effective and has a good impact on social welfare of society, and those living in the society, is considerably dependent on the effective and resourceful piece of organizations of all kinds, which depends on satisfactory or excellent management and leadership potential, and which can be learnt and extended, would be acknowledged by many. This is the reason different government and government agencies nationally or internationally, organization of all kinds, investing in their own development, behaves as the basis of this belief that they make considerable investment in management and leadership training, development and education. There was a report in November 2006, Yahoo manager Brad Garlinghouse issued memo that directly challenge the senior management. He accused the Yahoo’s leadership lacking strategic direction. Their competitor Google had beaten Yahoo in terms of revenue, advertisement and the share price fallen nearly a third since the start of the year. He suggested to have a change in their strategy. Off course it is very difficult to change the strategy for any organization but to survive in the competent world a change should be made when needed. It was Mr. Garlinghouse great management and leadership skill that he diagnosed the problem and gives his organization a direction to move. Apart from what he observed and analyzed, the main part is that he made a decision to apply the change. He might have adopted different style for management as well as leadership, according to the organizational structure of Yahoo, and would be aware of what impact would be coming in applying the decisions. It would have been Autocratic or Paternalistic or it might be the Democratic one but what actually he identified was the lack in the management and leadership directions. Waka International is a multinational organization making FMCG (Fast Moving Consumer Goods) all over the world and for the last few years making its way up but not with a pace with which it has to moving over with good management and leader but still the HR management asked junior researcher to compile a report on how the managers can lead their team using different styles of management and leadership and how these styles going to impact on the strategic decision, and this is what good organization do to look what changes they need or things that can be adopted like Yahoo manager Brad Galinghouse did. There is a good saying by someone that there is one thing constant and it is â€Å"change† and researchers have made efforts to put forward some suggestion what style we should adopt in different work situation within a team in Waka International to meet the challenges on different stages. Management is been described as the process of setting objectives and making most efficient use of financial, human and physical resources to achieve these objectives, in which main task include planning, organizing, controlling and coordinating. The resources may include the organizational assets which may be people, machinery, raw materials, information, skills and financial capital to measure the organizational performance i.e. how efficiently and effectively management use these resources to satisfy customers and to briefly explore or examine management and in this report will be looking on the management theories of two recent writers. First researcher tried to sketch the attempt of Peter Drucker for his work to describe and comment upon what managers do and he identifies three tasks: Satisfying the goals or mission of the organization. Enabling the worker to achieve and focus on productivity. Managing social responsibilities. He suggested in simplified manner that managers are required to set objectives; organize; motivate and communicate; measure and develop people. Secondly to mention the influential work on management of Henry Mintzberg in which he details his observations of what managers actually did. He examine that managers were not found to spend most of their time planning, organizing, coordinating, commanding and controlling and suggested ten roles managers often attempt logically in the pursuit of their objectives and divided these roles in three stages as building relationship with the employees, yielding the quality information and finally the allocation of decision making, objective and resources to the employees. On the other hand leadership can be suggested as, the part of management to drive the organization to achieve its goals by utilizing potential influence with group efforts. Leadership in the organizational role involves establishing and sharing a vision, providing information, knowledge and methods to realize that vision so others can follow willingly. If we link management and leadership we can say that leadership is an essential part of effective management, which emphasis upon the building an environment in which everyone has the opportunity to develop and excel skills. This link between management and leadership shows that managers must have traits of a leader. While learning about leadership researcher describes two types of leadership which are Direct Leadership Indirect Leadership. Direct leadership is something about imposing orders to your followers and maybe enforcing them to accept you as a leader, where followers used to see the leader regularly face-to-face. Or it can be said that the leaders who are able to get to know those they are working with and influence them on an interpersonal basis are direct leaders. While those having thousands of followers without possessing the role of leadership is the indirect leadership. It may also be believed that the indirect leadership has to do with influencing others and making them your followers indirectly by inspiring the followers through your character, charisma etc. Leadership is not about ruling people like subjects and taking it for granted; it’s about presenting yourself as someone who people think should be followed for guidance. It’s about winning the minds and hearts of people. If we like to differentiate between management and leadership we can come up with the idea that Managers perform roles in organizations and hold a specific, formal title and fulfill a role well Leaders aim to influence and guide others into pursuing particular objectives or ideas of the future and to motivate them into wanting to follow. In Waka International the management has the best quality leadership hence the reason, management asked their junior staff for such an important part to look on it, since the organization is willing to move up and each management is leading its team in a good way, with a good pace as well, in a better management and leadership style. Leadership style is the way in which the functions of leadership are carries out, the way in which the manager typically behaves towards members of the group. Different leaders have different behavior which might produce different effects, so researchers began studies on successful leaders and began to develop different styles of leadership. Also how to become a good leader one should be aware of his leadership style. There are many theories on leadership styles; these are summarized into three dimensional theories which describe different leadership styles: The concept in this style is of leader and followers, where leaders have got all the high power, authority and control; they make the decisions in a one way communication and direct their followers with minimal participation of followers. All the planning and thinking is done by the leader and the team’s role is to follow the orders and motivation to the followers only comes from the leader’s status, charisma, expertise and power to reward and punish. An example of authoritarian styles is John F. Kennedy and one of the many things that John F. Kennedy is remembered for is his vision concerning the United States’ space program. On September 12, 1962, while speaking at Rice University, President Kennedy said: We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win He then went on to talk about metal alloys that had not yet been invented that are capable of standing heat and stresses several times more than have ever been experienced. He had a vision of sending a man to the moon and back safely. He even explained how it was going to be accomplished. John F. Kennedy was exhibiting an authoritative leadership style that mobilized the resources of an entire nation towards this single goal. When we are talking about democratic leadership, it does not refer to a leader who holds political office or background, such as senator or parliamentarian. It talks about a leadership style that exhibits democratic characteristics. This idea of leadership involves running a business on the basis on the majority of decisions i.e. leader encourage the involvement of employees to take part in decision. Many of the great organizational leaders did use this style, Bill Gates is well known for his democratic management style at Microsoft. He actively involved employees in key management and strategic decisions. He was always interacted with the employees of Microsoft and customer and devoted his time for them by staying in contact via e-mail. In the democratic leadership style, we see a balance in the decision-making process. Employees or followers are allowed to participate in the decisions their opinion counts just as much as the leaders. Now this might sound like the optimal way to lead but every ways got some pros and cons in it. In this type of leadership managers observes that employees are working well on their own and consciously make a decision to pass to the member to allow them freedom of action and not to interfere and is always available to help in need. The leader may also set some example but nobody has to follow it if they want to. They leader don’t try to motivate their subordinate or it can be said that motivation only comes from the fact that the individuals are free to do what they likes and no one has to waste time explaining their actions. This leadership style may work with individual people like academics and artists who need to be free on work in their own way, and don’t like teamwork, they would like to like what they want, and not ask for guidance or permission. Researchers suggested that a specific leadership style cannot be constraint to a particular situation rather any styles can be adopted at any situations. Researchers also suggested that the autocratic style may be suitable when large numbers of un-skilled employees are involved and when quick decisions are a matter of life and death and have to be made quickly. Motivation is just a name which comes out from the personality of the leader that is the reason followers struggle to please or satisfy the leaders. So this style may be adopted when there is a need of urgency in Waka International and when a particular objective is achieved a different style can be implemented, and this is what management is all about, â€Å"the change†. Since in the democratic style, employees or followers have an equal say in the decision-making process, they are more dedicated to the desired outcome. The collaborative environment created by this style often results in more comprehensive solutions to problems. If Waka International is looking for better and long term result democratic style would be a better choice as most of the renowned company focus on the democratic style so it would be valuable for long term objectives and goals. Laissez-faire type of leader may inspire or motivate people or plan ideas but do not make any efforts to ensure that the team follows it. This kind of leadership can only work with academics or artists, who don’t like team work and emphasis to work freely. So many researchers don’t suggest adopting this style of leadership and it will not be driving the organization to its objective quickly. But this style is has good result if professional and experienced followers are in the workplace. From the report it can be concluded that management and leadership are two different aspects, but on a broad vision if leadership has not become the part of the management, this may lead to disastrous result. Coping up the resources and not leading in a good direction without an effective leadership may show short-term good result but it would not demonstrate a good impact on the organizational objective or goals and without the right leadership, organizational strategies will remain as ink on paper. Getting the right leadership to implement business strategies takes careful planning and dedicated effort, and often substantial investment. Like the sports coach whose mediocre team never wins a championship, the CEO can’t hope to achieve bold new strategies without giving thought to his leadership team and leadership culture. Too many organizations have become unworried with their existing leadership programs, instead of making certain that they are linking their leadership strategies and development investments with their business strategies and taking full advantage of the learning opportunities that accompany strategic change. With learning and research it can also be concluded that the planning methods are useful in meeting the challenges of any situation and developing leadership skills. Leadership traits can be learnt and developed to meet the strategic needs. This report has the relevance for handling complex situation of the present competitive business world by utilizing leadership skills in making strategic decisions to achieve the stipulated goal. The different styles mentioned earlier can be used depending upon the organizational needs and objectives, to achieve the goals.

Legal Frameworks for Child with Disabilities

Legal Frameworks for Child with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements. Every child has the right to be treated fairly no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Direct discrimination is when you actively discriminate against a child ie refusing a chid into the setting because of a disability/condition. Indirect discrimination occurs when practises are in place but they dont take into account the needs of the child ie signs/labels in a different language so the child can read them. There is also discrimination due to disabilities ie a Teacher may stop a child from doing an activity because of time (it will take the child too long to complete the task). This results in fewer opportunities being offered to them to experience and very unfair. There are legal and regulatory requirements that the School must adhere to protect disability and SEN children from discrimination and promote their inclusion: The Equality Act 2010 Provides addition protection from discrimination for children with disabilities. The Act requires children with disabilities receive the same access to public/private services as any other child and for these facilities to make changes to ensure access for all. It promotes equal opportunities/inclusion for all children. The Special Educational Needs (SEN) Code of Practice 2001 Developed to promote practices that value individual needs of children with disabilities and to offer guidance to Schools regarding equality and inclusion. Main purpose is to provide early invention support for children with SEN, to identify their individual needs and provide appropriate support. Main principles of the code are: *Children with SEN should have needs met and normally in mainstream Schools. *Views of the child must be taken into account and Parents must be involved. *SEN children should be offered full access to a broad, balanced and relevant education. The United Nations Convention on the Rights of the Child to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Article 1 Respect for the evolving capacities of children with disabilities and respect for the rights of children with disabilities to preserve their identities. Article 3 Details rights/entitlements to all children regardless of their individual needs/circumstances. The United Nations Convention on the Rights of Persons with Disabilities Human rights treaty that confirms the rights of disabled people. Stresses the importance of disabled people being able to enjoy their human rights equally with non-disabled people. It recognises that people with disabilities do face barriers and outlines strategies to reduce barriers and promote their rights. Warnock Report (1978) Introduces term SEN into UK legislation and emphasises the 2 categories of children with SEN 1) children who experience difficulties at School but needs can be met at mainstream level 2)children whose needs are more complex and need specialised educational environments. The Special Educational Needs and Disability Act 2001 Makes further provisions against the discrimination of disabilities in Schools. Strengthens the rights of SEN children to be educated in mainstream Schools. Importance of working inclusively with children with disabilities or specific requirements. It is essential that people working with children promote equal opportunities by providing an environment free from discrimination. Inclusion is focusing on the needs of every child and ensuring the right conditions are in place for all to achieve their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and supported. Our School has created a child focused approach where we focus on and build on their support using each childs strengths, needs and interests. Each child is an individual and must be listened to. This shows respect and they will feel safe and secure in the setting. This ensures that every child is valued as an individual. When planning activities we take into consideration their interests and abilities. We empathy to SEN children by the way we try and understand their feelings and point of view. We try and adapt the activity according to their needs and abilities so they are able to ta ke part with everyone and not be singled out. We involve the children in decision making and actively encourage them in planning their IEPs. We listen to what they need and want so then this helps us provide opportunities for them to be more independent this helps their confidence and self esteem. We believe children who grow up in Schools where all students are valued and seen as equal members will learn to respect and advocate for diversity in the larger community. Disability, Literacy and Inclusive Education for Young Children. Personally I think it is so important for all children to learn and play together and to be treated the same. It builds an understanding and acceptance for all and highlights the fact that children develop skills which enable them to teach one another. Children with disabilities will often make huge improvements in their communication, socialising and functioning skills while developing children will have better attitudes towards others, greater patience, tolerance and self esteem. One of our school mottos is We all belong where we expect all children to work together, making everyone feel welcome and involved and have a positive attitude. This really helps the SEN children feel a sense of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the children to look at their attitudes and beliefs and if necessary help them make changes. It does help that all staff members are very positive about inclusion and diversity and are visually pro active in the activities we undertake, displays that we use and resources/materials we offer in the classroom. Benefits of working in partnership with Parents and other professionals. The Childrens Plan published by DCSF in 2007 highlighted the importance of the partnership between Parents and Schools to support children in their learning. It has been proven that Parental involvement has a positive effect on childrens achievement at School. They are able to reinforce learning from School by using play and extra curriculum activities ie practising times tables, listening to their child read, drawing, painting and visiting libraries and places of interest. They also help improve the childs gross/fine motor skills, communication/listening and social skills. Parental involvement in childrens education from an early age has a significant effect on educational achievement and continues to do so into adolescence and adulthood. The Impact of Parental Involvement on Childrens Education. Parents must always be consulted and involved in the care and support of their child. Schools need to show respect when discussing these delicate matters and always valuing the opinion of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external agencies when it may benefit the child. The SEN Code of Practice recognises the value of the partnership with Parents. It is a well known fact that Parents knowledge of their child is exemplary and must be taken into account when deciding on support/education. The child and their needs must be at the centre of all discussions. Parents will have more of an idea of the childs strengths and the support can be tailored to take these into account ie if the child likes singing then perhaps learning can be adapted to singing times tables and alphabet songs. Some SEN like dyslexia may run in the family so family members may have developed specialised knowledge of the condition this may aid in the planning of support for their child. Some Parents find the whole process of having a SEN child very complex, difficult and emotional. Schools need to respect these feelings and emotions of the Parents and value their support. Full discussions and advise must be given to instil trust and confidence that the best is being done for their child at that School. Parents must be aware of all the policies/procedures of the School, support available for their child and any relevant documentation regarding their child. Trust will then be given as the Parents will respect the School and all involved in the care of their child. Schools must remain professional at all times. They should provide time and opportunity to discuss the childs progress. The Parent will feel involved and empowered that their opinions are listened to. Each party should acknowledge each others views and opinions but be able to agree amicably on a plan to support the child. Schools must be flexible when planning meetings with dates/times as they may be dealing with working families or families with siblings. It is a requirement that all Schools have a SENCO a designated person who is responsible for co-ordinating the care and support needed for the SEN children. This is helpful for the Parents as they only need to liaise with one member of staff. Other professionals that the SEN children may come into contact whilst at School are: Physiotherapists, Speech and Language, OutReach (Autistic), Hearing Impaired and Educational Psychologists. How practitioners can adapt their existing practice to support children with disabilities or specific requirements. Care must be taken to make the environment of the setting to be accessible for all children to use regardless of their needs. This may require ramps to be installed or disabled toilets to be fitted. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to have a sense of freedom. Grounds of the setting should be well maintained and be clear from any hazards which may endanger the children. Resources and activities should be adapted so all children are able to access them ie sand trays at waist height instead of being situated at floor level. SEN childrens needs should be thought of at the planning process with differentiation of activities not to challenging as they will loose interest and not too easy as they will not be fully engaged. They need to be planned to meet the individual needs of the child and age/stage appropriate. All children should have accessibility to the same resources. Some children may require specialist resources ie colour overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie word shark, specialist interventions and 1-1 support. Attitudes of the adults working with SEN children need to be of a positive and understanding nature. Full training should be offered to these members of staff in new policies and procedures. Regular training in specialised areas should take place and involvement of all staff on the needs of certain SEN children. The SENCO must keep up to date with equal opportunities and inclusion policies and hold briefing sessions. Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical conditions ie diabetics. Consideration needs to take place to help the children become more independent and to try things by themselves ie putting Velcro on dressing up costumes so all children can access the activity. Some children find it challenging to express their feelings, needs and preferences. Our staff who work with SEN children wear feeling flashcards on our lanyards so children can point to a picture to tell us how they are feeling. In Reception we use visual aids to help children decide what activity they would like to do/ show their preferences. We try and encourage independency through the use of computers word processing and dictaphones record their thoughts for the Big Write to help support them in their activities. Teachers try and keep their classroom setup the same so children learn where to find things and helps the SEN children establish routine and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location. Schools must be in regular contact with Parents at home supplying them with updates on process and new polices/procedures that affect their child. They must always liaise with outside agencies drawing on their expertise and advise in their particular areas. References The Impact of Parental Involvement on Childrens Education www.education.gov.uk/publications. Article 1 and Article 3 Convention on the Rights of Persons with Disabilities. Disability, Literacy and Inclusive Education for Young Children www.uni.edu/inclusion/benefits_of_inclusion.htm. Abbreviations SENSpecial Educational Needs IEPIndividual Education Plan

Analysis of Team Nursing Delivery Model

Analysis of Team Nursing Delivery Model Jee Hae Kim History of Team Nursing Team nursing started from the 1950s to improve nursing services by using the knowledge and skills of professional nurses and to supervise the increasing numbers of supporting nursing staff. The result was an improvement in patient and staff satisfaction. This try requires critical leadership and good communication skills to bring several nurses together, led by a leader, to work cooperatively to deliver a better nursing care than possible with individual nurses working alone (Dobson, Adamson, and Drexler, 2007). Experiences of nurses delivering care in teams have been explored from the perspective of nurses, team leaders and nurse managers (Ferguson and Cioffi, 2011). The model used a group of nurses with diversity in education, skills and professional registration status (Fairbrother, Jones, Rivas, 2010). From 1960s to 1970s, it was the golden age of team nursing. Applying humanistic values in the workplace became increasingly important during this period (Tiedeman Lookinland, 200 4 cited in Fairbrother, et.al, 2010) and the team approach seemed to account for the whole patient (as primary nursing had done) within the context of a multi-level skill mix and responsibility mix environment. What personnel are utilized? what are their roles and responsibilities? Team nursing consists of a charge nurse leading nursing assistants and other personnel to provide care to a group of patients. Health care professionals work in a team to complete all assignments for each shift. As registered nurses, charge nurses are held accountable for unlicensed personnel. In the team nursing RN functions as a team leader and coordinates the small group (no more than four or five) of ancillary personnel to provide care to a small group of patients. As coordinator of the team, the RN must know the condition and needs of all patients assigned to the team and plan for the individualized care for each patient. (Marquis and Huston, 2003) The team leader is also responsible for encouraging a cooperative environment and maintaining clear communication among all team members. The team leader’s duties include planning care, assigning duties, directing and assisting team members, giving direct patient care, teaching and coordinating patient activities. How is the work coordinated? Patient care is delivered through the coordination and cooperation of each team member through delegation of assignments with respect to the team member’s level of responsibility and accountability. Delegation of patients and duties are done at the beginning of the shift, while a summary of care given and outcomes resulting from patient care is conveyed at the end. Any action that is done by unlicensed assistive personnel, nursing aid or nurse volunteer is the responsibility and accountability of the team leader, the registered nurse. The team leader assigns each member specific responsibilities dependent on the role. The members of the team report directly to the team leader, who then reports to the charge nurse or unit manager. Communication is enhanced through the use of written patient assignments, the development of nursing care plans, and the use of regularly scheduled team conferences to discuss the patient status and formulate revisions to the plan of care. However, for team nursing to succeed, the team leader must have strong clinical skills, good communication skills, delegation ability, decision-making ability, and the ability to create a cooperative working environment. What are the reporting relationships? For nurses, the benefits have been identified as improved working relationships increased ability to share and work together and availability of a shared network. However, some issues identified with team nursing have been inadequate preparation for team nursing. For example, there is an increased responsibility for registered nurses particularly when in the role of team leader, unfair and uneven workloads leading to overburdening of staff and confusion around roles and responsibilities in the team (Furguson Cioffi, 2011). Team leaders reported that their job satisfaction improved particularly through enhanced relationships and seeing staff develop. These findings clearly indicate gains for both patients and staff can be made with team nursing. From the perspective of nurse managers, findings show relationships for patients, relatives and staff improved, staff morale and motivation increased and communications improved (Furguson Cioffi, 2011). What are the educational requirements for the various positions? The managers who implemented team nursing identified retrospectively that more information and educational support is essential. As little is currently known about nurse managers’ experiences with team nursing this study explored and described managers’ experiences of team nursing (Furguson Cioffi, 2011). Discuss how team nursing model affects or influences cost, quality of care and patient satisfaction When nursing units are inadequately staffed, the consequences include higher costs and poorer outcomes for patients and nurses. Overall costs are reduced when nurses are retained, which is more likely in healthy environments that support professional nursing practice and nurses’ health and work-life balance (O’Brienà ¢Ã¢â€š ¬Ã‚ Pallas, Meyer, Hayes, Wang, 2011). According to research related to team nursing experiment, the team nurses found that 62% of patients were very satisfied about their care. After three weeks of implementing team nursing care, patient satisfaction data were again collected daily for one month. These data revealed that 91% of patients were very satisfied with the care they received (Snide Nailon, 2013). How is the availability of resources taken into consideration when adopting this model? Main findings show nurse managers’ experiences of team nursing focused on the adaptation to team nursing with its associated gains and concerns. Managers identified that similar factors had precipitated the change to team nursing within their ward areas and it was acknowledged the implementation process needed to be better planned to include collaboration with staff, clear protocols and roles for teams. How does the delivery model affect job satisfaction? The results indicated that RNs were significantly happier at work than any of the other staff categories at both baseline and follow up. When considering the direction of change in job satisfaction (i.e. baseline vs follow up) by staff category, small net negative changes were noticed for RNs and positive changes were noted for the other three groups. The proportionally largest change was detected among new graduate RNs, whose mean scores were markedly improved at follow up. This difference was marginally statistically significant. A statistically significant result was unlikely to be obtainable with the small numbers of new graduates surveyed (Fairbrother, et.al, 2010). This supports that teamà ¢Ã¢â€š ¬Ã¢â‚¬Ëœbased models can improve patient safety, quality of care and the work environment. Summarize the pros and cons of team nursing care delivery model. The advantage of team nursing is that the total number of absences and leaves related to over-work and medical conditions related to stress and fatigue is lessened. This is due to the sharing of workload between each team members, enabling them to do a huge amount of work in such a short time without undue exertion. This delegation of duties will also enable team members to hone their skills in different nursing tasks, and also improve their ability to communicate and coordinate. Each can also learn from each other during team conference while discussing on ways how to go about in caring for different patients. Once the team has established themselves as members and not as individuals each would feel that they belong thereby increasing nurse morale. This in turn would improve the quality of care each would give to the clients, leading to better patient satisfaction. Each will realize each team member’s role in caring is important for the client, minimizing the barrier between each profession. By the way, a lack of communication can be occurred in team nursing due to the shared work load. If team members are constantly being re-shuffled, the continuity of care can be interrupted, leading to patient dissatisfaction. Patients are more likely to become uncomfortable with numerous team members providing care, as this can be distracting. References Dobson, C., Adamson, N. and Drexler, D. (2007). Medicalà ¢Ã¢â€š ¬Ã¢â‚¬Ëœsurgical unit team nursing: Description challenges and measurement in a complex system. Nurse Leader, 5(3):55à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ60 Fairbrother, G., Jones, A., Rivas, K. (2010). Changing model of nursing care from individual patient allocation to team nursing in the acute inpatient environment. Contemporary Nurse, 35(2), 202-220. Ferguson, L., Cioffi, J. (2011). Team nursing: experiences of nurse managers in acute care settings. Australian Journal of Advanced Nursing. ND, 28(4), 5-11. O’Brienà ¢Ã¢â€š ¬Ã‚ Pallas, L., Meyer, R. M., Hayes, L. J., Wang, S. (2011). The Patient Care Delivery Model–an open system framework: conceptualization, literature review and analytical strategy. Journal of clinical nursing, 20(11à ¢Ã¢â€š ¬Ã‚ 12), 1640-1650. Snide, J., Nailon, R. (2013). Nursing Staff Innovations Result in Improved Patient Satisfaction. AJN The American Journal of Nursing, 113(10), 42-50.

Friendship Essay -- Friendship Essay

  Ã‚  Ã‚  Ã‚  Ã‚  A friend is defined as a person whom one knows, likes, and trusts. This type of a relation is friendship. In every society in the world people have and follow this relationship and support it. In some societies this relationship is given more importance than others. In our society friends are given almost the same attention as ones family member. Family is the closest relationship a person has, and if that is disturbed a friend can be very helpful.   Ã‚  Ã‚  Ã‚  Ã‚  For me my friends are a part of my family. I trust my true friends as much as I just my closet family member. A true friend would do anything to save your life. I have experienced this fact when I was 13 years old. My family and I were in Bahamas for our summer vacations along with our very old family friends from Canada. This family used to live in Pakistan but later on settled in Canada. Their youngest son Hassan, and I had been together since we both were born. Our family’s had made our relationship so strong that we were more like brothers than friends. I had always trusted him because he was the only one of my age whom I used to associate with quiet often. That particular summer I had met him after two years and we were both extremely excited to see a drastic change in our personalities. Even though our personalities differed from one another we realized that our friend has had no effect. We got along the same way we used to when me were not mature enough. While si...

Differences Between the North and South that Led to the Civil War Essay

The Southern and Northern states varied on many issues, which eventually led them to the Civil War. There were deep economic, social, and political differences between the North and the South. These differences stemmed from the interpretation of the United States Constitution on both sides. In the end, all of these disagreements about the rights of states led to the Civil War. There were reasons other than slavery for the South?s secession. The manifestations of division in America were many: utopian communities, conflicts over public space, backlash against immigrants, urban riots, black protest, and Indian resistance (Norton 234). America was a divided land in need reform with the South in the most need. The South relied heavily on agriculture, as opposed to the North, which was highly populated and an industrialized society. The South grew cotton, which was its main cash crop and many Southerners knew that heavy reliance on slave labor would hurt the South eventually, but their warnings were not heeded. The South was based on a totalitarian system. Constitutionally the North favored a loose interpretation of the United States Constitution, and they wanted to grant the federal government increased powers. The South wanted to reserve all undefined powers to the individual states themselves. The South relied upon slave labor for their economic well being, and the economy of the North was not reliant on such labor or in need of this type of service. This main issue overshadowed all others. Southerners compared slavery to the wage-slave system of the North, and believed their slaves received better care than the northern factory workers received from their employers. Many Southern preachers proclaimed that slavery was sanctioned in the Bible. Southern leaders had constantly tried to seek new areas into which slavery might be extended (Oates 349). After the American Revolution, slavery began to decrease in the North, just as it was becoming more popular in the South. By the turn of the century, seven of the most Northern states had abolished slavery. During this time, a surge of democratic reform swept the North to the West, and there were demands for political equality, economic and social advances for all Americans. Northerners said that slavery revoked the human right of being a free person and when new territories became available i... ...in opinion. We should remember the great sacrifices our fellow citizens made during this time and appreciate their actions or endeavors. Especially that of Abraham Lincoln. The best way to assess the value of Lincoln is to think what the condition of American would be in today if he had never lived or never been President (Whitman 262). Yes, slavery was the cause of the Civil War, half of the country thought it was wrong, and the other half just could not let it go or continue. The war was fought overall in different places, and the monetary and property loss cannot be calculated. Arguments about the causes and consequences of the Civil War, as well as the reasons for Northern victory, will continue as long as there are historians to wield the pen ? which is, perhaps even for this bloody conflict, mightier than the sword (Oates 388). The Civil War was a great waste in terms of human life and possible accomplishment and should be considered shameful. Before its first centennial, tragedy struck a new country and altered it for an eternity. It will never be forgotten, but adversity builds strength and the United States of America is now a much stronger nation (Oates 388).

A Discussion on the Dialectical in Hero

Discuss the usefulness of the idea of the ‘dialectical’ with regard to any of the texts on this module. ‘Dialectic’ refers to the dialogue between two or more positions, holding different perspectives about a subject, who wish to establish the truth of the matter by dialogue with reasoned arguments. It may be postulated that Hero works on a Hegelian dialectic model, in that the tensions between the protagonist and antagonist of the film are constantly reworking the other, till a synthesis of their essence is achieved. Aufhebung† or sublation, being the motor by which the Hegelian dialectic functions (Palm, 2009) indicates the preservation of a useful portion of an idea, while moving beyond its limitations. The dialectic of Hero is realized in two ways; multiple narratives and multiple forms of dialogue-and suggests that there is no absolute truth, and that we arrive at the final truth through the dialectical interplay of different truths that challenge , change and preserve each other at once.The framed narrative structure of Hero displays the dialectic that exists between the King and Nameless as multiple narratives are being set up to communicate the different points of view existing between Nameless and the King. The celebration of the multiplicity of perspectives, or points of view, serves to highlight the nature of truth as a product of dialectical interplay between multiple presented truths. Hero functions as a prism, as seen from the division of the film into various vibrantly colored narratives as emblems of different truths.The self-similar fractal dimension each narrative holds highlights the fact that each narrative contains elements of the narrative before it, and each truth is derived from the truth before it, where each progressive narrative retains select elements of the previous one but changes others to create a different story. This is evident in the dialogical exchange between Nameless and the King, where the Ki ng chooses to accept parts of Nameless’ story as true and other parts as false.This fragmentation and subsequent reinvention of the truth creates a disjoint between the perceived truth and the accepted truth, suggesting that truth consists of many individual parts, and that in order for a unified truth to be assembled, deconstruction of it into its individual parts must happen before it can be reconstructed into a larger whole. Hence, the dialectical interplay between the multiple truths creates a new composite truth that retains the essence of each truth before it.Sublation occurs in the interaction between Nameless and the King, where both of them have their own truths in terms of ideologies, and the dialectical interaction of the two allows the two truths to interact and change each other as a result. For example, in order to get within 10 feet of the King, a limitation Sky, Broken Sword and Flying Snow could not breach, Nameless presents their weapons and in Broken Swordà ¢â‚¬â„¢s case his calligraphy. The items here are symbolic of each swordsman’s ideologies, and Nameless through accepting their weapons has similarly internalized their ideologies, hence changing his own truth as a result.Nameless as the bearer of Broken Sword’s truth then influences the King, so much so that the latter places his life in his would-be killer’s hands. Broken Sword’s truth resonates strongly with the King’s truth here, and this unification of their truths represents the power of the unification the King is striving to achieve, in the sense that it is powerful enough to make Nameless give up his goal of killing the King, something he had trained for more than 10 years for and defined himself by.Therefore even though Nameless has to be killed for the preservation of the social order, the King who is left standing at the end of the film has been changed, and this is evident from his hesitance in sentencing Nameless to death, something h e would not have hesitated to do prior to their meeting. Truth is seen here as something that we define ourselves by, and when our truth is changed, so do our definitions of ourselves and hence our identity.The dialectic in Hero finds physical form through the dialogical form that fighting takes on in the sense that there is an oppositional structural clash between two people holding on to different ideals. Over the course of the film, fighting is seen as a form of self-expression, and it shows how two people, charged with different ideals, clash, with the result that the one left standing has been changed in some manner by the other.The fight at the end of the film, between Broken Sword, who has forsaken his revenge for the sake of unification, and Flying Snow, who holds on to her revenge and blames Broken Sword for giving up his, represents exactly this point. The dichotomization between opposite ideals creates a cognitive dissonant effect which highlights the struggle between per sonal ideals and greater ideals that supersede the self. This conflict is ealized in Flying Snow whose triumph over Broken Sword grants her the unfortunate belated realization that at some level she yearned for coexistence with his ideal despite its clash with hers, as connoted by the repetition of â€Å"why didn’t you defend yourself? †, and this dissonance leads her to commit suicide to be reunited with her lover. Ultimately the clash of two people representing their own ideals has resulted in the prevalence of one person whose ideal has changed as a result.The communicative exchange between Nameless and Broken Sword as seen in the swordfight, over the water’s surface, in which calligraphic elements are embedded, signals a dialogic exchange not only of martial arts but also in terms of ideals. The constant parallelism of each other’s movements in the water signals that it is not a swordfight of conflict but rather conversation, as seen from the sword st rokes through the water akin to the strokes of a calligraphy brush on a canvas.Significantly the fight climaxes in the back-and-forth hitting of the water droplet, where the fluidity of water alludes to the fluid nature of truth and how it can be molded to serve one’s purpose. The fight ends when the water droplet hits Flying Snow’s face, and Nameless who turns back from his original purpose of striking Broken Sword also ends up with water droplets on his face.By drawing a parallel between Flying Snow and Nameless, who both sought revenge against the King for the destruction of their homelands, we see a tension between Nameless and Flying Snow’s common ideal and Broken Sword’s ideal. This tension is only resolved through Flying Snow’s death, and Nameless’s act of turning away, suggesting that when one holds on to a particular ideal such that it becomes one’s truth and identity, the inevitable clash of this truth with another’s will result in the deconstruction of one and the reconstruction of another.In conclusion, when we view things through different lens, we will come away with different truths each time. Hero exemplifies this for us and causes us to examine the nature of truth through the dialectical intercourse of each truth. Truth serves an existential purpose and it is important for each and every one of us to derive our own truth and hence determine our identity and purpose in life.The message of Hero is that though there are forces in existence that are greater than ourselves, the power of a common truth of all the nameless citizens can sometimes influence the truth of the one in power, in this case the King, and determine his actions. Everyone’s truth is different, but it is the meaning that we attach to it that defines us and sets us apart. Bibliography Palm, R. (2009). Retrieved October 17, 2012, from Katholieke Universiteit Leuven: https://lirias. kuleuven. be/bitstream/123456789/23467 0/1/PALM+dissertat..

16 Questions to be Graded Essay

1. The researchers analyzed the data they collected as though it were at what level of measurement? a. Nominal b. Ordinal c. Interval/ratio d. Experimental 2. What was the mean posttest empowerment score for the control group? 97.12 3. Compare the mean baseline and posttest depression scores of the experimental group. Was this an expected finding? Provide a rationale for your answer. The mean baseline for depression 14.00 and the post-test for depression was 13.36. The post-test score is 0.64 lower than the baseline score which is what the study hypothesized. The study results state â€Å"This study found that there were significant differences in improvement of empowerment, self-care self-efficacy, and depression in patients who were in the intervention group using empowerment strategies than with the control group patients† (Grove, 2007). 4. Compare the mean baseline and posttest depression scores of the control group. Do these scores strengthen or weaken the validity of the research results? Provide a rationale for your answer. The mean baseline and post-test depression score was 10.40. These scores strengthen the validity of the research results because it shows that depression did not improve for the patients within the control group but the scores did change for the patients in the experimental group. 5. Which group’s test scores had the least amount of variability or dispersion? Provide a rationale for your answer. The control group had the least amount of variability with the depression  score which stayed with a SD of 10.4. 6. Did the empowerment variable or self-care self-efficacy variable demonstrate the greatest amount of dispersion? Provide a rationale for your answer. The empowerment variable demonstrated the greatest amount of dispersion because the mean not only went up by 6.64 the SD also went down by 1.91 suggesting the scores are also closer to accurate. 7. The mean () is a measure of __central__ __tendency__ of a distribution while the SD is a measure of __dispersion_____ of its scores. Both and SD are ____descriptive_____ statistics. 8. What was the mean severity for renal disease for the research subjects? What was the dispersion or variability of the renal disease severity scores? Did the severity scores vary significantly between the control and the experimental groups? Is this important? Provide a rationale for your answer. The mean severity for renal disease for the research subjects was moderately severe with a mean of 6.74, SD of 2.97, from a range of 0-10. The severity scores did not vary significantly and it is important to have the same severity of disease across the board so the outcomes can be true. 9. Which variable was least affected by the empowerment program? Provide a rationale for your answer. The mean for the control group was least affected by the empowerment program only rising 0.4. 10. Was it important for the researchers to include the total means and SDs for the study variables in Table 2 to promote the readers’ understanding of the study results? Provide a rationale for your answer. Yes it was important to include the totals so at a glance anyone can see that even when the experimental and control groups are combined the results still show an improvement in all three categories. References Grove, S. K. (2007). Statistics for Health Care Research: A Practical Workbook. [VitalSource Bookshelf version]. Retrieved from http://pageburstls.elsevier.com/books/978-1-4160-0226-0/outline/16The citation provided is a guideline, please check each citation for accuracy before use.