Anthropomorphism in Disney Movies

Anthropomorphism in Disney MoviesIn the Disney world, not only can inanimate objects become a raging, besides action is expected of them. (Field, 194557). The depiction of animals and objects has played an important role in the world of Disney and is central to its oeuvre. The relationship with nature has become the source of inspiration, taking angiotensin-converting enzyme back to the fantasies in which imagination and reality merge together to create a divine cosmos where animals speak, plants and trees act consciously and inanimate objects feel emotion. Disney transports us to a universe free from time and space, where one can retain their lost y offh and enter a place of adventure harping back to an speculative world only a child can behold. Disney successfully endows animate and inanimate objects with energy of their own, associating them with benevolent nature, suggested by their profile or purpose here everything becomes so splendidly relative- a beetle lumbering along w ith heavy self-importance becomes a great orotund fellow and immediately assumes the role of any(prenominal) diminutive little creature darting ab divulge with playful determination to outwit the others stupidity What, for instance, is to an enlightened soul more obvious than an insect orchestra? And for instruments? Well, why were flowers mold like trumpets? (Field, 194556)To relate to the animal world is an impulse that has occurred throughout history, first recorded in hieroglyphics and ancient Palaeolithic cave paintings most notably the Lascaux caves which depicts the everyday occurrences and encounters between the species of human and beast in their natural surroundings and environment, preserving history. From a historical perspective, the use of anthropomorphism has been apparent within entertainment for centuries in particular vaudeville, but mostly through illustration. Illustrative literary sources cast off proved widely influential to animated film acting as a vehicl e to enhance form and personal manner. Artists such as Ernest Griset, John Tenniel, Honor Daumier and Arthur Rackman previously interpreted animals in their work and the Disney animators praised their ability to caricature society and human behaviour. Titles such as Aesops Fables and the Fables of Jean de La Fontaine were illustrated by J.J Grandville and later by Gustav Dor with many well known fables and follies macrocosm re-used in Disney.The story-telling aspect of animals that possess the billet to talk, comment and become intertwined with human characteristics compliment a fable creating a timeless contribution to literary tradition. It is important to protect and renew these stories as they poke out to be popular and act as a bridge between young and old. Robin Allan notes that as humanity has become less dependent on animals for its day-to-day life, this century has seen an increase in the anthropomorphic impulse, from Beatrix Potter in the nineteen hundreds to Kermit th e Frog in the nineteen eighties (Allan, 199920).Over time, animals have progressed from being regarded as work animals to being ones of domestication, bestowed with quasi-human qualities.Disney was intrigued by the miniature worlds of insects and animals and aspired to seek out the understandings of character and personality in order to perfect movement believably, exaggerating the traits and features of humans and creating a likeness to a persons appearance. Disneys concern with the caricature urged him to study personality because for him, it was the action that held great importance. Disney summarised in 1935The first duty of the cartoon is not picture or duplicate real action or things as they actually happen, but to give a caricature of life and action. The point must be mystify clear to the men that our study of the actual is not so that we may be able to accomplish the actual, but so that we may have a basis upon which to go into the fantastic, the unreal, the imaginative a nd yet to let it have a found of fact, in order that it may more richly possess distressfulness and contact with the public I definitely feel that we cannot do the fantastic things based on the real unless we first know the real. (Disney, cited in Watts, 2002 108)There is a huge amount of tension on the elements of a picture being not a mere representation but an individual that can gradation out of the page, talk to you and be alive. What became known as hyperrealism meant that each character became more aware of their bodies, encompassing its own personality in which the illustrators must control and understand Mickey is not a mouse, but a person. The story crew will psychoanalyse each character, and from each mans suggestion will train on paper a character with defined proportions and mannerisms (Hollister, 1994 26). Walt Disney encouraged the study of movement through the establishment of an art school. Snow White and the Seven Dwarfs (David pay et al, 1937) focused more o n fantasy, with endearing little animals, however in Bambi the artists had to get closer to nature, and were trained in animal locomotion and anatomy with live animals being brought into the studio and artists being sent out on field trips to zoos and the natural environment (De Roos, 1994 56).By observing traits and mannerisms of the living and combination it with animal characteristics, artists could excessively look deeper into the action unearthing mood, personality and attitude, to create a character that would be adored by the spectator in which Steven Watts describes as personality animation (Watts, 2002 108). This style of animation became a trademark for Disney and allowed figures to enjoy freedom from restraint. Sergei Eisenstein, Soviet filmmaker and theorist likens Disneys work with totemism, in which humans have an embedded spiritual simile with animals or plantsIn Disneys works animals substitute for people. The tendency is the same a displacement, an upheaval, a un ique protest against the metaphysical immobility of the one-an-forever given. Its interesting that the same anatomy of flight into animal skin and the humanization of animals is apparently characteristic for many ages, and is e additionally sharply expressed as a lack of humaneness in systems of kindly government and philosophy. (Leyda, 198833)Animals are represented as spiritual beings, linking them closely to the world of humans, but their natural detachment and own sense of personal worldliness creates a barrier. Referring back to the plasmaticness of the animated form, Eisenstein focuses on the metaphorical role of the animal story in which the animals renounce authority. During the era of the American depression, the theme song, Whos Afraid of the Big bighearted Wolf? from the short Three Little Pigs became an iconic anthem. David E. James discussed Eisensteins views on Disneys early workDisneys films were then a lyrical, limitlessly imaginative revolt against the disciplina ry regimes of the capital, against the big grey wolf who in America is behind every corner, behind every counter, on the heels of every person especially those of the working class. (James, 2005 271)There is an emphasis on the importance of cartoons and animated animals being able to liberate humanity from the woes of life, representing a certain freedom and acting as a vehicle to make statements be it political or cultural. The concept of the real gave animation the possibilities to explore and expand the peripheries of fictional space. Eisenstein explored the supplicant of the plasmatic and the flexibility of animals and objects with the ability to change and reanimate at will. The very ideaof the animated cartoon is like a direct embodiment of the method of animismAnd frankincense, what Disney does is connected with one of the deepest traits of mans early psyche (Leyda, 1988 129). Eisenstein focuses on Merbabies (1938) in which animals substitute for other animals, in this case fish are substitutes for mammals An octopus with four legs, a fifth as a tail, a sixth as a trunk. This is a reconstruction of the worldaccording to fantasy. You tell an octopus be an elephant, and the octopus becomes an elephant. You tell the sun Stop and it stops (Leyda, 1988 3). Sergei Eisenstein was overwhelmed by Disneys appeal and his mastery, with his ability to perfect technologically but also to understand the inner psyche of human thoughts, feelings and ideas. Eisenstein believed that these hand drawn cartoons were a metaphor for human liberation, bring around the passion and everlasting power of youth when people put away aspired to become whatever they wish (Leyda, 1988 21).As the world had to endure the oppressions of daily life, cartoon con acted as a popular art form, filled with gags and comedic performances by animals acting as a comic relief and morale-raiser-in-chiefThe cartoon animal could always ring back (Wells, 2009 13). The Disney narratives establish a moral paradigm that offer a fairy tale happy ending with the victory of good over evil, whilst still having to struggle with trials and tribulations along the way. This classic formula presented by the Disney Studio allows an anthropomorphic animal to engage and communicate with the viewer with narratives symbolic of the unavoidable vicissitudes humans have to endure in life. Wells demonstrates thischaracterised by initial establishing of spring or time of new birth or community ritual, normally followed by a rupture in this apparent calm and continuity, prompting a new journey. The character finds new friends, and through adventures, trial and suffering, overcoming major challenges, resolves any schisms and overcomes. Community is restored, master(prenominal) character completes journey and is advanced spiritually and practically. (Wells, 2009 124)Through anthropomorphism, animation uses the act of performance by animals to challenge how we perceive ourselves. Through Disneyficati on, the Disney films address a family audience, combining visual pleasure with mature themes whilst still entertaining and educating. Paul Wells suggests there is a moral ecology within the Disney narratives. For example in Bambi, its take for grantedthat wild animals inhabit a moral universe and that people would do well to emulate the innate morality- the natural law- of the wild (Wells, 2009 76). Humans seek out a mutual understanding by use of adapting a moral ecology with the animal.Disney instructed his workers to uncover the subconscious of the viewer in order to bring to life the feelings, fantasies and dreams that each of us has had at some point during life. Steven Watts notes that a preoccupation with the dream state in Disneys early films triggered a fusion of intellect and emotion, superego and id (Watts, 2002 108) to the extremity that audiences forget their extraordinary beginnings. The animated film draws human and animal into the same unconscious, patriarchal rem it in which both adult and child are harmonise with the specifities of the animated filrm, and this is through spectacle. Steven Wells explainsit is important, then, to once again consider what is distinctive about animated depictions of such animals, and in amore specific sense this seems to lie in the relationship between inherent primal connections between humankind and animal and the ways in which animation can formally and self consciously avow its design and motion to recall such connections. These essentially operate in two ways- as a manikin of empathy through juvenilisation and interrogative awe, played out through spectacle. (Wells, 2009 81)There is arguably an association between childhood and animalism, and the fantasy that is offered to us through culture, whether it is through toys, circuses or childrens literature. Animals often had a very special place during childhood with anthropomorphism being the result of this alliance. Richard deCordova observes that animal isation in the world of children holds a powerful purpose as it associates the child with nature and thus establishing their innocence and their detachment from the overpowering elements that corrupt the fabric of social lifeThe childs relationship with nature and association with innocence on the one hand and primitivist aliveness of the other could be effectively concretized through symbolic procedures that linked the child to animals. (deCordova, 1994 211).Not only are children being bound with nature, they are intertwined with a basic, primal kinship with animals. The innocence of youth is illustrated through animation by awarding each character with juvenile characteristics bringing together both child and animal. With animals and children, power structure is flattened and the two can act as equals, to the point where children are more compatible, emotionally and spiritually alike to animals than to their adult peers.Animation creates a model for which through the factors of c hange, the affiliation between the two species can be explored. Animated characters can chose who they want to be animal or human, innocent or mutinous of neither of these. They can act as a representational aid to address issues that could not easily be addressed directly and because of the form in which they are presented, it is generally accepted. Anthropomorphic films unify both man and animal, enabling a relationship unachievable in reality, in the same way literature has done before it.Word count 2117

Leadership in Nursing

leading in breast feedingDefinitions, Theories, and Styles of Leadership in nurse Developing future wet-nurse attractors is angiotensin converting enzyme of the superior ch every(prenominal)enges faced by the nursing profession (Mah geniusy, 2001). Powerful lead skills are needed by all nurses and especially for those providing direct dish out to those in decease management positions. Any wiz who is looked to as an authority (including, for instance, a nurse treating a patient) or who is responsible for giving assistance to others is considered a attractor (Curtis, DeVries and Sheerin, 2011). A clinical nursing attraction is one who is involved in direct patient care and who continuously improves the care that is afforded to such persons by influencing the treatment provision delivered by others (Cook, 2001). Leadership is not besides a series of skills or tasks rather, it is an attitude that informs behaviour (Cook, 2001). In addition, good lead can be seen as demonst rating consistently superior performance pull ahead it delivers long term benefits to all those involved, either in the delivery or receipt of care. Leaders are not merely those who control others they are visionaries who help employees to plan, lead, control, and organise their activities (Jooste, 2004). Leadership has been defined in many musical modes within existent academic literature. However, several(prenominal) features are uncouth to most definitions of leading. For example, lead is a ferment, involves influence, usually occurs in a group setting, involves the attainment of a goal, and exists at all levels (Faugier and Woolnough, 2002). In addition, there are several recognised leadership styles. For instance, autocratic leaders set an end goal without allowing others to participate in the decision-making process (Curtis, DeVries and Sheering, 2011), whereas bureaucratic leadership occurs in scenarios where a leader rigidly adheres to rules, regulations, and policie s. In contrast, participative leaders allow module to participate in decision-making and actively seek out the participation of stakeholders within the decision. This type of leadership allows team members to feel more committed to the goals they were involved with formulating (Fradd, 2004). Laissez-faire leadership leaves employees to their own devices in meeting goals, and is a highly risky form of leadership as Faugier and Woolnough (2002) further posit. Finally, a more in force(p) form of leadership than those hitherto mentioned, may be situational leadership. This is where the leader switches between the above styles depending upon the situation at hand and upon the competence of the followers (Faugier and Woolnough, 2002). There is a difference between theory and styles of leadership. According to Moiden (2002), theory represents reality, whereas style of leadership refers to the various ways one can implement a theory of leadership the way in which something is said or d one. Organisations should, it follows, aim for a leadership style that allows for high levels of meet performance, with few disruptions, and that is applicable in a wide variety of situational circumstances, in an efficient manner (Moiden, 2002). Similarly, there is a difference between management and leadership. Managers plan, organise and control, while leaders communicate vision, motivate, inspire and empower in order to create organisational careen (Faugier and Woolnough, 2002). Transactional versus transformational leadership Outhwaite (2003) suggests that transactional leadership involves the skills required in the effective twenty-four hour period to day running of a team. However, transformational leadership also involves ensuring that an integrated team take a craps together and may also benefit from the inclusion of innovativeness of approach in work (Outhwaite, 2003). For example, a leader can empower team members by allowing individuals to lead certain aspects of a p roject based on their areas of expertise. This will, in turn, further the development of individual leadership skills, which improve both(prenominal) the individuals skills and their future career prospects. In addition, leaders should explore barriers and identify conflicts when they arise, and then work collaboratively with the members of their team to subside these (Outhwaite, 2003). Furthermore, the leader should remain a part of the team, sharing in the work, thus remaining close to operations and cosmos able to understand the employees perspective, rather than universe a leader who is distanced from the actual work of the team for which he or she is responsible (Outhwaite, 2003). Transactional leadership foc holds on providing day-to-day care, while transformational leadership is more center on the processes that motivate followers to perform to their full potential. Thus, the latter works by influencing change and providing a sense of direction (Cook, 2001). The abilit y of a leader to articulate a shared vision is an important aspect of transformational leadership, as Faugier and Woolnough (2002) observe. In addition, transactional leadership is most concerned with managing predictability and order, while transformational leaders recognise the importance of challenging the stance quo in order to enhance positive possibilities within the project that they are delivering as Faugier and Woolnough, (2002) posit. One group of authors that spend a penny described the enforce of transformational leadership by Magnet hospitals are De Geest et al. (2003). In so doing they discuss how the leadership style deployed within the hospitals allows for faith and respect to be instilled, the treatment of employees as individuals, and innovation in problem solving, along with the transmission of values and ethical principles, and the provision of challenging goals while communicating a vision for the future (De Geest et al., 2003). Transformational leadership is, as they further comment, especially intimately-suited to todays fast-changing wellness care surround where adaptation is extremely important, especially with regard to changing technologies and the seemingly ever-increasing expectations of patients. In elucidating further, the authors cite a range of findings that this leadership style is positively associated with higher employee satisfaction and better performance. These, in turn, correlate positively with higher patient satisfaction (De Geest et al., 2003). One way to facilitate change using transformational leadership involves the use of action learning (De Geest et al., 2003). In this approach, leaders use directive, supportive, democratic, and enabling methods to implement and sustain change and the effects of such leadership enable better outcomes for both nurses and patients to be realised. Transformational leadership focuses on the interpersonal processes between leaders and followers and is encouraged by dominance (Hyett, 2003). Empowered nurses are able not only to believe in their own ability but also to create and adapt to change. When using a team approach to leadership, it is important to set boundaries, goals, accountability, and set in motion structural support for team members (Hyett, 2003). Transformational leadership is thus seen as empowering, but the nurse manager must balance the use of power in a democratic fashion to avoid the appearance of their abusing the power that they have been given (Welford, 2002). Finally, as Hyett (2003) also notes, respect and trust of staff by the leader is essential for transformational leadership to work. Clinical or shared governance Clinical governance is a bare-assed way of working in which e National Health Service (NHS) organisations are accountable for continuous quality improvement, safeguarding standards of care, and creating an environment in which clinical excellence can flourish (Moiden, 2002). The requirements of several recent UK go vernment policies require that new forms of leadership that better reflect the diversity of the workforce and the community being developed. Since Scott and Caress (2005) noted this, leadership needs have continued to be strengthened and the need to involve all staff in clinical leadership further developed. Shared governance has been, as Hyett (2003) notes, one method by which this goal has been realised. It has proven to be an effective form of leadership because it empowers all staff and makes them part of decision making processes, thereby additionally allowing staff to work together to develop multi-professional care (Rycroft et al., 2004). Such shared governance has resulted in the change magnitude utilisation of a decentralised style of management in which all team members have responsibility and managers are facilitative, rather than using a stratified which, as Scott and Caress (2005) maintain, has led to increased morale and job satisfaction, increased motivation and sta ff contribution, the encouragement of creativity, and an increased sense of worth amongst NHS employees at all levels. Knowledge, attitudes, and skills of an effective nurse leader In addition to the skills hitherto noted in the opening sections of this assignment, nurse leaders should have knowledge of management, communication, and teamwork skills, as well as a solid understanding of health economics, finance, and usher-based outcomes (Mahoney, 2001). These core skills should ideally be further enhanced by the possession of a range of strike personal qualities. Mahoney (2001) asserts that these are desirable in all nurse leaders and allow competence, confidence, courage, collaboration, and creativity. Nurse leaders should also be sensitive of the changing environment in health care best practice and make changes proactively. Leaders who show concern for the needs and objectives of staff members and are cognisant of the conditions affecting the work environment that also encour age productivity, as Moiden, (2003) notes, which is important as it allows a philosophy of productivity to be established. According to Jooste (2004), the three pillars essential to a origin of strong leadership are authority, power, and influence. It follows, therefore, that to be an effective leader in todays competitive environment, leaders should use influence more, and authority and power, less. It is more important, as Jooste (2004) further notes, to be able to motivate, persuade, appreciate, and negotiate than to merely wield power and, in advancing this line of argument, the author cites three categories of influence for nurse leaders to use in creating a supportive care environment. These include modelling by example, building caring relationships, and mentoring by instruction (Jooste, 2004). Such skills should also, according to De Geest et al. (2003), be feature with the utilisation of five specific practices that are fundamental to good leadership g inspiring a shared vision, enabling others to act, challenging processes, modelling, and encouraging. For example, a leader may challenge others to act by recognising contributions and by fostering collaboration. Such techniques are important because recognising contributions also serves to encourage employees in their work whilst team leadership moves the focus away from the leader towards the team as a whole (Mahoney, 2001). Applications to practice settings Hyett (2003) describes several barriers to health visitors taking on a leadership contribution and observes that visitors usually work in a self-led environment, which causes problems because there may be no mechanism for self-control or decision-making at the point of service, thus vitriolic innovation. In addition, if nurses who do try to initiate change are not supported, they lose confidence and assertiveness and may feel disempowered and unable to support one another, which will lead to declining standards of motivation and may negativel y impact upon patient care (Fradd, 2004). Management often focuses on the volume of services provided, leading to acquittance of self-esteem and a rise in dependence this, as Hyett (2003) recognises, may cause workers to become disruptive, or to leave the organisation, which culminates in organisational upheaval. Further, when staff leave as a result of feeling disempowered, replacements need to be found and trained which involves not only additional recruitment costs but training as new people are introduced into the culture of the organisation. In addition to the comments made by Hyett, focus group data from a study of implementing change in a nursing home suggests that nurses want a leader with drive, enthusiasm, and credibility to lead them and to inspire them, for they do not merely want a leader who has superiority (Rycroft-Malone et al., 2004). Further, focus group members identified the qualities desired in a leader who is attempting to facilitate change. This person shou ld have knowledge of the collaborative project, have status with the team, be able to manage others, take a positive approach to management, and possess good management skills (Rycroft-Malone et al., 2004). Applications to the wider health and social context Nursing leaders function at all levels of nursing from the ward through to top nursing management. Over time, the function of leadership has changed from one of authority and power to one of being powerful without being overpowering (Jooste, 2004). Boundaries between upper, middle, and lower level leaders are becoming increasingly blurred, and responsibilities are becoming less passive and more flexible in nature. In other words, there is a trend toward decentralisation of responsibility and authority from upper to lower levels of health care delivery (Jooste, 2004). An ongoing course of political leadership at the Royal College of Nursing describes a multi-step model for political influence (Large et al., 2005). Some of the steps include identifying the issue to be changed, turning the issue into a proposal for change, finding and speaking with supporters and stakeholders to develop a collective voice, pinpointing desired policy change outcomes, and constructing effective messages to optimise communication (Large et al., 2005). These can be all be viewed as important for through learning them the nurse leader can adopt to the organisational expectations of the ordinal century NHS. Education for leadership In order for nursing practice to improve, an investment must be made in educating nurses to be effective leaders (Cook, 2001). Cook contends that leadership should be introduced in initial nursing preparation curricula, and mentoring should be available for aspiring nurse leaders not only during their titular training but throughout their careers (2001). The importance of this enlarged approach can be seen, for example, in the use of evidence-based practice which requires nurses to be able to evalua te evidence and formulate solutions based upon the best available evidence (Cook, 2001). In order for these things to occur, it is important that nurses have educational preparation for leadership during training to prepare them to have a greater understanding and enhanced control of events that may occur during work situations (Moiden, 2002). This can be seen as a step towards the greater professionalisation of the nursing profession a movement that has also increasingly seen nurses gaining formal academic qualifications over the previous ten years. Indeed, such is the embracing of professional accreditation that the NHS has choose the Leading an Empowered Organisation (LEO) project in order to encourage the use of transformational leadership (Moiden, 2002). By doing so, the NHS hopes to ensure that professionals may empower themselves and others through responsibility, authority, and accountability. The programme also aims to help professionals develop autonomy, take risks, sol ve problems, and articulate responsibility (Moiden, 2002). Strategies such as the Leading and Empowered Organisation (LEO) programme and the RCN Clinical Leaders Programme are designed to produce future leaders in nursing who are aware of the benefits of transformational leadership (Faugier andWoolnough, 2002). This is therefore not only a programme that is relevant to todays NHS but is also one that is preparing the nursing leaders of tomorrow. Challenges and opportunities to stimulate change The health care environment is constantly changing and producing new challenges that the nurse leader must work within (Jooste, 2004). Leadership involves enabling people to produce extraordinary things whilst simultaneously performing their daily duties and adapting to challenge and change (Jooste, 2004). While management in the past took a direct, hierarchical approach to leadership, the time has come for a better leadership style that includes encouragement, listening, and facilitating (Hy ett, 2003). Hyett (2003, p. 231) cites Yoder-Wise (1999) as delineate leadership as the ability to create new systems and methods to accomplish a desired vision. Today, the belief is that anyone can be a leader and thus leadership is a learnable set of skills and practices (Hyett, 2003). All nurses must display leadership skills such as adaptability, self-confidence, and judgment in the provision of health care (Hyett, 2003). Indeed, the expectation of both higher professionals and the general public receiving care is that nurses lead care, and that they are able to move seamlessly between roles of leading and following, depending upon the individual scenario faced (Hyett, 2003). Empowering patients to participate in the decision-making process Only when health care services are well-led will they be well-organised in meeting the needs of patients (Fradd, 2004). Nurses have considerable influence on the health care experience enjoyed by individual patients, especially as patient in volvement in care is most often nurse-led (Fradd, 2004). Today, patients are more aware of their own health care needs and better informed about treatments and practice it is also imperative that patients are able to enunciate their own health care needs and contribute to discussions relating to their treatment options. Such enhanced levels of health care communication require nurses to be better equipped with analytical and assertiveness skills, especially if they need to fight the patients corner against the opinion of an individual doctor who may place his own opinions above those of the patient (Outhwaite, 2003). Transformational leadership is ideal for todays nursing practice as it seeks to satisfy needs, and involves both the leader and the follower in meeting needs (Welford, 2002). It is also flexible and this allows the leader to adapt in varied situations. It is logical, therefore, that if the leader accepts that things will change often, followers will enjoy this flexibil ity. As a result, both nurses and patients benefit because the avoidance of hierarchical structures and the embracing of new ways in which to work help organisations to put resources together to create added value for both employees and consumers (Mahoney, 2001). Into this health care mix, transformational leadership is pivotal, for it allows team nurses to enhance their role as both teachers and advocates (Welford, 2002). References Cook, M. (2001). The renaissance of clinical leadership. International Nursing Review, 48 pp. 38-46. Curtis, E. A., de Vries, J. and Sheerin, F. K. (2011). Developing leadership in nursing exploring core factors. British ledger of Nursing, 20(5), pp. 306-309. De Geest, S., Claessens, P., Longerich, H. and Schubert, M. (2003). Transformational leadership worthwhile the investment European diary of Cardiovascular Nursing, 2 pp. 3-5. Faugier, J. and Woolnough, H. (2002). National nursing leadership programme. Mental Health Practice, 6(3) pp. 28-34. Fr add, L. (2004). Political leadership in action. Journal of Nursing Management, 12 pp. 242-245. Hyett, E. (2003). What blocks health visitors from taking on a leadership role? Journal of Nursing Management, 11 pp. 229-233. Jooste, K. (2004). Leadership A new perspective. Journal of Nursing Management, 12 pp. 217-223. Large, S., Macleod, A., Cunningham, G. and Kitson, A. (2005). A multiple-case study evaluation of the RCN Clinical Leadership Programme in England. London Royal College of Nursing. Mahoney, J. (2001). Leadership skills for the 21st century. Journal of Nursing Management, 9 pp. 269-271. Moiden, M. (2002). Evolution of leadership in nursing. Nursing Management, 9 pp. 20-25. Moiden, M. (2003). A framework for leadership. Nursing Management, 13 pp. 19-23. Outhwaite, S. (2003). The importance of leadership in the development of an integrated team. Journal of Nursing Management, 11 pp. 371-376. Rycroft-Malone, J., Harvey, G., Seers, K., Kitson, A., MCormack, B, and Tit chen, A. (2004). An exploration of the factors that influence the implementation of evidence into practice. Journal of Clinical Nursing, 13 pp. 913-924. Scott, L. and Caress, A-L. (2005). Shared governance and shared leadership Meeting the challenges of implementation. Journal of Nursing Management, 13 pp. 4-12.

Physics is Everywhere Essay :: Essays Papers

Physics is Everywhere EssayEver since I was a young boy Ive been fascinated with pyramids. I remember watching a Discovery Channel special on the ancient Egyptian poof Imhotep when I was very young, and being thrilled. The idea of geometrically perfect structures of enormous size and weight, built by men without any modern machines piqued my interest at a very early age. Fortunately, when I was eleven I got a chance to see the pyramids firsthand when I took a family vacation to Egypt. As a human being, I dont think its possible to stand in front of one of the Great Pyramids and not be in awe. I mean, skyscrapers are cool and everything, but there truly is nothing like looking up at something more massive than anything youve ever seen, and considering that it was built thousands of years ago. Now that I am older and wiser, and have a grip on basic physics principles, thanks to NATS 1223, I am prepared to discuss the core physics principles that were used in the building of th e pyramids. there are a few important steps to building a pyramid, and at least a couple of them deal with topics that we have already covered in class. So lets take a look at them.Unfortunately, if there was ever an ancient record of how the pyramids were built, it was probably destroyed when the library in Alexandria was burned to the ground (Rhodes). So, we kind of had to work backwards to figure it out. There is some debate among scholars as to how the pyramids were built. What everyone can agree on is this first, the pyramid was designed and the blocks had to be cut (which we will not deal with in this analysis). Next, the blocks had to be moved up to the general location that they would be placed on the pyramid. For this, some type of incline was absolutely necessary. The individual blocks were so massive relative to their volume that it would be physically impossible to place the amount of men around it that were necessary to lift itand even if they could lift it, they would need a ramp to walk up, otherwise life would be very difficult. The debate in this area is over what type of ramps were used linear ramps, staircase ramps, spiral ramps, move ramps, and interior ramps (Shaw).

Corporate Accountability CRP :: essays research papers

Philosophy Corporate AccountabilityCorporate accountability is an big subject in todays society, in reading Corporate Culpability Under the Federal Sentencing Guidelines, by Jennifer Moore it is obvious that she feels very strongly that corporations be not be held accountable for their actions. Jennifer argues that employees are often nibbled for their actions, but are simply complying with their job. This is very insightful, and I find it very hard to resist with her logic. She starts her argument by rejecting the idea that it is sometimes difficult to locate the specific corporate agents responsible for a criminal act (171). The rejection is not meant to infer that it is incessantly easy to find the person at blame, but simply that this point has to do with prosecutors evidence and not the philosophical issue. Jennifer believes that because responsibility is spread throughout some different areas in the corporation, and decisions follow the same path, there may in fact be no individual or group of individuals that is justly to blame for the crime (171). The idea that many of us notice everyday, in many cases we as employees act blindly in accordance with policy, not exerting any check over over the situations, and can therefore not be held accountable. In this respect the corporation is to be held accountable.From my viewpoint, while I represent the community during work hours, and the company reaps the benefits of my good nature, they should also bear the responsibility of my actions. If I treat a customer rudely, the customer treats that as an indication of my character, and a reflection on the company. When a person enters employment with a certain company, that company is accepting responsibility for actions taken by the employee that are in accordance with company policy. The corporation should be held responsible by the government, while the corporation should hold its own employees responsible for their own actions. In response to the idea o f a corporate responsibility, not an individuals, many argue that if the corporation is not a person, how can it be held to the same moral guidelines as an individual? After all, dont people make the decisions, and those same people make up the corporations, and should therefore be held accountable. This theory does not exclude the possibility of upper management being held responsible rather it includes it for the sake of the companys survival.

The Scepter or Staff Essay -- Analysis, Odysseus

I would argue the scepter and staff are metaphors for defined authority, a representation of the rule of law and Guardianship of public weal. Furthermore, I would argue that not all sectors are made equal, nor do all bearers process and equal position of ascendancy, ability to compel obedience, or Dominion. For instance Agamemnons royal scepter represents an authority that has come surmount to him from Zeus through several generations of Argive kings, meaning divine right, and heritage. They are tools of distinction, imparting a extra honor, and denoting superiority of character on the individual who wields it. Both the scepter and staff are embodiments of authority, approved and legitimated by the Gods. The scepter and staff bestow Godlike powers on mortals, imparting providence in men over earthly affairs. The scepter grants authority and legitimizes the carriers influence.The scepter or staff first appears in scroll 1 line 14, moreover he bore in his hand the scepter of Apollo wreathed with a suppliants wreath. The term moreover stresses a crucial aspect of the non-Christian priest campaign, the scepter of Apollo. Here the scepter is a substitution for the authority of Apollo. An authority worthy of high respect, subsidizes the actions of Khryses. This authority is not a function of royal lineage, superior military or tactical excellence, but a consequence or reward for devotion. Khryses bore Apollos scepter indicating the approval of the divine, and enduing the priest with the Gods authority. In scroll 1 line 20 the appearance of Khryses before the Danaans in scroll 1 line 20 is initially marked by their respect for the priest and his request. Most Achaeans recognized the authority that the priest wielded, and thou... ... look at the scepter or staff, as a representation of authority is very well suited to the song. These objects are referred to as imperishable, which is definitely associated with the gods. In the Iliad the manner in which the sector is used further demonstrates the divine authority implied by. This authority encompasses the ideas of honor, glory, distinction, and most importantly power. I believe that we also get to see the various ways in which one might find such authority in their hand. There is the authority passed down through generations in power, the authority due to a connection and devotion to the gods, the authority earned through military prowess, and the authority accrued through adroit distinction. No matter the manner in which the holder of the staff or scepter has obtained to their authority the gods are the ultimate source of this authority.

Social Captial: Richardo D. Stanton-Salazar and Douglas Foley :: essays research papers

For this critical analysis, the first article I have chosen to evaluate A Social Capital Framework for Understanding the Socialization of Racial Minority Children and Youths by Richardo D. Stanton-Salazar. This article surprised me in various ways and gave me mixed emotions. The occasion details a network-analytic framework to understand the socialization and schooling experiences of working-class racial minority youth. Stanton-Salazar examined the relationships between youth and institutional agents which plays in the greater multicultural context in which working-class minority youth must negotiate. Stanton-Salazar also provides how students developed cultural strategies to overcome the various obstacles and how they manage to develop sustaining and supportive relationships with institutional agents.Right in the beginning of the article, Stanton-Salazar used a terminology that surprised me. He referred to African American and Latino children as living in economically disenfranchi sed urban communities. I immediately thought, What is that? Its just a prettier way of sugar coating the terminology of the truth of where children livein the ghetto For whatsoever reason, the terminology he used upset me. Why didnt Stanton-Salazar use vocabulary that the rest of the world is banked to using instead of hiding behind his figure college degrees? That just bothered me because in reality, there is no nice way of stating the fact and it surely doesnt help the problem in any way. pathetic on, Stanton-Salazar states contemporary scholars who study minority children and youth have tried to address the lack of attention to racial variations in socialization, bringing light the developmental challenges this meeting faces If Im reading the statement correctly, I believe that its quite the opposite. I think that society addresses ethnicity first and foremost. The ethnicity of any minority host is the first to obtain any attention and it descends in a downward spiral from t here. Continuing with the reading, Stanton-Salazar quotes another(prenominal) individual, Sennett and Cobb, the power of institutional agents lies in their ability to earn or withhold knowledge which results in the institutional playing a game of whos going to be successful in society or fail. People who might withhold study may have something against a student or may think that he/she would benefit from the resource than another student. In reading this statement, it got me thinking about when I was a student in high school. Long story short, I had teachers and counselors hold back information from me that would have been useful to me now.