Knowing Your Audience

Running head: KNOWING YOUR AUDIENCE Knowing Your Audience Name BCOM/275 Teacher Knowing Your Audience On August 5, 2010, a little copper mine situated in Chile endured a collapse which left 33 laborers caught underground. With laborers being caught 300 meters subterranean with restricted food, water, and oxygen, no one knew without a doubt to what extent they would endure. Following four days of being caught, there was still no thought if any of the diggers were even alive. At no other time have such a large number of laborers endure being caught underground for such a long time (Yang, 2010).Fortunately, for this situation, tears went to shock as each of the 33 excavators were found and saved with no lives lost. No one actually ever hopes to experience a circumstance like this until it occurs. What does the business tell the groups of the individuals who are caught in the mine? What does the business tell its workers? These are questions that numerous individuals don't set themselves up for. These sorts of interchanges must be dealt with gently and in light of the crowd. What are a few contemplations to recollect given the various jobs and individuals in the audience?This paper will examine a portion of the likely needs of the groups of the diggers in accepting a message about this episode. It will likewise talk about the possible needs of the company’s representatives while getting a message about this episode. At long last, this paper will discuss what moves an individual must make when the message is conveyed to guarantee that it was gotten as expected. As referenced before, there are a few contemplations an individual needs to recall when speaking with the groups of the people in question and representatives in this issue on account of the various jobs and individuals in the audience.If the crowd isn't mulled over when passing on a message, the correspondence could be lost, misconstrued, or fragmented. This could leave the crowd misled and irate. Whe n speaking with the families, there ought to be a feeling of compassion and compassion coordinated toward them. Correspondence to the families ought to be speedy with the goal that they don't need to catch wind of what befell their friends and family on the news. The groups of the casualties might most likely want to know how this could have occurred and what is being done to get them out.The families don’t know as much about mining as the workers do so they would presumably like a clarification of what turned out badly. These sorts of circumstances are extreme on the grounds that the organization needs to keep the families educated, however now and then the sender knows as much about the occurrence as the families do. Conveying to the workers about the occurrence would be somewhat unique. Individuals that work in the mining field think about the threats of collapses as of now. So there would be no compelling reason to really expound on the occurrence. The correspondence ough t to emphasize the significance of wellbeing on-the-job.The correspondence should likewise tell the representatives that everything conceivable is being done to safeguard the caught laborers. Remembering that the representatives could have companions who are caught, the correspondence ought to likewise make reference to representatives that on the off chance that they are not in the â€Å"right condition of mind† to work, they should get some much needed rest for their own security. Before a message of any sort is conveyed to the crowd it ought to be edited and twofold checked for syntactic mistakes and incorrectly spelled words. The sender ought to likewise see whether there will be any language obstructions when speaking with the audience.If the technique for correspondence is a call, it is a smart thought to have a prewritten content to peruse off of to guarantee that the correspondence is clear and brief. Toward the finish of the message, the sender ought to inquire as to whether they have any inquiries with respect to the message or the circumstance. This will ensure that the message was conveyed unmistakably and precisely. Contingent upon the conditions, a subsequent correspondence might be caused important to keep the families and workers to state-of-the-art on the circumstance. End All correspondences must be structured with the crowd in mind.The correspondence will differ, contingent upon the conditions and needs of the crowd. In the event that the requirements of the crowd are not considered before passing on a message, there is a decent possibility the correspondence could be deficient, incorrect, or unsatisfactory for the crowd. In a circumstance like what happened in the Chilean mine breakdown, additional consideration should be taken when contacting the groups of the people in question. References Weik, J. (2010). More than 30 laborers caught after chilean mine breakdown. Original copy submitted for distribution, Library, University of Pho enix, Phoenix, Arizona. Recovered from http://web. ebscohost. com. ezproxy. apollolibrary. om/ehost/detail? sid=84e3b3de-0140-Yang, J. (2010). From breakdown to safeguard: inside the chile mine. The Star, Retrieved from http://www. thestar. com/news/world/chile/article/873382 Communication 1 (Phone call to groups of caught diggers) This is Mike Miller, tasks boss at San Jose mine. One of our mines endured a collapse today leaving 33 of our workers, including your significant other, caught underground for now. We have no data with regards to their state of being or to what extent it will be before we can contact them. We have everybody conceivable chipping away at the circumstance and we are planning to have them out very soon.I simply need to tell you that my supplications are with your family. On the off chance that you have any inquiries whatsoever don’t dither to call. When we hear anything you will be the first to know. Correspondence 2 (Memo to representatives) To: San J ose Mine Employees One of our mines endured a collapse today leaving 33 of our workers caught underground. We are presently taking a shot at the circumstance and are doing all that we can to contact them. This circumstance ought to remind us how cautious we should be the point at which we are working in the mines. When we have any data on the circumstance we will tell you. HR Knowing Your Audience Running head: KNOWING YOUR AUDIENCE Knowing Your Audience Name BCOM/275 Teacher Knowing Your Audience On August 5, 2010, a little copper mine situated in Chile endured a collapse which left 33 specialists caught underground. With laborers being caught 300 meters subterranean with constrained food, water, and oxygen, no one knew without a doubt to what extent they would endure. Following four days of being caught, there was still no thought if any of the excavators were even alive. At no other time have such a significant number of laborers endure being caught underground for such a long time (Yang, 2010).Fortunately, for this situation, tears went to shock as every one of the 33 diggers were found and safeguarded with no lives lost. No one actually ever hopes to experience a circumstance like this until it occurs. What does the business tell the groups of the individuals who are caught in the mine? What does the business tell its workers? These are questions that numerous individuals don't set themselves up for. These sorts of correspondences must be taken care of gently and considering the crowd. What are a few contemplations to recollect given the various jobs and individuals in the audience?This paper will examine a portion of the likely needs of the groups of the diggers in getting a message about this episode. It will likewise examine the expected needs of the company’s workers while getting a message about this episode. At last, this paper will discuss what moves an individual must make when the message is conveyed to guarantee that it was gotten as planned. As referenced before, there are a few contemplations an individual needs to recall when speaking with the groups of the people in question and workers in this issue in light of the various jobs and individuals in the audience.If the crowd isn't mulled over when passing on a message, the correspondence could be lost, misjudged, or fragmented. This could leave the crowd deceived and furious. When speaking with the families, there ought to be a feeling of compassion and compassion coordinated toward them. Correspondence to the families ought to be fast with the goal that they don't need to catch wind of what befell their friends and family on the news. The groups of the casualties might most likely want to know how this could have occurred and what is being done to get them out.The families don’t know as much about mining as the representatives do so they would presumably like a clarification of what turned out badly. These kinds of circumstances are intense on the grounds that the organization needs to keep the families educated, however some of the time the sender knows as much about the episode as the families do. Conveying to the representatives about the episode would be somewhat unique. Individuals that work in the mining field think about the threats of collapses as of now. So there would be no compelling reason to broadly expound on the episode. The correspond ence ought to repeat the significance of security on-the-job.The correspondence should likewise tell the representatives that everything conceivable is being done to save the caught laborers. Remembering that the representatives could have companions who are caught, the correspondence ought to likewise make reference to workers that on the off chance that they are not in the â€Å"right condition of mind† to work, they should get some much needed rest for their own security. Before a message of any sort is conveyed to the crowd it ought to be edited and twofold checked for linguistic mistakes and incorrectly spelled words. The sender ought to likewise see whether there will be any language boundaries when speaking with the audience.If the technique for correspondence is a call, it is a smart thought to have a prewritten content to peruse off of to guarantee that the correspondence is clear and succinct. Toward the finish of the message, the sender ought to inquire as to wheth er they have any inquiries with respect to the message or the circumstance. This will ensure that the message was conveyed obviously and precisely. Contingent upon the conditions, a subsequent correspondence might be made important to keep

Intro to Ethics Essay

Morals is a field of study where individuals are urged to look at their own virtues and have the option to inspect the estimations of others. There are a few kinds of morals, however we wish to look at regularizing morals and to separate among teleology and deontology. We additionally wish to analyze and clarify how ideals hypothesis and character are associated. Regularizing morals can be characterized as showing up at an ethical standard that directs our good and bad lead. It is a quest for a perfect conduct. Fieser takes note of that the Golden Rule is an excellent case of a â€Å"normative standard (2006). Fieser additionally takes note of that there is one key presumption of standardizing ethicsâ€that there is â€Å"only one extreme rule of good lead (Ibid). † There are three techniques of noteâ€virtue hypotheses, obligation speculations, and consequentialist speculations. Ideals speculations place the accentuation on learning a lot of rules and more weight on growing great character qualities (Ibid). It is one of the most seasoned regulating customs in Western way of thinking (Ibid). Obligation hypotheses â€Å"base ethical quality on explicit, fundamental standards of commitment (Ibid). Fieser notes four focal obligation hypotheses. The first is advanced by Samuel Pufendorf, who set all obligations under the headings of obligation to God, obligation to self, and obligation to other people. The second is called rights hypothesis, which was sent by John Locke. A third obligation hypothesis is underlined by Kant, who set forward a solitary standard of obligation. He states we have a â€Å"categorical basic (Ibid). † A last obligation based hypothesis originates from W. D. Ross. He expresses that our obligations are â€Å"part of the major idea of the universe (Ibid). Consequentialist speculations propose that ethical lead is resolved â€Å"solely by a money saving advantage investigation of an action’s outcome (Ibid). † Teleology and deontology are two oppositely contradicted hypotheses that propose two different ways of moving toward good and bad. Teleological hypothesis expresses that a definitive models of what is ethically right is the non-virtue that is brought to the table. As indicated by Frankena, the â€Å"final appeal†¦must be to the relative measure of good delivered (1973). As it were, more acceptable than abhorrent must be delivered to quantify the activity ‘good’ under a teleological hypothesis. In deontological hypotheses, â€Å"the essential decisions of commitment are generally absolutely specific ones (Ibid). † There are two kinds of deontological theoriesâ€act deontological speculations and rule deontological hypotheses. Act deontological speculations state we should choose what is the best activity in every specific circumstance. Decide deontological hypotheses express that the â€Å"standard of good and bad comprises of at least one principles (Ibid). † Virtue hypothesis and character are associated on the grounds that we are each raised with a specific worth framework that guides us in our ethical conduct. That uprightness hypothesis is instilled in our character, in this manner making a one of a kind individual with a special worth framework. Morals is a perplexing subject that is difficult to characterize and opposes clarification. It is mind boggling and complex and urges us to consider our own ethics and good framework. It urges us to move past our restricted imperatives of good and bad to the more extensive ramifications of our ethical reasoning. We ought to continually inspect our morals to settle on sure we are settling on legitimate choices and we are not considering just ourselves, yet of our individual man also.

New Step in the Admission Application - UGA Undergraduate Admissions

New Step in the Admission Application - UGA Undergraduate Admissions New Step in the Admission Application Sometime tomorrow, the Spring applications will be back up and running. In addition, I expect that on Monday, 8/16, the freshman application will be open and available to the public. While I have already mentioned a few changes to the freshman application (self-reported grades where you will need a copy of your transcript, the activities section moving to part I, etc), one small update will happen for everyone. The Admissions Office is teaming up with the technology group on campus to add a small step in the application called Contact ID. A students Contact ID will allow for more security in the admissions process, and is designed to allow a user to create their own password and security questions when applying and using the status check. While it is an additional first step in the application process, it will populate some information in a students application (name, address, etc.), and it will help in the overall process for admissions. An applicant will begin the creation of a Contact ID, and finish it after receipt of an email and completion of the rest of their contact information. You will then be able to complete an application and access the status check using the Contact ID login you created. For students who have already submitted a Spring application, we will be working with you to give you access to the status check through the Contact ID program. Please be patient with us as we do this, as we have to take it step by step. The Contact ID system will make for an easier, more accurate and more secure application process, which we think is a pretty good goal! Go Dawgs!

The Great Depression - 1148 Words

The Great Depression The major causes of the Great Depression in the United States all began with the expansion of the US economy as a result of World War I during the 1920s. A bubble formed in the United States Stock Market as a result of speculative trading due to the ease of buying and selling stock with new ticker tape technology as well as telephone lines that allowed for market transactions from all over the country. The Stock Market crashed on what is known as Black Tuesday, October 29, 1929, and the panic that ensued in the rush to withdraw money resulted in many millions of Americans losing their entire savings, and hundreds of banks closed as a result. (About the Great Depression, 2012) The Great Depression was not simply a problem in the United States, however, as many of the weaknesses of the depression occurred overseas, in Europe. The continent was ravaged during World War I, and many millions of young men perished in the war. The depression meant that Europe, which was already struggling a fter the destruction of World War I, was unable to stabilize itself, and many former powerful countries resorted to political change as a way to strengthen themselves. The major causes of the Great Depression in Europe have to do largely with the results of the conclusion of World War I. Great Britain, for example, spent much of its wealth during war efforts in World War I, and also in regaining control in its empire, specifically in the Irish Civil War and in theShow MoreRelatedThe Depression Of The Great Depression1223 Words   |  5 Pagesfar-reaching consequences as the Great Depression. This experience was the most extended and severe depression of the Western world. It was an economic downturn that began in 1929 and lasted until 1939. A large amount of America’s labor force lost their jobs and suffered during this crisis. During the nation’s financial disaster, Franklin Delano Roosevelt became president and made extensive changes to America’s political st ructure. The effects of the Great Depression had lasting consequences that areRead MoreThe Depression Of The Great Depression1232 Words   |  5 Pagespeople think that the stock crash was to blame for the Great Depression but that is not correct. Both the crash and depression were the result of problems with the economy that were still underneath society s minds. The depression affected people in a series of ways: poverty is spreading causing farm distress, unemployment, health, family stresses and unfortunately, discrimination increases. America tended to blame Hoover for the depression and all the problems. When the 1932 election came peopleRead MoreThe Great Depression Essay1390 Words   |  6 PagesIntroduction: The world had faced two main economic problems. The first one was the Great Depression in the early of 20th Century. The second was the recent international financial crisis in 2008. The United States and Europe suffered severely for a long time from the great depression. The great depression was a great step and changed completely the economic policy making and the economic thoughts. It was not only an economic situation bit it was also miserable making, made people more attentionRead MoreThe Great Depression1292 Words   |  6 PagesBefore the crash Before the start of the great depression the United States was a country of great economic wealth, with new technology being invented and a boom in industry. Due to a boom in America’s Industry because of World War One the economy was at an all-time high with a tremendous amount of prosperity. Following the end of world war one the industrial might that America had was being used for peaceful, domestic purposes instead of being used for violence and war. New technologies like carsRead MoreThe Depression Of The Great Depression2071 Words   |  9 PagesPaul Von Hindenburg appointed Adolf Hitler Chancellor on the 30th January 1933. The Depression did play a vital role in this, however other factors such as the Nazis propaganda, the resentment of the Weimar republic and the political situation of 1932-1933 also contributed to his success. Before the Great Depression, the Nazis gained 12 seats and 2.6% of the vote in the May election of 1928. Despite this, by July 1932, Hitler gained 230 seats and 37.3% of the vote in the Reichstag. This is a dramaticRead MoreThe Great Depression1731 Words   |  7 PagesThe 1920’s was a decade of discovery for America. As mentioned in â€Å"who was roaring in the twenties? —Origins of the great depression,† by Robert S. McElvaine America suffered with the great depression due to several factors but it managed to stay prosperous at the end. In â€Å"America society and culture in the 1920’s,† by David A. Shannon there was much more to the great depression. It was a time of prosperity an economic change. Women and men were discovering who they were and their value to societyRead MoreThe Great Depression1551 Words   |  6 PagesThe Great Depression was one of the most devastating events recorded in history. The nation as a whole plummeted in one econ omic downfall. Few individuals escaped the effects of the depression. The hardship of unemployment and the loss of homes and farms were a large portion of the pain caused by the economic crisis. Through all of these sufferings, women had a large impact on society. Women faced heavy discrimination and social criticism during the Depression Even though through research it is provenRead MoreThe Great Depression1186 Words   |  5 Pagesfriends is the true definition of of what the Great Depression really was. It was a time that most people want to never remember or ever happen again. You would think the United States would have learned from their mistakes but it seems we are going down the same road once again without even taking a step back and realizing it. When people talk about the Great Depression not a single person will have anything good to say about it. It caused families a great deal of pain that they will never forget. WithRead MoreThe Great Depression1368 Words   |  6 PagesAfter WW1 the Great Depression had a very late impact on the major film companies in France, when it did, it unfortunately caused several film studios to go bankrupt, then in the late 1920’s to 1930’s many small film companies and groups emerged giving birth to the tendency called poetic realism. Because the large companies who made films with a focus on making money were gone the filmmakers and artists were able to concern themselves with the art of film, they often took poetic innovations thatRead MoreThe Great Depression1133 Words   |  5 Pagesâ€Å"The only thing we have to fear is fear itself,† is a famous quote once said during the Great Depression by Franklin D. Roosevelt. After one world war, great financial fallout, and another world war to follow, the twentieth century was already shaping out to be a handful. When the Great Depression was coming to an end and the economy was trying to turn around, jobs started opening up and a new wave of imm igrants came into New York, the Puerto Ricans. For some the American dream was to come to

The Importance of Leadership in Nursing - Free Essay Example

Sample details Pages: 7 Words: 2195 Downloads: 1 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Did you like this example? Nursing example essay The importance of leadership is now widely recognised as a key part of overall effective healthcare, and nursing leadership is a crucial part of this as nurses are now the single largest healthcare discipline (Swearingen, 2009). The findings of the Francis Report (2013) raised major questions into the leadership and organisational culture which allowed hundreds of patients to die or come to harm and further found that the wards in Mid Staffordshire, where the worst failures of care were found were the ones that lacked strong and caring leadership, highlighting the crucial role of nurses in leadership. Research into nursing leadership has shown that a culture of good leadership within healthcare is linked to improved patient outcomes, increased job satisfaction, and lower staff turnover rates (MacPhee, 2012). Don’t waste time! Our writers will create an original "The Importance of Leadership in Nursing" essay for you Create order Although the NHS currently faces many challenges such as financial constraints and a growing elderly population, leadership cannot be viewed as an optional role. Previous research by Swearingen (2009) has suggested that educational programmes for nurses do not fully prepare them for leadership roles, and this gap between the demands of clinical roles and adequate educational preparation can result in ineffective leadership in nursing (Feather, 2009). It is important to recognise the critical role that nurses and nurse leaders play in establishing leadership for patient care and the overall culture within which they work (Feather, 2009). Themes explored in this essay will include defining leadership, leadership in nursing, factors that contribute to nursing leadership, and leadership preparation as part of nursing education. What is leadership and culture? Leadership can mean many different things and has clearly evolved in meaning over time (Brady, 2010). Common qualities associated with leadership are influence, innovation, autocracy, and influence (Brady, 2010, Cummings, 2010). A key factor which has remained part of leadership during its evolution has been the ideas that leadership can involve the influence of behaviours, feelings, and actions of other people (Malloy, 2010). Culture is different, and refers to the implicit assumptions that each member of a group or organisation perceives and reacts to different things (Malloy, 2010). Culture is often regarded as a good reflection of what an organisation values most: if compassion and safety are highly regarded, staff will assimilate this (Hutchinson, 2012). Interactions by leaders at all levels of an organisation have been identified as the most important aspect/component of establishing and maintaining a culture of leadership (Malloy, 2010, Hutchinson, 2012). The most senior lev el of leadership within NHS trusts often comes from the board of directors, who have overall responsibility for the overall leadership strategy (Brady. 2010). Nursing leadership Although there are many research articles and books about leadership and management, there has been relatively little research until recently into what nursing leadership entails. Cummings (2008) found that perceptions of nursing leadership were different from general leadership because it placed a greater emphasis on nurses taking responsibility for and improving and influencing the practice environment. Brady (2010) reported that anytime a nurse had recognised authority, they were providing leadership to others. By this argument, student nurses are leaders to their patients, a staff nurse is a leader to student nurses and patients, and the leader to all team members is seen in the ward manager (Brady 2010, Sanderson, 2011). It is also important to distinguish between a manager and a leader (Brady 2010, Sanderson, 2011). Mangers are seen to be those who administer, maintain, and control, whereas leaders are those who are seen to innovate, develop, and inspire (Sanderson, 2011). Wh ilst there is obvious need for managers within the health service, it is vital to realise that there is a clear distinction in the roles of managers and leaders (Sanderson, 2011), and that there are areas where these roles may not overlap (Sanderson, 2011). One of the key challenges facing the NHS is to nurture a culture which allows the delivery of high quality healthcare (MacPhee, 2012) and one of the most influential factors which can impact the delivery of quality patient care is leadership: ensuring there is a clear distinction between management and leadership, and that leaders are equipped with the necessary tools to inspire others to follow their example (Jackson, 2009). Factors which contribute to nursing leadership The systematic review by Cummings (2008) demonstrated that research into nursing leadership falls into two categories à ¢Ã¢â€š ¬Ã¢â‚¬Å" studies of the practices and actions of nursing leaders including the impact of differing healthcare settings, and the effects of different educational backgrounds of nurse leaders. The conclusion from the systematic review by Cummings (2008) suggests that leadership from nurses can be developed by a stronger emphasis placed on leadership in education, and by modelling leadership styles on those which have been seen to be successful in the workplace. Several studies also highlighted personal characteristics which were deemed to promote leadership qualities, such as openness and the motivation to lead others (Jackson, 2009, Brady 2010, Sanderson, 2011). Marriner (2009) also showed that contrary to popular belief, age, experience, and gender did not seem important factors when considering the effectiveness of leadership, and that interpersonal skill s were more important than financial or administrative skills. However this focus on financial and managerial skills seems to suggest an overlap between management and leadership, which has previously been shown to be two different areas (Richardson, 2010, MacPhee, 2012). They also showed that leadership was perceived to be less effective when leaders had less contact with those delivering care, highlighting the importance of nurses on the ward to also be effective leaders (Richardson, 2010, MacPhee, 2012). The emphasis which has been placed on interpersonal skills and relationships between healthcare workers is strongly suggestive that this is an important leadership skill, and could be a key part of leadership development programmes (Malloy, 2010). A recent review of the role of emotional intelligence and nursing leadership highlights the need for emotional intelligence in effective leaders and has been shown to be highly influential on healthcare cultures (Hutchinson, 2012). A lthough the impact of these factors can suggest how best to promote leadership in nursing, it is clear that a thorough understanding and overview of their interactions are needed to fully understand their effectiveness. Sorensen (2008) suggested that these effects can also be promoted through educational programmes, particularly at undergraduate level. Education It is clear that leadership is considered to be fundamental to nursing, and that nurses are now expected to act as leaders across a wide variety of settings (Richardson, 2010). If nurses are expected to undertake such roles it is important that they are adequately trained and prepared for this (Sanderson, 2011). Studies have found that many undergraduate nursing courses now view organisation and management to be fundamental parts of autonomous nursing practice, and it is widely part of the curriculum (Richardson, 2010, Sanderson, 2011). However it is unclear what is actually taught, and much of the content appears to be focused on the transition period from student to qualified nurse (Sanderson, 2011). However it seems that current expectations of leadership within the NHS are not suitable to be taught as isolated elements within the curriculum, and should instead be embraced throughout training and beyond (Richardson, 2010, Sanderson, 2011). The development of leadership skills sh ould also be continued through a nurses career to continually promote the importance of leadership, and to develop newly-qualified nurses into role models for others (Jackson, 2009). Collective leadership In collective leadership there are both individual and collective levels of accountability and responsibility (Cummings, 2008). There is a strong emphasis on regular reflective practice which has been shown to improve the standard of care given by nurses, and strives to make continuous improvement a habit of all within the organisation (Cummings, 2008, Cummings, 2010). This is in contrast to a command and control style of leadership, which displaces responsibility onto individuals and leads to a culture of fear of failure rather than a desire to improve (Feather, 2009). Leadership comes from both the leaders themselves and from the relationships among them and with other members of staff. Key to leadership is also the idea of followership à ¢Ã¢â€š ¬Ã¢â‚¬Å" that everyone supports each other to deliver high quality care and that the success of the organisation is the responsibility of all (Hutchinson, 2012). It is important to recognise that good leadership does not happen by chance , and that collective leadership is the result of consciously and purposefully identifying the skills and behaviours needed at an individual and organisational level to create the desired culture (Hutchinson, 2012). This is in contrast to more traditional leadership development work, which has focused on developing individual capacity whilst neglecting the need for developing collective capability (Cummings, 208, Cummings, 2010). This style of leadership has been linked to poorer patient outcomes, decreased levels of job satisfaction, and higher levels of staff turnover (Sorensen, 2008). The challenge of recruiting and retaining leaders at all levels must be recognised, as there is need for clinical leadership at every level (Cummings, 2010). Research has shown that where leaders and relationships between leaders are well developed, there is an increased quality of care due to all staff working towards the same goals and a well-established culture of caring (Sanderson, 2011). In addition to this, there is also an increasing drive to form leadership partnerships with patients (Sanderson, 2011, Hutchinson, 2012). Collective leadership with those receiving care functions in a similar way to multidisciplinary team working as this style of leadership with patients needs a redeployment of both power and decision making in addition to a change in thinking about who should be included in the collective leadership community (Hutchinson, 2012). Several authors (Cummings, 2008, Jackson, 2009, Malloy, 2010) recommended that NHS leaders should work with those seen as patient leaders to facilitate the changes outlined in the Francis Inquiry report (2013).   There have been frequent reports that staff working in healthcare settings are often overwhelmed by the workloads required and are unsure of their priorities, sometimes because there are too many priorities identified by senior managers (Cummings, 2008). This can result in stress and poor quality care for patie nts (Cummings, 2008, Cummings, 2010). Whilst mission statements about efficient and high quality care can be helpful for staff, they are only helpful when translated into objectives for individuals (Jackson, 2009). Establishing and maintaining cultures of high-quality care relies on continual learning and improvements in patient care from all members of staff, and thus taking responsibility for improving quality (Jackson, 2009, MacPhee, 2010).   Where there is a well-established mentality of collective leadership, all staff members are more likely to work together to solve problems, to ensure that the quality of care remains high, and to work towards innovation (MacPhee, 2012). Conclusion The importance of effective leadership to the provision of good quality care is firmly established, as is the central role that leadership plays in nursing (Cummings, 2008). It is now also clear that leadership should be found at all levels from board to ward and it seems obvious that the development of leadership skills for nurses should begin when training commences and should be something which is honed and developed throughout a nursing career (Feather, 2009). For health care organisations to provide patients with good quality healthcare there must be a culture that allows sustained high quality care at multiple levels (Francis Report, 2013). These cultures must concentrate on the delivery of high quality, safe health care and enable staff to do their jobs effectively (Jackson, 2009, Francis Report, 2013). Part of this is ensuring that there is a strong connection to the shared purpose regardless of the individuals role within the system and that collaboration across profession al boundaries is easily achieved (Cummings, 2010). Nurses can be a key part of this by using collective leadership to establish a culture where all staff take responsibility for high quality care and all are accountable (Malloy, 2010). This may require a shift in mentality of the way many see leadership à ¢Ã¢â€š ¬Ã¢â‚¬Å" from seeing leadership as a command-and-control approach, to seeing leadership as the responsibility of all and working together as a team to work across organisations and other boundaries in the best interests of the patient (Brady, 2010). References Brady, P. (2010). The influence of nursing leadership on nurse performance: a systematic literature review. Journal of Nursing Management, 18(4), pp.425-439. Cummings, G. (2008). Factors contributing to nursing leadership: a systematic review. Journal of Health Services Research and Policy, 13(4), pp.240-248. Cummings, G. (2010). The contribution of hospital nursing leadership styles to 30-day patient mortality. Nursing Research, 59(5), pp.331-339. Feather, R. (2009). Emotional intelligence in relation to nursing leadership: does it matter? Journal of Nursing Management ¸ 17(3), pp.376-382. Hutchinson, M. (2012). Transformational leadership in nursing: towards a more critical interpretation. Nursing Inquiry, 20(1), pp.11-22. Jackson, J. (2009). Patterns of knowing: proposing a theory for nursing leadership. Nursing Economics, 27(1), pp.149-159. MacPhee, M. (2012). An empowerment framework for nursing leadership development: supporting evidence. Journal of A dvanced Nursing, 68(1), pp.159-169. Malloy, T. (2010). Nursing leadership style and psychosocial work environment. Journal of Nursing Management, 18(6), pp.715-725. Marriner, A. (2009). Nursing leadership and management effects work environments. Journal of Nursing Management, 17(1), pp.15-25. The Mid Staffordshire NHS Foundation Trust Public Inquiry (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry: executive summary. London: Stationery Office (Chair: R Francis). Richardson, A. (2010). Patient safety: a literature review on the impact of nursing empowerment, leadership, and collaboration. International Nursing Review, 57(1), pp.12-21. Sandstrom, B. (2011). Promoting the implementation of evidence-based practice: a literature review focusing on the role of nursing leadership. Worldviews on Evidence-Based Nursing, 8(4), pp.212-223. Sorensen, R. (2008). Beyond profession: nursing leadership in contemporary healthcare. Journal of Nursing Manag ement, 16(5), pp.535-544. Swearingen, S. (2009). A journey to leadership: dsigning a nursing leadership development program. The Journal of Continuing Education in Nursing, 40(3), pp.113-114.

Progressive Presidents Essays Free Essays

Progressive Presidents Essays These Presidents had similar and different political views and elements. They all wanted to expand American influence, but had different way of handling it. Progressive Presidents, Teddy Roosevelt William Taft, and Woodrow Wilson were all considered to be the first modern presidents they all progression toward better conditions in government and society. We will write a custom essay sample on Progressive Presidents Essays or any similar topic only for you Order Now They also sought to expand the power Of the federal government. Roosevelt, Taft, and Wilson also recognized that the nation government was going to have to deal with big equines and would have to get big to do so. They all want to expand American influence across the world, but had different ways of going at it. Theodore Roosevelt had US troops advance in foreign countries in make sure that they were stable enough to invest in the country, while William Harvard Taft and the only Democrat, Wilson, felt sending large amounts of American goods to other countries would strengthen American bonds at least from an economic stand point. The Progressive Presidents did have success in their unifying goals of spreading American impact, power, and interests, but eased a lot of resources getting their. All in all the Progressive Presidents did what they wanted to do and set the groundwork for the America we have today. The Progressive Presidents brought changes to American work life and family life that started a new era for society. They gave new life to the US and established ground for growth. The Progressive Presidents acted to change American life by working for women’s suffrage, federal regulation, labor and health legislation for women and children, eight hour work days, minimum wages, and social insurance for health, unemployment and old age. The changes affected American life greatly. It aloud for empowerment of women and working strategies that affected working procedures and the way companies now had to treat its workers. The impacts of these policies are still in affect today. We still have the policies like the Clayton Act that exempted unions from anti-trust laws and made it easier for them to strike, The Keating-Owen Act that out laded child labor in manufacturing, and Adamson Act that mandated an eight hour work day for railroad workers. In conclusion the Progressive Presidents instituted laws and established acts hat greatly affected American life and business. The changes that were made by the Progressive Presidents greatly improved the American business world and made it safer, morally better, and more meaningful for all. Teddy Roosevelt decisions to run for a third term after Taft had a lot to do with the way Taft acted as President. Even though Roosevelt pick Taft to be his successor and that both Roosevelt and Taft were Republican, they had different views on what was the best for the country and how they should go about acting on it. Roosevelt lost his first race against Taft, but that didn’t stop IM from trying again. The Bull Moose Party was a Progressive Party founded by Theodore Roosevelt during the presidential campaign that allowed for four presidential candidates in 1912. We’ve come to a place where putting out fresh ideas is dangerous in politics. Candidates do not give a set plan. Roosevelt campaigned with an agenda. He told the convention, â€Å"Use me up and cast me aside. † The goal was moving along the Progressive Party’s vision for what the new America in the 20th century should be. Roosevelt determination to run for reelection did end up giving us a good example on how politics should be run today. Though we do not follow his example as we should there is a lot to be learn from what he has done. The Progressive Presidents had the common element of wanting to expand American influence and marked the foregrounds of the strong nation we have today. Roosevelt knew that the building Panama Canal would be the perfect place to spread American influence and international prominence because ships from all over the world would have to pass through the canal and deal with the US. Giving the US a prominent name to internationally trading countries. Theodore Roosevelt had US troops advance in foreign entries in make sure that they were stable enough to invest in the country, while William Harvard Taft and Wilson felt sending large amounts of American economic stand point. These actions set a stage for America to be ready to be a major impact in global influence and the perfect time did arise later during Woodrow Willow’s time as President, The Great War. The way our Progressive Presidents connected business and the geographical opportunity of the Panama Canal set the soil in which our new rapidly growing nation would be founded. The work they did set influence and international prominence that was essential to where we are today. How to cite Progressive Presidents Essays, Essays

The Ramayana Family Role free essay sample

The Ramayana Hindus are extremely respectful and prideful people with many strong core beliefs. These beliefs have been passed down through the ages in The Ramayana. Throughout this epic poem, Rama, his family, and many others exemplify what it means to be Hindu. Rama is considered to be a perfect Hindu and follows all aspects of Hinduism flawlessly. This includes following duty, honor, responsibilities based on a person’s place in society, and most important to Rama, family. In the epic The Ramayana, family is portrayed as the most important aspect to the Hindu belief. The importance of family is shown early in the epic when King Dasaratha begs of Viswamithra to not take Rama away from his family, or at least to wait till he’s older. Viswamithra wants to take him on a journey to perform a yagna, or a journey to conquer the five-fold evils. The king’s love for his son Rama was most likely the strongest of all relationships, greater even than that of husband and wife. We will write a custom essay sample on The Ramayana Family Role or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Rama’s father assumed the role of a teacher his son and gave all his good aspects of learning to him while growing up. Since this father and son bond was so strong, the king had great difficulty in handing Rama and his brothers over to the sage and was said to have â€Å"the look of one delivering hostages into the hand of an enemy. †(Narayan, 10) On Rama’s journey, Rama met a beautiful princess who eventually became his wife, though only after proving her worthiness by completing the task of rebowing Vishnu’s bow. When King Dasaratha heard of this he swelled with pride and couldn’t have been more proud of Rama and his brothers. After marrying, Rama’s father treats him as his equal and even as a friend. Over time, Dasaratha grows old, and with the utmost trust and pride in his son Rama, decides to pass on his throne to him. However, one of Dasaratha’s wives forces the king to banish Rama from the city for fourteen years because of a past predicament. Dasaratha is tremendously heartbroken. The king begs for Rama to not leave, and is in a state of complete immobility from the situation. The king shows how important family really is when he says to Rama with all seriousness, â€Å"How can I bear to see you go? I will not survive your departure. (Narayan, 49) When news arrives to tell that Rama will not be returning, King Dasaratha dies while the messenger is still talking to him. This shows how important family really was to the king. He knew Rama was to return after his fourteen year banishment, but the king could not last that long without his son by his side. Rama showed an incredible amount of respect to family as well. He was willing to take on many great sacrifices in the interest of family harmony. He anticipated what his father desired and acted cheerfully without even being told. He never questioned the ethics of his fathers actions or his stepmothers actions, even when they seemed crazy to others or affected Rama personally. He followed orders from his father and mothers without question and felt honored while doing so. He called all of his stepmothers mother as a sign of respect and saw them as equals to his biological mom Kausalya. When his stepmother Kaikeyi told Rama that his father would no longer pass the throne to him and he would be banished for fourteen years Rama asked no questions and immediately agreed to leave. He even felt honored in doing so. â€Å"Throughout he referred to Kaikeyi in the gentlest terms and always as â€Å"mother†. †(Narayan, 60) He continued to call Kaikeyi mother even after he found out it was her who wanted him gone; he even agreed she had the right to decide who was to be king. He also stated that his parents are of highest command and that he will do anything they tell them when Vasishtha, Rama’s guru, tried to take authority and stop Rama from leaving. Rama stayed loyal to his brothers and his wife Sita through the epic. Ravana’s sister, who was extremely beautiful and perfect in every way, wished to pleasure and serve Rama but he remained strong and refused, for his heart belonged to Sita. He wished for nothing but to please his wife and would do anything for her. He even risked his life by battling Ravana in order to save her. After Rama defeated Ravana and saved Sita, he not only became King again, he was made Emperor of the World. He requested that his trustworthy brother Lakshmana become the yuvaraja, or prince, though he ultimately the position to his other brother Bharata, who ruled the kingdom while Rama was gone. Rama’s brothers were perpetually loyal to Rama and could not have loved him more. They were furious when they heard he was banished and would no longer become crowned king. Lakshmana, outraged, threw on his battle robe and weapons and was ready to take on a whole army to see that Rama was crowned king, as he rightfully should be. He even stated, â€Å"I know no father and no mother, other than you. †(Narayan, 52) He loved his brother so much that he saw him as greater than his own parents, who gave him life. Lakshmana would have died at any moment for his brother Rama; this is why he decided to leave with Rama on his banishment and swore to protect him with his life. Rama’s other brother Bharata, who was away at the time, was also appalled when he heard the news of Rama being banished. It was Bharata’s mother who banished Rama and when he found out that it was she who was responsible he told her, â€Å"If I do not snuff your wretched life out with my own hand, do not pride yourself that it’s because you are my mother, but you are spared because Rama would despise me for my deed. (Narayan, 58) It was Bharata who was to be crowned king after Rama was banished, however he did not wish this upon himself and begged for Rama’s forgiveness and asked him to come back and take the crown. Rama declined and Bharata agreed to rule the kingdom while he was gone, but he vowed to step down fourteen years from the day Rama left, whether or not he came back. Bharata took and wore Rama’s sandals to show that the throne was Ramas and that he would rule Ayodhya in his name while he was gone . He even refused to go back into the kingdom but stayed outside of the gates, for he felt unworthy. Sita also showed great love, compassion, and loyalty to Rama. Sita was the epitome of womanly virtues and purity and she was almost perfect in appearance. Fro the moment she laid eyes on Rama she couldn’t sleep or even rid her mind of Rama, and she thought about killing herself if she could not be with him. Sita, too, refused to stay when Rama was banished and eventually convinced Rama to take her with him. She stated that there would be no point in living if he was not there with her. One day, while Rama was out trying to catch a golden deer that was really a trick, a voice disguised as Ramas shouted for help. Lakshmana was protecting Sita at the time and knew it was most likely a set up so he did not worry about it. However, Sita worried greatly and did not understand that he was safe. She desperately wanted Lakshmana to go save Rama. She stated, â€Å"If you don’t want to save him, there is nothing more I can do, nor anyone I could turn to for support. The only thing left will be for me to build a fire and throw myself into it. †(Narayan, 84) By saying this, Sita shows that she would rather die than live without Rama, showing how much she cares for him. This loyalty and desperation was also displayed when Sita almost hung herself when she thought Rama had forgotten her after she was captured by Ravana. After being saved from Ravana, she proved her purity and served not only as queen, but as part of Ramas family. Family was the most important core value to the Hindus and was shown in many ways throughout the epic. To dishonor ones family was the worst punishment that one could bring upon him or herself. Rama’s family members were willing to die for each other, and unfortunately some even did. Were it not for Ramas relationship with his family, he would not have succeeded in the way he did. Rama and his brothers achieved a sense of family harmony with the virtuous, wise, and strong elder brother, the obedient, extremely devoted younger brothers, and the self sacrificing, ever-loving wife. Rama has served as a perfect role model for thousands of generations in India. The Ramayana displays the way a son, husband, and brother should act in a Hindu society. Cultures today still value family relations, but the bond is nowhere near the same as shown in The Ramayana.