Pollution Essay Example | Topics and Well Written Essays - 750 words

Pollution - Essay Example Perhaps people will be more willing to make an effort in curbing this rising problem within their residential communities for starters. This might also help minimize the health problems associated with pollution The main types of pollution that will cause health concerns are the noise pollution caused by the vast amount of people and cars. This is due to the fact there is a high volume of traffic which is motivated by the high amount of restaurants, cafes, clubs, theaters and stores all concentrated within a single area. The heath concerns of noise pollution are that people often suffer from sleep disturbances, decreased learning ability and increased stress levels which can affect many areas of their lives. This of course is to name but a few of the affects. There is also an increased amount of air pollution. The main culprits of this being automobiles exhausts that produce nitrogen oxides. This leads to respiratory complications and some people can end up developing asthma because of this type of pollution. Another source of pollution in my neighborhood is solid waste. This is due to all the trash that is lying around. The lack of garbage cans is the main reason for this, but also personal neglect. The main issue with solid waste is that is causes diseases. It is viable source where diseases can manifest and transfer from one person to another. It is clear that th What needs to change It is clear that the congested state that my neighborhood is in needs to change. There are no visible positive aspects of the pollution especially in terms of health issues. The first and foremost thing that needs handling is all the rubbish that is meeting in our streets. This can be done by getting more garbage bins. Furthermore a penalty needs to be paid if a person is caught littering. This can be incorporated by our local government. By making it legal people will more than willing to take responsibility for their actions. Indeed this form of punishment could seriously help curb the problem. In regards to noise and air pollution most of the businesses like the restaurants, bars, cafes, should unit to build a large secure parking lot. This way people will have to walk a few miles to get to where they need to go. This will decrease the amount to cars that have to drive on the road. The best way to incorporate this would be to convert some of the streets into walking streets. Conclusion It is clear that in order for a community to function they need to be concerned with each others health. Being selfish is not the way to progress, especially when the issue affects us all. Pollution is not one person's responsibility and when people are informed they might be willing to do something about it. Government support is also very important. People often function best when there are rules. When it comes to pollution the rules are almost non-existent for individuals. By incorporating small changes the health issues caused by pollution can be tackled. Also by informing everyone and making them responsible will help increase the awareness of the negative health issues that arise due to pollution. In terms of local government support it is appalling to think they would be willing to allow the rubbish accumulate to such heights. They need to incorporate more bins as

History Essay Example | Topics and Well Written Essays - 1250 words - 12

History - Essay Example According to this treaty Germany forced to accept sole responsibility for causing the war and to disarm, make substantial territorial concessions and pay heavy reparations to certain countries. Around 132 billion Marks which are roughly equivalent to US$ 385 billion at present were levied upon Germany as the compensation amount which really hurt the Germans. Moreover, this treaty presented for German leaders to sign on May 7, 1919, forced Germany to concede territories to Belgium (Eupen-Malmà ©dy), Czechoslovakia (the Hultschin district), and Poland (Poznan [German: Posen], West Prussia and Upper Silesia)† (Treaty of Versailles, 1919). In short, "The Versailles Treaty system was intended to be a peace agreement between the Allies and a defeated Germany and the Central Powers, instead it created political and economic chaos, contributing directly to the rise of Mussolini and Hitler. This paper briefly analyses the role of The Versailles Treaty system in contributing to the rise of Hitler and Mussolini and the subsequent World War 2. One of the major aims of the peace treaty â€Å"The Treaty of Versailles† in 1919, which ended the World War 1 between Germany and allied forces, was the disarmament of Germany. However, Germans always had a feeling of superiority in their minds. The conditions they succumbed to accept as part of this treaty were intolerable to their pride and superiority feeling. When Hitler came into the power he has taken every step to regain the lost prides of the Germans. He deliberately started to violate the conditions of The Treaty of Versailles. In 1922, Benito Mussolini and his Fascist Party succeeded in capturing the power in Italy. Fascism and Nazism have more similarities than differences which helped Hitler and Mussolini to work together against the allied powers. Fascism and Nazism were entirely different from capitalism, communism and democracy. Fascism was driven by a sense of belligerent

Effects of Social Networking Sites Essay Example for Free

Effects of Social Networking Sites Essay The implementation of social networking sites has changed how the average person communicates with others. Studies show that the average person spends at least nine hours a week surfing and posting on social network sites (http://socialnetworking.procon.org/). In fact, using social networking sites has not only improved our communication skills, but has had a negative impact as well. One of the many pros and cons to communicating on a networking site is the ability to â€Å"stay connected.† When a student graduates, a loved one moves, or a career changes, everyone wants to keep up with people they have grown to care for. Being on a social networking site, you can â€Å"friend request† people you know to keep up with their day to day actions. This ensures we don’t miss out on parts of someone’s life where we want to be included. Increasing the communication you have with someone, even online, strengthens your relationship. Unfortunately, being able to â€Å"stay connected† has kept thousands connected in a less than personal way. Networking sites entice people to stay online and spend less face-to-face time with others. So, you may be connecting to friends and family, but you are being distracted by the time wasting activities and applications the site supplies. Your mother doesn’t really care if you reached level ten in the Adventures of Indiana Jones on Facebook. She wants to know how you are doing in your classes at school. Read more:  Essays on Social Networking Another way networking sites are affecting society is evident in the ability to find new people. Making new friends can be a wonderful thing. Consider the following scenario, you are interested in a certain musician and find their â€Å"page† on your networking site. On that same page are many others that have that common interest. Befriending these new people provides a new outlet for expression. A family member or friend may not like the same artist, but finding this new friend gives the ability to have someone to talk to about the subject. On the other hand, not all people surfing these sites that are looking for new friends are doing it for the right reasons. Artists and topics that attract a younger population give ample opportunity for predators to have access to the viewers. There is no way to know that the 15 year old girl you’ve become â€Å"besties† with is really a young girl, or if it’s really a pedophile looking for new prey. â€Å"In Feb. 2009, MySpace identified 90,000 registered sex offenders with profiles on the site, while Facebook declined to reveal how many were present on its site† (http://socialnetworking.procon.org/). Another example of how social networks affect society both positively and negatively is the ability to obtain information. Many networking sites created today are made for specific genres of people. Sites like LinkedIn.com and CafeMom.com have been created to help people with life issues such as finding new jobs or getting tips on breastfed babies. If a person is shy and has trouble meeting that â€Å"special someone,† they can go to a networking site such as MeetUp.com. Sadly, not everything that is posted on these sites can be verified. Most sites, like the match-making sites, have no way to verify that the person posting on their site is them. An older, obese person can post a picture of a younger, thinner person to try and get a match. The site itself does not know that the picture posted is actually the person posting it. So, when the â€Å"date† shows up expecting person A, they are angry or upset that they meet person B, the real person, and bullying, fighting, or worse occurs. Too much false information is passed along the internet, and a large percent of it is done via networking sites. Overall, social networking sites can’t wholly be praised or put down for being â€Å"bad.† Being able to stay connected, make new friends, and get information via these sites has its pros and cons. No matter what changes are made, there will always be those that say the sites are good for our society, and those that say the dangers outweigh the benefits. References: Are social networking sites good for our society? (2012). Retrieved from http://socialnetworking.procon.org/

Registered Nurses Might Develop Appropriate Leadership Skills Nursing Essay

Registered Nurses Might Develop Appropriate Leadership Skills Nursing Essay The purpose of this assignment is to examine how registered nurses develop appropriate leadership skills, and how this can be implemented in improving a patients care requirements. Throughout this discussion I will give a definition of leadership, types of leadership models and theorist. Examine the KSF (Knowledge Skills Framework) and PDP (Personal Development Portfolio) and discuss the skills and knowledge that nurses need in order to succeed and develop the leadership skills that will be used in improving the patients overall care outcomes. I will use tools such as the internet eg. CINHAL, Caledonian University library, Blackboard, various journals and books to ensure the information provided is up to date and current within modern day practices and techniques within the nursing profession. Leadership, according to Grim (2010), is a complex entity, there are many definitions, Benton (2005), described leadership as the art of influencing people to accomplish the mission, another definition by Huczynski and Buchanan (1991), defines leadership as; a social process in which one individual influences the behaviour of others without threats or violence. Cook, (2001),  stated that; Leadership is not merely a series of skills or tasks; rather, it is an attitude that informs behavior. When we think of leaders we think of great people such as Churchill, Kennedy, Florence Nightingale and many more, these people are regarded as leaders because they had a vision to change things for the better, they inspired their fellow men with words of wisdom, they challenged authority and seized on opportunities. There are different styles of leadership; Autocratic, these types of leaders set their own goals; they do this without allowing other team members to participate in the decision making, (Faugier Woolnough, 2002). Bureaucratic, this is where the leadership has no grey areas they stick to the rules, regulations, and policies rigidly. Participative leader, these leaders allow staff to participate in making decisions, they delegate and pick fellow staff to participate in the decision making. The feeling is that this type of leadership would allow members of the team to feel more committed to the goals set out as they would be part of the team that set them out. (Faugier Woolnough, 2002). Laissez faire leadership is a more risky kind of leadership as the staff members are left to their own devices in meeting the goals set out. According to Faugier Woolnough, (2002), Ellis and Abbott (2009), a better and fairer leadership style may be situational leadership, this style allows the leader to switch between all the above styles depending on the situation they are dealing with and the competence of the workforce he or she is working with at that time. There are some theorists who believe that leadership is in-born and that some traits of a leaders personality such as intelligence, initiative and confidence are what creates leaders. (Goffee and Jones, 2000). There are those who disagree, Kouzes and Posner (2002) for example, argue that the skills of a leader are observable and learnable. Ellis and Abbott (2009), agree with, Faugier Woolnough, (2002), when looking at models of leadership see that some theorists believe that people get intrinsic satisfaction when given more control over their work they tend to be more productive and better motivated. The clinical governance and the policy and procedure manuals are all pushing for nurses to be autonomous practitioners, to lead teams, to give patients guidance in looking after their own health. In order to do these nurses have to inspire and motivate their patients and staff. Timmons and McCabe (2009). As a newly qualified registered nurse, leadership will be a daunting thought, being the newest member of staff, the leadership mantle will not rest on easy shoulders, but Knowledge and skills must be kept up to date throughout the practitioners working life,. (NMC 2004) by taking part in learning activities such as the KSF, a learning tool, that develops the practitioners competence and performance. Throughout the NHS the ongoing training tool which is most commonly applied is the KSF. This is an effective tool used to show the broad skills and knowledge that a nurse or practitioner needs to be effective in their particular post or position. The framework was introduced alongside the Agenda for Change (AfC) pay system to ensure every NHS nurse receives an annual review to assess the knowledge and skills required to do his or her job. The aims of the KSF were to show clear and consistent development objectives so that practitioners were aware of what skills would be needed for their chosen role, to help and encourage the development of staff in such a way that they can apply the newly gained knowledge and skills to their post and to help identify any knowledge and skills that may support career progression and encourage the need for life long learning. The KSF will ensure that practitioners are fit to practice and continue to provide a framework for good quality care. (Hinchcliff 2009) The KSF also highlighted that a review should take place annually, this would be provided by the practitioners line manager to agree to any personal development plans that the practitioner may have, if the KSF, is implemented correctly, nurses will have the adequate training and skills to carry out their role effectively. Therefore the KSF will help to raise the clinical standard and standardise the abilities of the staff in specific roles throughout the NHS. (Tanton 2009). Health, safety and security are the key aspects of the job which the KSF describes; it makes it clear that it is vital that everyone takes responsibility for the safety, health and security of patients and clients, the public, colleagues and themselves. It shows that as staff move forward in their careers that their roles and responsibilities for health, safety and security also progress and that different levels of competence are required. (DoH 2004) The DoH (2006) is driving a key initiative to facilitate the development of nursing careers across the UK. Four key priority areas have been identified to address this they are; Develop a competent and flexible workforce. Update career pathways and career choices; Prepare nurses to lead, in a changed health care system; Modernise the image of nursing and nursing careers. (DOH, 2006, p.17) Leadership skills are being implemented at the start of the nurse training program, communication, listening, self awareness, empathy, motivation, reflection, critical thinking and problem solving, these skills will be required from every registered nurse from the onset of their career. The knowledge and skills that are obtained are needed for the team to attain clear, shared and attainable goals, which are essential in ensuring patients receive the best possible care. NMC (2004) Todays practitioners increasingly require the skills and knowledge to base care on best evidence, to use critical thinking and demonstrate advance leadership and decision making skills, to develop and enhance services in a more complex and diverse healthcare environment. Casey and Clark (2009) Critical thinking, is a skill that is defined by Wilkinson (1969) as both an attitude and a reasoning process that involves several intellectual skills. Taylor (2006) Described critical thinking as the rational examination of ideas, inferences, principles, arguments, conclusions, issues, statements, beliefs and actions also referred to as clinical reasoning, clinical decision making and clinical judgement. (Toofany, 2008) In todays healthcare environment things are ever changing and so is the information that the medical, clinical and multidisciplinary teams have to analyse. This information has to be critically analysed, weighing up the evidence and arguments that support such information, research suggests, that many newly qualified nurses and students lack the skills acquired to think critically (Shell 2001). According to Luckowski (2003), critical thinking is a skill that all newly registered nurses must have if they are to succeed in nursing. The need to solve problems in clinical practice (Ferrario 2004), is a skill that is necessary for the development of implementing theory to practice. Once qualified the new practitioner will have to think on her feet, critical thinking requires her to make decisions about patient care and to solve problems, these are complex cognitive experiences that nurses have to carry out quickly. There are structured care approaches such as, Integrated care pathways (ICPs) , protocols and algorithms these are effective tools that will help new nurses and students to learn to be critical thinkers. Intuition, according to Smith (2009) has its place in nursing, this is the emotional side of critical thinking, and is an important part of decision making when looking after a patient. There is considerable debate about this skill has been linked to expertise and the knowledge of a good nurse, There have been a plethora of research carried out on this subject without any conclusive evidence to disregard it as a skill. Acknowledging intuition is a challenge for nurses, educators and researches, because it is difficult concept to put into words and measure. Rew and Barrow (2007) Turnbull (1999) called intuition the neglected source of knowledge striving for legitimacy. Benner`s (1984) From Novice to Expert, is a model that is used as the conceptual framework for nursing research on clinical expertise and the use of intuition. ( King and Clark 2002,as cited in Smith 2009) Communication, one of the main skills that a newly qualified nurse can excel in immediately after training, a good handover, passing on messages such as doctors orders, blood results, listening to what patients are saying and also what they are not saying, body language, telephone calls, information appertaining to the patient in her care, this skill may be intrinsic but it can also be a learned skill. There are many theories and models on communication, much has been written about this subject models such as, `The Circular Transactional Model of Communication`, (Bateson 1979), and a `Skill Model of Interpersonal Communication` Hargie Dickson 2004) to name only two of them. (Timmons McCabe 2009) The theories and models may not have a direct influence on how the nurse communicates with her patient, but by reading them it allows discussion and in a nursing context this could illustrate a difference between a task centred approach or a patient centred approach when dealing with her patients. Communication is one of the most important skills a nurse can learn, its one of the first lessons taught at the beginning of her training and carries on for the rest of her nursing profession. According to ( Hinchliff et al 2008pg194) Clear communication is essential to an effective and ethical professional relationship. A nurse uses this skill consciously and unconsciously every day of her professional life. To be an effective communicator and have the patients best interests, the nurse must communicate openly and honestly, this may not only be with the patient and their family, but other members of the multidisciplinary teams. A registered nurse must develop a range of communication skills, styles, and technique to best suit her patients needs. There also needs to be good communication between the multidisciplinary teams, poorly written information about a patient could have an effect on the outcome of a patients care. NMC Guidelines for records and record keeping (2004), state tha t, Good record keeping is a mark of a skilled and safe practitioner, It is also a fundamental part of nursing, which carries a legal responsibility as patients records are part of the key evidence if a case goes to a court of law.(Hinchliff 2008). A professional nurse may on occasions find herself involved in situations where they may be called to give witness under oath; this is when the skill of good accurate record keeping plays a pivotal role. Active listening skills are an important skill, establishing a rapport with a patient just stopping for a moment and giving them eye contact smiling and asking open and closed questions will allow the patient to trust the nurse this in turn may reduce the patients anxiety levels and allow the patient to see that they are not just an illness but an individual, thus a therapeutic relationship may develop. (McCabe 2004: Astedr-Kurki and Haggman-Laitila 1992; Williams 1998) A nurse also has to be patient centred in her approach to planning, implementing and evaluating patient care, showing qualities of empathy warmth, genuineness, all the following skills are also essential; Self Awareness and Assertiveness are skills that the newly qualified nurses have to develop, the need to understand themselves and be aware of their own feelings, actions, values, attitudes, beliefs and how they influence relationships and interactions with others. A nurse cannot understand others until they themselves are self aware. Self-awareness is a lifelong process and requires the individual to look inside themselves and reflect take on board feedback from others. Senge (2006) Assertiveness, another valuable skill in the element of communication Balzer-Riley (2000) suggests that assertiveness is the ability to express thoughts feelings and ideas without undue anxiety or having a negative effect on others. To have leadership skills nurses must be more assertive, it is well documented (McCabeTimmins 2006) that in the past most nurses tended to take a submissive role in communication behaviour, todays nurse with good mentorship and support can be frank, flexible and open-minded and with the right encouragement can motivate and encourage others, without being confrontational or challenging, this can work in the patients best interest to have a confident practitioner. Self- regulation; this is the component of emotional intelligence that enables the individual to be reasonable in the workplace, with appropriate control over feelings and impulses; they are open to change and have the capacity to create environments of trust and fairness. Motivation: driven by not only external incentives such individuals are uniquely internally motivated and will display both innate optimism and organisational commitment. Empathy; this is an essential component, which enables one to understand both the needs of the user of the service and also those of the providers. Social skills; enables the individual to find common ground and manage relationships. (Timmins McCabe 2009) Responsibility is a duty for which one is responsible, while accountability relates to the fact that one can be called to account for ones actions with regard to a duty. Nursing midwifery council, states that a practitioner may be expected to delegate to others who are not registered nurses, they may be health care assistants, (HCAs) or students, but the practititioner still remains accountable for the appropriateness of the delegation. NMC (2004). Delegation is the transfer of selected tasks and responsibility for completion of tasks to another person and retaining supervision and accountability for that activity (Hansten and Jackson 2004). Delegation is a skill that a new nurse may have to use from day one in her job, she may find herself delegating a task to health care assistances (HCAs) or a student, this may seem inappropriate as the HCA probably has much more knowledge of the task than the new nurse. What a new nurse or in fact any nurse has to weigh up when delegating the task to another is, does this person have the right skills and competence to carry out the task delegated to them, has this person had training to carry out the task, who is liable if any harm befalls the patient or the carers, the person who carried out the task? or the person who delegated the task? The law will state that due to professional accountability, only responsibility can be delegated to others, accountability and liability cannot be delegated. (Cornock 2008) This means that even though the individual took the task on, they may state, that they lacked the authority, knowledge and experience to carry out the task, even though the stud ent/ HCA have took responsibility for the task. The nurse who delegated must from a legal perspective remain nearby to monitor the task, and to offer advice if needed. In America, The National Council of State Boards of Nursing (1995), brought about the `five rights of delegation` these are The right task, The right circumstances, From the right person, With the right communication, With the right supervision. The NMC (2007b) also reflect on this advice with regards to delegation, as delegation is a skill that will develop over time with the right mentorship and guidance. (Hinchcliff 2009) As the new practitioners confidence in her experiences, abilities and competence in the field she has chosen, grows, mentoring will be the next stage of her development. Mentoring whether its formal or informal is one of the important roles that every nurse has to take part in. The NMC (2006) states that, nurses who take the role of mentors must be registered with the NMC and be on the same part of the register as the students they assess, the mentor must be on the register for at least 12 months and have completed an NMC approved mentor preparation course, (PA, Panther 2008). The NMC (2004 4.3) states that the practitioner must communicate effectively to others and share knowledge, skill and expertise with other members of the team as required for the benefit of patients. The course is a ten day program following the publication of the NMC, Standards to Support Learning and assessment in Practice (NMC 2006) Reflection, just like clinical skills reflection needs to be learned, it is an activities that is central to a nurses professional practice. Johns (2000) stated; Reflection is a window that the nurse can view and concentrate on herself within the context of her lived experience, this will help her to confront and understand the problem and work towards resolving it within her practice of what she has done and what she would like to do better. When carrying out tasks with the patient although the nurse does her best, using reflective practice she can look back and see how she could have made this event better for the patient, it may identify a lack of knowledge or a skill that needs to be practiced for the future care of a patient. There are several models of reflection (e.g. Gibbs 1988, Johns 2000, Taylor 2006,) these models help the practitioner by asking structured questions about their experiences in clinical practice which prompt the practitioner to remember certain aspects of th e event e.g. who, what, where and when, these questions are a catalyst for the practitioner. When reflection forms part of a structured learning experience then theory and practice become more integrated and theory informs practice and practice informs theory. (Clark et al, 2001), (Fowler, 2006). The purpose of this assignment was to examine how registered nurses develop appropriate leadership skills, and how this can be implemented in improving a patients care requirements. The NMC states that as a practitioner you must keep your knowledge and skills up to date throughout your working life, this will be helped by carrying out Personal Development Portfolios and following the Knowledge and Skills Framework, as this can benefit the practitioner by highlighting abilities, achievements and experiences. Also the portfolio can show the development of analytical skills through reflective study. The practitioner will need to acquire and develop the skills and attributes required to deal with a range of new and emerging nursing responsibilities in todays healthcare. Nurses who are competent in the skills of leadership will be able to plan and design the way care is delivered in the future, this will achieve the goals of the health service providers and improve patient care outcomes. REFERENCES LEADERSHIP 2010 Astedt-Kurki, P Haggman-Laitila, A (1992) Good Nursing Practice as Perceived by Clients: A starting point for the development of professional nursing. Journal of Advance Nursing, 17 (10), 1195-9 Balzer Riley J. (2000) Communication in Nursing, 4th edn. Mosby, St. Louis. Bateson G. (1979) Mind and Nature. Dutton New York. Benner P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Addison-Wesley, Menio Park Ca. as cited in; Smith A (2009) Exploring the legitimacy of intuition as a form of nursing knowledge. Nursing Standard 6 vol 23 no 40 pg 35-39 Benton T. 2005) Airforce Officers Guide. 34th ed. Mechanicburg, PA: Stackpole Books. As Cited in Grimm JW. (2010) Effective Leadership: Making The Difference. Journal of Emergency Nursing. Vol 36 (1) pg 74-77. Casey D, Clark, L. (2009) Professional development for registered nurses. Nursing Standard vol 24 No 15-17 pg, 35-38. Clark A. Dooher J. Fowler J. (2001) The Handbook of Practice and Development. Dinton: Quay Books. Cook, M. (2001).   The renaissance of clinical leadership.   International Nursing as cited in Cornock M. (2008) Where the buck stops. Nursing Standard 12, 17 vol 23 no 15-17 Department of Health (DoH) (2004) The NHS Knowledge and Skills Framework. London Department of Health Ellis P. Abbot J. (2009) How to succeed as a new renal nurse manager. Journal of Renal Nursing 1 (2): 93-96. Faugier, J. and Woolnough, H. (2002).   National nursing leadership programme.   Mental Health Practice, 6 (3): 28-34. Ferrario CG. (2004) Developing clinical reasoning stratergies: cognitive shortcuts. Journal for Nurses in Staff development 20, 5, pg 229-235. Fowler J. (2006) The impotance of reflective practicefor nurses and prescibers. Nurse Prescribing. 4. 103-6. Gibbs G. (1988) Learning by Doing: A Guid to Teaching and Learning Methods. Oxford; Further Education Unit, Oxford Polytechnic. Goffee R. Jones G. (2000) Why should anyone be led by you? Havard Buisness Review. 78(5) 63-70 Grimm JW. (2010) Effective Leadership: Making The Difference. Journal of Emergency Nursing. Vol 36 (1) pg 74-77. Hansten R, Jackson M. (2004). Clinical delegation skills: A Handbook for Professional Practice, 3rd edn. Aspen Publication, New York, as cited in Timmins F. McCabe C. (2009) Day Surgery Contemporary Approaches to Nursing Care Wiley-Blackwell UK.pg. 112. Hargie O. Dickson D. (2004) Skilled Interpersonal Communication: Research Theory and Practice. Routlege. Sussex. Hczynski A. Buchanan D. (1991) Organisational Behaviour: An Introductory Text 2nd edn. Prentice Hall. London. Hinchliff, S. Norman S, Schober, J. (2008) Nursing Practice and Health Care. A Foundation Text 5th ed Hodder Arnold. London. Johns C. (2000) Becoming a Reflective Practitioner: A Reflective Holistic Approach to Clinical Nursing Practice Development and Clinical Supervision. Oxford; Blackwell Science King L. Clark JM. (2002) Intuition and development of expertise in surgical ward and intensive care nurses. Journal of Advanced Nursing. 37, 4. 322-29 Kouzes JM. Posner BZ. (2002) The leadership challenge; How to keep getting things done in organisations. Jossy-Bass. San Francisco. Luckowski A. (2003) Concept Mapping as a critical thinking tool for nurse educators. Journal for Nurses in Staff Development. 195. 225-230 McCabe C. (2004) Nurse-Patient communication: An exploration of Patients experiences, Journal of Clinical Nursing 13,41-9 Nursing Midwifery Council NMC (2004) Guidelines for records and record keeping. Nursing and Midwifery Council Nursing Midwifery Council NMC (2006). The PREP Handbook. London: Nursing and Midwifery Council. Nursing Midwifery Council (NMC), (2006). Standards to Support Learning and assessment in Practice London: Nursing and Midwifery Council Nursing Midwifery Council NMC (2007b). Advice on Delegation for NMC Registrants: A-Z Advice Sheet, London: Nursing and Midwifery Council. Pa, A. Panther, W. (2008) Professional development and the role of mentorship. Nursing Standared. 6, 25, 22, pg 35- Rew L, Barrow EM. (2007) State of the science: intuition in nursing, a generation of studying the phenomenon. Advances in Nursing Science. 30, 1. E15-25 Senge PM. (2006) The Fifth Discipline: The Art and Practice of the Learning Organisation. Random House Business, London. Shell R. (2001). Percieved barriers to teaching for critical thinking skill by BSN Nursing Faculty. Nursing Health Care Perspective . 22. 6. pg286-89 Smith A (2009) Exploring the legitimacy of intuition as a form of nursing knowledge. Nursing Standard 6 vol 23 no 40 pg 35-39 Taylor BJ. (2006) Reflective Practice: A Guide for Nurses and Midwives. Open University Press. Maidenhead. Timmins F. McCabe C. (2009) Day Surgery Contemporary Approaches to Nursing Care Wiley-Blackwell UK. Toofany S. (2008) Critical thinking among nurses. Nursing Management vol 14 No9 Feb (2008) pg28-31 Turnbull J. (1999) Intuition in nursing relationships: the result of skills or qualities? British Journal of Nursing 8,5, 302-306 Williams, A.M. (1998) The delivery of quality nursing care:A grounded theory study of the nurses perspective. Journal of Advanced Nursing, 27, 808-16

Is Beowulf an Heroic Elegy or an Epic Narrative? Essay -- Epic of Beowu

Is Beowulf   an Heroic Elegy or an Epic Narrative?      Ã‚  Ã‚   There is considerable debate as to whether the poem Beowulf is an epic narrative poem or an heroic elegy. Which is it. This essay intends to present both sides of the story.    Some great literary scholars think that the poem is an heroic elegy, celebrating the fantastic achievements of its great hero, and also expressing sorrow or lamentation for the hero’s unfortunate death. In â€Å"Beowulf: The Monsters and the Critics† Tolkien states:      We must dismiss, of course, from mind the notion that Beowulf is a â€Å"narrative poem,† that it tells a tale or intends to tell a tale sequentially. The poem â€Å"lacks steady advance†: so Klaeber heads a critical section in his edition. But the poem was not meant to advance, steadily or unsteadily. It is essentially a balance, an opposition of ends and beginnings. In its simplest terms it is a contrasted description of two moments in a great life, rising and setting; an elaboration of the ancient and intensely moving contrast between youth and age, first achievement and final death (Tolkien 34).    Another literary scholar attacks the proposition that the poem is a narrative epic as many critics say: â€Å"For the structure of the poem is not sequential, but complemental; at the outset certain parts of a situation are displayed, and these are given coherence and significance by progressive addition of its other parts’ (Blomfield 60). These attacks on the epic-narrative theory regarding the poem Beowulf leave one with the only choice left – that the poem is an heroic elegy, a poem celebrating the achievements of its hero Beowulf, and at the same time a poem of lamentation and sorrow and mourning over the death of that great he... ...all, Inc., 1968.    Greenfield, Stanley B.. â€Å"The Finn Episode and its Parallet.† In Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975.    Rebsamen, Frederick R.. in â€Å"Beowulf – A Personal Elegy.† Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975    Robinson, Fred C. â€Å"Apposed Word Meanings and Religious Perspectives.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Tolkien, J.R.R.. â€Å"Beowulf: The Monsters and the Critics.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Wright, David. â€Å"The Digressions in Beowulf.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.      

The Road Not Taken Essay -- Poetry Robert Frost essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In analyzing the poem 'The Road Not Taken'; by Robert Frost, it represents 'the classic choice of a moment and a lifetime.';(pg 129) He relies much on the reflections of nature to convey his theme. However, this poem seems to be in essence very simple but opens the door for many interpretations. In using a simple fork in a road, Frost writes much to symbolize life and choices in which one will make. Frost uses unique ability to see an ordinary, everyday activity to portray such a theme. By using such simple endeavors, Frost reaches his audience on a more personal level. However, it is only one's past, present and the attitude with which he or she looks upon the future that determines the shade of light in which the poem will be seen. (pg 621) There is never a straight path for one to follow on life's journey. By using two paths in which to choose from, Frost leaves one to realize that everyone must travel and will reach a point of decision. With stating 'And sorry I could not travel both,'; Frost shows the point in which one will choose because there is only one path in which one may travel. It is most difficult to make a decision on each appealing path because everyone will always seem to question 'what could I or could I not miss out on?'; The fact he is sorry he is sorry he cannot travel, or choose, both paves the way for regret. This will often be reflected upon by an individual in which saying ' what could have been'; leads one to dwelling over the choice of road in which they did not take. In knowing that each one may be influenced in many directions, Frost clearly implies 'And be one traveler, long I stood.'; No matter how each of us may be influenced by family or various sources, there is only 'one traveler'; that will be affected by any decision and there is quite a lengthy thought process involved. Regardless of any outside influence there is only one to be involved and truly affected, as does any choice in life. In somewhat of an attempt to make a decision each person wants to carefully examine the unknown. In using sort of a checks and balances a person would weigh out the risk factor to be involved. Frost uses the line, 'And looked down one as far as I could'; to portray an involved examination. The strain used in 'as far as I could'; symbolizes somewhat of a unknown content of where the path may lead. No matter what one knows... ...o sharply limited.';(pg 496) One would have to agree with his point, because everyone has had to make difficult unalterable decisions of which the outcome could not be foreseen. The narrator must choose between two 'fair'; roads, of which he cannot see the endpoints. Wandering between the two, he finally decides to take the road 'less traveled by.'; Yet, like most people, he later sighs with regret thinking of what he might have missed on the unexplored road. Above all, 'The Road Not Taken'; can truly be interpreted through much symbolism as a clear-sighted representation of two fair choices. The two roads in the poem, although, 'diverging,'; lead in different directions. At the beginning they appear to be somewhat similar, but is apparent that miles away they will grow farther and farther away from each other. Similar to many choices faced in life. It is impossible to foresee the consequences of most major decisions we make and it is often necessary to make these decisions based on a little more than examining which choice 'wanted wear.'; In the end, we look back upon the choices we have made and like the narrator 'sigh,'; observing that they have made 'all the difference.'

Name Your Price Essay

Name Your Price: Compensation Negotiation Whole Health Management Group 6 Abhisek Jha 10PGHR04 Annesha Pramanik 10PGHR08 Kunal Dayani 10PGHR21 Priyanka Gupta 10PGHR30 Ria Ghosh 10PGHR42 Tanu Mehta 10PGHR51 Base Salary Status: $100000 per year paid semi monthly †¢ Reason: Since Whole Health Management is a mid cap company and it wishes to pay competitive package at HBS , we have chosen median base salary of health sector from exhibit 6. †¢ Also, since the CEO, Jim Hummer is willing mentor and provide a lot of challenging opportunities to Munroe, which he might not get anywhere else so he would be ready to compromise with the monetary benefits and not choose 75% base salary Stock options Stock options: Options to purchase 10000 shares at $2.7 per share according to vesting schedule †¢ Reason: It is the standard equity plan for incoming executives †¢ Also since, Jim mentioned in exhibit 2, that the company might grow 3 folds by year end 2006, Munroe would want to invest in the firm’s equity †¢ And Jim also mentioned that the organic growth strategy may generate many opportunities for Munroe, being in a leadership role he would like to have more stake in the company Bonus Bonus: Up to $30000 based on agreed upon goals †¢ Reason- Since the median total additional compensation given in exhibit 6 is 30% of the median base salary The agreed upon goals would ascribe to 3 roles specified: †¢ Manage client relationships and contracts †¢ Goals: a) Repeat business from existing clients of the three contracts given to Munroe †¢ b) Customer satisfaction Index > 90% †¢ Grow existing client contracts †¢ Goals: a) Increase revenue ( existing-$10M to $12M) from the contract that he is managing by 15% †¢ Develop new client business †¢ Goals: a) Expand the client base and get 2 more contracts with combined worth of atleast $4M NOTE: The bonus of $30000 is proportionally divided on all goals with each role carrying equal weightage Relocation Allowance Relocation Allowance: $10000 to relocate to Cleveland; additional allowance to be determined for any future relocations †¢ Reason: From internet cost of living comparison calculators we found that even with a 30% decrease in Munroe’s salary, he could maintain his standard of living in Cleveland as it is a less expensive city as compared to Boston. †¢ Thus we have allocated a nominal amount of $10000 towards movers and packers charges Source for cost of living comparison: http://www.bankrate.com/calculators/savings/moving-costof-living-calculator.aspx Continuing Education Stipend and Dues & Licensures Continuing Education Stipend: 70% of tuition fee for further education, if approved Dues and Licensures: Sponsor(100%) the certifications and other dues and licensures in future THANK YOU