Distributed Leadership Among Teachers Education Essay

Distri moreovered Leadership Among Teachers Education EssayDistri besidesed leaders stretches and sh bes the lead practice to form collection leading so that those not in ceremonious authoritative position much(prenominal) as classroom instructors could be valued and overhear a voice in leaders. It disassociates from the plumb, bureaucratic and formational hierarchy to enable quislingism and wide spread sharing of discipline and actor to sustain cash advance in instruct and nurture. Distributed leading is trenchant as it is an open and representative model of principle equipped with two vertical and lateral communication. This leaders is associated with concepts such as em postment, ag collection bestow, force building, teacher leaders and sea captain development. The theoretical framework of distributed leaders is Theory Y as the leading considers diverse contribution to the act upon of subtleties of leaders to establish joint action instead of the trala titious vertical leadership process which separates leaders from followers as inversely exclusive categories. The purpose of this look into proposal is to explore the perceptions of head teachers, teachers and students more or less distributed leadership, how it is practiced in domesticates and the comprehend cause on instruction and cultivation in three spunky playacting urban secondary trains in Klang Valley. Both qualitative and numeric methodologies argon proposed in this landing field as semi-structured interviews with four head teachers to sequester their perceptions on distributed leadership and what it means to them, art object questionnaires to be administered on teachers and students to check into on the train of distributed leadership practiced by head teachers and its effects on instruction and reading.Keywords Distributed leadership, collaboration, empowerment, teamwork, and might building.IntroductionDistributed leadership, I believe, presents a brawny concept of leadership in the tuitional argonna of 21st degree Celsius as it enables a collaborative and sharing approach among teachers and students and treats every both(prenominal)body as a leader at the entry level, quite than leadership understood individually. It ac friendships discordant stakeholders and provides them with a voice about their situations to validatoryly match the teaching and schooling outcome (Flowers, 2007). concord to Leithwood and Mascall (2008), meaningfully leading schools requires collective leadership and interactions of people and their situation, and not centred on a single formal leader, so that they lav specify and perform the proletariats involved in leadership by identifying, acquiring, allocating, coordinating, and use the social, material and cultural resources necessary to establish the causative conditions for teaching and learning in order to be effectual comely to charter significant effect on students.This active and p urposeful function of multiple individuals in school leadership sharpens instructional innovations as distributed leadership considers teachers and students as partners in school leadership, rather than as followers to enlist them as collaborative leaders with their colleagues to learn from one an new(prenominal)wise and empowering others to lead, partnership in shared decision- make, and development of a shared vision for their school (Sheppard and Brown, 2009). A widely distributed school leadership at all levels and the greater partnerships are important as it enables sharing of ideas and insights and in that respectfore has great run on the school and student outcomes (PricewaterhouseCoopers, 2007). Distributed leadership enhances student outcome as it creates a culture for learning by promoting instructional leadership, leadership for learning, team work, power building, collective interaction and technical communication among leaders, followers and their situations th us, creating depose and accountability among them.It is against this backdrop that this make proposes to explore the perceptions of head teachers, teachers and students of selected proud perform schools in Klang Valley about distributed leadership and its effects on teaching and learning. These perceptions are essential to gain a deeper understanding of distributed leadership and its involve on teaching and learning and to yield lessons regarding the ways risque performing schools can efficaciously lead and operate with their workforce of headteachers and teachers.Background of the nationalThere is maturation empirical evidence that distributed leadership causes a official difference to student outcome as it has greater density of instructional leadership (Harris Spillane, 2008). This leadership identifies, develops and utilizes the pedagogical expertise and talent of teachers so that they are knowledgeable and responsible of the raisingal outcomes to positively match the teaching and learning (Robinson, 2008). correspond to Chan and Sidhu (2009), excellent principals in Malaysia had deliberately chosen distributed leadership to relocation the school forward by empowering others to lead so that in that respect is collaborative, cooperative, participative, egalitarian teacher leadership finishedout the school.Distributed leadership which engages teachers as leaders with wider scattering of tasks rather than hierarchical distributions enables shared vision base on faith and a collective endeavour within the school which builds a kind capacity base is fast replacing the charismatic hero or the heroic leader in school leadership. Thus, the decision making processes are widely shared and school development get downs the responsibility of team of teachers to enhance student achievement rather than the senior servicemanagement group.Although distributed leadership involves various stakeholders including principals, local education government, parents and lodge, the questioner proposes to explore the perceptions from those lineally involved, that is, the headteachers, teachers and students who are the participants in this study, in moving forward the teaching and learning agenda by canvass their perceptions of the term distributed leadership, how it is practiced and what they perceive as its effect on teaching and learning as it is not possible to conduct a study that incorporates the perceptions of all the stakeholders within the scope of this study at this time.The study would involve three urban, high performing secondary schools in Klang Valley. The origin school is a large secondary school with an enrolment of 1,200 students and cv teachers and 5 head teachers. The second school also has an enrolment of 1,100 and the three school with an enrolment of 1,090 pupils. Pupils in these schools come from the wider community and are lots sent by private vehicles. The students behave no learning difficulties as they a re the excellent students.Problem StatementThere is a growing re light of the need to study distributed leadership in the field of education especially in high performing schools as there has been powerful effects on student outcomes and there has been growing dissatisfaction with the traditional vertical leader-centred leadership (Caskey, 2010). Leadership vested in one position has become archaic as it is not the single and heroic individualistic leader who makes an plaque function but leadership should be broadly distributed byout the school to take into consideration of the competences of its members. According to Richard Elmore, distributed leadership is linked to schools fundamental task of helping students learn. However, the concept is unsanded and lacks the definition and empirical knowledge about how or to what extent the high performing schools actually use distributed leadership as well as evidence that firmly links distributed leadership to students achievement is s till far in the future as there is little empirical information to support the effects of distributed leadership on teaching and learning. I believe distributed leadership can only be judged by the evidence of its jounce on teaching and learning.Objective of the studyFirstly, the study aims to explore the perceptions of headteachers of distributed leadership and what it means to them. Secondly, to investigate on the level of distributed leadership practiced or how it is practiced by headteachers as perceived by teachers and students. Thirdly, it seeks to find out the contribution of distributed leadership to teaching and learning as perceived by teachers and students at each school.These objectives are in line with tentative conclusions from various studies which indicate that leadership that is distributed among the wider school faculty is likely to have an effect on students academic death penalty than that of only if top-down approach (Muijs and Harris 2007 PricewaterhouseCo opers, 2007). However, to-date, there has not been any empirical data to support the effect of distributed leadership on student outcomes as studies have also confirmed that the effect of leadership on student outcomes is mostly indirect (Hartley, 2007 Rhodes and Brundrett, 2010). This study therefore proposes to set in to knowledge about the impact of distribute leadership on teaching and learning by providing some empirical evidence from teachers and students and to integrate to previous findings of studies on distributed leadership.Research QuestionsThe research questions for this study with the aforementioned objectives accommodate1. What are the perceptions of head teachers on distributed leadership and what it means to them?2. What are the perceptions of teachers and students on the level of distributed leadership practiced by head teachers?3. To what extent does distributed leadership contribute to effective teaching and learning?Significance of the StudyThis emerging appr oach to leadership leave be possiblely useful to national and international policy makers, practitioners, trainers and researchers in education as they are more directly connected to student learning. insurance policy makers could utilize the study to devise new leadership approaches based on distributed leadership while practitioners may assist in creating professional learning communities and for continued professional development for school utility and effective leadership. Trainers could vocalize training needs for stakeholders based on leadership distribution while researchers may use it to set future agenda for research.Besides that, there is little empirical data to support the effects of distributed leadership on teaching and learning in high performing schools (Mayr, 2008). By investigating the perceptions of teachers and students, the study will highlight how distributed leadership is practiced in these selected urban schools in Malaysia. The researcher also finds the study important so as to reflect on past practices of leadership and to seek new ideas on effective school leadership and teaching and come on to contribute to knowledge by adding some knowledge base to distributed leadership.Literature reviewDistributed leadershipDistributed leadership stretches and shares the leadership practice among multiple formal and informal groups whereby the leadership responsibility is disassociated from the vertical, bureaucratic and organizational hierarchy so that there is interaction and wide spread sharing of information and power to sustain improvement in teaching and learning (Robinson, 2008). For example, when teachers, parents and support staff work unneurotic to solve certain problems, they are involved in developmental post and collective capacity building within the school as they implement multiple sources of guidance, direction and expertise of these stakeholders and as such by their actions, they are engaged in distributed leadership.Th is leadership practice is the result of interactions between distinguishable members of the team or organization to contribute to the life of the school and maximize the human capacity and enhance self-worth of others by energizing others for tasks within the organization to contribute to broad and deep learning for all students. Distributed leadership is a way of thinking about leadership and being involved in a common task or receive goal improvement of instruction and common frame of values in executing the specific leadership task rather than another technique.Distributed leadership is linked to the concept of collaboration, shared, distributive, dispersed and democratic as shown in contour 1 below.Figure 1 Terminologies associated with distributed leadership (Moyo, 2010)Thus, distributed leadership is effective as it is an open and democratic model equipped with both vertical and lateral communication.Distributed leadership among teachersThe authorities to lead is no longe r centered around one man theory as distribution is not monopolized by the headteachers initiative but is a collective leadership and dispersed within the school and among teachers through with(predicate) and through the cultivation of relationship and networks as classroom teachers are in direct contact with scholars in the majority of cases and hence diverge their learning.(Ameijde, et al., 2009).The school leadership adopts power equalization and inspires teachers to participate in leadership by evolution a school culture which values the sorts of learning that enhance the capacity of individuals to lead and conducive to building norms of building trust to enhance openness, respect, sagacity and autonomy for the teachers to conduct their activities in collaboration, to procure and distribute resources, support teacher growth for both individual and collective development, to provide both summative and formative monitoring of instruction and innovation so that teachers could develop skills and expertise by working together and have a sentiency of possession to influence the prime(a) of teaching which subsequently affect student outcome.(Ameijde, et al., 2009).Distributed leadership which emphasizes collaboration of teachers with their colleagues in other schools facilitates teacher learning and enhances self- self-reliance as they engage in action research by trying new teaching approaches and disseminating their findings to colleagues, thereby minimizing teacher isolation but rather repugn teachers to crusade personal and professional development so that they contribute to optimal student learning and achievement.The collective endeavour of efforts enables team based work and forms leadership community that share meaningful contexts and creates opportunities for learning as it integrates differing view stopovers and interests in approaching a highly complex and interdependent task. In this regard, teachers have clearly defined responsibilities whi ch are linked to their area of expertise so that they could contribute effectively to leadership process. By doing so, teachers are not intent to the classroom but are rather transcended to contribute to the community of learners beyond the classroom to lead to improved practice and higher writ of execution (Ameijde, et al., 2009).Distributed leadership is associated with a number of concepts and themes such as empowerment, teamwork, staff motivation, capacity building, teacher leadership and to a lesser extent professional development.(Ameijde, et al., 2009).Distributed cognitionDistributed cognition views thinking as social rather than individual activity. Teachers are no longer passive and isolated but are connected through dialogue and reflection so that they are active and weaved in the textile of the school for a common task and shared common values. They become more knowledgeable and take responsibility about the task of teaching as more of the pedagogical expertise and ta lent of teachers will be identified, developed and utilized than a more hierarchical pattern of leadership to impact on learning and student outcome. This creates unity and instructional innovations rather than micromanaging instruction.(Ameijde, et al., 2009).Teaching and LearningAccording to PricewaterhouseCoopers (2007), the behaviour of school leaders impact pupil performance. By distributing leadership to teachers that emphasise collaboration and distribution of power and authority which is central to learning, they exert their influence on pupil performance by empowering pupils and creating a favourable condition for learning by applying learner centred approach to teaching and learning in classrooms and across the school which has the potential to effect learner inclusion, engagement and improved achievement. With collaboration which is effective in widening student learning opportunities and raising expectations, teachers could also help to steadiness immediate problems thro ugh dialogue and establishment of a shared sense of accountability. Pupils are not treated as passive recipients and as such, good communication is ensured so that the students know what is going on and has a go on in shaping this.high performing schoolsHigh performing schools (HPS) or bundle schools act as models for other institutions within the same cluster and becomes the premise for pioneering new approaches and innovations in the education system. Students of these excellent institutions excel in academic and co-curricular activities and possess outstanding personality, leadership skills, high team spirit, originative thinking skills, and are patriotic, globally oriented and competitive. These schools are acknowledged to have ethos, character and own identity and unique in all aspects of education. The high performing secondary schools in Klang Valley are either stiff day schools or residential schools, premier schools and 100-year schools and the Ministry of Education Mal aysia uses the HPS as markers to point towards excellence in education and as special model schools to other schools in Malaysia (MOE, 2008).Safe and orderly learning environments are created in these schools with clear instructional objectives in which the head teachers expect high performance from teachers and students through increased time on task and develop positive relationsAll students are required to show excellent performance equal to benchmark standards such as the Trends in International Mathematics and lore Study (TIMSS), and the Programme for International Student Assessment (PISA) with proficiency in Math, Science and English.Besides that, the students should also master higher-order thinking skills such as applications, problem-solving, participation in co-curriculum activities, and personal development or soft-skills (The Malayan Insider, 2012). In order to maintain the schools high performance, leadership is distributed throughout the school and its community an d when teachers are empowered in areas they believe are important (Jacobson, 2010).According to Muhyiddin, Malaysian Education Minister, the objective of HPS is to ensure that all students regardless of stream, medium, or urban or rural locations would attain continuous excellence(The Malaysian Insider, 2012).The principal and teachers from these schools are expected to set examples and share their experiences with counterparts in other institutions. Their accountability is outlined by a set of Key transaction Indicators (KPIs) relating to human resource development, physical development, financial management, professionalism among staff member, and school achievements (academic, co-curricular activities and aptitude) (MOE, 2008).According to MOE (2008), high performing schools are expected to bring about positive impact to the national education system through excellence in co-curricular activities programmes exemplary career guidance programmes outstanding all-rounded students th at is 5.8% of 5.2 million students acceptance of students from high performing schools at world renowned universities government and private orbit sponsorships international acknowledgements as benchmarks for other schools, both local and foreign quality leadership and excellent teachers.Theoretical and Conceptual underpinningDistributed leadership in which the leadership functions are shared, employs Theory Y as the leadership enables diverse individuals to contribute to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories.Conceptually, distributed leadership refers to democratic style of leadership to allow voices of influence beyond just one and increases participation of stakeholders. It de-monopolizes concentrated leadership and enhances relegation of authority, collective decision-making, power, influence and coordination to enable plur ality of analyses and boundarylessness so that the organizational phenomena such as information systems, knowledge, cognition, learning systems and work can be distributed. As leadership expands to multiple players, it displays holistic framework and allows flexibility, open-endedness with overlapping expertise to accompaniment and reinforce one another, and strengthened decision making commitment and quality, and encourage utilizes fully the resources of the schools to collaborate and collectively devise strategies to improve students progress. It eliminates the tightly move lines, borders, commands and control associated with a Weberian bureaucratic paradigm (Gronn, 2008).Conceptually, distributed leadership is associated with notions of empowerment, teamwork, collegiality, staff motivation, capacity building, teacher leadership, professional autonomy and professional development (Muijs and Harris, 2007). According to Moyo (2010), collegiality results in strong professional cul ture in the school as it includes collaboration among teachers, mutual respect, shared work values, cooperation and specific conversation about teaching and learning.According to Ameijde et al. (2009), distributed leadership underpins is a shared influence process to which several(prenominal) individuals contribute and leadership arises from the interactions of diverse individuals which together form a group of network in which essential expertise is a dispersed quality. authorityEmpowerment of teachers is an essential component of distributed leadership. Distributed leadership disassociates from control and dominance but rather creates opportunity, support, space, capacity and growth among teachers by encouraging them to have the power to decide how to do the defined tasks and to get involved vigorously in school policies, curriculum and educational practices and voice their views openly without fear of retribution to experience a greater sense of efficacy. With empowerment, teach ers are more move to take risks and committed to work with surprising ability as it cultivates teacher leadership which extends beyond their own classrooms to others within and across schools, and further enhances teacher involvement in collective and collaborative process of school decision-making that promote teacher learning to contribute widely to teaching and learning.The empowerment elevates teachers expertise, confidence and self-esteem as they have control over resources, methods and decision making and further to experiment with novel, cutting-edge teaching methods, and to evaluate their colleagues teaching performance through team work, selection of instructional materials and textbooks, curriculum development, school policies and plans, coordination of programmes, professional development, organizing visits to other schools, collaborating with colleagues, leading study groups and coaching and mentoring students which impacts positively on their strong suit as teachers a nd to have a positive effect on students.TeamworkTeamwork which refers to setting up of teams by the headteachers with the need to work together on a common purpose is crucial for distributed leadership. This implies that the headteacher is willing to distribute leadership. The team mustiness be equipped with clear goals and results driven, competency, unified commitment, collaboration climate based on trust to develop honest openness and respect, clear standards of excellence, and outside(a) support and recognition to achieve an optimum degree of synergy. With these characteristics, the team will have comprehensive knowledge and responsibility of student learning and outcomes. They further become role models for students to emulate. energy buildingCapacity building through collaboration and trusting relationship for mutual learning can be achieved with distributed leadership in order for teachers to become professional communities and to focus on teaching and learning as they pa rticipate in decision-making and have a shared sense of purpose so as to have a joint responsibility for the outcomes of their work. The capacity may be built by reviewing the performance of teachers, adding more resources, materials or technology and by restructuring the tasks so that teachers can work together, experiment, reflect and explore with colleagues to acquire new skills and practice of the profession. Capacity building enables continuous learning of teachers to enhance pupil learning. According to Harris (2002), the conditions for capacity building to create a learning culture may include commitment to teachers development, inclusion of teachers and students in school policies and decisions and collaborative planning with effective coordination strategies.Teacher leadershipresearch methodology

Why These Leaders Are Role Models Business Essay

Why These Leaders Are friendly occasion Models wrinkle hearMy leading room is delegative. My Leadership style is the same as the Laissez Faire Style. It is a leading style in which the manager provides small or no direction and gives workers as to a greater extent than freedom as possible. All metier is given to the workers and they must set intents, generate decisions, and fix problems on their own. I suggest this loss lead style for those leaders that film tallly experient staff under their leading, because in this leaders style the manager is non eternally skilled on the certain job they argon managing.Task-Oriented possiblenessA nonher Leadership style of mine is Task-Focused. I give up set in motion that my leading styles correct name is Task-Oriented Leadership. The Leaders that heed this style neertheless focus on absorbting their certain jobs d champion and they approximatelytimes sack be supreme. I pose researched and be that, leaders who f ollow this style be faithful at delegate taxs, which I count is strength for me. What I found the weak points be of this leadership style are motivation and retention problems, leader doesnt think too much to a greater extent or less teams comfortably-being, and more or lesstimes the leader acts too fast without full information.Transformational theoryThe Transformational leadership style is the style that I look forward to use. The main crusade for it being my favourite is that my biggest leadership Role-Model ( post-horse provide) applies it. The Transformational theory states that, the leadership is the method in which an individual engages with others and is able to produce a bond that results in change magnitude motivation and morality. What I study is that, the chance on in transformational leadership is for the leader is to be helpful to the requirements and objectives of followers in an effort to help them clench their utmost potential. In addition, transf ormational leadership typically explains how leaders tail assembly begin, expand, and open grievous changes in an organization.TransformationalTransactionalHigh aiming moral standards and ideasObjectives of the leader reach the targets and proceedss concrete supervisionNo particular supervisionIndividual therapyException treatmentThe motive is to promote understanding of the inte simplenesss of the groupThe Motive is to give own(prenominal) interests by encouragingChange management strategies-When it comes to Change in Management, transactional and transformational leadership styles contrast largely.In Transformational Leadership, the Leader goes ahead of managing day to day processes and crafts evasive action for taking his department to the next level of performance and success. He unceasingly looks for good Opportunities, for possible changes in Management.In Transactional Leadership, Leaders are more anxious with maintaining the standard flow of actions. It bed also be exposit as keeping the ship afloat style. They are not evoke in any change in management.1.3 Leadership Role Models1.3a leadership profilesSteve Jobs-Complex management style Steve Jobs.Steve Paul Jobs was the co-founder and CEO of Apple Inc., which is now the worlds heartbeat largest Informational Technology Company by income. Steve Jobs was born on the 24th of February, 1955. I gull discovered that Jobs follows the Autocratic Leadership style. I stomach found that, very few leaders use this leadership style and succeed. Steve Jobs is one of them. Ive heard many people criticising his leadership style, and I disaccord to those people because apple wouldnt be what it is today, if he applied a disparate style.Ive learnt that Steve Jobs was always deeply focused when committed, confident enough to take tempestuous actions, and charismatic enough to enrol large numbers of employees and customers in the unvaried quest of his goals. Steve Jobs Famously said that customers do nt know what they want until weve shown them. Without a doubt, he produced such produces that, after being launched were every persons want. Under his leadership Apples income raise from US $5 billion to US $351 billionHardly any top leaders show as much interest to product and design detail as Jobs did. He always considered simplicity, functionality, and consumer demands before price effectiveness, sales amount, or even income. Even though he had un measuring stickd talent, he always made the employees work just as ambitious as himself. I observed Jobs stating in an interview that We have an milieu where excellence is really expected.I have read many blogs and books, objective Jobs for being immature, stubborn, and even cruel. But however, Jobs seemingly harsh behaviours sparked peak performance, as much as they undermined it.Steve Jobs died of pancreas cancer, a day after the launch of the a la mode(p) iphone. He was missed by all of the Apple inc. Workers and Consumers. br oadside Gates-http//i.telegraph.co.uk/multimedia/archive/02012/bank bill-Gates_2012907b.jpgWilliam (Bill) H. Gates III is the co-founder, chairman and CEO of Microsoft Corporation, the worlds leading supplier of software for computers. Bill Gates was born on October 28, 1955. I have researched and found that he follows a Transformational leadership style, which shows in his achievements throughout his career. I believe that he has so many great achievements that even a book can be written about them.Here are a few of his achievements that I found-Bill Gates got knighted by pouffe Elizabeth II in 2005, for his contri howeverion to the British participation.From various universities and institutes like Harvard University and The magnificent Institute of Technology, Bill Gates has received DoctoratesBecause of Bill Gates and his married woman doing many generous works for the welfare of the society, they received the award of frame of the Aztec Eagle in Mexico.Forbes Magazine list ed his name in The Worlds Richest People from the yr 1995 to 2007.I believe that the main rationalness that Microsoft succeeded was because of this man. A computer on every desk and Microsoft software on every computer he get out continue to stomp out the emulation until he dies. Every craft and household must have a computer and must tryout Microsoft software, was the basic guiding vision of Bill Gates. Ive heard that Bill Gates found the most comfortable place where the positional power for him was high as he had most authorities in the firm. That means Bill Gates is more likely a transformational leader who wants performance from his subordinates/followers to achieve the goal/objective of the company. But Im certain that he is not merely one who relies on the employees, he is one when needed who can do the employees jobs much better than them. Gates always had that smart humour for technology, as he was god gifted. He had once said that if you are gifted an extraordinary talent, then you should use it in a good way.I believe that his leadership skills have set an example for the early days businessmen and businesswoman, as his tactics were so efficient that two Microsoft and Bill Gates had blown their rooftops off with money. Bill was a type of autocratic leader but he never made rash threats never used cruelty to manipulate others or to gain ainised benefits. Bill Gates had the ability to influence others with something of value to them. Microsoft is well cognize for great(p) huge remuneration packages to its employees. What I consider is an important part of reward power is having control over resources, such as allocating expense cipher funds. Bill Gates had full control over evaluating employees performance, determining their raises, promotions other rewards. He also kept the employees confident and positive. He showed those two skills as well. One day a reporter asked him arent you worried about the competition that is starting to sho w? He replied Whether its Google, Apple or free software, our violent competitors just keep us on our toesWhy these leaders are my Role Models I have chosen Steve Jobs and Bill Gates as my Role Models because they both are or have been very happy leaders. Looking up to their success I believe that I leave behind also be able to go very high in leadership standards. The main reason for me choosing Steve Jobs was his success with such a leadership style. I like that factor because with that leadership style only one in many succeeds. I also thought that him inventing such creations, that both kids and adults find as their needs, was something that only a special person could do, thus, I chose to study him and found his past and leadership style, inspiring, which led to him becoming my leadership utilization model.It is quite obvious wherefore psyche bequeath have Bill Gates as their role model. Not only his awards but also, his past, success, popularity, personality, and leader ship style was all inspiring. To be honest, he is my more lucky Role model as he is a leader who is always dedicated to his tasks and always aims to concluded them to the best of his and the employees abilities. He is someone who I think every young businessman should have as their role model because he is one of the many few leaders that have gained such popularity and still stay focused on what their job is. This character is a quality that we should all remember to follow, as I have seen many leaders get carried away, when their only at the beginning of popularity and success.1.3b Benchmarking criteriaLeadership is a vast scope that has no boundaries none can really describe its area, method, traits, or other specifications. For example a housewife can be a leader for her own home and a bookman can be a leader of his own group or class etc. leadership styles are different as on that point are democratic, charismatic, autocratic etc. (Leadership New Zealand, 2011)Here are som e benchmarking qualities-Task orientated- I believe that I am very much task focused person and have the ability to finish my tasks efficiently, but to run a successful leader you have to be task oriented and task focused as well, so to my understanding this is the key Quality which I need to develop on. boldness- All the successful leaders have a high level of confidence which, enhances their decision qualification power and their risk taking ability, which you have to take at some point. I believe that I have lack of confidence in myself thats why I have included this quality in my personal development benchmarking criteria.Dedication- To become a successful leader you need essential dedication to your work. I have chosen this quality, as I believe that Im already a dedicated woman but, if I put a bit more dedication into my work, then I can become a very successful leader.Patience- Patience is a very important element to the success of any leader, as sometimes you dont get you r desired results and then the leader goes impatient and loses concentration and in result he takes the wrong decisions. I feel that this is my weakness which I want to meliorate on.Socially responsible- a leader who wants to create a good calculate of their organisation or themselves in the community shows social responsibility. I believe that social responsibility should not only be used for that reason it should just be considered as a normal responsibility because it keeps the community happy and the environment neat.Disciplined- Not all leaders are check or keep their employees make grow, but leaders that actually are disciplined are usually more successful, and they are the ones that tend to stay in business the longest. I believe that I am the type of leader who is disciplined herself but, not the best at forcing discipline on others, thats why I need to im give on this point.Section 2 Self-assessment2.1 Benchmarking get ahead out of 10Avinash ReenPatience8Dedication8Con fidence6Task Orientated9Socially Responsible8Disciplined10Leadership BenchmarkingScore12345678910REALITY CHECKThings turn out best for the people who make the best of the way things turn out.7Never mistake action at law for achievement.4Adversity is the state in which man mostly comfortably becomes acquainted with himself, being especially free of admirers then.6Be more concerned with your character than your reputation, because your character is what you really are, while your reputation is precisely what others think you are.8Be prepared and be honest.9Be quick, but dont hurry.7You cant let praise or blame get to you. Its a weakness to get caught up in every one.7You cant live a perfect day without doing something for someone who give never be able to repay you.2 mischance is not fatal, but failure to change might be.3Dont measure yourself by what you have accomplished, but by what you should have accomplished with your ability.7Its what you learn after you know it all that c ounts.7Its the little lucubrate that are vital. Little things make big things happen.7Talent is God-given. Be humble. Fame is man-given. Be grateful. Conceit is self-given. Be careful.8The main ingredient of stardom is the rest of the team.5BENCHMARK rate87TOTAL POSSIBLE SCORE140Score as a percentage62.14%2.2 ReflectionMy personal leadership style is the Delegative style. Although this is my style but it is not my favorite(a) style. My preferred leadership style is transformational leadership style. The main reason behind transformational leadership being my favourite, because my biggest Role Model (Bill Gates) uses it it shows how efficient it is by the success of my Role Model.I believe that I am quite strong at giving out authorities to my group members, working within the timeframe and delegating tasks. The weaknesses in Leadership which I have are Tendency to winnow out change, to listen poorly and to act too fast at times. These weaknesses are not only my thoughts but the surveys and theories all indicate them as well.My goal as a leader is to become a well known leader and contribute to the society at the same time. I follow the Sikh religion, in which it is said to contribute and serve the society and the helpless. This has divine me deeply, so when I become successful, I pull up stakes aim to gift large amounts of money to organisations that help the helpless. Also, donating and contributing to such societies goes under social responsibility, which in result gives you a good picture in the community, which will lead to success.OpportunitiesRationaleStrategiesTimeframeMeasuresResourcingVege Oasis (my workplace) is looking forward to promote me to the executive program of the fruit-packing area, in the organisation.As I am really skilled in the packing position, me supervising this sector is certain.First I will complete my business management course, so I know how to manage a group of employees properly and efficiently.1-2 months to complete my current course, take some supervisor training and start my full time job as supervisor.I will know that I have achieved my goal, when I pass my Business Management course.Resources that I will need to achieve my set goals will be my personal resources (time, skill and money).Vege Oasis will give me the hazard to work as the assistant cut in manager of the organisation.This position is close certain because, the Organisation advised me that, they see lots of potential in me and can give me the position of assistant manager if I successfully handle the position of supervisor.I will need to prove that I am fitting for the position by performing well, not only individually but also as a team leader.6-12 months to prove that that I have good leadership qualities and can perform well as a leader.I will know that I have achieved my goal when the packing unit succeeds and the CEO gets impressed and promotes me to the assistant store manager.I will only need a few resources to achieve my objective, which includes time and leadership skills.Position as the store manager of Vege Oasis.I have selected this opportunity because I will have qualifications, skills and experience.Firstly I will need to prove to the Organisation that I am capable for this role by performing efficiently as assistant manager.1-2 eld to prove myself as an efficient assistant store manager.I will know that I have achieved my set objective when I get selected for the managerial role and later on, receive positive feedback from CEO.The key Resources I will need will be personal resources (time, and skill).Section 3 Personal Development Plan

Cultural Differences in Midwifery Care

Cultural Differences in tocology CargonIntroductionThe readying of holistic obstetrics misgiving is a fundamental role of the midwife (NMC, 2004). However, holistic c ar must track a wide range of dresss, including c atomic number 18 for the psychosociable and spiritual unavoidably of the women and families at bottom their caseload. One concept which arises in spite of searchance the general fountainheadness circumspection debate and deep d ingest professional tocology pull is the nonion of heathenish competency. This essay focuses on a critique of one phrase from the midwifery lit which conductresses of the impoerishments of one perspicuous religio-ethnical gathering. Leishman (2004) demonstrates the complex temperament of the proviso of health c be in a multi- heathenish society. Inequalities exist in the grooming of conduct to diverse pagan and cultural assemblys (Salt, 1997). The denomination being critiqued addresses two issues the provision of care to parents who possess been bereaved, and especial(a)izedally, the p listences, depressions, behaviours and carrys of one congregation of clients, those of the Muslim faith. It is published in a midwifery journal and specifically deals with aspects of care which would come under the put off of the midwife deep down the UK, as specified by the NMC (2004).DiscussionThe rubric of the oblige is vindicated and simple, and delimitates the client concourse as apparitionally distinct (which overly implies cultural distinction) and in a pgraphicsicular state of hire due to bereavement. That the client group is defined as Islamic, however, does non capture into account the assorted cultural and racial associations of those who practise Islam. A spacious spectrum of cultures and races are associated with the Islamic, faith, suggesting that Islamic mass are non a homogenised group. Conversely, it has as well been argued that it is master(prenominal) to distinguish amidst culture (which has racial and apparitional overtones) and religion as a separate form of difference or identification (Eade, 1997). The failure of research on cultural and racial or cultural lines to distinguish between religion and culture is notable (Eade, 1997), and it whitethorn be the intention of the authors of the critique hold to vouch that the distinction is two clear and unequivocal. It may withal be an new(prenominal) example of the prioritisation of Islam over other social identities which is ground so often in the literary works (Eade, 1997).The authors further identify the group under consideration as those originating from migrants from the Indian Sub-Continent in the 1950s (Arshad et al, 2004). This group is limited to Asians (2nd and 3rd generation) originating directly or indirectly from this area (Arshad et al, 2004). Such a distinction may be important. Marks and Worboys (1997) demonstrate the fact that multiple meanings target be prone to th e terminology surrounding watchwords of culture and ethnicity, terms much(prenominal) as migrant and also minority. In order to attain cultural competence in the provision of healthcare, it is important to understand the distinctions between those terms utilised inside the debate (Srivastava, 2007). Race is usually associated with biological, genetic and physical distinguishing characteristics (Srivastava, 2007). Ethnicity is associated with putting surfacealities of birth, descent, kinship and cultural traditions (Srivastava, 2007). However, culture is harder to define, and includes racial, social, linguistic and other common patterns or characteristics within groups (Srivastava, 2007). This take up of ambiguity within the debate does not help illuminate the received situation.By so cl aboriginal defining the focus of the client group in this member, the authors are claiming association with religious meaning (Islam) and racial and ethnic groupings (Asian, Indian Sub-Co ntinent). They also support their focus with figures from the locality in read/write head, thusly establishing this group further as being of one predominant ethnic group, that of hatful of Pakistani origin (Arshad et al, 2004). This author can only inquiry whether this adds to the thought of the contrisolelyor or further confuses the issue. The group are clearly defined, simply what distinguishes them from other Muslims, or even from other ethnic groups from Asia, is not defined at all. Given the proceed deprivation of understanding or awareness of cultural difference in the NHS in the UK (Le Var, 1998), further elucidating dilate office collect been useful here. However, Cortis (2004) found that deficits exist in Registered Nurses friendship ab surface Pakistani patients in the United Kingdom, which energy suggest that a crackinger understanding of this particularly group is necessary for all healthcare professionals. The healthcare Commission (2006) found in their investigation of 10 motherly lasts in one hospital trust that women from minority ethnic groups are at higher risk of a motherhood-related death. In this report, 9 out of the 10 women who died in the time period 2002 to 2005 were from minority ethnic groups, and sevensome out of these were from Asia ( healthcare Commission, 2006). This would suggest that the gestation period care come through with(predicate)d to women from these ethnic groups inescapably to be explored, evaluated and reformd. This perhaps relates to the go along drive towards cultural competence in the healthcare services (Srivastava, 2007). It also suggests that there is a accept for much specific tellation and evidence regarding distinct sub-groups within the ethnic mix of clients of the NHS. This obligate furnishs information, but its status as a form of evidence could be somewhat questionable.This is a descriptive article containing practical details for the maternity care professional to be ab le to provide culturally or religiously competent care for Muslims who experience the loss or death of a baby or fetus. Callister (2005) describes descriptive literature in this empyrean as literature which identifies cultural practices to increase understanding of how nurses can more efficaciously provide culturally competent care for specific racial/ethnic and/or cultural groups of women and children. Establishing the client groups distinctions early on, however, does not achieve much more than also establishing the authority of the authors in the writing of much(prenominal) an article, as it contains some references, but not as many as would be expected in a research-based article. at that place is no tiny review of the literature, and very subaltern critique or discussion, but alternatively a presentation of the ( go intodly) reliable facts that relate to care for the family and dead baby. As such, this is useful and informative, but the critical reader cannot but be awa re of the lack of reliable evidence. The authority of the authors must be trusted here.Cortis (2003) suggests that culture furnishes the judgements and values that invest individuals a sense of identity, self-worth and belonging, as wellhead as providing rules and guidelines or standards for behaviour. If we believe that culture is something commonly soundless by those who share it (Srivastava, 2007), then it could be that a common understanding of Pakistani emigrant Muslim culture exists between the authors of the article, to such an boundary that they fail to illuminate certain perhaps important details that would inform the general reader. This is a significant issue in the light of the continued debate approximately the nature and importance of culture in how people lock away with healthcare services and each other. Recent views on culture, although not discarding the importance of a persons cultural inheritance of ideas, values, behaviour and practices, also recognise t hat culture can be affected dynamically by social transformation, social conflicts, power kinds and migration (Cortis, 2003). Yet there is no notion of that here, perhaps because the authors are dealing with the strictures of faith rather than culture.There is some statistical evidence of the rates of maternalism loss baby death in the locality in question, but again, this is poorly related to the rest of the article and seems perhaps a token gesture towards relevance and importance of the information. Also, these statistics refer to White British, Pakistani and Other (Ashard et al, 2004), without making any further distinctions. Without such distinctions, the reader can only understand part of the picture. The Other group might also contain people of the Muslim faith, as might the White British group. Again, the authors could have included more critical discussion here of ethnic mix.Some readers might consider that, having identified the group in question, the authors have gone f ar enough in backcloth the context of the paper. However, this author also feels that there is a degree of ambiguity in the presentation of this article. By distinguishing the client group to such a degree, it could be assumed that the customs, rites and beliefs referred to in the article are peculiar to this particular ethnic group who subscribe to the Muslim faith. However, it could also be that readers would assume that because the terms employ in the article are more general, referring to Muslims as a religious group rather than making ethnic distinctions, these are guidelines to be applied to all Muslims. This ambiguity does not assist the reader in understanding how best to apply this information.Similarly, there is no rattling acknowledgement of the issue and dangers of stereotyping. Stereotyping has been described as a limiting and intellectually crude way of seeming to understand individuals (Schott and Henley, 1996). There is a determination for people to stereotype th ose in groups that they do not belong to or know little about (Schott and Henley, 1996). Again, a critical reader could realise from this article that the authors have stereotyped the client group in question as being similar to all other Muslims. However, the article does mature some other issues which may not be explicit, including the importance and behaviours of family and friends in Islam during such a challenging time (Arshad et al, 2004). There is a clear undertone here that all Muslims behave in this manner because of their common faith.The article is referenced even offly but not very well referenced. Conversely, Leishman (2004) carries out a literature review which highlights some of the more local issues surrounding the notion of culture and the assumes of distinct diverse groups within the healthcare system. One issue that Lieshman (2004) raises is the fact that there is a urgency not only for health professionals to be aware of other cultures and belief systems, but also to be aware of their own. Addressing this issue, of understanding ones own reaction to the beliefs and practices of others, might be raised in this article when discussing the practices and behaviours that are associated with Muslim clients following the death of a baby. This would be a useful and germane(predicate) practice point for midwives and other healthcare professionals to consider. some other point raised by Lieshmans (2004) literature review is the need to take into account the past and experiences of ethnic groups, particularly those who, for example, have entered this solid ground as asylum seekers. Similar issues have been raised by other literature (Maternity Alliance, 2004). The group in the critique article are not asylum seekers, but their parents, grandparents, family and friends may be, and the experiences and shared realities may affect their relationship with healthcare services and professionals. Such a potential is highlighted by a report by the Ma ternity Alliance (Maternity Alliance, 2004). Discounting this issue leaves out the train of detail midwives may require to fully understand and respond to the needs of diverse minority groups, perhaps even promoting stereotyping rather than combating it. olibanum it can be seen that another author, utilising a more critical and academic preliminary to the topic, can provide more of a discursive understanding of relevant issues.Similarly, Callister (2005) reviews the literature on cultural competence in the care of women and children, and draws conclusions about the nature of that literature. Through this detailed examination the author is able to define and suggest potential outcomes for clinical care, for education of the professionals who deliver that care and for breast feeding research to properly explore the nearly important issues (Callister, 2005). Again, this article misses important opportunities to link the issues of concern to the current literature and to opportuniti es to develop better practice through educational development and research. For example, Callister (2005) suggests that studies are needed exploring organisational and work milieu issues to better promote cultural competence. Simply being conversant with the fundamentals of Islamic beliefs and practices surrounding death is not enough to promote true sensitiveness and individualised care.Cultural sensitivity has been described as the attitudes, values, beliefs and private insight of healthcare providers (Doorenbos et al, 2005). Such sensitivity involves acknowledgement of personal heritage and beliefs, openness to otherness, and respect for the complex ways in which cultural issues define every aspect of healthcare (Doorenbos et al, 2005). However, the Arshad et al, (2004) article does not deal with the challenges of promoting cultural sensitivity, not does it distinguish between the different kinds of knowledge, understanding and skills necessary to provide care for this clie nt group in these circumstances. A thorough, critical literature review, especially perhaps of any research or case studies that might illuminate the issues, would have considerably heighten the paper.Doorenbos et al (2005) highlight and discuss existing models of cultural competence within healthcare, and evaluate one of the models used to assess one cultural competence assessment instrument. Application of such models to the situations described by Arshad et al (2004) might also have enhanced the quality of their argument and elevated their paper into the realms of evidence for practice rather than information for practice. Doorenbos et al (2005) describe cultural competence of healthcare providers as being central to the healthcare systems ability to provide access to and provision of high-quality healthcare services, and link it to the drive to reduce health disparities. Srivastava (2007) links cultural competence to respect, knowledge and skills, and the ability to use them ef fectively in cross-cultural care situations. Some discussion of cultural competence in the Arshad et al (2004) article might also have perhaps allowed a more critical awareness of the subject.The conclusions the authors draw are that individuals have unique responses to grief and loss, regardless of religious background or belief systems (Arshad et al, 2004). This is no innovative or surprising finding, but the fact that they make out no other conclusions is surprising. They also desist that the resulting distress is often overtake (Arshad et al, 2004), another generalisation which is not new and does not really add anything to the debate. These conclusions do not really relate to the rest of the article, which is chiefly touch with describing the beliefs and practices of Muslim people around the death of a child (Arshad et al, 2004). They also highlight that health professionals may not feel properly fit out or be well enough informed to support families of different faiths at such a time (Arshad et al, 2004). This is a fact well established by a range of other literature within healthcare and within midwifery (Srivastava, 2007 Marks and Worboys, 1997 Schott and Henley, 1996).The recommendations which are given are similarly brief and somewhat vague. Arshad et al (2004) suggest that an insight into religious beliefs and practices can only be beneficial when delivering care in the palm of loss and bereavement. This is a rather sweeping statement, because while they do take into account the need to avoid generalisation, they have in fact generalized throughout the article and failed to provide any critical evaluation or insight into, for example, the differences in culture, race, background and practices that may exist between people who nevertheless subscribe to Islam. However, this may be this authors own ethnocentrism sur veneering it could be that the expression of Islamic faith is universal and changes little between ethnic, racial or cultural grou ps. This article might be simply stemming from such a simple fact.The Maternity Alliance (2004) found that serious inequalities still exist in the provision of maternity care to women from minority ethnic groups, especially women who were asylum seekers. There is a need for more investigation of the reasons why staff are still improperly equipped to provide the highest standard of individualised care free of bias, harm or stereotyping. There is also a need to investigate the reasons for continued inequalities in access to and experience of healthcare, and any possible links between the two.There are a number of implications for midwifery practice, though these are not as explicitly stated within the article as they could be. The main and most useful implication is the need to provide correct and sensitive care for Muslim clients when they experience pregnancy loss or the death of an infant. This article is ideal to use to inform midwives of this. Other implications for midwifery pr actice are inherent in the article, and include, for example, implications for the practicalities of care provision in often busy maternity units within the NHS. The placing of the body so that it is facing Mecca, for example, is an important consideration for midwives who are usually the professionals who prepare the body of an infant or fetus following death. Another consideration is the fact that the satisfying of the body including the placenta and umbilical cord, should be buried (Arshad et al, 2004). It would be easy for a midwife to cause significant distress to a family by following usual hospital protocol for disposal of placenta, membranes and cord. There may also be issues of health and safety to be considered in the storage and mail of these tissues.If a midwife was aware of these particular religious practices, she might be able to discuss them with the client at an appropriate time and ensure that all their needs are met. Cortis (2003) suggests that nurses should app reciate how the domains of culture need to be used for data collection to identify specific cultural needs. It is through this process that important domains health beliefs, communication, spirituality, death and dying distinguish the needs of patients (Cortis, 2003). Cultural assessment also offers midwives and other healthcare professionals the opportunity for identifying potential differences between theirs and their patients value systems (Cortis, 2003). Chenowethm et al (2006) describes the common clash between healthcare professionals perceptions of the professional responsibility to deliver care in a particular way, and the patients view of how they wish to be cared for. Such clashes are somewhat inevitable, but if anything can help to catch them or minimise them, it can only be of benefit to the midwifery profession. Chenowethm et al (2006) suggest one way to ensure cultural sensitivity is to access community of interests resources appropriate to the cultural or ethnic grou p under consideration. This issue, however is not explicitly addressed in the Arshad et al (2004) article.More general issues for midwifery are those which apply to the broader, clinical nerve spectrum of the maternity services as part of the healthcare services. The Department of Health (2007) in its operating framework for 2007-08 lay out core principles for the provision of care in the NHS. These include individualised care, partnership working, respecting dignity, reducing discrimination and providing access to all based on need (DOH, 2007). Such a vision is nothing new, but does once again remind midwives of the need to provide both culturally sensitive and appropriate services. The information in this article may contribute to the development of such services, but it is the trust of this author that it is still inadequate in addressing the complexity of the issues. However, Arshad et al (2007) do not address a range of other issues which can be found in the literature. For example, Park et al (2007) state that recruitment and safekeeping efforts for non-white midwives, regular education for cultural competence of midwives, and provision of culturally and linguistically appropriate care for women from ethnic minorities should be considered in future provision of maternity services. Neile (1995) also pinpoints education as important in reinforcement midwives gain a realistic insight into how the needs of the multiracial community may be met. There appears to be a need for a comprehensive programme of multicultural education for all midwifery professionals (Neile, 1996), a view which is echoed by Campinha-Bacote (2006) and Brathwaite and Majumdar (2006). If the Arshad et al (2004) article more directly targeted itself at professional education, it might have greater impact on the forward motion of services.The Arshad et al (2004) article was published in the British ledger of Midwifery, which claims to be the leading clinical journal for midwives (B JM, 2007). This is well known as the pre-eminent peer-reviewed journal for midwives in the United Kingdom, and the editorial board contains a range of the most senior and well respected midwives and midwifery academics in the country (BJM, 2007). The article is available by subscription online and in print, and is available in most Universities and cartel libraries. Contents, discussions and abstracts can also be found online, making this very accessible. This would give the article a degree of weight and authority, and as the BJM has such a large distribution national and international this adds further authority to the article.The writers themselves appear well qualified to write an article on this topic, in that it is compose by two Muslim chaplains (one of whom is an Imam) and one bereavement support midwife. Thus the reader would be more inclined to accept and use their assertions in practice. This may explain why such a respected, peer-reviewed journal has accepted an arti cle which is not related to research or a literature review. The authors do not appear to have published in other peer-reviewed journals but have contributed to the development of Trust policies and publications locally (Bradford NHS Trust, 2007).The rationale for the article seems sound. Arshad et al (2004) suggest that supporting parents who are bereaved following pregnancy loss can be complicated by a lack of knowledge and understanding of specific spiritual needs, leaving professionals feeling mazed and families feeling dissatisfied. The purpose, therefore, of their article is to provide information to address this issue (Arshad et al, 2004). This suggestion seems reasonable and even necessary, given the need for improved understanding, knowledge, awareness and attitudes highlighted by the literature (Srivastava, 2007 Marks and Worboys, 1997 Schott and Henley, 1996).Cortis (2004) highlights the fact that there is a continued need for research into multi-cultural aspects of car e. Through one research study, Cortis (2004) also identifies the danger of ethnocentrism in the health services, suggesting that it may contribute to racism, as ethnocentric practice fails to blemish significant cultural differences and their importance for the people concerned. If this is true, then such an article, informative and descriptive in nature, may contribute to the quality of care by informing those with ethnocentric tendencies of important details relating to this client group. However, in the provision of individualised care, this article may not supply the level of critical detail that the truly client-centred midwife would need to fully enhance their practice in this area. They also claim that the rituals and beliefs of Islam in these circumstances are complex and may appear strange to the uninitiated (Arshad et al, 2004).ConclusionAs has been demonstrated, this article provides a descriptive, factual picture of the beliefs, practices and behaviours that Muslims exp eriencing pregnancy loss or infant death might display. It is of some use to midwives in an informative manner, but also does not seem to address the complex and challenging nature of the provision of care to a range of clients whose only common reckon may be their Islamic faith. It does not address the issue of evidence-based care, and fails to engage in any real critique of the evidence base, literature or debate which does exist around this topic. It also fails to highlight some distinguish terms of the current debate, including notions of cultural competence and cultural sensitivity, to any great degree. There are a range of issues which could have been highlighted such as education, communication and immigration. However, any truly client-centred midwife can only conclude that the information itself is vital to the provision of midwifery care to such clients and it also serves to highlight the notion of the great differences that exist in responses to and behaviours around pr egnancy bereavement within different racial, ethnic and religious groups in society. each such article has a place in the drive to improve care standards and quality, and should be incorporated into client-centred care.ReferencesArshad, M., Horsfall, A., Yasin, R. () Pregnancy loss- the Islamic perspective. British ledger of Midwifery 12 (8) 481-484.Bradford NHS Trust (2007) www.meded.bradfordhospitals.nhs.uk/DesktopModules/ViewDocument.aspx?Brathwaite, A.C. Majumdar, B. (2006) Evaluation of a cultural competence educational programme. diary of Advanced nursing 53 (4) 470479.British journal of Midwifery (2007) http//www.britishjournalofmidwifery.com/ Accessed 6-5-07Callister, L.C. () What has the literature taught us about culturally competent care of women and children?. Maternal Child nurse 30 (6) 380-388.Campinha-Bacote, J. (2006) Cultural competence in nursing curricula how are we doing 20 years later? Journal of Nursing Education. 45(7) 243-4.Chenowethm, L., Jeony, H., G off, M. Burke, C. (2006) Cultural competency and nursing care an Australian perspective. internationalistic Nursing Review 53 24-40.Cortis, J.D. (2004) Meeting the needs of minority ethnic patients. Journal of Advanced Nursing . 48(1) 51-58.Cortis, J.D. (2003) Managing societys difference and diversity Nursing Standard 18(14-15-16) 33-39.Dennis, S. (2004) transcultural nursing resources Nursing Standard 19(6) 25Department of Health (2007) The NHS in England the operating framework for 2007-08 http//www.dh.gov.uk/en/Consultations/Liveconsultations/DH_064732Dimond, B. (2002) Race relations and the law. British Journal of Midwifery 10 (9) 580-583.Doorenbos, A.Z., Schim, S.M., Benkert, R. and Borse, N.N. (2005) Psychometric Evaluation of the Cultural Competence opinion Instrument Among healthcare Providers. Nursing Research 54 (5) 324-331Eade, J. (1997) The power of the experts the large number of beliefs and practices concerning health and illness among Bangladeshis in contemporar y Tower Hamlets, capital of the United Kingdom. In Marks, L. Worboys, M. (1997) Migrants, Minorities and Health historical and contemporary studies London Routledge.Healthcare Commission (2006) Investigation into 10 maternal deaths at, or following delivery at, Northwick Park Hospital, North westmost London Hospitals NHS Trust, between April 2002 and April 2005. www.healthcarecommission.org.uk/_db/_documents/Northwick_tagged.pdf -. Accessed 6-5-07.Le Var, R.M. (1998) Improving educational preparation for transcultural health care. Nurse Education Today. 18(7) 519-33Lieshman, J. (2004) Perspectives of cultural competence in health care. Nurisng Stanard. 19 (11) 33-38.Marks, L. Worboys, M. (1997) Migrants, Minorities and Health historical and contemporary studies London Routledge.Neale, E. (1996) Investigating midwifery education in a multiracial and multicultural society. In The art and science of midwifery gives birth to a better future. Proceedings of the International confeder ation of Midwives 24th Triennial Congress, 26-31 May 1996, Oslo. London International Confederation of Midwives. 1996, pp 171-175.Neale, E. (1995) The maternity needs of the Chinese community. Nursing Times 1 (4) 34-35.Papadopoulos, I., Tilki, M. and Lees, S. (2004) Promoting cultural competence in healthcare through a research-based intervention in the UK. Diversity in Health Social Care. 1(2).Park, J-H., Vincent, D. and Hastings-Tolsma, M. (2007) Disparity in antepartum care among women of colour in the USA. Midwifery 23 (1) 28-37.Salt, K. (1996) African-American midwifery past, present and future. Midwifery Today 38 25-27.Schott, J. Henley, A. (1996) Culture, Religion and Childbearing in a Multiracial Society A handbook for health professionals Oxford Butterworth-Heinemann.Srivastava, R.H. (2007) The Healthcare Professionals Guide to Clinical Cultural competence Toronto Mosby Elsevier.Weller, P., Feldman, A. and Purdam, K. (2001) phantasmal Discrimination in England and Wales Home office Research Study 220. London Home Office Research, Development and Statistics Directorate.

Themes Of Rivalry In East Of Eden

Themes Of Rivalry In East Of nirvanaJohn Steinbeck was born(p) into a middle class family that resided in Salinas, California. During his time at Stanford University Steinbeck worked and took classes he believed were beneficial before eventually dropping out. Steinbeck first widely cognize romance was Tortilla Flat written in 1935, about a series of humorous situations a group of piasanos get themselves into (John Steinbeck 1). In 1921, Steinbeck wrote East of promised land a novel that deals with the complex battle between uncorrupted and venomous. The invention interweaves Steinbecks actual family hi level with that of a second fictional family the Trasks. The multiple complications that turn off in the composition replicate those of the scriptural degree Cain and Abel. Steinbeck on unnumbered occasions indicated that this novel was his most prized piece of writing, brinyly delinquent to its applicable signification.The narrators opinion in East of promised land goe s so further than exactly to propose the story of Cain and Able is the recurring narrative of human history, whole when affirms that there is no other story (411). The narrator continues stating that all(prenominal) singular since Adam and Eve has wrestled with the meticulous choice between severe and atrocious. When flavor back on his or her life, the narrator contests from individually one soul has wholeness question to ask, willing have left only the hard, clean questions Was it good or was it roughshod? Have I done well-or ill (411). Steinbecks hot dog unveiling of his worldview roots itself deeper than comely the narrator. Lee, in East of Eden, states that the story of Cain and Abel is the symbolism story of the human soul (268). However, Steinbecks kibitzing on humanitys symbol story is reorient by his conclusion. Steinbeck concludes that while life is a struggle between choosing good and injustice, we make our possess path. The symbol story of humanity is non just struggle of good and diabolical, but rather the struggle and defeat of demonic. wholly the natures in East of Eden act out this drama and fabricate entangled with its dreadful outcomes. However, each character in East of Eden has different attitudes towards their impoerished will end-to-end their entanglement with unfairness. Cathy persists that the world consists of only loathsomeness, so she decides to engross herself in it and employ it to her advant bestride. Cathy learns that she can use injustice to exploit other characters human weaknesses to further benefit her cause egotistical requires. Aaron, on the other hand, is only able to see the good in the world and nothing else. After learning that his mother did not in truth die but instead left the boys to be a whore star sign owner, Aaron is so inundated with emotion that he runs away. Lee is the only character in East of Eden that can be argued to have successfully distanced himself from the drama. Howe ver, even Lees story of origin is plagued with immorality and appalling actions. His main habit in this drama is to wade in the background quietly reminding the lector that condemnable can be overcome and that morality is a free choice, regardless of the fact that all humans are imperfect, sinful beings. Cal is a middle road between these two extreme characters. Throughout the story Cal struggles between being unrighteous and good, this is directly seen by his request of Lee, Dont allow me be mean (377). Fortunately by the conclusion of the book Cal is successful, as he learns to accept Lees opinion of freewill. Although we are never told, it is hoped that Cal later takes this belief with him following the conclusion of the book to stretch forth an honest life with Abra.As in all of Steinbecks novels, the character development is at the center of the story. In East of Eden Steinbeck presents characters in pairs Aaron and Caleb, Abra and Cathy, Adam and Charles use first init ials to ab initio classify which characters are intrinsically good and which characters will wrestle with the seeds of corruptive within them. These classifications based on initials refer back to the biblical story of Cain and Abel. Each of the characters beginning with the letter C initially embody evil in the story, while those starting with A embody good. However, as the story progresses the definitive lines of good and evil are blurred by the characters impulsive actions that go against their characterized name. Steinbeck does this to illustrate his two study points of the novel first that every person sets their own path in life and second that evil can always be overcome. East of Eden embellishes this eternal troth between good and evil in the simplified set of the Salinas valley as a whole and more specifically in the individuals of the Trask and Hamilton families. The main characters of the novel, generation after generation, wrestle with the problem of evil. Cyrus, the patriarch of the Trask family, chooses evil by stealing $10,000 throughout his employment at the U.S. War Board. Adam, the protagonist at establishment of the story, is a caring but imperfect character. Adams largest flaws are his liking to be too naive and his failure to observe evil characteristics in others. It is these flaws that blind him from observing his fathers corruption and Cathys manipulation. As the story progresses and Adam begins to age till finally becoming a father, his figurative character of Abel changes and he leans more towards a metaphorical character of biblical Adam. Adam, like biblical Adam, is incapable to notice his own preferential treatment for Aaron over Cal, which proves damage to the family. Adam lavishes all of his love and attention on the weak and free Aaron while largely writing off the more loving and profound Cal. Ultimately, however, Lee causes Adam to realize Cals potential, and Adam redeems Cal by blessing him at the end of the novel. Cathy chooses the path of evil at every opportunity, hurting and manipulating others for her own benefit. Cathy is the personification of evil in East of Eden and the most dead(a) of the main characters. A symbol of barrenness and destruction who kills her parents and attempts to abort her own unborn children, Cathy is a despoiled edition of the biblical Eve, seen in Christian society as the mother of all humankind. Eve is deceived into committing sin, whereas Cathy embraces it enthusiastically and commits evil simply for its own sake. Cathy has a crushingly gloomy outlook on humankind, as she believes that the world is made of evil and, therefore, the only way to live is to embrace it (Barnes 160). Consequently, she falls short in understanding the good in additional characters and instead uses their trusting natures to achieve her own predatory ends. at that place is never a sense throughout the story that Cathy is actually using her evil acts for an ultimate goal or aim. Due to this aimless evil, nearly critics have dismissed Cathy as an implausible character and a major weak link in Steinbecks novel (Atkinson 210). No matter the epitome by some critics, Cathy is a symbol of the human evil that will always be present in the world, and her loss of power over Adam and Cal strengthens East of Edens message that individuals have the choice to reject evil in favor of good (Mazzeno 30).While Adam is the protagonist throughout most of the novel, the spotlight shifts to Cal in the later chapters. Cal struggles the most of all the characters due to the moral connection he has with his mother. Early on it seems that Cal has inherited the evil tendencies of his mother, Cathy, and that his is destined to fulfill this generations character intention of Cain. Early on Cal does peril the characteristics of a Cain figure. Cal becomes violently jealous of Aaron because of Adams noticeable inclination towards him, and eventually sets in motion the proceedings that lea d to Aarons death, even uttering a parallel of the biblical Cains response to God, Am I my brothers keeper. Although Cal is apparently born into the gloomy role of a modern day Cain, he struggles against what he sees as his inherited evil, the evil of his mother, and even prays to God to put him on the path toward good. point though Cal does make several pitiable moral choices as he wrestles with evil, in the end he takes Lees counsel and recognizes the power of timshel, the idea that each individual has the power to choose between good and evil in life (Barnes 162). Thus, while Cal is indeed a Cain figure, he demonstrates the ability to live out of inherited sin and act for good instead.Aaron, like his father, is handsome and unquestioning. Although Aaron is kind and amiable, his instinctive moral sensitivity is excessive, making him delicate and without dubiousness vulnerable to being hurt. The protected Aaron encounters tremendous difficulty facing the world of human evil in the world, and Steinbeck builds a immense amount of perplexity in the second half of East of Eden concerning whether or not Aaron will survive his first encounter with his mother. Gradually, Aaron retreats into the shelter of the church, rejecting the love of Abra in favor of religious laws of chastity and devotion. As the novel develops, Aaron becomes less likable, as the ratifier begins to see that the shelters he seeks are shallow and that his pursuits are drive neither by true religious belief nor a desire for intellectual education (Atkinson 216). Ultimately, Aaron is shattered by the disclosure that Cathy is his supposedly departed mother. He runs from the evil reality, enlisting in the army, and later is killed in terra firma War I.While the story is plagued by an evil that is native and undeniable to human will, the novel also sets forth optimism that evil may be overcome. Lee, a Chinese servant, surprises and delights the indorser with his wisdom and gentle nature. Cathy surpasses the conventional evil character, allowing the reader to feel empathy side by side with revulsion. This dual turned on(p) response was planned by Steinbeck to show that no one person is all good or all evil (Gladstein 36). Steinbeck inculcates the reader that each individual has the freedom to choice evil or good no matter their circumstances. This essential idea of free choice is summarized by the Hebraic pronounce timshel, the final word spoken by Adam in the book before passing away. The Hebraical word, which translates to thou mayest, appears in the story of Cain and Abel in the Bible, and also at the conclusion of East of Eden. In the propagation four, God instructions Cain to become a master over the evil he wrestles with. Timshel does not mean that he must overcome evil or assure Cain that he will rather, it reminds Cain of the opportunity to overcome evil exists. Ironically, in the novel, Lee, the Chinese Presbyterian, petitions a group of Confucian schola rs to explain the significance of timshel. The novel goes on to narrate that these scholars spent months of reading and studying Hebrew till finally they give Lee the answer Thou mayest. This single word evolves to become the vortex on which this novel perpetuates. Lee sees this flavour of free will as vital to the fallen human break in fact, he says that timshel might be the most important word in the world (602). The philosophical discussion of timshel manipulates the psychological struggles of the novel. Through Steinbecks muniment of each characters struggle with evil and its affect on the human mind, the reader sees disturbing snapshots of the human souls innate darkness. One example of this is the customers at Kates house of prostitution, who exemplify the varieties of torment and perversion caused by the human mind. Timshel also reveals to the reader hope, in its final appearance in the novel. At the conclusion of the novel when Adam, bedridden by a stroke, murmurs the wo rd to Caleb, following his confession of the evil he has committed by causing Aaron to meet his formerly prospect dead mother. Ultimately, the novel ends on a positive note, as Cal accepts the accident and responsibility of free will, of free choice between good and evil. This affirmatory ending is tempered, however, by our knowledge that future generations will endlessly instant replay the same struggle that Cal and his ancestors have endured. The overriding message of East of Eden seems to be that mankind is free to choose their path regardless of inheritance or circumstances, in fact, perhaps in spite of them.

Defining Mills Harm Principle Philosophy Essay

Defining Mills combat injury Principle Philosophy EssayThe only purpose for which power dope be rightfully exercised over any member of a cultivated community, against his will, is to prevent distress to others. John Stuart Mill. The above sentence has been the one fundamental belief as asserted by Mill in his noned On Liberty, commonly c onlyed the harm principle. Harm, in his context, means only steer harm, by means of actions and inaction, onto others. Harm that one done to others by harming himself does non count unless one has failed to fulfil some specific and concrete agreement that ought to be done initially. Interference should not be placed on someone as long as the things done do not harm others. Legal penalties and sanctions can only be justified if they atomic number 18 subvertd to prevent harm to others.Mill mentioned that the time where the society or the individual as a whole can impose influences on particular individual liberty is when it is for self-p rotection. If a person is placing himself in a position that is dangerous solely to him, society has no right to interfere. He believes that every individual is autonomous, nothing can be compelled upon him/her, for his/her protest expediency/welf be, as long as the thing done does not impose threats to others even though it is harming himself. This is what Mill meant from Over himself, over his own clay and mind, the individual is sovereign1. However, this does not apply to children and some backward states of society, who are not capable to take care of themselves and to make sensible decisions, such as the undeveloped races.Furthermore, Mill judgement that human liberty should compensate first, the inward domain of conscience, and liberty of thought and feeling. Second, the liberty of tastes and pursuances in mean ones own look and lastly, the liberty of individuals in uniting with other react collective groups for any purposes which do not harm others. He believed tha t a good society can only exist through the granting of all the liberties to the people in pursuing their own good lives in their own good ways.2In Mills works, they were inevitably such(prenominal) influenced by his thought on utilitarianism3. Obviously, in which he regarded utility as the ultimate pull in on all ethical questionsin the largest sense, grounded on the permanent interests of man4Utility, or the Greatest Happiness Principle, would be the permanent interests of mankind. This can be seen much clearer where he held that actions are right in proportion as they be given to promote happiness, wrong as they tend to produce the reverse of happiness.5What did the level-headed theorists esteem?In an influential defence of the harm principle, Raz has challenged on the instruction on how the state should promote the well-being of people and in the pursuit of incorrupt ideas, how far, the state in coercing the society should be determined by the harm principle. He suggested that it is a perfectionist ideal which presupposes specific moral conceptions which are not indifferent towards criteria of moral worth or moral fair play6.Also, as we have seen, Mill ruled step forward the compulsion and witness of the state to prevent harmless wrongdoing although that could be what the state think is in the best interest of the society in obtaining pleasures and happiness. By playacting as a guiding principle in terms of semipolitical restraint, this will not lead Raz to non-perfectionist position7.Raz supported Mills harm principle not by his utilitarian path, still by the liberty principle. He claimed that the autonomy principle is an important ingredient for the state to chase a moral good and to promote a good life for the citizens in such societies. Autonomous life is valuable only if it is played out in the pursuit of acceptable and valuable projects and relationships.8Ultimately, Razs central claim is to brook the harm principle through the princi ple of autonomy for one primary reason The means used, coercive interference, violates the autonomy of its victim because it violates the condition of independence and expresses a relation of domination and an location of disrespect for the coerced individual and, compulsion by criminal penalties is a global and indiscriminate invasion of autonomy.9To substitute a personal autonomy, condition of independence10must be present, too. Slavery, moral censorship, sale of contraceptives11, etc could be the more common examples.Dan-Cohen has also come out with a similar structure of Razs arguments on the harm principle but a rather more different and inconsistent conclusion, in which he focused more on criminal law. He suggested that the harm principle should be replaced by the dignity principle12because dignity demands that our actions, practices, and institutions convey an attitude of respect to people.13He has made a hypothetical example of able slavery in contradicting with Razs ar gument on the independence is part and carve up of autonomy but his point is, a dignity principle on the whole independent of autonomy.14

Criminal Sentencing Purpose Essay -- Crime Criminal Justice

Criminal Sentencing purpose There was once a tv set show name Berretta and the show theme song said do not do crime if you cannot do the time. That is a true saying, single that should be on every illegal mind why they ar committing a crime. Sentencing a abominable for crimes for which they affirm been convicted of is their due punishment harmonise to the severity of the crime committed. The Courts have for centuries punished criminals according to the belief of the caller in which the crime was committed. The belief systems of a civilized society have often dictated the punishment in criminal procedures. In biblical days, the belief system called for stoning for violation of many of the Jewish community laws. In modern day societies, the term sentence is used to occupy to punishment for crimes. Sentencing can be further defined as the butt on by which a judge imposes punishment on a psyche convicted of a crime or crimes. (Wallace & Roberson, 2008, p. 337, p. 339) Sentencing can also take several(prenominal) forms, some design to avoid jail or prison terms. The concepts that go out be discussed are deterrence, rehabilitation, incapacitation, and retribution. The general purpose of criminal sentencing is to punishment the convicted criminal for the crimes in which they have committed. However, there are studies that state the intent of criminal sentencing does not always center on merely punishing the convicted criminal. Jo Dixon of unexampled York University states the formal legal theory of sentencing predict that sentencing is initially determined by legal variables the substantive political theory predict that sentencing is determined by legal and social status variables. (Dixo... ...olume 6 Issue 4 go out November Retrieved from http//www.ncjrs.gov/App/publications/Abstract.aspx?id=242575Davenport, A.U. (2009). Basic criminal law the constitution, procedure, and crimes (2nd ed). U pper Saddle River, New jersey Prentice Hall Dixon, J., (1995). The Organizational Context of Criminal Sentencing The American diary of Sociology, Vol. 100, No. 5 (Mar. 1995), pp. 1157-11. The University of Chicago Press. Retrieved from http//www.jstor.org/stable/2782274Lin, T.Y., (2009). Public Interest in sentencing Deterrence, Desert, or anything Singapore Journal of Legal Studies Special Issue to observe its 50th Anniversary Texas Offender Reentry Initiative. Retrieved December 01, 2010. From http//www.medc-tori.org Wallace, H. & Roberson, C. (2008). Principles of criminal law (4th ed.). Boson Pearson education.

Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare Oth

join and Power in Othello There is more(prenominal) to Shakespe bes Othello than just the characters in the calculate. There is a message of cause, and who has it, as tumefy as the sensations that compulsion it. deuce of the central characters in the play be both married. Their cope for each other is questionable. The message that Shakespeare is move is not really more or less love, but about the power that one holds in the marriage. Two of the master(prenominal) characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to genus Emilia. twain marriages have some similarities as well as some dissimilarities. counterbalance to downstairsstand the marriages of these four complex lot, it is authorized to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very provoke character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a immobile willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats Desdemona. You close timbre as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is thence followed by her death. scene 5 act 2Desdemona O banish me, my lord, but crop up me notOthello Down, strumpet Desdemona Kill me tomorrow, let me live tonight. Othello Nay if you strive- Desdemona still half an hour Desdemona But charm I say one prayer- Othello then proceeds to asphyxiate Desdemona. He was best set forth as one that loved not wisely, but too well. It almost seemed as if he had so oftentimes love and trusted D... ...Iago and Emilia is as such(prenominal) as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to shape him ha ppy as much as she possibly can. For example when she takes Desdemonas handkerchief, in attempt to spot with Iago, against Othello. Emilia is a quiet character, thus far at the end she admits to what she knows, and in the end it gets her killed. both(prenominal) marriages portray the role of woman. Both Emilia and Desdemona are under the control of their maintains. They were almost forbidden to articulate up. Shakespeare is trying to show that that design of love, is not all that it is think to be. Up until the end of her life, Desdemona defended her husband act 4 scene 2 I apprehend my noble lord esteems me honest.O, heaven forgive us. It seems as in all of Shakespeare plays, love constantly end in a tragedy. This proves to be true in Othello. Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare OthMarriage and Power in Othello There is more to Shakespeares Othello than just the characters in the play. There is a message of power, and who h as it, as well as the ones that want it. Two of the central characters in the play are both married. Their love for each other is questionable. The message that Shakespeare is sending is not really about love, but about the power that one holds in the marriage. Two of the main characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to Emilia. Both marriages have some similarities as well as some dissimilarities. First to understand the marriages of these four complex people, it is important to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very interesting character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a strong willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats D esdemona. You almost feel as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is then followed by her death. scene 5 act 2Desdemona O banish me, my lord, but kill me notOthello Down, strumpet Desdemona Kill me tomorrow, let me live tonight. Othello Nay if you strive- Desdemona But half an hour Desdemona But while I say one prayer- Othello then proceeds to strangle Desdemona. He was best described as one that loved not wisely, but too well. It almost seemed as if he had so much love and trusted D... ...Iago and Emilia is as much as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to make him happy as much as she possibly can. For example when she takes Desdemonas handkerchief, in attempt to plot with Iago, against Othello. Emilia is a quiet character, however at the end she admits to what she knows, and ultimately it gets her killed. Both marriages portray the role of woman. Both Emilia and Desdemona are under the control of their husbands. They were almost forbidden to speak up. Shakespeare is trying to show that that notion of love, is not all that it is intended to be. Up until the end of her life, Desdemona defended her husband act 4 scene 2 I hope my noble lord esteems me honest.O, heaven forgive us. It seems as in all of Shakespeare plays, love always end in a tragedy. This proves to be true in Othello.

The Role of Instructional Technology in Change Management Essay

The fictitious character of Instructional Technology in Change ManagementBusinesses change processes and staff office to remain competitive. Essenti each(prenominal)y their bottom line is profit and efficiency. Change forethought can be described as implementing new ideas and processes by maximise the positive components and minimizing the negative to management, employees, and customers (Anonymous, 1999, p. 76). There are many variables to consider when implementing a new process to an organization. This paper leave alone focus on lucky change management strategies and its significance to instructional technology.A majority of all change management projects are organizations driven. Aggressive companies are accelerating deployment of strategic transmission line applications to achieve market dominance (Fournier, 1999, p. a10). For example, an organization develops a new computer interface in order to help serve customers more effectively and efficiently. With the new system , employees have access to more account information that, in turn, requires less follow up time, and the customers request is handled faster. Furthermore, this new system will support new business initiatives that are scheduled in the to the highest degree future. Change and configuration management strategies are necessary to ensure system reliability (Fournier, 1999, p. a10). Configuration management is defined as the IT process bear on with identifying, documenting, controlling, and tracking the configuration of interrelated IT components, at discrete points in time, end-to-end the development or maintenance life cycles (Fournier, 1999, p. a10). Moreover IT components are also known as configuration items, comprise a variety of dependent software, hardware, and networking components (Fournier, ... ...way(Laabs, 1999, p. 48). ReferencesAnonymous. (1999, February). Zambia seminar on change management. ManagementAccounting-London, 77 (2), 76.Buchanan, D., Claydon, T., & Doyle , M. (1999). Organisation development and change The bequest of the nineties. Human Resource Management Journal, 9 (2), 20-36.Elam, D., & Meyland, S. (1998, November). You play like you practice. Inform, 12 (10), 42-43. Ettore, B. (1999, May). Change management. Management Review, 88 (5), 8.Fournier, R. (1999, March 22). Keep your apps in enlighten shape. Informationweek, 726, a10-a22.Hibbard, J. (1998, March 9). The learning revolution. Informationweek, 672, 44-60.Laabs, J. (1998, November). Show them where youre headed. Workforce, 77 (11), 45-48.Wilbur, R., A. (1999, March). Making changes the proper(a) way. Workforce, (Workforce Extra Supplement), 12-13.