Organizational Development Essay Example | Topics and Well Written Essays - 2750 words

Hierarchical Development - Essay Example Two definitions that all the more appropriately speak to the push of association advancement today are: Association advancement is a framework wide use of conduct science information to the arranged turn of events and support of hierarchical techniques, structures, and procedures for improving an association's viability. (Cummings et al, p.2) A keen association advancement expert would cautiously assess the working frameworks with set focuses to recognize traps and recommend all encompassing changes for improved adequacy. One of the key parts of association improvement is change the board. Change the board is a mind boggling framework which includes prudent and insightful use of a scope of thoughts from the fields of business, building, humanism, and brain research. As associations face hardened rivalry, changes in the associations become basic for endurance. It turns out to be increasingly more important for the association to actualize a hearty change the board framework to enable the association to develop and continue and address the difficulties that it faces from inside and without. A change the executives framework in its expansive diagram might be viewed as an organized procedure that will cause proposed changes to be evaluated for specialized and business availability in a predictable way that can be loose or fix ed to acclimate to business needs and encounters. (Indiana University, 2009) A strong change the executives practice would include the combination of two overwhelming fields of thought: the mechanical concentration to change and the human spotlight on change. Till as of late, a great deal of organizations had compared the various elements of their business to a mechanical clock comprised of individual mechanical pieces which they could modify or change to suit a particular circumstance and produce the ideal outcomes. This change could be radical or slow as was considered essential. The requirement for change the executives ideas was not understood till their undertakings confronted genuine obstacles to usage or experienced solid opposition. Change the board has now come to signify the procedure, devices and strategies to deal with the human side of business change to accomplish the necessary business result, and to understand that business change viably inside the social foundation of the work environment. (Change Management Learning Center, 1996-2008) The establishment stone to the human side of progress the executives was laid by William Bridges in his book named Transitions. (Ed Batista, 2008) Though he relates human conduct to change in a working environment just a couple of times in his book, this work carried another point of view to change the board and brought about two schools of way to deal with business practice, estimation of accomplishment and viewpoints of progress: the designer's methodology or the mechanical methodology and the clinician's methodology. The table underneath sums up the significant contrasts in the two methodologies: Designer Therapist Core interest Procedures, frameworks, structure Individuals Strategic policies BPR, TQM, ISO 9000, Quality HR, OD Beginning stage Business issues or openings Individual change, representative obstruction (or potential for opposition) Proportion of accomplishment Business execution, budgetary and measurable measurements Employment fulfillment, turnover, efficiency misfortune Point of view on change Shoot the strays, convey

Cluster Competencies and their Behavior Essay Example | Topics and Well Written Essays - 2000 words

Bunch Competencies and their Behavior - Essay Example This, as the name proposes, is utilized to organize the work which was chosen ought to be remembered for the above key direction. This aides in further arranging the entire circumstance and concentrates of various subjects on the applicable themes so they can be accumulated successfully and proficiently. This limits the job needing to be done much more. It essentially takes a gander at the outcomes that desire to be accomplished and afterward ensures that the needs have been set appropriately. This aides in keeping up a positive relationship with the undertaking being planned and the general outcome being accomplished. This is the core of group competency. It fundamentally includes association and keeping up a consistent and positive progression of data as updates on the task being performed with all the individuals engaged with the activity. This assists people with adjusting all the more effectively to the circumstance and smoothes out all undertakings so more can be practiced in less time. Crafted by a part going about as a pioneer is vital. He is answerable for furnishing his group with heading and direction so they are not driven adrift and keep on target so no vitality is squandered in superfluous work. This is essential to filling in as a gathering. ... Advancement Creating Self This competency in an individual ensures that he assumes liability of himself and ensures that he is answerable for his own personal growth. Creating Others This is crucial to functioning as a gathering. Developing oneself while improving the presentation of others while giving useful analysis is going to enable the gathering to perform better and thus improve execution. Creating Networks In the time of globalization, one undertaking can't be finished with only a typical gathering. This is the reason chasing and recognizing any outside the gathering individuals inside the association will help in the quick handling of data like PC specialists. Thinking and the board Basic Thinking This ganders at the circumstance from a more extensive point of view to ensure that things are working out as expected. Critical thinking An indispensable part in capabilities is to physically recognize by putting forth a cognizant attempt and afterward find compelling answers for it. Dynamic When an issue has been distinguished, a choice ought to be made to successfully and effectively tackle it. This is essential to the entire circumstance in any case there was no requirement for the other going before parts. Correspondence Verbal Being clear in your discussions and dispensing with any correspondence holes is useful before getting down to work. Composed The need to make everything understood to others is crucial on the grounds that it doesn't make a difference how creative somebody is, on the off chance that he can't present his data in a legitimate and sorted out route in a report, he is pointless for the group. Numerical Measurements should be deciphered to ensure that the arrangement framed by the group will succeed or not. This must be finished by anticipating numbers and deciphering data

An External Fellowship Opportunity Tillman Military Scholar COLUMBIA UNIVERSITY - SIPA Admissions Blog

An External Fellowship Opportunity Tillman Military Scholar COLUMBIA UNIVERSITY - SIPA Admissions Blog We were notified that Columbia University has been selected by the Pat Tillman Foundation as a Tillman Military Scholar University Partner. This prestigious and selective partnership will provide an opportunity for Columbia student veterans or their spouses to apply for the Tillman Military scholarship. The Pat Tillman Foundation seeks to create a community of scholars dedicated to improving their own lives, the lives of their families and their country by creating a spirit of service. The Tillman Military Scholars program supports this population by removing financial barriers to completing a degree program of choice. After selection, the program provides a forum supported by community and resources, where leadership, service and advocacy have an opportunity to flourish and in doing so creates an environment where the next generation of America’s leaders can hone their focus and skills through education while also developing a deep and real engagement within our communities. Applications are due March 16th. For more information, http://www.pattillmanfoundation.org

Definition and Examples of the Interrobang

The interrobang (in-TER-eh-bang) is a  nonstandard mark of punctuation in the form of a question mark superimposed on an exclamation point (sometimes appearing as ?!), used to end a rhetorical question or a simultaneous question and exclamation. A blend  of the words  interrogation  and  bang, interrobang is an old printer’s term for the exclamation mark. Though editor Martin K. Speckter is generally credited with the marks invention in 1962 (its name was suggested by a reader of Speckters magazine,  Type Talks), a version of the interrobang had already been used for decades in the speech balloons of comic strips. Mac McGrew has characterized the interrobang as the first new punctuation mark to have been introduced in three hundred years and the only one invented by an American (American Metal Typefaces of the Twentieth Century, 1993). However, the mark is rarely used, and it hardly ever appears in formal writing. Examples and Observations James Harbeck Whats up with English punctuations?! Usually we have a glut, but for certain situations, we dont have a mark?! Say what?! –Where Is the Interrobang?!  Songs of Love and Grammar. Lulu, 2012 Martin K. Speckter To this day, we don’t know exactly what Columbus had in mind when he shouted ‘Land, ho.’ Most historians insist that he cried, ‘Land, ho!’ but there are others who claim it was really ‘Land ho?’ Chances are the intrepid Discoverer was both excited and doubtful, but neither at that time did we, nor even yet, do we, have a point which clearly combines and melds interrogation with exclamation. –Making a New Point, or How About That . . .. Type Talks, March-April, 1962 New York Times From 1956 to 1969, Mr. Speckter was president of Martin K. Speckter Associates Inc... In 1962, Mr. Speckter developed the interrobang, since recognized by several dictionaries and some type and typewriter companies. The mark is said to be the typographical equivalent of a grimace or a shrug of the shoulders. It applied solely to the rhetorical, Mr. Speckter said, when a writer wished to convey incredulity. For example, the interrobang would be used in an expression like this: You call that a hat?! – Martin Spekter obituary: Martin K. Speckter, 73, Creator of Interrobang. The New York Times, February 16, 1988 Keith Houston [F]everish interest in Martin Speckters invention followed the release of Remingtons interrobang key [on typewriters in the 1960s]... Unfortunately, the interrobangs status as a cause cà ©là ¨bre during the late 1960s and early 1970s proved ephemeral, and its popularity reached a plateau even as Remington Rands interrobang key let the average typist make use of it. A creation of the advertising world—and considered by some an unnecessary one at that—the interrobang faced resistance in literary and academic spheres and was beset by more prosaic technical difficulties at almost every turn... [A] combination of factors--the six-year delay in getting the new character from composition to printing; the sheer inertia of punctuation practice; doubt as to the grammatical need for a new symbol—sent the interrobang to an early grave. By the early 1970s it had largely fallen out of use, and the chance for its widespread acceptance seemed to have been missed. Shady Characters: The Secret Life of Punctuation, Symbols, and Other Typographical Marks. Norton, 2013 Liz Stinson In  many ways one could say that the interrobang has now been superseded by the emoticon, which makes similar use of glyph combinations in order to add emphasis and feeling to the sentence that precedes it. –The Secret History of the Hashtag, Slash, and Interrobang. Wired, October 21, 2015 William Zinnser According to its sponsors, the [interrobang] is getting support from typographers who recommend it for its ability to express the incredibility of modern life. Well, I certainly agree that modern life is incredible. Most of us, in fact, now go through our days in a state of Really?!—if not Are you kidding?! Still, I seriously doubt if we are going to solve the problem by creating new punctuation marks. That only clutters up a language more... Besides, let in one mans interrobang and you let in every nut who is trying to express the incredibility of modern life. –For Clear Expression: Try Words. Life, November 15, 1968

The Top Secret Details Into Good Essay Topics for Grade 9 That People Do Not Know About

The Top Secret Details Into Good Essay Topics for Grade 9 That People Do Not Know About New Step by Step Roadmap for Good Essay Topics for Grade 9 Developing a criterion for the evaluation essay topic in addition to the effective judgment from the face of the author is the fundamental requirement of an evaluation essay. Hence, it's advised that you select any one of the preceding illustration essay example then it is sure to allow you to fetch superior grades for yourself. Doing these exercises will definitely assist you to acquire clear ideas on the subject. It's the vision of an international topic of ethical grade. When it has to do with writing an argumentative essay, the main point to do is to select a topic and an argument that you could really get behind. By focusing on teachers, you are going to produce the topic realistic and related to your students. You must be affirmative once you state the argument topic. If you would like to come in really strong, you might go for a very controversial topic, like abortion. The third and fourth paragraph should give the seriousness of the issue and the repercussions if the issue isn't solved. For cases otherwise, here's a small guideline on how best to go ahead with a topic. Therefore, the above ten points is a 1 stop solution for the selection problem of the ideal essay writing company online, if you are going to follow them one by one you would surely wind up with a very best essay in the long run. Writing classification article subjects stands out as the starting point of any document creating because of the simple fact the subject can learn what the paper will most likely be concerning, what are the key problems are, and so on. Hence, if you believe banking essays are boring just like your company studies are, then you're probably wrong here. Banking essays can be real fun to play with if you've got a comprehensive understanding about the discipline and have keen interest in writing, so should you think that you cannot write decent banking essays than again you're erroneous. Inside my experience, descriptive essays are only difficult in regards to deciding just what things to write about. Illustration essays may also be very tricky whenever there is a demand for an example because sometimes student forget the idea of the example and compose some contradictory statements in the long run. If you're writing an argumentative essay it's important that you write on a topic that you have knowledge about and you believe you are able to win over the audience with your arguments. In a situation one time a professor asks to compose a superior article, a couple students get really frustrated because of how it's tricky to select one of the most effective classification essay topics for article operates. To the contrary, it can likewise be quite interesting to work on only when you have good topic in your hands as it's regarded as the backbone of an evaluative essay. Well, the response isn't too obvious here. The Fundamentals of Good Essay Topics for Grade 9 Revealed There's, naturally, a limit on the range of pages even our very best writers can produce with a pressing deadline, but generally, we can satisfy all the clients seeking urgent assistance. Before you order supplies, consider the size of the last document and the number of copies you intend to distribute. Reques t updates on the paper regularly so you can monitor it. For another thing, ensure you buy recycled papers for your office usage. Rather than searching for shortcuts like assigning the task to internet essay writing companies, students shall use tools and apps that can be found on the internet. Most likely, the students are really going to enter a play, and it gives everyone an opportunity to show off their distinctive talent. If any students cannot think of a skill to share, give them the choice of explaining the best way to do something relatively difficult they have learned to do in class, like an enrichment activity or a bonus issue. Not all students find the opportunity to leave a feedback once they receive their papers, but there'll be some of them who will be prepared to share their experience. The Lost Secret of Good Essay Topics for Grade 9 An elongated essay on applied chemistry rides on the chemical content. Writing about nuclear weapons is always a superb idea. Another matter is the effect of fossil fuels on our environment. In a prolonged essay on Applied Chemistry students need to present their understanding.

A Day Without a Phone Free Essays

Over this past weekend, when given the challenge to shut off my phone for 24 hours, I didn’t believe I could make it. My phone is probably involved in almost every activity I do throughout the day. Weather its taking notes down for my classes or tweeting my latest pointless thought. We will write a custom essay sample on A Day Without a Phone or any similar topic only for you Order Now It guides me when its dark, tells me when its going to rain, and even notifies me when I get poked on Facebook. I can honestly admit to being one of those people who are completely dependent on their phones. Knowing this about myself I had to factor in three important variables; what day, what am I going to do, of course how will I notify people of my whereabouts! Being the weekend and all, its kind of hard not being on the phone making plans for the night. How will I go about organizing a little get together with the close friends? So I thought to myself, Friday and Saturday are too important to be out of the loop. I finally made my decision that Sunday is perfect! I mean, who cares about Sunday? It’s a day of relaxation so I thought it would be perfect! Now I had to plan, what am I going to do. Earlier this weekend a friend of mine who was actually visiting from Florida had called me wanting to meet and catch up. Right before turning my phone off late Saturday I gave him a call explaining the situation, he laughed and told me to come pick him up from his aunts at 12 AM and to just simply get out of my car, walk to the front door, and knock. (Obviously texting a simple â€Å"here. † Would have been simpler). Besides that I thought I would just wing it and see where the day takes me. Now I just had one last issue, I got to hide it! Knowing myself pretty well, I knew it was a bad idea to have the phone around me, if I planned to actually commit to this. I decided to simply leave it in my mother’s possession for safekeeping. With these three issues resolved I’m now ready to, â€Å"slide to power off†. So Sunday begins. I woke up at around 11AM (kind of late due to the fact I couldn’t set the alarm on my phone). I got out of bed rushed out to the kitchen and looked at the oven for the time! I quickly proceeded to shower and get ready. At 12AM I arrived at my friends aunts house to pick him up, knocked on the door and he came right out (no big deal after all). We then went to lunch and spent a few hours talking and playing some call of duty on my Xbox. Without noticing, it was almost 6 at night! Wow! I was impressed. By this time I probably would have had to plug my phone in for the second charge of the day! Now it was time to go to the gym, I usually use my phone to play music but I had to bust out my little mp3 from back in the day. At the gym I’m rarely on the phone so this hour and a half went by swiftly has well. When I returned home I showered and started preparations to begin on my homework. It being 8PM now I thought the worse was over! So I read my 20 pages of Feed and did some of my history assignment and probably finished at around 9:30PM. At this point of the day I didn’t even remember I didn’t have my phone glued to my side. I realize now that having all those cool features and apps on my phone only makes me waist my time and procrastinate on the important things I should be doing. The last few hours till midnight I simply watched a few episodes of The Walking Dead to pass the time. It really wasn’t much of a challenge after all; it was actually very relieving not being involved in any social media and texting throughout the day. Perhaps I will make this an event for every Sunday! How to cite A Day Without a Phone, Essay examples

The Purpose Of This Paper Is To Offer An Analysis Of The Women Charact

The purpose of this paper is to offer an analysis of the women characters in the works of John Steinbeck, with a special emphasis placed on Elisa Allen, the main character in his short story, "The Chrysanthemums." Most of Steinbeck's fiction is concerned with his native California, with the Great Depression and how people endured it, and with the deprivation that farm workers in the west suffered generally (Beegel et al. 54). Many of his novels and short stories take place in the Salinas area, and his characters often reflect the values of the working people--a people willing to work hard, required to endure adversity, and simple in their needs and lifestyles. Steinbeck's Pulitzer Prize-winning novel, The Grapes of Wrath (1939) perhaps epitomizes this primary concern with "the people" and the land and how they lived their lives as farmers working the land ("Steinbeck" 2). This essay will offer a very short biographical sketch of Steinbeck, bringing out the themes that seemed to concern him the most. It will then examine three women characters from his other works, including Ma Joad and Rose from The Grapes of Wrath, (1939), and Ruth Tiflin, Jody's mother in "Leader of the People," (1945). These women characters have been selected because they help us to set the character of Elisa Allen into a context which emphasizes both her similarities to other Steinbeck women characters and those traits which make her distinctive as a ?Steinbeck woman.' It will be argued that Elisa Allen's appearance, actions, and speech depict some typical frustrations of a woman during Steinbeck's time, but that she is unique in her attempts to liberate herself from Steinbeck's typically masculine world (Renner 306). As such, Elisa Allen is Steinbeck's attempt to explore the authentic woman and her world, with all of its frustrations and yearnings for a freer existence. Steinbeck spent the Great Depression in a house given to him by his father in Pacific Grove, California, where he survived by living on the land. From this vantage point, he composed his first successful novel, Tortilla Flats (1935), a warmly humorous, episodic treatment of the lives of the Mexican-Indian-Caucasian mix people?the paisanos?who lived in the Salinas Valley and whose earthy, uninhibited lives provided a colorful contrast to the valley's more "respectable" society (Timmerman 84). Thus began a career of attending to the plights and concerns of the workers, and the themes of the workers vs. the bosses, townspeople vs. country people, and past vs. present. Steinbeck is concerned with the simple people who farm the lands, struggling to find a place for themselves in the world. His characters "glow with life," ("John Steinbeck Page") and reflect the simple passions of simpler times. Life is hard for these people, and the women are no exception. A perhaps typical ?Steinbeck woman' is Ma Joad, the mother of the family traveling west in The Grapes of Wrath. Ma Joad's strength is apparent in her muscular build, and in her actions and attitudes. Her strength is for her family, and she uses it to encourage them. For example, on the road, Ma Joad says to her starving children: "I'm gonna set this kettle out, an' you'll all get a little tas', but it ain't gonna do you no good. I can't he'p it. Can't keep it from you." (Grapes ). Her strengths are marshaled to help her family immigrate west. In contrast, we have Rose, abandoned by her husband Connie. Her baby is stillborn, "dropped dead," typical of the women too weak to endure the hardships of a life of deprivation. Ma Joan and Rose offer a stark contrast to each other, and help us to understand the kinds of women who populate Steinbeck's fiction. On the one hand, there are the "salt of the earth" women, the strong women who care about their men and who help them. On the other, the re are women who are too weak, psychologically or physically, to endure. Their kind is typically disdained by both the stronger women characters, and by the men. In "The Leader of the People," Ruth Tiflin, Jody's mother, is another ?Steinbeck woman.' Like Ma Joad, she uses her physical strength and her psychological insights to endure hardships and to fight for

Vietnams affects on American s essays

Vietnams affects on American s essays The Things They Carried, document supports the textbooks view of both the wars effects on American soldiers as well as how and why they fought the war. Lieutenant Jimmy Cross, one of the soldiers fighting in the Vietnam War, was forced to undergo a transformation in order better cope with the struggles and events he incurred during the war. The soldiers of the Vietnam War carried both physical and emotional baggage which affected the way they fought in the war. Lieutenant Cross carried many objects with him during the war. The most important of these objects were letters from a girl back home named Martha he was just a kid at war, in love. He used these letters to daydream and to escape the realities of war and the horrible situation he was in. Cross loved her more than he loved the lives of his men even though he knew that Martha didnt love him. He loved her so much, that he would find himself daydreaming at crucial times during the war when his men needed his guidance the most. Because of his love for Martha, Lieutenant Jimmy Cross abandoned the needs of his men and put them in danger. The death of one of Crosses men Ted Lavender put a deep sense of guilt on Cross who was daydreaming when Lavender died he felt shame and a hatred for him-self. The other men were so desensitized by the war that they hid their true feelings by making jokes and retelling how they saw him die, a Christian of all people said the poor bastard just flat-fuck fell reemphasizing the demoralizing effects on the soldiers during the war. Cross not only blamed him-self, but also Martha. The death of Lavender left him with a love-hate feeling for Martha. She was in another world that was not quite real to him and completely uninvolved with his world and he realized that she did not love him and never would. The death of Lavender forced Cross to face reality and become a responsible uncaring...

Esperar Conjugation in Spanish, Translation, and Examples

Esperar Conjugation in Spanish, Translation, and Examples Esperar is a common Spanish verb that can mean to hope for, to wait, and to expect. You can figure out which meaning is intended by looking at the context, sentence structure, and whether esperar is followed by a verb in the subjunctive mood. This article explains some of the different uses of esperar in Spanish, as well as esperar conjugations in the present, past, conditional, and future indicative, the present and past subjunctive, the imperative, and other verb forms. Four Ways of Using the Verb Esperar Esperar Que  Followed by a Verb The phrase esperar que is typically followed by a verb. If that verb is in the subjunctive mood, esperar can often be understood to mean hope, while if that verb is in the indicative mood, it usually can be understood to mean expect. The use of the indicative mood suggests some degree of certainty, while the subjunctive mood indicates desire. The use of the subjunctive following esperar que is far more common. Also, the following phrases are common:  ¡Espero que sà ­! (I hope so!) ¡Espero que no! (I hope not!) To Wait or To Wait For This is one of the most common meanings of esperar, as seen in the following examples: Por favor espera aquà ­ por un momento. (Please wait here for a moment.)Bajaron al andà ©n y esperaron el tren. (They stepped down to the platform and waited for the train.)Esperamos la llegada de la policà ­a federal. (We are waiting for the arrival of the federal police.) To Expect This is another common meaning that is determined by the context: El amor llega cuando uno menos lo espera. (Love comes when you least expect it.)Para el 2028 esperamos la llegada de unos 406 mil turistas. (For 2028 we are expecting the arrival of some 406,000 tourists. Note how in some contexts hope for could be a suitable translation.) The phrase estar esperando can be used in the same way as the English to be expecting when referring to pregnancy: Carme Chacà ³n confirma que el bebà © que est esperando es un nià ±o. (Carme Chacon confirms that the baby she is expecting is a boy.) Using Esperar  Like Gustar Esperar is sometimes used in a sentence with inverted word order, like gustar and some other verbs. A better translation in such cases is await: Al dà ³lar le esperan tiempos peores. (Worse times await the dollar.)Me espera una vida nueva en algà ºn lugar del mundo.  (A new life awaits me somewhere in the world.) ¿Quà © avances tecnolà ³gicos nos esperan en el futuro? (What technological advancements await in the future? Present Indicative Esperar is conjugated in the same way as other regular -ar verbs. Yo espero Yo espero el autobà ºs por la maà ±ana. I wait for the bus in the morning. Tà º esperas Tà º esperas a tu amigo en el aeropuerto. You wait for your friend at the airport. Usted/à ©l/ella espera Ella espera triunfar en la competencia. She hopes to succeed in the competition. Nosotros esperamos Nosotros esperamos verte pronto. We hope to see you soon. Vosotros esperis Vosotros esperis al bebà © para agosto. You expect the baby in August. Ustedes/ellos/ellas esperan Ellos esperan lluvia esta tarde. They expect rain this afternoon. Preterite Indicative The preterite tense is used to talk about events that happened in the past and have been completed. Yo esperà © Yo esperà © el autobà ºs por la maà ±ana. I waited for the bus in the morning. Tà º esperaste Tà º esperaste a tu amigo en el aeropuerto. You waited for your friend at the airport. Usted/à ©l/ella esperà ³ Ella esperà ³ triunfar en la competencia. She hoped to succeed in the competition. Nosotros esperamos Nosotros esperamos verte pronto. We hoped to see you soon. Vosotros esperasteis Vosotros esperasteis al bebà © para agosto. You expected the baby in August. Ustedes/ellos/ellas esperaron Ellos esperaron lluvia esta tarde. They expected rain this afternoon. Imperfect Indicative The imperfect tense is used to talk about actions in the past that were ongoing or repeated, and it can be translated to English as was waiting or used to wait. Yo esperaba Yo esperaba el autobà ºs por la maà ±ana. I used to wait for the bus in the morning. Tà º esperabas Tà º esperabas a tu amigo en el aeropuerto. You used to wait for your friend at the airport. Usted/à ©l/ella esperaba Ella esperaba triunfar en la competencia. She was hopingto succeed in the competition. Nosotros esperbamos Nosotros esperbamos verte pronto. We were hopingto see you soon. Vosotros esperabais Vosotros esperabais al bebà © para agosto. You were expecting the baby in August. Ustedes/ellos/ellas esperaban Ellos esperaban lluvia esta tarde. They were expecting rain this afternoon. Future Indicative Yo esperarà © Yo esperarà © el autobà ºs por la maà ±ana. I will wait for the bus in the morning. Tà º esperars Tà º esperars a tu amigo en el aeropuerto. You will wait for your friend at the airport. Usted/à ©l/ella esperar Ella esperar triunfar en la competencia. She will hopeto succeed in the competition. Nosotros esperaremos Nosotros esperaremos verte pronto. We will hopeto see you soon. Vosotros esperarà ©is Vosotros esperarà ©is al bebà © para agosto. You will expect the baby in August. Ustedes/ellos/ellas esperarn Ellos esperarn lluvia esta tarde. They will expect rain this afternoon. Periphrastic  Future Indicative   The periphrastic future is sometimes called the near future and is translated to English as going to verb. Yo voy a esperar Yo voya esperar el autobà ºs por la maà ±ana. I am going to wait for the bus in the morning. Tà º vasa esperar Tà º vasa esperar a tu amigo en el aeropuerto. You aregoing to wait for your friend at the airport. Usted/à ©l/ella va a esperar Ella vaa esperar triunfar en la competencia. She isgoing to hopeto succeed in the competition. Nosotros vamosa esperar Nosotros vamosa esperar verte pronto. We aregoing to hopeto see you soon. Vosotros vaisa esperar Vosotros vaisa esperaral bebà © para agosto. You aregoing to expect the baby for August. Ustedes/ellos/ellas vana esperar Ellos vana esperar lluvia esta tarde. They aregoing to expect rain this afternoon. Present Progressive/Gerund Form The verb form that ends in -ing in English is called the gerund or present participle in Spanish. It is often used to form progressive tenses like the present progressive. Present Progressive ofEsperar est esperando Ella est esperando triunfar en la competencia. She is expecting to succeed in the competition. Past Participle In Spanish, the past participle usually ends in -ado or -ido, and is used to form perfect tenses like the present perfect. Present Perfect of Esperar ha esperado Ella ha esperado triunfar en la competencia. She has expected to succeed in the competition. Esperar Conditional Indicative The conditional tense is used to talk about possibilities, and is usually translated to English as would verb. Yo esperarà ­a Yo esperarà ­a el autobà ºs por la maà ±ana si me despertara temprano. I would wait for the bus in the morning if I were to wake up early . Tà º esperarà ­as Tà º esperarà ­as a tu amigo en el aeropuerto si te viniera a visitar. You would wait for your friend at the airport if he came to visit you. Usted/à ©l/ella esperarà ­a Ella esperarà ­a triunfar en la competencia, pero no es optimista. She would hopeto succeed in the competition, but she is not optimistic. Nosotros esperarà ­amos Nosotros esperarà ­amos verte pronto, pero sabemos que es complicado. We would hopeto see you soon, but we know it is complicated. Vosotros esperarà ­ais Vosotros esperarà ­ais al bebà © para agosto si lo dijera el doctor. You would expect the baby in August if the doctor said so. Ustedes/ellos/ellas esperarà ­an Ellos esperarà ­an lluvia esta tarde si el pronà ³stico lo indicara. They would expect rain this afternoon if the forecast were to indicate it. Esperar Present Subjunctive Que yo espere Mi madre sugiere que yo espere el autobà ºs por la maà ±ana. My mother suggests that I wait for the bus in the morning. Que tà º esperes Marta pide que tà º esperes a tu amigo en el aeropuerto. Marta asks that you wait for your friend at the airport. Que usted/à ©l/ella espere El entrenador recomienda que ella espere triunfar en la competencia. The coach recommends that she hope to succeed in the competition. Que nosotros esperemos Erica desea que nosotros esperemos verte pronto. Erica wishes that we hope to see you soon. Que vosotros esperà ©is El mà ©dico recomienda que vosotros esperà ©is al bebà © para agosto. The doctor recommends that you expect the baby in August. Que ustedes/ellos/ellas esperen El meteorà ³logo sugiere que ellos esperen lluvia esta tarde. The meteorologist suggests that they expect rain this afternoon. Esperar Imperfect Subjunctive There are two different ways for conjugating the imperfect subjunctive. The first option below is more common. Option 1 Que yo esperara Mi madre sugerà ­a que yo esperara el autobà ºs por la maà ±ana. My mother suggested that I wait for the bus in the morning. Que tà º esperaras Marta pidià ³ que tà º esperaras a tu amigo en el aeropuerto. Marta asked that you wait for your friend at the airport. Que usted/à ©l/ella esperara El entrenador recomendaba que ella esperara triunfar en la competencia. The coach recommended that she hope to succeed in the competition. Que nosotros esperramos Erica deseaba que nosotros esperramos verte pronto. Erica wished that we hope to see you soon. Que vosotros esperarais El mà ©dico recomendà ³ que vosotros esperarais al bebà © para agosto. The doctor recommended that you expect the baby in August. Que ustedes/ellos/ellas esperaran El meteorà ³logo sugirià ³ que ellos esperaran lluvia esta tarde. The meteorologist suggested that they expect rain this afternoon. Option 2 Que yo esperase Mi madre sugerà ­a que yo esperase el autobà ºs por la maà ±ana. My mother suggested that I wait for the bus in the morning. Que tà º esperases Marta pidià ³ que tà º esperases a tu amigo en el aeropuerto. Marta asked that you wait for your friend at the airport. Que usted/à ©l/ella esperase El entrenador recomendaba que ella esperase triunfar en la competencia. The coach recommended that she hope to succeed in the competition. Que nosotros espersemos Erica deseaba que nosotros espersemos verte pronto. Erica wished that we hope to see you soon. Que vosotros esperaseis El mà ©dico recomendà ³ que vosotros esperaseis al bebà © para agosto. The doctor recommended that you expect the baby in August. Que ustedes/ellos/ellas esperasen El meteorà ³logo sugirià ³ que ellos esperasen lluvia esta tarde. The meteorologist suggested that they expect rain this afternoon. Esperar Imperative The imperative mood is used to give commands, and it has both positive and negative forms. Positive Commands Tà º espera  ¡Espera a tu amigo en el aeropuerto! Wait for your friend at the airport! Usted espere  ¡Espere triunfar en la competencia! Hope to succeed in the competition! Nosotros esperemos  ¡Esperemos verte pronto! Let's hope to see you soon! Vosotros esperad  ¡Esperad al bebà © para agosto! Expect the baby in August! Ustedes esperen  ¡Esperen lluvia esta tarde! Expect rain this afternoon! Negative Commands Tà º no esperes  ¡No esperes a tu amigo en el aeropuerto! Don't wait for your friend at the airport! Usted no espere  ¡No espere triunfar en la competencia! Don't hope to succeed in the competition! Nosotros no esperemos  ¡No esperemos verte pronto! Let's not hope to see you soon! Vosotros no esperà ©is  ¡No esperà ©is al bebà © para agosto! Don't expect the baby in August! Ustedes no esperen  ¡No esperen lluvia esta tarde! Don't expect rain this afternoon!

Critical Thinking and Informatics Assignment Example | Topics and Well Written Essays - 500 words

Critical Thinking and Informatics - Assignment Example In contemporary times, nurses’ assessment relies upon technology, which yields much reliable results. It has not negatively affected the assessment skills of nurses and in fact it has transformed the assessment methods that have improved the clinical assessments (Webb & Shakespeare, 2008). Though technological tools may have errors, but the results are more accurate than human assessment. According to the study of Powell-Cope & Patterson (2008), the use of patient care technology has become complex with the passage of time, and this is because of the reason that the before the use of technology, nurses relied more on their sense of sight, touch, smell and hearing to detect the change in the patient (Powell-Cope, Nelson, & Patterson, 2008). Now, the excessive use of technology tools has suppressed the sense of nurses to detect changes in the patient (Powell-Cope, Nelson, & Patterson, 2008). As cited by Powell Cope in ‘Patient Care Technology and Safety’ nurses relied on change in the skin color and mental status of he patient to determine the changing in oxygen saturation. This reflects that before the invention of pulse oxygmetry nurses were able to identify the oxygen saturation in the patient determining their physical and mental condition. Similar has been cited by Zalumas in ‘Caring in Crisis’ as he states that the overdependence of nurs es on the technology has declined clinical assessment skills (Zalumas, 1995). The legal implication and computerized data has increased the burden on the technical environment. Inducement of Patient Care Technology has provided new dimensions for the clinical practice as nurses are relying more on these technologies that has discarded old methods. On the other hand, scholars believe that the technology has resolved major issues related to nurses assessment (Dickerson, Brewer, & Kovner, 2007). According to Rudy and Bertman,

Environmental Scanning Assignment 2 Example | Topics and Well Written Essays - 500 words

Environmental Scanning 2 - Assignment Example ltiple times on CNN which covered the topic of whale cruelty and the poor habitats that the whales are subjected to that led to the decrease in daily share price (New York Times 2014). The investors in the progress of the company withdrew shares that caused the stock decline of 4.8% which also led to a disruption of its place in the global market (Gara 2014). The negative image of the company that surfaced in the media did hurt the reputation that it cherished before. Sea World known for its diverse animal life can face major stakeholder setbacks if the issue is not properly addressed on an open media forum. What can be done is to highlight the issue in a manner that gives out a glimmer of hope and improvement for the animals. The issue of providing proper habitats is vital and so addressing the audience as to the agenda to upgrade the whole park is one way to counter the negative image. Secondly, what can be done is that besides area expansion, a formal press release should be called and statements should be issued as to how â€Å"Black fish† does not depict any of the treatments that the animals are given at Sea World and that the park provides well established and maintained habitats to the animals residing there. Sticking to an agenda of â€Å"no animal cruelty† policy and ensuring that in the coming days positive image s are depicted can get the company’s reputation back on the pedestal it was before. The Associated Press. (2014, August 15). After Film, SeaWorld to Make Improvements. The New York Times. Retrieved

Leadership and Management in Changing Context of Healthcare

Leadership and Management in Changing Context of Healthcare INTRODUCTION The National Health Service (NHS) Trusts face a range of challenges arising from a national approach to the modernisation of services as laid out in the NHS Plan. (DOH, 2000) The NHS Plan recognises that the NHS is capable of providing more effective and accessible care by the rationalisation of service delivery through merged organisations. Mergers illustrate the focus on organisational restructuring as the key lever for change as indicated by the ninety nine health care provider mergers in England between 1996 and 2001. (Fulop, Protsopsaltis, King, Allen, Hutchings, and Normand, 2004) However, in many cases, mergers have unexpected consequences and drawbacks including problems in integrating staff, services, systems and working practices, clashing organisational cultures and poor leadership capacity. This essay considers leadership and management in the context of a problematic merger of services from two hospitals onto one site. The essay focuses on the change management process within one department to highlight key leadership, team, and cultural issues that negatively affected the newly merged department. The microcosm of the department mirrors similar occurrences across the two merged hospitals. The essay concludes with a comment on the organisational consequences if a macro intervention is not implemented. Confidentiality has been preserved by anonymising the identity of the hospitals and departments concerned. BACKGROUND This essay explores a recent change process involving the creation of a psychiatric liaison team based in a NHS hospital Accident and Emergency Department. (A E) in January 2004. The change occurred because of the merger of two hospitals that resulted in a number of structural changes, including the amalgamation of a traditionally split emergency service into a one site A E department. The liaison team replaced the existing deliberate self-harm service which had operated in the one hospital for two decades. The new liaison team consisted of eight newly appointed G-grade mental health nurses, a team leader, and a consultant psychiatrist who had both previously worked in the deliberate self-harm service. The hours of operation initially were 08:00 to 22:00 and there were two nurses on duty on early and late shifts. During a four week induction period, the team participated in team building and training exercises and developed into a cohesive, effective group. The team created clear key performance indicators specific to the psychiatric liaison team, established an action plan to achieve the set objectives, and planned to carry out six-monthly reviews. The team developed a shared vision to provide high quality, person centred care to the A E department without breaching government’s four hour targets (DOH, 2001). The team leader’s leadership style was democratic, and she fostered collaboration and involvement within the team (Walton, 1999). The team members considered her an expert in the field, and respected her for it. In July 2004, the service manager attended a monthly team meeting. At the meeting she was informed that a major change was expected to the hours of operation. The service would be extended to a 24-hour service starting in September 2004. In order for the liaison team to cover a 24-hour roster there was initially be a reduction in the number of nurses on duty, however, more staff would be recruited if necessary after a six month service review. An exact date for the review was not given. The change had not been communicated as part of the strategy for the greater merger. The Department of Health (DOH) modernisation agenda for the NHS, (DOH, 2002) sets out to modernise services in the NHS, and introduced a three star rating scale against which each NHS Trust’s performance is compared against benchmark standards. Funding in turn is dependant on the star rating achieved. One such standard relates to delays in A E departments, and stipulates that mental health patients should have 24 hour access to services, and that patients should be assessed and treated within four hours of arrival. (DOH, 2001) The underlying rationale for the change was therefore that the psychiatric liaison service had to provide a 24-hour service in order for the hospital to comply with the benchmark. Management of the merged hospitals did not consider staff shortages or how the four hour target might affect the quality of service provision, particularly when staff are under constant pressure to discharge patients before they exceed the benchmark standard. (RCP, 2004) In th e service described above, reaching the necessary 98 % four hour target proved impossible, because the staff numbers did not match the requirements of the service. The service was therefore to be expanded without additional staff, implying not only changes in hours and shifts, but also changes in work patterns. The team members reacted negatively to how the change process was introduced. Concerns were expressed about the reduction in staff numbers and questions were raised as to how the staff would be able to cope. The sense of security and continuity were put at risk. (Walton, 1999) The service manager was not available to address the concerns due to an increased scope of responsibility because of the merger that was beyond her normal remit. Lack of two way communication between the manager and the employees meant that the manager lost a valuable opportunity to resolve the negative reactions, and laid the foundation for resistance to change (Johnson, Scholes, and Whittington, 2005). Within a month of the announcement, the team leader had resigned. A new team leader was appointed and was tasked to lead the team through the change. The team started gradually becoming fragmented, staff sickness rates soared, and morale plummeted. The situation reached a crisis point by December 2005, by which time two more staff members had resigned. The majority of staff had taken sick leave, and the psychiatric liaison service was left uncovered for several days. A number of mental health patients in A E waited for hours, sometimes all night, to be seen by a mental health professional. The A E department laid a formal complaint about the liaison team’s performance. In March 2005, following discussion with a union representative, the team took out a grievance against the team leader. The key issues of concern were the way the change process had been introduced, lack of two-way communication and the team leader’s unsuitable task-oriented, directive leadership style. The team leader was suspended and the Trust commenced a lengthy investigation into the change process. The investigation continues to date. ANALYSIS Cameron and Green (2004) suggest McKinsey’s 7S model as a diagnostic tool to identify interconnected and related aspects of organisational change. The model is problem rather than solution focussed, and hence useful for pointing out retrospectively why change did not work. The weakness of the model is that it does not explicit identify drivers from the external environment and accordingly key forces have been described by way of explanation. According to Burke and Litwin (1992), the external environment is any outside condition or situation that influences the performance of the organisation. Systems, Staff and Strategy Systems refer to standardised policies and mechanisms that facilitate work, primarily manifested in the organisations reward systems, management information systems, and in such control systems as performance appraisal, goal and budget development, and human resource allocation. (Burke and Litwin, 1992) Systems are the mechanisms through which strategy is achieved. Strategy is how the organisation intends to achieve a purpose over an extended time scale. Johnson, Scholes, and Whittington (2005) link it directly to environment (industry structure), organisational structure, and corporate culture. Leaders are the executives and managers providing overall organisational direction and serving as behavioural role models for all employees. (Burke and Litwin, 1992) The systems that the service had in place to support the staff prior to the merger had functioned efficiently. The psychiatric liaison team had monthly team meetings, weekly ward rounds and supervision, and twice daily handovers to ensure high quality service. Teams in this context mean â€Å"a group who share a common health goal and common objectives, determined by community needs, to the achievement of which each member of the team contributes, in accordance with his or her competencies and skill and in co-ordination with the functions of others.† (WHO, 1984) Under the previous team leader’s management, the team had achieved a mature and productive level of performance that fell within Tuckman’s model of team development of a performing team. (Mullins, 2002) The leader demonstrated characteristics of an effective team leader (e.g. good communication) and ensured that the team members’ views were passed on to the management. (Marquis and Huston, 2003) The team also developed team specific performance indicators to fit the Trust’s strategy, such as the goal to provide high quality care within four hours of service users presenting to the A E department. However, the new management of the merged hospitals did not take into account that the reduction in staff numbers would make it difficult for staff to find time to attend ward rounds and to supervise care. Lack of supervision had a negative impact on the quality of care provided, and staff shortages meant that the team did not reach the four-hour targets in A E department. The change process indicated a lack of sincere stakeholder consultation which would have alleviated the crisis in the department. (Iles and Sutherland, 2001) Structure and Style Structure is the arrangement of functions and people into specific areas and levels of responsibility, decision-making authority, communication, and relationships to assure effective implementation of the organisations mission and strategy. (Burke and Litwin, 1992) The NHS Leadership Qualities Framework (DOH, 2002, p34) suggests â€Å"leading change through people† with â€Å"effective and strategic influencing† is essential in a merger environment. This is supported by Johnson, Scholes and Whittington (2005) who suggest that strategic, transformational leadership is a key element within an organisation staffed by professionals and that a collaborative style is required to achieve transformational, lasting change. However, the new team leader’s leadership style was autocratic and the team members were no longer consulted about matters concerning it, which was inappropriate in team nursing approach associated with collaborative patient centric care. Marquis and Huston (2003) suggest that a democratic leadership style works best with a mature experienced team with shared responsibility and accountability. The change in leadership style meant that the team felt disempowered and uninvolved in decision making which did not allow ownership of the change process to emerge. Furthermore, the flow of information to the team slowed down and the team’s concerns about the change did not reach top management implying that communication channels in the new organisational structure were not functioning efficiently. Management style equally affects culture. Johnson, Scholes and Whittington (2005) state that culture is the â€Å"taken for granted† assumptions that are accepted by an organisation or team. These work routines are not explicit, but are essential for effective performance. Ignoring these as the new team leader did, reduces motivation and performance, and stiffens resistance to change. Skills Skills are the distinctive capabilities of key people. (Cameron and Green, 2003) The nature of the team membership implied a range of key skills interdependent on the other for effective performance. A problem area in the skills portfolio was information technology skills. The Trust managing the merged hospitals had introduced a Trust wide electronic patient record system in accordance with NHS requirements. (DOH, 2003) This was implemented simultaneously with the decision to extend the working hours. The change aimed to improve the service user experience by allowing staff a 24-hour access to service user’s care and crisis plans. (DOH, 2003) The staff shortage meant that team members did not receive appropriate training on the system and the use of the electronic patient record system became a source of frustration and confusion. Lack of computer skills contributed to staff’s frustration and negative attitudes with the change process. Superordinate goals Superordinate goals are the longer term vision of the organisation and the shared values and guiding principles that that shape the future of the organisation and motivation achievement of strategy. (Cameron and Green, 2003) The team’s superordinate goals were initially created during the four-week team building period and aligned with those of the larger organisation. The team’s vision was to provide high quality, service user centred care. The team also considered change as a natural part of organisational development. However, the team became increasingly resistant to change when it felt that the organisation did not really care about its employees, their concerns, and the ultimate reason for the organisation’s purpose, being the patient. DISCUSSION OF CHANGE PROCESS Change management is art of influencing people and organisations in a desired direction to achieve an agreed future state to the benefit of that organisation and its stakeholders. (Cameron and Green, 2003) A number of models can be used to model a change management process. A popular model is Kurt Lewin’s forcefield analysis. A forcefield analysis is a useful tool to understand the driving and resisting forces in a change situation as a basis for change management. This technique identifies forces that might work for the change process, and forces that are against the change. Lewin’s model suggests that once these conflicting forces are identified, it becomes easier to build on forces that work for the change and reduce forces that are against the change (Cameron and Green, 2003). The difficulty is the assessment of strength or duration of a force, partlicularly when the human dimension is considered. The key resisting force in the change process was a lack of staff and poor leadership. The change process under discussion was largely motivated by external factors. However, due to poor project planning, Trust management failed to consider the internal factors that had a major impact on the change. In particular, the management failed to involve the necessary stakeholders at a local level to increase ownership of the change thus failed to consider the human dimension (Walton, 1999 and DOH, 2004). The new team leader’s autocratic leadership style did not fit the requirements of the task, or the culture of the team and thus sowed the seeds of resistance to change. (Hogg and Vaughan, 2002). The poorly managed change process became costly to the Trust due to the loss of human resources, reduced staff morale and lowered the credibility of the management. The change left the psychiatric liaison team feeling betrayed, and individual team members traumatised. As the change process progressed, it became evident that a thorough analysis of current resources and various dimensions of organisational change had not been carried out (Johnson, Scholes and Whittington, 2005). The management had not prepared a clear plan for launching and executing the change at a local level. The NHS Modernisation Agency Improvement Leaders’ Guide (DOH, 2004) stresses the importance of taking into consideration the human aspect when planning a change project. Similarly, Walton (1999) argues that change initiatives should be thought through and planned as far as possible taking into account the psychological bonds that staff form with their work groups and their organisation as a whole. It follows then that no precautions had been taken to address resistance to change. Johnson, Scholes and Whittington, (2005) state that there should be a clear communication plan to state how information about the change project will be communicated inside and outside the organisation. The team members were not given an opportunity to challenge and test the change proposal, or clarify what aspects of the change they could or could not influence. (Walton, 1995) Fulop, Protsopsaltis et al, (2004) suggest that change project should be presented as an opportunity to improve the quality of performance and that clinicians should should be involved on a consultative basis. Team members were aware of the consequences of extending the hours of operation without increasing the resources, however, there were no systems in place to communicate these views to the Trust management, a key aspect of the change process. The lack of key stakeholder involvement in the change meant that the management did not have access to the psychiatric liaison team’s valuable experience on the immediate and wider implications of cutting down resources. (Henderson, 2002) The team members felt that their concerns about the lack of resources had not been taken seriously, and this inevitably led to a feeling that the Trust did not care about it’s employees or their views. Strong emotions such as anger and frustration were expressed by the team members. The lack of formal communication channels, meant that the team members took them out on each other. Johnson, Scholes and Whittington, (2005) confirm that at times of change, rumours, gossip and storytelling increases in importance and that team members engage in countercommunication, thus unconsiously spreading distrust, suspicion and negativity which leads to lowered staff morale and job satisfaction. Although the rationale for change was clear to everyone, the change was executed at such short notice that the team members did not have time to develop strategies to deal with it. The NHS Improvement Leaders Guide to Managing the Human Dimension of Change (DOH, 2004) suggests that clinicians go through phases of shock, denial, anger, betrayal, conformance and understanding before they finally develop comitment to the change. The team members were left in a state of shock after the service manager’s initial announcement of the impending change in July 2004 and then moved into a state of denial. The general opinion was that the management would sooner or later realise that the change could not be executed without increasing the resources and accordingly delayed the change process until more staff would be employed. When there was no indication of this in the weeks that followed, the team members became demotivated. The team failed to move on to the next stages in their reaction s to change, and commitment to the change process did not develop. The team leader’s task-oriented leadership style did not suit the context of the change process, and partly contributed to it’s failing. Cameron and Green (2003) suggest that leadership will be most effective when the leader’s leadership style, the subordinates’ preferred leadership style and the requirements of the task fit together. A directive leadership style therefore is ineffective if the subordinates’ preferred leadership style is democratic, even though the task is well defined within tight parameters. In addition, Hogg and Vaughan (2002) argued that the most effective leaders are those who are able to combine task and socio-emotional leadership styles, and organise team members to work towards achieving goals at the same time promoting harmonious relationships. The new team leader paid no attention to the team culture and failed to communicate to management about the impending issue. Johnson, Scholes and Whittington (2005) suggest that power is a key element in a change process. Power is the ability of individuals to persuade or coerce others into following a course of action. The new team leader’s source of power was based on his hierarchal position in the Trust rather than on expertise or knowledge as shown by the previous team leader. The team members did not consider that the new team leader possessed appropriate expertise or personal characteristics. The team leader exercised coercion which was met with resistance by the team and for this reason the team members lacked respect for him. He was seen as an executor of decisions made by the management. The new team leader appeared to be more concerned about a successful completion of the change, was target driven and lacked sensitivity to employees feelings and concerns. The team leader used his positional power in a negative way, filtered information and gave the management a distorted view of how the staff were coping with the change process. The relationship between the team leader and the staff members eventually deteriorated to a point where communication broke down. Two staff members went on a long term sick leave, and two other staff members resigned. Following a meeting with a union representative in March 2005 the team members, including those who had resigned, made a decision to take grievance out against the teamleader. The key issues brought up in the meeting were the way the change had been introduced, poor project management and the team leader’s autocratic management style (Walton, 1999). CONCLUSION In conclusion, lack of stakeholder involvement, poor project planning and the teamleader’s unsuitable leadership style lead to the psychiatric liaison team becomimg fragmented, and resistant to change. No systems were put in place to ensure two-way communication with the employees. Lack of communication reduced the staff’s commitment to, and ownership of the change, and lead to a lower quality service provision and increased long waits in A E. The poorly managed change process became costly to the Trust due to loss of trained human resources, staff morale and credibility of the management. Similar incidents occurred in other areas of the hospital indicating that the change processes associated with the merger had created organisational wide problems that were indicative of failure at a top management and strategic level. Strategic leadership is a key element of the change process. A successful merger will only be achieved with consistent communication and the establishment of a vision that percolates throughout an organisation as a basis for effective change to realise the stated benefits of all stakeholders. References Brooks, I. (2002) The Role of Ritualistic Ceremonial in Removing Barriers between Subcultures in the NHS. Journal of Advanced Nursing. Volume 38, 4. Burke, W. W. and Litwin, G H. (1992) A Causal Model of Organisational Performance and Change. Journal of Management. Volume 18, 3. Cameron, E. and Green, M. (2004) Making Sense of Change Management. Kogan Page. Carr, D. K., Hard, K. J. and Trahant, W. J. 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(2002) Case Study: Hastings and Rother NHS Trust. NHS Modernisation Agency. www.modern.nhs.uk. Accessed 4 July 2005. RCP. (2004) Psychiatric Services To Accident And Emergency Departments. Royal College of Psychiatrists Council Report CR118. London. Stroebe, W. and Diehl, M. (1994) Why Groups Are Less Effective Than Their Members: On Productivity Losses In Idea-Generating Groups. European Review of Social Psychology, Volume 5. Studin, I. (1995) Strategic Healthcare Management. Irwin Professional Publishing. Thomas, N. (2004) The John Adair Handbook of Leadership and Management. Thorogood Publishing. UHCW. (2005). Coventry City Centre AE Department is Being Relocated to Walsgrave Hospital from Saturday 15th Jan. www.uhcw.nhs.uk. Accessed 4 July 2005. Walton, M. (1995) Managing Yourself On and Off the Ward. Blackwell Science Ltd. Webster, R. (2001) An Assessment of the Substance Misuse Treatment Needs of WHO (1984) Glossary of Terms Used in the ‘Health for All. World Health Organisation Series No. 1 – 8.

How is God Related to Sufferings in Psalms and Job? Essay

The book of Psalms and the Book of Job are both parts of the bible that share stories of sufferings, faith and worships. The book of Job was written more than 2,500 years ago which relates the story of Job. Job was a good man and dearly loved by God but in the end must suffer to test the strength of his faith. Since Job believes he is not forsaken by God he trusts everything in the hands of God. One day God thought of testing Job’s faith if it is enough to carry him through the trials he would bestow on him. He asks Job what he knows about Him being his God. Job did not fully satisfy God with his answers although God knows what is inside his heart. But God wants to know the extent of Job’s faith to Him and thought of a plan to test Job’s faith. One day great numbers of insects attack Job’s crops and ate almost every plant he has. Rain did not come and he could not till his land. Then he starts to wonder why despite his closeness with God things like these could happen. He tried to talk to God but God does not answer. Falling to starvation he became terribly sick and begged for God’s help but God is nowhere to be found. When he felt that everything is hopeless and was about to die, he called again to God and ask why he was being forsaken and abandoned. He looked into the heaven and said despite he was forgotten by God, his faith still remained in him. Suddenly God touched him and he quickly regained his strength. God told him that he let these things happen to make Job realized that it is only through suffering and trials that a man will prove his faith in him. That he has not really abandoned him but was with him during the time he was suffering. God has to do things to Job to test the strength of his faith. Job did not leave his faith and so he reaped the love of God even more. That is why God is related to the suffering in this book as a way to test Job’s faith and remained to it even during the time of great suffering. This gives us the lesson that regardless of the suffering we have God will come to our aid as long as we keep our faith to him (Society, 2008). If the Book of Job tells the story of the suffering and strength of faith in God, the book of Psalms were collections of songs of prayers and praise. This book was written by the Hebrews who believe in the might and love of God. A Psalm is a poem that is accompanied by musical instruments and so they are actually poems that have been made into songs. David was mainly the composer of the songs on Psalms which he sang with his harp. There are different kinds of Psalms and all were originally written in Hebrew. Hebrew alphabet is composed of 22 letters and an alphabetical Psalm starts its first verse with the first letter of the alphabet, the second verse begins with the second letter and so on. These Psalms were the hallelujah, thanksgiving, praise, historical, penitential, imprecatory and messianic psalms. Among these Psalms that are related to repentance are the penitentiary psalms which confess the sins of man, the Imprecatory Psalms which tells us how God is angered by sinners and how he will judge them and the messianic psalms advises us about the coming of the Messiah (Books, 2008). Theologians provide explanation on the Book of Psalms that is now within the New Testament. According to them we as people may also experience suffering the same as Jesus Christ had suffered in the cross. But our suffering should not be believed as punishment for the sins we made but to strengthen us and ready us for a more harmonious destination. In Psalm 3, David has suffered the consequences of his sin with his adulterous relationship with Bensheba. He relate this suffering into a poem and then it became one of the collections of songs. In Psalm 119:68, 75 indicate that suffering befalls to us to see the goodness, righteousness and the strength of our faith with our God. Many songs within the Book of Psalms indicated the suffering of man we face as Christians. In Psalm 22, there are also Psalms that questions God and why do we need to suffer. And so God is related to suffering in the Book of Psalms to tell us through the songs that we should not sin and be righteous so that we will be blessed (Futato,1999) . References Society, A. B. (2008). Why Does God Allow Suffering? Journal. Retrieved from http://www. bibles. com/absport/news/item. php? id=102 Books, O. T. (2008). Chapter 7: Job and Psalms. Journal. Retrieved from http://www. middletownbiblechurch. org/oldtesta/oldtes7. htm Futato, M. D. (1999). Suffering As The Path To Glory. Journal. Retrieved from http://www. pressiechurch. org/Theol_2/suffering_as_the_path_to_glory. htm

Stages Of Beauty By Andrea Borghini - 1228 Words

Stages of Beauty Everyone has a different concept of beauty. Philosophy expert, Andrea Borghini says, â€Å"Beauty is one of the most fascinating riddles of philosophy† (Borghini). A person s concept of beauty changes many times during the course of his/her life. Scott Westerfeld demonstrates how a person’s concept of beauty is continually changing in the book The Uglies. To come of age a person should go through three main stages of beauty, which includes innocent beauty, experimental beauty, and mature beauty. In the beginning of the book, Tally has an innocent outlook on beauty and illustrates that in order to come of age people must experience innocent beauty. Tally exemplifies innocent beauty through the positive way she sees others. When Tally was watching the pretties as a child, for example she says, â€Å"they couldn’t resist staring. There was something magic in their large and perfect eyes, something that made you want to pay attention† (Westerfeld 8). Tally’s ability to see only perfection in other people, without necessarily seeing herself as imperfect, shows her innocence and at this point in her development she can identify the difference in herself compared to others, but would not change herself to be more like them. This step is important in coming of age because seeing beauty in a positive light, is the beginning of recognizing beauty and feeling emotions from it. Next, Tally has an innocent outlook on beauty when she dreams about her appearance in the future.

Understanding Typed Constants in Delphi

When Delphi invokes an event handler, the old values of local variables are wiped out. What if we want to keep track of how many times a button has been clicked? We could have the values persist by using a unit-level variable, but it is generally a good idea to reserve unit-level variables only for sharing information. What we need are usually called static variables or typed constants in Delphi. Variable or Constant Typed constants can be compared to initialized variables-variables whose values are defined on entry to their block (usually event handler). Such a variable is initialized only when the program starts running. After that, the value of a typed constant persists between successive calls to their procedures. Using typed constants is a very clean way of implementing automatically initialized variables. To implement these variables without typed constants, well need to create an initialization section that sets the value of each initialized variable. Variable Typed Constants Although we declare typed constants in the const section of a procedure, it is important to remember that they are not constants. At any point in your application, if you have access to the identifier for a typed constant youll be able to modify its value. To see typed constants at work, put a button on a blank form, and assign the following code to the OnClick event handler: procedure TForm1.Button1Click(Sender: TObject) ; const   Ã‚   clicks : Integer 1; //not a true constant begin    Form1.Caption : IntToStr(clicks) ;    clicks : clicks 1; end; Notice that every time you click on the button, forms caption increments steadily.Now try the following code: procedure TForm1.Button1Click(Sender: TObject) ; var   Ã‚   clicks : Integer; begin    Form1.Caption : IntToStr(clicks) ;    clicks : clicks 1; end; We are now using an uninitialized variable for the clicks counter. Notice that weird value in the forms caption after you click on the button. Constant Typed Constants You have to agree that idea of modifiable constants sounds a bit strange. In 32 bit versions of Delphi Borland decided to discourage their use, but support them for Delphi 1 legacy code. We can enable or disable Assignable typed constants on the Compiler page of the Project Options dialog box. If youve disabled Assignable typed constants for a given project, when you attempt to compile previous code Delphi will give you Left side cannot be assigned to error upon compilation. You can, however, create assignable typed constant by declaring: {$J} const clicks : Integer 1; {$J-} Therefore, the first example code looks like: procedure TForm1.Button1Click(Sender: TObject) ; const {$J}   Ã‚   clicks : Integer 1; //not a true constant {$J-} begin    Form1.Caption : IntToStr(clicks) ;    clicks : clicks 1; end; Conclusion Its up to you to decide whether you want typed constants to be assignable or not. The important thing here is that besides ideal for counters, typed constants are ideal for making components alternately visible or invisible, or we can use them for switching between any Boolean properties. Typed constants can also be used inside TTimers event handler to keep track of how many times even has been triggered.