Hawaiian studies Essay Example | Topics and Well Written Essays - 250 words

Hawaiian studies - Essay Example These events include Easter and Joiking, which is the act of singing yodel-like song-poems (Lucas 3). Sami people maintain their identity by maintaining the use of their language, many people still wear traditional and embroidered blue, and red felt clothing. They also have their own national anthem, flag, radio station, and representatives in the Norwegian parliament (Lucas 9). Their exclusive culture and isolation imply that they have been politically and historically marginalized. Sami culture is becoming more westernized since they are integrating more technology into their lifestyles. Chapter three of reading and films address how Sami language has transformed over the past centuries. The original Sami language is spoken Hawaiian or olelo. This expressive language comprises of vocabulary of about twenty-five thousand words (Irimoto & Yamada 361). However, Hawaii became a bilingual as compared to other European nations two years after the arrival of missionaries. Current statistics indicate that Hawaiian second-language speakers are more than native Hawaiian speakers are (NeSmith 4). This implies that the spoken olelo is on the verge of extinction. Therefore, there are some key strategies the Sami people are implementing to retain their language. One these strategies include the use of Hawaiian language in sports as the films indicate. Sports have proven to be significant social places for the young Sami people to interact and learn their original language. These sports include ‘Aha’I olelo ola, Ke Kula Kaiapuni o Anuenue Football, and Wai ‘Awaà ¢â‚¬â„¢awa (Irimoto & Yamada 365). Therefore, such activities are highly anticipated to reclaim and maintain Sami’s traditional culture and

Dinosaur ridge Essay Example | Topics and Well Written Essays - 500 words

Dinosaur ridge - Essay Example On the 20th September 2014, I visited the famous Denver Dinosaur Ridge for a practical activity that involved fossil examination, gold panning, mineral recognition and dinosaur track printing. The place has experts and representatives from FODR geologists who help in the analyses of the geographical activities. For instance, the experts take students and visitors through the faulting, volcanic and earthquake processes that took place in the area. However, the geohazards occur in different ways due to the geological structure of the terrain and the localities of the features. This implies that the influence of the geohazards may vary in separate places depending on the geological composition in that area. The impacts of earth tremors on plain lands cause minimum risks compared to the one on rugged terrains. For instance, earthquakes on barren lands might cause destructions to properties, especially in congested areas. According to the FODR experts, volcanic ash bends are the common influence of geohazard processes at the Denver Dinosaur Ridge. This is because of the dumping nature of the volcanic bends during eruptions as was evidenced at the Colorado disaster. The experts further indicated that the determination of the geohazard activities is undertaken through checking on the mineral zircon crystals. This model considers the date of the rocks and their nature that might contribute to the breaking. It emerged that the volcanic ash bends had taken place over 100 million years ago because of the nature of the rocks and the number of mineral zircon minerals found. Geohazard activities may have also occurred at the Karst Hazards in the recent years. The formation of the Karst Hazard occurs because of the sinkholes that damage the infrastructure. It is evident that the sinkholes dissolve in the underlying limestone, exposing the infrastructure, such as roads or buildings, to risks of collapsing or sinking

Leadership In Health And Social Care

Leadership In Health And Social Care 1.1 This report looks at my existing leadership skills and how they have developed when implementing a postnatal group within my practice. Through developing this group, I will look at how the team responds to my leadership and how I approach situations. As part of my continuing professional development, I will identify changes needed in my approach to future practice in order to provide a quality working environment and improved development of service provision. This community health care project was chosen because Hall et al (2009) states that governments are increasingly interested in community healthcare programmes because, in partnership with other agencies, they can reduce social exclusion and the inequalities within and between local communities. Support groups can relieve feelings of isolation and loneliness in a study of women with post-natal depression, the support from others meant that mothers gained in self-esteem and felt empowered (Eastwood et al, 1995). 1.2 The Specialist Community Public Health Nurse (SCPHN) must follow performance standards in association with health enhancing activities (Nursing and Midwifery Council, 2004, p12). Part of these standards state that I am responsible for applying leadership skills and managing projects to improve health and well being. Promoting partnership working and leading public health interventions through innovative and visionary approaches is key to my role as a SCPHN. Historically much of health service provision has been service led rather than needs led, designed and developed at the convenience of the providers rather than the patients (Wilkinson Murray 1998). Healthy lives, brighter futures (DOH, 2009a) and Saving Lives: Our Healthier Nation (DoH, 1999) highlight the importance of there being partnership between services, children and parents which must be driven by strong leadership by SCPHNs. These improvements need to be achieved through an agreement between health practitioners and services and parents, children and young people. 2 . Aims 2.1 The aims of this report are to identify different leadership approaches and my own approach and evaluate positives and negatives of these approaches to improve my leadership skills. To explore the SCPHN role as a leader and the opportunities and obstacles that may impinge on effective leadership requirements in public health nursing through leading the development of a postnatal group. All SCPHNs interventions should operate on a partnership and empowerment model of delivery, which ensures acceptability of the service by both professionals and clients. Further aims will be to understand the principles of change management and conflict management, to enable effective resolution and promote a cohesive team environment. 3. Leadership in Practice 3.1 Through my experience as a SCPHN I believe that I hold transformational leadership traits, which include communication, motivation, decision making and conflict resolution. I believe my current skills lie in communication and motivation but areas where development is required are conflict within teams and on an individual basis. Two types of leaders have been identified transactional leaders set goals, give directions and use rewards to reinforce employee behaviours associated with meeting or exceeding established goals. Transformational leaders have the ability to motivate performance beyond expectations through their ability to influence attitudes (Mcguire Kennerly 2006, p.180). I endeavoured to follow Johnsons (2005) research, which suggested that highly effective leaders need both vision as well as a specific plan in order to carry out their plan if goals are to be achieved. I have demonstrated vision by creating this idea for a postnatal group. As a transformational leader I will try to share my vision with my followers, enthusing them with a high level of commitment (ChangingMinds, 2002-2006). In previous professional roles I was a follower and therefore I need to develop leadership skills. It is important as a practitioner to be aware and incorporate the qualities of both leadership styles in practice. 3.2 In my role as a leader I need to use interpersonal skills to influence others to accomplish a specific goal exerting influence by using a flexible approach of personal behaviours which is important in forging links, creating connections amongst organisations in order to promote high levels of performance and quality care (Sullivan Decker, 2009). I have approached a fellow SCPHN within the team and by recognising her individual expertise and praising her knowledge have encouraged her to contribute to the group by leading a session on womens health. As a leader I recognise Raffertys (1993) work by caring for the people I lead and I can see that by encouraging and praising my team I am able to promote high levels of performance, which therefore results in the delivery of high quality care. 3.3 In my leadership experience I have recognised the need to focus on the relationship between the people and the organisation this is described as Action Centred Leadership by Adair (1979) (Appendix 1). Adair highlighted the importance of a leader having the ability to meet three functions these where; to achieve the required task; to maintain the team and to meet the needs of individual team members. I have recognised the complexity of achieving successful leadership which requires the overlapping of these three functions in variable proportions to achieve the desired outcome. I have identified that both my team members and I have individual strengths and weaknesses and therefore task completion requires a multidisciplinary team approach, considering the organisational skill mix and resources available. Team members need to have an understanding of what is expected of them, and an understanding of how their individual contributions relate to the whole project. When developing the idea for the postnatal group we had a team meeting to share ideas and to ensure that everyone was aware of the aims of the project. Consideration of the needs of the team involved my considering training needs, communication systems and team development in order for my multi-professional team to function. Prior to commencement of the postnatal group a multidisciplinary team introduction meeting was held to ensure that every team member was familiar with their colleagues expertise and skills. As a leader it is important to recognise team members have individual skills, needs and problems, and to give praise and status to everyone. Again training and development is essential in order to maintain quality of care delivery as outlined in the benchmarks within the Essence of Care (DoH, 2006). When delegating work to others as a registered practitioner I have a legal responsibility to determine the knowledge and skill level required to perform delegated tasks. Like other public bodies, health service providers are accountable to both the criminal and civil courts to ensure that their activities conform to legal requirements. As a registered practitioner I am also accountable to regulatory and professional bodies in terms of standards of practice and patient care (RCN, 2006). If a focussed and effective group is to develop huge importance should be given to valuing all the skills and contributions of team members. As the team leader on this project I made myself available for one to one support for staff and held regular update sessions to see how their role was developing within the project and give them opportunity to raise concerns or highlight areas of improvement. 3.4 As a leader in Health Care it is my role to promote and develop partnerships between clients and other agencies, to empower and motivate individuals in order to develop services and service provision in communities. In 2006, the Essence of Care (DoH, 2006) outlined the importance of partnership working health promotion is undertaken in partnership with others using a variety of expertise and experiences. In many areas of the health service funding is limited but if individuals within my community can be motivated to take the lead on this project, they may be able to apply for extra funding (such as lottery grants) in order to be able to achieve future aims and targets. 3.5 An important aspect of leadership is having a good understanding of your team and an awareness of team relationships which includes how you view yourself as a leader and how your team view you. Having the ability to reflect on your own leadership style is essential in order to promote flexibility and the ability to change methods to suit different teams and individuals. I look to my manager to provide active displays of recognition, commitment and vision to ensure that my skills and those of other health professionals are utilised to improve the health and well being of communities, families and individuals (McMurray Cheater, 2004). I realise that vision is a key characteristic of effective leadership; it reflects the ability to create and articulate a realistic, credible, attractive picture of the future for individuals and organisations that grows out of and improves upon the present (Robbins, 2000). I agree with Barr Dowding (2010) who stated that you do not need to be a man ager to be a leader but you do need to be a good leader to be an effective manager. 4. Leadership styles applied to the complexity of delivery of care. 4.1I have encountered many different leadership styles in my work in the Health Care sector. Many theorists have discussed leadership styles; Lewin et al (1939) identified three main leadership styles. Laissez-faire can present as disorganised, team members not aware of what is required from them with feelings of panic and lack of time. I have worked with a Laissez-faire leader which led to stressful situations where the leader would shout and not warn team members of future roles and responsibilities. This led to a very disjointed team and high levels of absence with stress related conditions. Directive/Autocratic this mode of working generally focuses on task specific allocation which great emphasis on precision delivered in a military style. I see my own leadership style as being non confrontational and therefore an autocratic leadership technique is not my preferred choice. I aim to develop my leadership style to become a participatory leader with a quiet contributory presence, encourage a happy team spirit where each member of the group supports and values each other, and there is a sense of belonging. I aim to deliver quality patient care with effective monitoring of standards, by allocating task driven duties, which give my team feelings of achievement. To progress and develop the skills required to achieve this form of leadership style I need to be aware that different teams require flexible approaches and this style may not suit all. I will need to seek continuing professional development and take advantage of available training throughout my career to develop my leadership skills. I can continue to grow as a leader by maintaining evidenced based practice and keeping abreast of key research into healthcare leadership. I recognise that there are disadvantages to this participative style of leadership it can be time consuming when decisions need to be made quickly which can prove costly in terms of resources. 4.2 As a SCPHN I must be an effective leader, which means possessing the ability to communicate with others in such a way that they are influenced and motivated to perform actions that achieve desired outcomes (Daft, 2005). As a leader we must focus on our own strengths and use a reflective approach to access the willingness of each individual to take on board change (Barr Dowding, 2010). It is my aim to stimulate awareness of health needs and lead on such initiatives by delegating aspects of practice to other agencies and facilitating the work of relevant team members (NMC, 2004). This collaboration presents significant challenges to the success of the proposed intervention and requires me to make important professional considerations about the proper implementation of a change strategy. Effective leadership is required to ensure that various practitioners communicate with one another and provide a holistic, coordinated service tailored to local needs (DoH, 2009c). Communicating an understanding and awareness of workload, resource and time pressures for staff is important as a leader in order to delegate work appropriately to team members and to avoid further stress and aid motivational leadership. 4.3 More flexibility in service delivery has been highlighted in the NHS Plan (DoH, 2000) confirming the drive to blur professional boundaries. The resulting flexibility of approach in relation to who does what, at what time and in what setting, has changed the skill mix of teams. As a result of new flexible service delivery plans, every individual needs good leadership to be fully aware of their roles and responsibilities to avoid confusion or potential conflict. To implement the postnatal group I need to introduce a careful change management program to ensure complete engagement of the whole team. I can use the structure of a framework to shape the change process. Lewin (1951) model of planned change breaks the change process down into three stages. These stages are: Unfreezing the existing organisational equilibrium, Moving to a new position, Refreezing a new equilibrium position. The unfreezing stage is commonly greeted with guilt and anxiety and it is important that as a lead er I provide psychological safety that helps these anxious individuals to convert their anxiety into motivation to change. This did cause friction and resistance with some team members who were unwilling to adapt to their new roles therefore a detailed rationale for changes was clearly explained through discussion groups. Demonstrating my leadership skills through effective communication was of paramount importance in order to try to avoid hostility towards any perceived threat (although not actual). The moving stage needs a new role model (within the partner organisations) to champion the proposed change and help others to follow and establish the new service. This may involve convincing senior management for the need for change and responding to any suggestions for modifications. Time may need to be negotiated in order to share information and update staff on the necessity for communication between professionals perhaps through workshops or focus groups. The refreezing stage invol ves integrating the new initiative into the organisation and consolidating significant relationships. The successful implementation of this change process is crucial to the success of the initiative; this can be aided by audit of results. Evaluation of my role is vital to validate the implementation and also to help diminish the risks against conflict as professionals can feel they own a project and have the ability to make changes and modifications. 4.5 By implementing a skill mix I have ensured staff ownership from the outset, utilising a bottom up approach. Barr Dowding (2010) state that the bottom up approach is encouraged within the humanistic technique, whereby the subordinates (followers) are encouraged to share ideas with their leaders and will be involved with the decision making process. As the leader I used a full and clearly defined evidence of staff members and their relevant skill mix in order to utilise them effectively. It is vital to utilise research and evidence of best practice in relation to postnatal groups in other areas of the UK. The current economic climate challenges our leadership skills and means that all practitioners need to scrutinize their practice to organise their work and be as innovative and productive as possible within the constraints of health service budgets (DoH, CPHVA, Unite, NHS, 2009b). 5. Leadership benefits to the quality of client care. 5.1 My role as a leader is to promote and implement concepts such as joint working and partnership with the community, addressing equity and inequality issues, collective action and an empowering agenda with a new way of thinking and methods to use in order to work dynamically (Cowley, 2008). These key concepts highlight the importance of this postnatal group being effectively led and supported by multi-agency organisations and community partnerships. As a registered practitioner and leader it is my responsibility to ensure that there is a supervision system in place within an organisation to protect the patient/client and maintain the highest possible standards of care. On-going supervision is used to assess team members abilities to perform delegated tasks and capability to take on additional roles and responsibilities. Supervision will be offered indirectly or directly at set points in time and team members will be given weekly opportunities to discuss any issues, concerns or worr ies they may have. 5.3 As the leader of this project it is important to be aware of the five areas of clinical governance identified by Crinson, 1999 clinical audit, clinical effectiveness, clinical risk management, quality assurance and staff development. It is important that within the leadership role I improve services based on complaints, evaluation and feedback by both professionals and clients, while accepting criticisms of my leadership skills. Any service must involve professional groups in multi professional audit. Proactively identifying clinical risks to patients/staff should make for a sound provision and aid myself as a health professional to be an effective leader. I aim to monitor my ability to measure the capacity and capability to deliver services by ensuring that there is effective clinical leadership as stated by the National Audit Office, 2007. 5.4 As a leader I believe setting high standards of quality care for clients is a key responsibility. This can be done by identifying key benchmarks set by the NMC (2004) where it is stated that the public have the right to expect that health care professionals will practice at a high standard. The use of benchmarks can assist in identifying the need for change. Within the Norfolk PCT I believe the value of the Nursery Nurse is recognised by SCPHNs with particular relevance to their skills being utilised. Using this as a benchmark it may therefore be suggested that integrating a Nursery Nurse into the postnatal group would compliment my role as a SCPHN in addressing the needs of the client in the most effective manner. Effective delivery of information at the postnatal group is dependent on the capacity of the workforce to implement it and having the appropriate resources to support the work force. This capacity relates to having sufficient staff in place, who have the requisite know ledge, skills and confidence to undertake assessments (DoH, DFEE Home Office, 2000c). The team that I am responsible and accountable for leading is multi-skilled and able to share relevant information in order to offer help and support to each other. 5.5 To be an effective leader I believe it is an essential requirement to undertake evaluation and analysis of any intervention on a regular basis to give the opportunity to implement change, which is supported by Summerbell et al (2005). They highlight that stakeholders (families, school environments, and others) be included in the decision making and I believe this allows for a broad range of ideas to be shared to provide quality care and services that are effective and appropriate for the target client group. Evaluation is key to quality assurance and an essential part of the leadership role is to ensure that followers are actively involved in the quality control process (Marquis Huston, 2009). 5.6 As a leader by utilising this service I am able to effectively share other agency resources and the skills of professionals with similar aims and objectives. The Department of Health (2000) promotes the collaboration of services and the ability to pool budgets and resources in order for services to be maintained and obtain sustainability. I believe that shared ownership of a strategy encourages partner agencies to incorporate targets into their individual plans and to work together to provide appropriate support for children and families this is supported by Hanson, 2010. The key to successful collaborative working and partnerships is to reach a common understanding of the priorities of the community and how to best tackle them (Mitcheson, 2008). Concepts such as joint working and partnership with the community, addressing equity and inequality issues, collective action and an empowering agenda all provide me as a SCPHN with new ways of thinking and methods to use in order to wo rk dynamically (Cowley, 2008). Once the group is more established, their own personal development aims will enable some of the clients to take a more prominent role in the leadership and development of the group as peer supporters. 5.7 Within the team I believe that the consequences of poor leadership to client care could be that staff members becoming unsettled and unhappy in their position and they may transfer these feeling towards the clients resulting in a lack of motivation on both sides. I feel that if staff are not behind their leader then this will reflect into the group through misinterpretation of the service Coe et al (2007) and Smith and Roberts (2009) found that barriers to attending groups include misinformation about the organisation. This evidence highlights the importance of my supportive leadership of health professionals to be clear, consistent and supportive in the information they are giving. 6. Dynamic and flexible approaches to leadership issues. 6.1 I have found through experience that awareness of conflict management is a key area of responsibility for an effective leader. To date I have found that in health there are a huge variety of professionals all with different knowledge and backgrounds and interacting with each other giving considerable potential for conflict. Conflict can arise through the competition of different groups vying scarce resources. An individuals personal objectives may also be a cause for potential conflict. As a leader it is vital that I do not ignore any potential conflict situations and if conflicts do arise, I will plan solutions before patient care is compromised. I intend as a leader to promote a positive working environment through my leadership skills, the Royal College of Nursing (RCN, 2005) state that many professionals experience both positive and negative working environments and recommend a useful tool to explore relationships on an individual and team basis. I aim for my team members to view me as a leader who is able to collaborate and involve relevant parties to solve a situation rather than one who avoids conflict. Conflict can result in poor productivity (Barr Dowding, 2010) by being a dynamic and flexible leader who is able to resolve conflict effectively I can ensure a continuing high quality of patient care. 6.2 If I had conflict within a team I am leading, I would use a tool created by Tuckman (1965) on stages of group development. The four stages of group development Forming, Storming, Norming and Performing can be used to break down a difficult situation into manageable elements. During the forming stage of team development and development of the group it was my aim to ensure that I explained all tasks and objectives in a clear manner and to emphasise and reassure team members that I was happy to listen to ideas but decisions would be made so that everyone had a good understanding of what they were required to do. To team then moved into the storming stage of development where the group were happy to discuss ideas but showed respect if there was disagreement and communication skills to come to amicable decisions. The next stage is the Norming stage were the group began to support each other in their roles. This stage can sometimes develop slowly currently the team has not reached t he consistent performing stage as partners and team members continue to develop and learn how to work effectively together. By maintaining and developing the group further I hope to achieve consistently high standards of performance within the group. This will require effective communication, shared labour, greater cooperation, lower absenteeism and increased resistance to frustrations. If I continue to perform as a leader to a high standard I believe I can achieve the delivery of high quality care and a motivated team. 6.3 In order to maintain professional development and practice based on evidenced-based research I believe health professionals need to access relevant training, and share knowledge and skills within the team environment. Reflection is essential in order to look back at achievements. Consideration of what has been successful and what would be done differently in future practice to make a service as beneficial and effective as possible for children and families is essential. I aim to promote partnership working as I feel it is key to the implementation of this intervention in order to sustain it and continue future development within the area. 6.4 At the end of the project I aim to collect data in order to evaluate and analyse the cost-effectiveness of the intervention and identify opportunities for cost savings, which is part of my professional responsibility identified by NICE, 2007. I aim to involve service users and engage them in a simple customer feedback questionnaire to establish how well the initiative meets their needs. 7. Conclusion 7.1 I feel that further and continuing research is required on what clients require within a service. It is my responsibility as a SCPHN and a leader of a team to maintain evidenced based practice and respond to the needs of professionals and clients. I aim to continue developing the key skills of reflecting upon experiences and improving practice at the beginning, during and after action, to ensure improvement of services. From the experiences and reflection I have undertaken I have identified my leadership style and conclude that I will try to respond to individuals within the context of their understanding and community. Consideration of ideas generated by members of the team and client group are key to effective leadership. 7.2 I endeavour to share and input values such as honesty, respect, integrity and emotional strength as I believe they are essential for working with team members and clients. Promotion of my values and constructive criticism need to be demonstrated within any team. Adaptability and flexibility of leadership styles must also be developed and used. I aim to continue and develop my participatory leadership approach with both colleagues and clients. This will enable me to evaluate, question and confirm all of my actions within my role as a SCPHN. 8. Recommendations 8.1 As a SCPHN I should lead change and encourage change in a flexible and appropriate manner to aid the development of healthcare services. 8.2 I acknowledge that I need to develop my skills in applying quality care frameworks in practice to improve my quality assurance. 8.3 I recognise that my conflict management skills should be developed through experience and used effectively to promote good leadership. 9. Appendix Appendix 1 Adair, 1997 interaction of needs within the group 11. References Adair, J (1979) Action Centred Leadership. Aldershot: Gower Press. Barr, J Dowding, L (2010) Leadership in Health Care. London: Sage. Changing Minds (2002-2006) Transformational Leadership. (Online) Available at: http://www.changingminds.org/disciplines/leadershipstyles.htm (Accessed 24th June, 2010). Coe, C. Gibson, A. Spencer, N. Struttaford, M (2007) Sure Start: voices of the hard-to-reach. Child, care, health and development. 34, 4, 447-453. Cowley, S (2008) Community Public Health in Policy and Practice. 2nd Edition. London: Balliere Tindall. Crinson, I (1999) Clinical governance: the new NHS, new responsibilities. British Journal of Nursing. 8 (7): 449-453. Daft, R (2005) The Leadership experience. 3rd Edition. Canada: Thomson South-Western. Department for Education and Employment, department of Health Home Office (2000c) Framework for the Assessment of Children in Need and their Families. London: HMSO. Department of Health (2000) The NHS Plan. London: HMSO. Department of Health, CPHVA, Unite NHS (2009b) Getting it right for children and families. Maximising the contribution of the health visiting team. Ambition, Action, Achievement. London: The Stationery Office. Department of Health (2009c) Healthy Child Programme Pregnancy and the first five years of life. London: The Stationery Office. Department of Health (2009a) Healthy lives, brighter futures The strategy for children and young peoples health. (Online) Available at: http://www.dh.gov.uk/publications (Accessed 5th June, 2010). Department of Health (2006) Our Health, Our Care, Our Say. London: HMSO. Department of Health (1999) Saving Lives: Our Healthier Nation. London: HM Stationery Office. Eastwood, P. Horrocks, E Jones, K (1995) Promoting peer group support with post-natally depressed women. Health Visitor, 68 (4): 148-150. Hall, D, Williams, J, Elliman, D (2009) The Child Surveillance Handbook. 3rd Edition. Oxford: Radcliffe Publishing. Hanson, S (2010) Empowering change. Community Practitioner. 83, 36-37. Johnson, S (2005) Characteristics of effective health care managers. Health Care manager 24(2), 124-128). Lewin K (1951) Field Theory in Social Science. New York: Harper and Row. Lewin, K, Lippitt, R White R (1939) Patterns of aggressive behaviour in experimentally created social climates. Journal of Social Psychology 10: 271-299. Marquis, B Huston, C (2009) Leadership Roles and Management Functions in Nursing Theory and Application. 6th Edition. London: Lippincott, Williams Wilkins. McGuire, E Kennerly, A (2006) Nurse managers as transformational and transactional leaders. Nursing Economics 24(4), 179-186. Mitcheson, J (2008) Expanding Nursing Health Care Practice Public Health Approaches to Practice. Cheltenham: Nelson Thornes. National Audit Office (2007) Improving Quality and Safety Progress in Implementing Clinical Governance: Lessons for the Primary Care Trusts. London: NAO. National Institute for Clinical Excellence (NICE) (2007) Behaviour Change. London: Department of Health. Nursing and Midwifery Council (2004) Standards of proficiency for Specialist Community Public Health Nurses. Norwich: The Stationery Office. Rafferty, A (1993) Leading questions: a discussion paper on the issues of nurse leadership. Kings Fund Centre. Robbins, s (2000) Organisational Behaviour. 9th Edition. New York: Prentice Hall. Royal College of Nursing (RCN) (2005) Working with Care: Improving Working Relationships in Healthcare. London: RCN. Royal College of Nursing (RCN) (2006) Supervision, accountability and delegation of activities to support workers A guide for registered practitioners and support workers. London: RCN. Smith, D Roberts, R (2009) Young parents perception of barriers to antenatal and postnatal care. British Journal of Midwifery, 17, 10. Sullivan, E Decker, P (2009) Effective Leadership and Management in Nursing. 7th Edition. London

Krispy Kreme Doughnuts :: essays research papers

Krispy Kreme Donuts, Inc. Since Krispy Kreme was founded in 1937, it has grown into a leading branded specialty retailer, producing more than 5 million doughnuts a day and over 1.8 billion a year. In addition to Krispy Kreme stores, their premium quality doughnuts are sold in supermarkets, convenience stores and other retail outlets throughout the country. Best known for their fresh, glazed, yeast-raised doughnuts, known as "Hot Original Glazed†, Krispy Kreme also make more than a dozen other varieties of yeast-raised and cake doughnuts. But the company is currently going through financial turmoil along with possible earnings management. Krispy Kreme Doughnuts recently announced that they are slashing 125-130 jobs, the vast majority in Winston-Salem. The company is eliminating one-fourth of their staff in order to cut costs. Also, they recently sold their corporate jet to a Wilmington company for $30.5 million. It is evident that the donut empire is suffering from liquidity and cash flow problems. Some investor argue that they didn’t see this coming because the once highly profitable, ever expanding company, seemed incapable of fiscal failure. The layoff shows that they have experienced a major downturn in the past year. Less than two years ago, Krispy Kreme’s shares sold for $50 and are currently selling for $7.21. The bottom line is that Krispy Kreme must revamp sales in order to increase cash flow or they will not make it. Their board of directors said that the downsizing would create an annual pretax savings of about $7.4 million; they will take a restructuring charge in their fiscal first quarter to pay for the work force reduction. The company also stated that selling the jet will result in annual pretax savings of $3 million; but it will have to take a $300,000 charge in its current fiscal first quarter because of the deal. Also in January, Krispy Kreme's long-term debt lenders contracted to extend for two months to March 25, 2005, the date on which the company would be in default on its $150 million credit agreement. This agreement restricts the company from borrowing any money until repaid. Kripsy Kreme is witnessing the results of a low-carbohydrate phase combined with expanding too fast; plunging profit, crumbling stock price, its accounting is under investigation by the Securities and Exchange Commission (because they have yet to file quarterly reports that were due February 1,2 005), and it is the subject of various

Men and Animals Essay

What does it mean to be human? Are we animals? Or are we something different? â€Å"Animals Like Us† by Hal Herzog talks about the relationship between human and animals. The article inspired me to think about what is it that makes us human. I believe humans are similar to animals in many ways, but also unique because of the complex decisions humans could make. as discussed in Herzog’s article about the many contradicting relationships humans have with animals. Interestingly, human have a lot of similarities with animals. For example, human and animal are mammals in which both give birth instead of lay eggs like reptile. Also, we would raise our children rather than abandon and let them live on their own. Animal and human both eat vegetable and meat, meaning we have similar lifestyle; Hal Herzog mentioned that cat eat flesh for living, as humans would also eat flesh to live. However, human are also different from animals in particular that human have higher intelligence than animals. For example, human will educate the next generation not only about survival skills but also the way of life. Human brain also operate in two main parts, one is the logical part and the other one is the emotional part. Animals may also have emotional part but their logical part is not as developed as us, so human may raise moral and ethical questions. In this article, Mr. Herzog noticed that he once painted himself into a moral paradox that feeding his boa constrictors rodents are more morally preferable and permissible than feeding the bodies of the kittens to it. Ultimately, in the animal world, the more important question in their mind is whether they got sufficient quantity of food rather than what kind of meat would be permissible. After comparing the two, what does it mean to be human then? Hal Herzog gave many examples of what makes human in our relation with animals. Human have a brain, just like all the animals, but what makes us different is we are intellectually able to mak e â€Å"contradicting† judgments and thinking, and on the contrary, animals thinks in black and white. Although our more developed intelligence sometimes make our lives complicated and force us unable make decisions; however, these contradictions distinguish the level of intelligence between animals and us. Therefore, human beings are unique unlike animal because we find contradicting issues and thinking solutions to solve our problems. Our world is not only the clear black and white sides, we always see the world in shades of gray. Both author and I believe that even though there are so many similarities between us and animals, what makes us â€Å"human† is our paradoxical relationship with them, for example, we love them, but we also eat them. It is difficult to clearly delimit our relationship with animals because of the gray side between emotional and logical parts.

Death of Stressman Essay

One of the factors that results in the rise of Hitler is the death of a capable leader that brought stability and prosperity back to Germany. This capable leader is known as Gustav Stressman . Stressman died of a heart attack on 3rd October 1929. On behalf of the Weimar government, Stressman had negotiated the Dawes and Young Plans for more time to pay reparations to the Allies. In 1925, he also helped to end the Ruhr occupation by French and Belgian troops which had begun in 1923 and signed the 1925 Locarno Pact with France and Britain, promising to respect Germany’s Western borders. Thus, Germany’s relations with her former enemies improved and Germany was even allowed to be a member of the League of Nations. Therefore the years between 1924 and 1929 is considered as a golden age for Germany. Since then, Germany’s economic recovery depended on US loans. This made Germany vulnerable as it depended on America’s ability to keep lending. Therefore when Stressman died and The Great depression started in 1929, thousands of business closed and millions of Americans were thrown out of work. It also affected economies around the world. The loans from the United States of America on which Germany depended dried up. This resulted in the massive unemployment of many Germans which brought poverty to them. However, the Weimar government was helpless in solving the economic crisis without the leadership of Stressman which resulted in the German people to lose confidence in both the Weimar government and democracy. Therefore, the Germans started to search for any people or group that could help them . Hence ,due to the loss of confidence in the Weimar government, Hitler began to gain support from the Germans as they wanted a change of government and support Nazism which lead to the rise of Hitler.

101 Ideology, Responding, and Structure Professor Ramos Blog

101 Ideology, Responding, and Structure What is an Argument? Quick Write In academia we use the word argument when referring to writing. What do you think we mean by argument? What is the difference between an argument and a fight? What is an Argument? Contradiction? Claims, reasons, and evidence. Argument – a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. Paraphrase Our book does not cover paraphrase in detail. What is a paraphrase? What is the difference from a summary or quoting? Summary v Paraphrase v Quoting Paraphrase means putting what you have read into your own words. You paraphrase by reading something, thinking about what it means, and then restating it in your own words. Paraphrasing is a useful strategy to check to be sure that you have understood when reading something difficult or something that is important to remember. If you cannot paraphrase after reading, it is important to go back and reread to clarify information. You are going to be paraphrasing as we learn about Ideology. Ideology What is ideology? A system of ideas and ideals, especially one that forms the basis of economic or political theory and policy. â€Å"the ideology of republicanism† In social studies, a political  ideology  is a certain ethical set of ideals, principles, doctrines, myths, or symbols of a social movement, institution, class, or large group that explains how society should work, and offers some political and cultural blueprint for a certain social order. The set of ideas and beliefs of a group or political party. Jonathan Haidt: Can a Divided America Heal? 20 Minutes. Jon Haidt is a Social Psychologist. Write down anything you think is important or that stands out to you. Write down any words you don’t know so we can make a list for everyone. So the first thing that you have to always keep in mind when you’re thinking about politics is that we’re tribal. We evolved for tribalism. One of the simplest and greatest insights into human social nature is the Bedouin proverb: â€Å"Me against my brother; me and my brother against our cousin; me and my brother and cousins against the stranger.† Summarize Write for three minutes on the point that stood out to you. What did the author say?   Try to with hold your opinion in the summary portion. We will respond next. Responding Templates The book includes many templates. Including to  Disagree p. 60,  Agreeing p. 62, and  Agreeing and Disagreeing Simultaneously p. 64. Write a response using the templates in chapter 4. Why did we do this exercise? Show, Don’t Tell The writing you do at this level should do the work, instead of you having to tell us. No more lines like: In this essay†¦ My narrative is about†¦ Building Structure Focus on events in your story. What events help you to tell your story? First Event Next Event Next Event Final Event Do tell us what you went through. Show us what happened. Place us there with you. Four Frames You have four frames to tell us the story. What scenes will you include? What details will you want to draw into each scene? Details are important when telling a story. It helps your readers see what it is you are telling them. Homework Take everything we did today and use it to write your draft. Bring a full draft for tomorrow to peer review.