Theories and Principles Of Leadership And Management

Theories and Principles Of Leadership And Management Leadership is said to be a way of behaving that influence others to respond, not because they want to, but because they have to, it is seen as personal interactions between group of people which aim at improving personal interactions and focus on achieving a particular goals. Catalano (2006), define leadership as the ability of and individual to influence the behavior of others. A good leadership must possess some very important skills to be effective, this includes but not limited to critical thinking, problem solving, active listening, skillful communication, acknowledgment and respect for individual difference, establishment of clear goals and outcomes, and continue personal and professional development (Tappen 2001). While Management on the other can be define a problem oriented process with a focus on the activities needed to achieve a goal, it supply the structure, resources and direction for activities of the group. Management is aimed toward influencing employees to be as pro ductive as humanly possible Catalano (2005). There is always a relationship between leadership and management in nursing, Malby (1996) indicates that developing and fostering leadership competencies could direct nurse managers to think beyond tradition and to coordinate multidisciplinary dialogue which articulates the needs of the system and the patients whilst empowering employee. Leadership has been defined by different scholars and it has been group into theory for better understanding of its relationship to management, in this essay I will concentrate on the effect of different leadership and management theory and how it is related to nursing and healthcare system. Leadership theories Relationship-tasks orientation and Management theory Leadership and management Leadership Theory In authoritarian leadership style, the leaders maintain strong control over all aspects of the group and its activities, provide directions by giving others that the group are expected to carry out without questions (catalano 2006). This kind of leadership style should not be used in healthcare setting because of it negative influence on care giver, since healthcare is an interdisciplinary system in which group participation provide the best care for client and promote health. The mother of Nursing, Florence Nightingale has been said to use this style of leadership during her time. Her leadership and management style permeated nursing management for decades, and continued to dominate health care settings established and managed by the religious orders. Castigatory criticism, strong overt control, an I and you difference in status and a complete absence of individual consideration were the epitome of nursing management (Marquis Huston 2000, Widerquist 2000). And this was also support ed by Widerquist (2000) statement that whilst Nightingale may be considered a Great Woman of the Victorian era, the undercurrents of her theories, ideologies and management style have had deleterious consequences for subsequent nursing practice and nursing management. Carney (1999) asserts that whilst evidence suggests that this approach is still employed in some health care settings, the autocratic leadership style should only be utilized in crisis situations. In Democratic style theory (Supportive or Participating), all aspects of the process of achieving a goal, from planning and goal setting to implementing and taking credit for the success of the project, are shared by the group (Catalano 2006). This allows members participation and control because of its freedom of expression altitude toward achievement of goals. Murphy (2005) stated that Democratic leadership is supportive of group interaction and decision-making. Staff is motivated by economic or ego awards and supported by direction and guidance. Laissez- Faire leadership Style is also describe as permissive, non directive, or passive. The laissez-faire style leader allows the group he or she is leading to determine their own goals and the methods to achieve them. There is little planning, minimal decision making, and a lack of involvement by the leader (catalano 2006). The laissez-faire leader observes followers working from a distance and does not tend to intercede unless necessitated (Mullins 1994). Because of the leader little control and authority which can lead to variable efficiency and quality of output it is not commonly used in healthcare setting. Marquis and Huston (2000) caution that if this style of leadership is used inappropriately, it can precipitate apathy and disinterest in staff and a frenetic department. Transformational theory recognizes that multiple intangibles exist whenever people interact. Factors such as sense of meaning, creativity, Inspiration, and vision all are involved in creating a sense of mission that exceeds good interpersonal relationships and reward. In many healthcare facilities, nursing leaders are expected to inspire excitement and commitment in nurses, who often must provide care to very ill clients in less than ideal circumstances (catalon 2006). Transformational leaders strive to elevate the needs of their followers which are congruent with their own goals and objectives through charisma, intellectual stimulation and individual consideration (Bass et al.1987a). Leadership orientation and Management theory In High Relationship- Low Task Orientation the leaders are usually well liked by the groups because of their acceptance of the group members as individuals, consideration of their feelings, encouragement, and promotion of good feelings among all the group members (catalano 2006). This relationship focuses more on the employee to elicit the high production ,and was supported by Human Interaction theory (management theory) in which management were required to develop a different set of management skills, including understanding human behavior, effective counseling , increase motivation using effective leadership skills and maintaining productive communication (catalano 2006). In Nursing, this relationship helps to get the best out of the health care team thereby increasing the quality of care giving to patients. These theories was also supported by the Michigan studies on the leadership behavior(Cole 1999) in which it reported that supervisors of high producing groups tended to be empl oyee-oriented and exercised employee participation in decision making, thereby promoting team development and cohesiveness. High Task-Low Relationship describe a leader who does all the planning with little regard to the input or feelings of the group, gives order and expect them to be carried out without questions (Catalano 2006). This can be related to Time-Motion Theory (management theory), define as planning, organizing, commanding, and controlling the work of any particular group of employee (Catalannn2006). This can create a non productive environment if use in the health care setting because of it decrease in employee satisfaction. The Michigan studies (Cole 1999) conclude that the supervisors of low producing groups were task oriented and consequently were referred to as production-oriented leaders. These leaders focused more on the tasks than on the employee needs and tended to strictly monitor and control performance. Leadership and Management Leadership orientation and theory are used interchangeably, since environments and situations are constantly changing in healthcare settings. Factors such as member skills, the circumstances or problem at hand, the work environment are put into considerations. Fiedler (1967) identified the leaders power; the leader-follower relationship and the task to be accomplished as the key variables which determine the particular leadership style required to militate various problems in diverse situations. Hence, the applicability of Fiedlers (1967) leadership theory to contemporary nursing management is conceivable, as various approaches can be employed interchangeably to manage diverse situations. For example the authoritarian leadership is mostly used in emergency situations in which saving a life and obtaining maximum health is the highest goals of any group. And this is supported by Carney (1999), who asserts that whilst evidence suggests that this approach (authoritarian theory) is still employed in some health care settings, the autocratic leadership style should only be utilized in crisis situations. Catalano (2006) stated that a nurse manager on a hospital unit may use a highly democratic style in most of the routine activities of the unit, but when a client goes into cardiac arrest, she may revert to a highly authoritarian style while directing the staff through a code. Also in quality management, where the problems are often long term and complicated, the leader tends to be a nurse who is well organized and methodically sift through a mountain of information and statistics to develop a policy that covers the widest range of possibilities. It can be argue that to be an effective manager, it is apparent to have the quality and highly develop skills of a good leadership, especially in healthcare to achieve optimum health and increase productivity. Whilst one does not have to be a leader to manage and a manager to lead, researchers in the 1960s began to recognize how these skills can be intertwined and employed synonymously to realize organizational goals (Marquis Huston 2000). It could also be argued that unless managers are cognisance and competent in strategic planning development, which implicates on clinical practice, their efforts may be circumvented by more senior levels. In addition, to affect successful change management in a constantly changing environment, the nurse manager must be appropriately prepared to lead and manage the complexities and contingencies of this process (Dutton et al. 1997). Management and leadership skills complement each other, it can be learned and require practice and experience.

Themes in Hamlet Essay example -- GCSE English Literature Coursework

Themes in Hamlet      Ã‚  Ã‚   Within the Shakespearean tragic drama Hamlet there are a number of themes. Literary critics find it difficult to agree on the ranking of the themes. This essay will present the themes as they are illustrated in the play – and let the reader prioritize them.    Michael Neill in â€Å"None Can Escape Death, the ‘Undiscovered Country’† interprets the main theme of the play as a â€Å"prolonged meditation on death†:    How we respond to the ending of Hamlet – both as revenge drama and as psychological study – depends in part on how we respond to [the most important underlying theme] of the play – that is, to Hamlet as a prolonged meditation on death. The play is virtually framed by two encounters with the dead: at one end is the Ghost, at the other a pile of freshly excavated skulls. The skulls (all but one) are nameless and silent; the Ghost has an identity (though a questionable one) and a voice; yet they are more alike than at first seem. For this ghost, though invulnerable â€Å"as the air,† is described as a â€Å"dead corse,† a â€Å"ghost . . . come from the grave,† its appearance suggesting a grotesque disinterment of the buried king. The skulls for their part may be silent, but Hamlet plays upon each to draw out its own â€Å"excellent voice† just as he engineered that â€Å"miraculous organ† of the Ghost’s utterance, the †Å"Mousetrap.† (112-13)    The interpretation of the main theme of the play as revenge is popular among literary critics: Phyllis Abrahms and Alan Brody in â€Å"Hamlet and the Elizabethan Revenge Tragedy Formula† decide on revenge as the dominant theme:      There are ten deaths in Hamlet, if we include the death of Hamlet’s father and the â€Å"make-believe† death of the Player-King. The cause of ... ...eath, the ‘Undiscovered Country’.† Readings on Hamlet. Ed. Don Nardo. San Diego, CA: Greenhaven Press, 1999. Rpt. from â€Å"Hamlet: A Modern Perspective.† The Tragedy of Hamlet, Prince of Denmark. Ed. Barbara A. Mowat and Paul Werstine. N. P.: Folger Shakespeare Lib., 1992.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Themes in Hamlet Essay example -- GCSE English Literature Coursework Themes in Hamlet      Ã‚  Ã‚   Within the Shakespearean tragic drama Hamlet there are a number of themes. Literary critics find it difficult to agree on the ranking of the themes. This essay will present the themes as they are illustrated in the play – and let the reader prioritize them.    Michael Neill in â€Å"None Can Escape Death, the ‘Undiscovered Country’† interprets the main theme of the play as a â€Å"prolonged meditation on death†:    How we respond to the ending of Hamlet – both as revenge drama and as psychological study – depends in part on how we respond to [the most important underlying theme] of the play – that is, to Hamlet as a prolonged meditation on death. The play is virtually framed by two encounters with the dead: at one end is the Ghost, at the other a pile of freshly excavated skulls. The skulls (all but one) are nameless and silent; the Ghost has an identity (though a questionable one) and a voice; yet they are more alike than at first seem. For this ghost, though invulnerable â€Å"as the air,† is described as a â€Å"dead corse,† a â€Å"ghost . . . come from the grave,† its appearance suggesting a grotesque disinterment of the buried king. The skulls for their part may be silent, but Hamlet plays upon each to draw out its own â€Å"excellent voice† just as he engineered that â€Å"miraculous organ† of the Ghost’s utterance, the †Å"Mousetrap.† (112-13)    The interpretation of the main theme of the play as revenge is popular among literary critics: Phyllis Abrahms and Alan Brody in â€Å"Hamlet and the Elizabethan Revenge Tragedy Formula† decide on revenge as the dominant theme:      There are ten deaths in Hamlet, if we include the death of Hamlet’s father and the â€Å"make-believe† death of the Player-King. The cause of ... ...eath, the ‘Undiscovered Country’.† Readings on Hamlet. Ed. Don Nardo. San Diego, CA: Greenhaven Press, 1999. Rpt. from â€Å"Hamlet: A Modern Perspective.† The Tragedy of Hamlet, Prince of Denmark. Ed. Barbara A. Mowat and Paul Werstine. N. P.: Folger Shakespeare Lib., 1992.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.   

Quiz on Human Pathophysiology

This assignment is worth 40 points. Please make sure you have answered all questions prior to submitting. Once you click the submit button, you will not be able to return. Question 1 of A 9-year-old patient Is admitted to a pediatric unit with Dutchmen muscular dystrophy. Which of the following traits was this condition Inherited from? Sex-linked dominant Excellences Sex-limited Sex-linked recessive 2 of 40 A 70-year-old male with chronic renal failure presents with edema. Which of the following is the most likely cause of this condition? Increased capillary nonionic pressureDecreased interstitial nonionic pressure Increased capillary hydrostatic pressure Increased interstitial hydrostatic pressure 3 of 40 Which of the following can cause swollen feet to develop? Increased ATOP Chloride movement out of the cell An+ movement into the cell Decreased nonionic pressure 4 Of 40 What Is the role of cytokines In cell reproduction? Provide growth factor for tissue growth and development Bloc k progress of cell reproduction through the cell cycle Restrain cell growth and development Provide nutrients for cell growth and development Sodium and water accumulation in an injured cell are a direct result of which of the allowing?Decreased ATOP production Sororities Ribosome detachment Dehydration 6 of 40 A cell that does not contain a multiple of 23 chromosomes is called a diploid upload unplanned haploid 7 of 40 cell. Which of the following molecules is likely to accumulate in dead or dying tissues? Calcium Protein Uric acid Melanin 8 of 40 A condition in which a single chromosome is missing in each cell is called a haploid condition. An autos. A monsoons. Down Syndrome. 9 of 40 A child is born with blue eyes (b). The child's mother has blue eyes, and the father has brown eyes. Which of the following represents the father?Bibb Ebb 10 of 40 RNA directs the synthesis of protein through which process? Transcription Translation Translation 11 of 40 Which of the following problem s results in increased capillary hydrostatic pressure and the formation of edema? Renal failure Hemorrhaging Liver failure All of the above 12 of 40 The Eukaryotic cell consists of which of the following three components? The plasma membrane, the cytoplasm, and intracellular organelles The plasma membrane, the extracurricular membrane, and lagan's Cell Junctions, the extracurricular membranes, and proteins Water, proteins, and receptors 13 of 40The process by which cells program themselves to die is called corollary's. Optimism. Opinions. Necrosis. 31 of 40 Steven has Dutchmen muscular dystrophy. He inherited this condition from his mother only. Father only. Mother and father. Mother or father. The outward manifestation of a disease, which is often influenced by both genes and environment, is called the disease genotype. Allele. Phenotype. Dominance. 33 of 40 An increase in antipathetic hormone (DAD) secretion will result in which of the following changes? Increased serum sodium con centrations Decreased serum sodium concentrations Increased serum potassium concentrationsDecreased serum potassium concentrations 34 of 40 Which phase of catabolic produces the most ATOP? Digestion Glycoside Oxidation Citric acid cycle 35 of 40 Mutations can result in abnormal DNA. RNA. Proteins. DNA, RNA, and proteins. 36 of 40 Mutations that do not change the amino acid sequence and thus have no consequence are termed mutations. Frameset spontaneous silent misses 37 of 40 CT scan reveals that the patient is suffering from cerebral edema. This type of edema is referred to as localized edema. Generalized edema. Pitting edema. Lymphoma. 38 of 40 Which of the following is not an accepted theory of aging?Cellular aging results from wear and tear over the course of a lifetime. The degeneration of extracurricular materials such as collagen contributes to aging. The process of transcription during protein synthesis becomes more error-prone as a cell ages. The genetic mechanisms of aging are programmed into a cell's DNA. Question 39 of 40 Cellular atrophy involves an increase in cell size. A decrease in cell size. An increase in the number of cells. A decrease in the number of cells. 40 of 40 Which of the following electrolytes is found in the highest concentrations in the intracellular fluid (ICE)? Sodium Magnesium Potassium

Why Study Skills Are Important

Study skills are important to maintain. Study skills help you excel in your academic career. They help you remember and learn new information. They also help you do well in your assignments, quizzes, and tests. That helps you pass to the next grade. You might ask, what are study skills? Examples of good study skills are classroom behavior, time management, organization, and memorization. Good classroom behavior includes active listening. Hearing is not listening.When you listen critically you are trying hard to learn something and you are sitting up straight and taking notes. Keep your eyes on the teacher, ignore noises and movements from others, and avoid daydreaming. Taking notes is good classroom behavior as well as making sure to socialize at appropriate times such as during breaks. As I previously stated time management is a study skill. Write down all homework and assignments along with their due dates in your agenda or planner.Make sure to Write down test dates, quiz dates, an d project due dates in your agenda or planner as well. Also, put all due dates down in your agenda or planner on the day before they are due as a reminder. Take the quiz dates, test dates, and project due dates from your agenda and write them on a calendar at home. Decide how much time you will spend studying after school and how often. Furthermore designate the specific time of day and the actual days for your study time. Memorization is also a study skill.Memorization includes reading notes aloud several times to yourself, and trying to connect the information to something familiar. Making acronyms, note cards, and your own quizzes from your notes can also help you memorize things. Organization is an important study skill that includes notebook organization, organizing your study place, and organizing your goals. To organize your notebooks keep a separate folder or notebook for each class. Put all homework assignments in one spot as well. Put all papers & classwork neatly in the p roper place, and straighten out your binder every Friday.Study skills are important because you use them to excel in you school work. Study skills include classroom behavior, time management, organization, and memorization. You need to listen in class if you want to learn. Time management is important because you have to turn assignments in on time in order to get a good grade. Organization is important because you need to know where your assignments and notes are. All of the above is important because they are all study skills. You need good study skills in order to excel in school.

A History of the English Language †Past Changes Precipitate Worldwide Popularity Essay

A History of the English Language – Past Changes Precipitate Worldwide Popularity Essay Free Online Research Papers A History of the English Language Past Changes Precipitate Worldwide Popularity Essay The history of the English language is of significance because English is spoken more frequently than any other language except Chinese, according to the International Encyclopedia of Linguistics (410). A Germanic language, English is spoken by an estimated 1,500,000,000 people, and that number is ever increasing, according to An Encyclopedic Dictionary of Language and Languages (121). English is the chief language of world publishing, science and technology, conferencing, and computer storage as well as the language of international air traffic control (121). English is also used for purposes of international communications, and international politics, business communications, and academic communities (122). The history of English can be traced to the colonization of people from a family of languages which spread throughout Europe and southern Asia in the fourth millennium BC, (185). It is thought that a seminomadic population living in the steppe region to the north of the Black Sea moved west to Europe and east to Iran and India, spreading their culture and languages (186). According to The Cambridge Encyclopedia of Language, the European languages and Sanskrit, the oldest language of the Indian sub-continent, were tied to a common source. When a systematic resemblance was discovered in both roots and verbs and in grammar forms, by comparing similar features of the European languages and Sanskrit, a common source language was reconstructed named Proto-Indo-European (298). The Proto-Indo-European language was more complex than English today. According to The Cambridge Encyclopedia of Language, It is possible to reconstruct three genders (masculine, feminine, and neuter) and up to eight cases (nominative, vocative, accusative, genitive, dative, ablative, locative, instrumental). Adjectives agreed in case, number, and gender with the noun. The verb system was also rich in inflections, used for aspect, mood, tense, voice, person, and number. Different grammatical forms of a word were often related by the feature of ablaut, or vowel graduation: the root vowel would change systematically to express such differences as singular and plural or past and present tense, as is still the case in English foot/feet or take/took (Crystal 299). The Proto-Indo-European language is thought to have been spoken before 3,000 BC, and to have split up into different languages during the following millennium (298). The languages families include Celtic, Germanic, Italic, Indo-Iranian, Tocharian, Armenian, Anatolian, Albanian, Greek, Balto-Slavic, and Slavic languages. Yiddish, German, Afrikaans, Dutch, Flemish, Frisian, and English make up the West Germanic subgroup of the Germanic Branch (Crystal 186). Scholars renamed the language group the Indo-European family after 3,000 BC (298). Theorists suggest that the horse was a major element of the Proto-Indo-European and the Indo-European family of languages. They conjecture that the culture was spread by warriors who conquered from horse-drawn chariots. Others discount this theory, according the Dictionary of Languages (273). The Indo-European languages have been marked by a succession of changes affecting different languages. One change of note includes the centum/satem split. K followed by a front vowel became s or sh in Indo-Aryan (Sanskrit sata), Iranian (Persian sad), Slavonic (Russian sto), Baltic (Lithuanian simtas), Albanian (qind, pronounced chind) and Armenian. It remained k in Celtic (Welsh cant), Italic, Tocharian (kant), Greek (hetaton) and Germanic (with a subsequent move to h, English hundred). A sound shift in consonants occurred that differentiated the Proto-Germanic languages from other Indo-European languages. It included several consonants that were changed from the first example to the second example in the following consonants: p>f, t>0, k>x, b>p, d>t, g>k, bh>b, dh>d, and gh>h. The sound shift was named Grimms Law, after the man who described it, according to Contemporary Linguistics (332). The Proto-Indo-European, the Indo-European, and specifically the Germanic language, of which English is a derivative, influenced the early history of the English Language. The early history of the English language began in Britain and with several groups of people. At first people migrated to the placed now called England. Several invading groups joined the original settlers of England, bringing with them their language and culture. English became a mixture of languages that adapted to the circumstances and the needs of the people. England eventually commanded an empire, thus, spreading the language around the world. When the empire, diminished the Americas continued to spread the English language because of their political power and wealth. The history of the English language is fascinating and follows as events and language changes are pointed out. The Celts were the first Indo-European people to spread across Europe, according The Cambridge Encyclopedia of Language (304). They emerged from south central Europe and spread throughout most of Europe, reaching the Black Sea and Asia Minor. They migrated to south-west Spain, central Italy, and throughout Britain in a series of wave-like migrations. Their culture was named after a Swiss archaeological site called La Tene. The first group of Celts went to Ireland in the 4th century and later reached Scotland and the Isle of Man. The second group went into southern England and Wales, and later to Brittany, producing a type of Celtic know as British. During the greatest days of the Roman Empire, their law ruled all men from Britain to Egypt, from Spain to the Black Sea, according to A History of Knowledge, (67). The Romans had a fierce respect and love of the law. Everywhere the Romans governed, they took their laws and administered them over the peoples they ruled. In fact, Roman law continues to this day to be an influence upon almost all legal systems in the Western world. The Romans adopted the Greek alphabet, Greek ideas, images and world views. They copied the Macedonian order of battle and Spartan steel weapons and armor. They conquered everywhere they went, building roads, establishing cities, trading, and sharing their culture. The Romans build a transportation network with hundreds of miles of roadway. The roads the Romans built still exist today, after twenty centuries of continuous use. Britain was acquired as a province of the Roman Empire during the century after 14 AD, following the death of Augustus. Words from Latin and Greek languages were adopted into the language. The Greek alphabet, with a few minor changes, is used in the English language today (25). Eventually, the Romans also brought Christianity to Britain. English became a distinct tongue about 449 AD when Angles, Saxons, and Jutes, who spoke Germanic dialects, arrived in Celtic-speaking Britain. Groups of Angles, Saxons, and Jutes came to aid the Romanized Britons who were besieged by Picts and Scots after the Roman military withdrew in 410 AD (Bright 410). English owes its origin to the Angles, Saxons, and Jutes who crossed the sea and settled in Britain, according to the Dictionary of Languages, (166). The Anglo-Saxon kingdoms covered most of what is now England by around 600 AD. The West Saxons were the most powerful of the new kingdoms, and the only one able to withstand the Viking invasion in the 9th century AD. It was also in Wessex or the West Saxon kingdom that a written language first flourished. The International Encyclopedia of Linguistics divides the history of English into three periods: Old English, Anglo-Saxon from 700 to 1100 AD, Middle English from 1100 to 1500 AD, and Modern English or New English from 1500 to the present (410). Old English (OE) was a highly inflected language. There were suffixes on nouns, verbs, adjectives, and demonstratives. It had an elaborate system of personal interrogative and relative pronouns. The four dialects during the Old English period were Kentish in the southeast, West Saxon in the south and southwest, Mercian in the Midlands, and Northumbrian above the Humber River. West Saxon was the written standard during the reign of Alfred the Great from 871 to 899 AD. Old English morphology included noun forms of singulars and plurals, with five cases, and three genders. Old English personal pronouns have been retained, and have transferred into New English, more of their morphological variations than any other form class. With the influx of the Christian religion at the end of the 6th century, some Latin words were added. About 2,000 Danish words and phrases were also added to Old English. At that time, the combining of native elements in prefixing, suffixing, and compounding was the most characteristic way of expanding the word stock. (Bright, 412) Britain was invaded again during the Viking age of about 750 to 1050. This invasion was mostly by Danes who then settled in central and southern England. Throughout Britain, most of the people spoke Old English and few words from the Celtic influence remained. Middle English began with the 1066 Norman Conquest. French-speaking Normans carried out government and educational duties. The Norman invasion caused a bilingual environment with the middle class speaking both French and English. It brought approximately 10,000 Norman French words into Middle English. The Normans exerted a great influence in food, fashion, education, religion, government, law, and the military. Social and linguistic upheaval changed the language climate in 1215 when King John of England was forced to acknowledge the Magna Carta. According to The Heritage of World Civilizations, this monumental document was a victory of feudal over monarchical power in the sense that it secured the rights of many the nobility, the clergy and the townspeople over the autocratic king; it restored the internal balance of power that had been the English political experience since the Norman conquest. Now the English people could be represented at the highest levels of government. This eventually brought English back into use as the countrys language (446-447). Modern English developed when Caxton established his printing press at Westminister in 1476. New English is a derivative of the dialect of medieval London. It is in the same dialect used by Cha cer and Chancery. During this time Johannes Gutenberg, a German printer invented type molds for casting individual letters. His first book using movable type was printed about 1450 and was printed on rag paper. (The Chinese government is credited with the discovery of paper in 105 AD, however, Arabs also discovered how to make paper.) Gutenbergs invention made movable type practical because he could produce any quantity of letters and words and place the timeype in a frame. He used rag paper in his printings. His most famous printing is the Gutenberg Bible (Van Doren 154). According to the International Encyclopedia of Linguistics, all vowels were systematically raised, and the highest were dipthongized between 1400 and 1564. Also, there were 333 strong verbs in Old English. Half of the verbs are still used, although, only 68 are inflected as strong verbs (414). The most important phonological event in modern times is the so-called Great Vowel Shift. It began in late middle English and continued until the eighteenth century. The long vowels of Middle English came to be pronounced in a higher position, while the highest vowels became diphthongs, according to The Encyclopedia of Language and Linguistics (1125). With the approach of the 18th century, English became an analytical language. Its rich inflectional system weakened, causing a great increase in the use of prepositional phrases, in new phrasal prepositions (e.g. in spite of, with regard to, on the basis of), and in periphrastic verb construction. For example, did say is the periphrastic past tense of say, and said is the inflected past tense of say. During this period, there was a reduction of inflectional distinctions (Asher 1125). Also, Old English had used both SVO and SOV sentence word orders without requiring a grammatical subject. Middle English used SVO and the subject was obligatory (Bright 413). During the Renaissance, English displaced Latin as the language used in philosophy, science, and other learned arenas. Since English was lexically deficient, it borrowed Latin and Greek words for nouns and adjectives. The International Encyclopedia of Linguistics estimated that during the first 150 years of New English, more than 10,000 words from 50 languages were borrowed. It also asserted that the current English language has borrowed foreign words from more than 75 languages with French as the principal donor. The Old English method of using affixes and compounding to form words was displaced in New English by borrowing words as the favorite way of enlarging the English word stock. According to the Dictionary of Languages, the history of Modern English has three important themes. The themes include the extension of English into new subject areas, the spread of English to many parts of the world, and the growth of English into Standard British English. The extension of the language began with the first printed English translation of the Bible in 1525. The Authorized Version of the English Bible was translated in 1611. Finally, the revised Book of Common Prayer was published in 1662. The Bible and the prayer book were in everyday use in Anglican churches until the 1970(s), where they influenced the speaking and writing of English for over 300 years. English took the place of Latin during the 16th century in religion, science, and scholarship. To make this transition possible, vast numbers of loan words have been added to the English language. English has spread to many parts of the world. It became a native language for English-speaking colonies, which are now independent and powerful states. English was spread by British trade and influence. It is the second language of many other states because the ex-colonial countries have no better choice of a national language. English is currently acknowledged as the universal language of diplomacy and science. It is also the language that people usually speak when addressing foreigners, and it is the most popular second language(167). Standard British English is the widely accepted standard language, the language of London and its elite. It is sometimes called the Kings (or Queens) English, BBC English, and Received Pronunciation. This standard use of English has been helped by the spread of education and literacy, the extension of printing and publishing, and recently the influence of radio and television. All these factors have increased the standardization of pronunciation, spelling, and spoken and written style. English shares linguistic features with other Indo-European languages. However, the lexicon, morphology, and phonology are characteristically Germanic. One example of this is that past tense inflections are a Germanic characteristic. Another distantly Germanic characteristic is the fixed primary stress on the first syllable, as expressed in the word brother (Bright 410). An Encyclopedia Dictionary of Language and Languages (AEDLL) describes English as spoken worldwide by a large and ever-increasing number of people. The English language has official status in more than 60 countries. Two diagrams called A Family of Languages and English: the world language follow the bibliography. One shows that English is listed with languages in the West Germanic subgroup, and the other illustrates the use of English in countries around the world today. A summary of the trends allows the prediction that English may become the language of universal communications. Bibliography Asher, R.E. and J. M. Y. Simpson. The Encyclopedia of Language and Linguistics. 10 Vols. New York: Pergamon Press, 1994. 1125. Bright, William. International Encyclopedia of Linguistics. 4 Vols. New York: Oxford University Press, 1992. 410-415. Craig, Albert M., et al., eds., et The Heritage of World Civilizations. 2 Vols. New York: Macmillan Publishing Company, 1986. 446-447. Crystal, David, The Cambridge Encyclopedia of Language. 2nd Ed. New York: The Press Syndicate of the University of Cambridge, 1997. 298-299. Crystal, David. An Encyclopedia Dictionary of Language and Languages. USA: Blackwell Publishers, 1992. 121-122, 134, 185-186. Dalby, Andrew. Dictionary of Languages: The Definitive Reference to more than 400 Languages. London: Bloomsbury Publishing PLC, 1998.166-179. OGrady, William, Michael Dobrovolsky and Mark Aronoff. Contemporary Linguistics. 3rd Ed. New York: St. Martins Press, Inc., 1992. 332. Van Doren, Charles. A History of Knowledge Past, Present, and Future. New York: Ballantine Books, 1992. 154. Research Papers on A History of the English Language - Past Changes Precipitate Worldwide Popularity EssayQuebec and CanadaAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtPETSTEL analysis of India19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoAnalysis Of A Cosmetics AdvertisementStandardized TestingDefinition of Export QuotasMarketing of Lifeboy Soap A Unilever Product

Knowledge Management The WritePass Journal

Knowledge Management Abstract Knowledge Management ). One aspect of the NHS that is particularly admirable is the commitment that they demonstrate to strategic development. One can see that there is a strong commitment to being a learning organization in the flexible approach that they take to strategy. The increasingly demanding challenges of people in general having to make time to visit healthcare professional has been noted by the NHS and therefore they are adapting new strategies on how to provide healthcare to people without having to physically engage with the patient/customer. These can be seen on the strong online presence that NHS has providing symptom checkers, interactive quizzes and health articles. By doing this, the NHS are promoting a kind of public awareness towards health care issues and in doing so, strongly engaging in CKM by creating this shared value system, being one that is committed to good quality healthcare. Furthermore, because the NHS is a kind of public entity there is a large spectrum for public participat ion. Looking In Once a strategy has been realized, one can look to internal methods of promoting these strategic objectives. As noted above, the NHS has a strong online presence involving technological innovation which allows for widespread and effective information dissemination. A very useful byproduct of these strategic initiatives is that it promotes a system of accounting whereby stakeholders are responsible for themselves. In doing so, one promotes the idea that individuals are responsible for their own wellbeing. There is a clear link here between the aims of CKM and those of the NHS. By providing information and self diagnostic criteria, there is an empowerment that is revolving around customer participation. In doing so, the NHS is also receiving critical data which in turn will assist the institutional KM objectives. By assessing the information provided by the symptoms test, crucial information relating to current ‘trends’ in the market can be used to assess things like produ ct demand, service delivery and service demand to ensure that there are the correct available services in relation to those demands. With this there becomes a need for internal exchange between the partners in the NHS to allow the dissemination of the information gained through CKM, transforming it into KM procedures. Due to the nature of the NHS, one can see that knowledge sharing in this way would be highly beneficial. Due to the nature of medicine, most of what is learnt is based on prior experience of professionals in the industry, therefore it can be called an industry practice and fostering of a learning organization through KM in this way seems like an almost natural byproduct. There is some room for reward in this case as industry professionals may receive much notoriety based on their scientific contributions to the industry, particularly in the avenue of medical breakthrough of treatment courses. There is a potential for relatively serious repercussions in the case of a failed treatment and this in itself often serves as a kind of ‘human incentive’ to facilitate information dissemination. Structures One needs to have a functional structure in order to enable the departments and stakeholders to work together and interact within one another. With regards to CKM, it is clear that there is a high level of structural support facilitating working together of the various stakeholders of the organization. The allowance for virtual interaction that exists on the NHS website as well as pharmacy ‘hotlines’ where information can be given or gathered for the benefit of the customer and the business. This becomes slightly more problematic when moving into the sphere of KM, however due to the public nature of the NHS, the involvement or interference by the various stakeholders with one another is fairly pronounced. There is a customer feedback report that is available to all persons to complain about the individual practices and this therefore ensures a certain quality of service. There are further annual, bi-annual and quarterly conferences held where healthcare professionals are encouraged to share knowledge based on their experiences. In this way, tacit knowledge can be seen to transgress into explicit knowledge through sharing for mutual benefit. This relates back to the idea of incentive as notoriety in this way is often sought after by many professionals. It is arguable that this in itself promotes the product-based structure of knowledge management as it accounts of socio-cultural indicators simply by the nature of the subjects involved. There is however despite this an ele ment of explicit knowledge emphasis as the practice of medicine itself is an objective account of symptoms and applying those universally according to those characteristics. Looking Out Obviously it goes without saying that the success of any organization is highly dependant on the input of what Pedler refers to as boundary workers. These are the people on the fringes of the organization that are by and large responsible for the gathering of information from various sources. This has particular relevance to both KM and CKM in that the information gathered has equal importance to both. In the case of the NHS, as with any organization that is service based, there are a large number of these boundary workers to gather this information. This is evident in both patient records and the information gathered through the NHS website and questionnaires that are used. By doing so, this data can be analyzed into knowledge that can be shared through objective output sources. One can go so far as to see how the symptom checker on the NHS website is a culmination of these processes as it is using a database of obtained knowledge to assist and share with the customer. Through gatherings of industry professionals through conferences and publication of medical journals and articles, it is clear to see that there is a commitment by the NHS to intercompany learning. Sharing of information in the way that the organization does promotes the sharing of knowledge through databases and external communication sources. One must bear in mind that the NHS comprises of the majority of the healthcare sector and therefore communication between professional in the industry has a broad reach and high value. Learning Climate The very nature of the healthcare industry promotes it as a learning climate. The consequence of the ever evolving field of human care requires constant evolution and a very flexible attitude towards learning. One can see that this is present in the NHS with the process of continuous evolution of policies and commitments towards various illnesses. The policies are changing and growing constantly in response to relevant societal needs. This can be seen in the emphasis placed on pre-natal healthcare and family planning, as this has become a relevant social issue in the last decade. This can further be seen in the new Cancer Policy of the NHS which is aiming to strategize towards a new and more aggressive approach to cancer research and disease control. The nature of the profession also encourages sharing of information in a network of professionals. Therefore these strategic initiatives are generally a combination of both KM and CKM as the need is coming from both sides, professionally and from the public. There is a strong commitment by the NHS to career development and betterment of their staff. This can be seen more in the lower academic fields of carers and case workers particularly, where there is large training incentive to learning opportunities. The NHS provides a working and learning scheme whereby an employee’s skills can be enhanced. From the perspective of CKM there is encouraged learning through website publication as well as a vast array of information that is available from healthcare facilities. There is generally a broad commitment to all facets of healthcare, including mental and reproductive health care systems. Moving Forward Analysis of the practical and theoretical aspects of the NHS and how it relates of KM and CKM in a learning environment is crucial for any organization to move forward. As a result a number of factors become relevant. It is clear that in the practice of the NHS there is a clear transformation of tacit knowledge into explicit knowledge. At the level of KM, this takes the form of documentation of subjective considerations. In other words, this will be case studies and patient notes. By examining these, the professionals create explicit knowledge that is objectively transferable to other professionals in the industry. By doing so, one could argue that the practice based approach to KM is being supported, as there are socio-cultural factors at play. Furthermore, by providing information to other stakeholders through articles and training, one is taking account of various education levels for example, carers and case workers. This is done by providing a simpler version of a complex set of facts. In the realm of CKM, there is also transference of knowledge from professionals to the clients using information relayed by the clients themselves. In doing so there is a mutual value creation done by the professionals to the customers taking account of relevant socio-cultural indicators. By creating this database for public assess they are allowing the expropriation of a certain level of customer by allowing them to do it themselves. It is clear that this has great benefit for the professional in the industry as it may relieve resource and staffing constraint. In doing so, there is a clear creation of a learning environment. Whilst it has been argued that this learning organization is an inherent characteristic of the professional environment of the healthcare industry, it can also be seen in the CKM objectives. It is clear that by empowering the customer with knowledge, there is a certain responsibility that is transferred to the customer. This in turn will have a knock-on effect for those customers as they will be able to self-diagnose in the future and this will pass to their network of people and so on. An example of this can be seen in a simple common cold. Through experience, individuals know the symptoms and treatment plan of the common cold, therefore they do not generally seek out professional assistance as they are able to manage it themselves. If this were the case with other ailments, the best course of action will be decided upon by the customer which has a mutually beneficial effect. Knowledge sharing in this way generally ha s a similar effect for healthcare professionals as it will also lead to experience based beneficial outcomes. An example would be through cancer treatment, experience has proven that a certain course of action is most beneficial, therefore this is the proven solution that will be used. The publication of this information in journals and circulars helps to manage the knowledge sharing ensuring the maintenance of a learning organization within the NHS. Conclusion Through analysis, the NHS clearly presents itself as a learning organization. There is a strong interaction between CKM and KM in the NHS because of the public nature of the organization. It is clear that it is committed to knowledge sharing for mutual benefit and therefore presents a strong case for the e-flow model of the learning company. There is a strong presence of internal and external influence in the learning and knowledge strategies and this is clear through the flexible nature that is shown by the policy initiatives of the NHS. The research initiatives of the NHS demonstrate a clear transference of tacit knowledge to explicit knowledge in a way that it is capable of being shared and transferred between the various stakeholders. In doing so, the NHS have in some ways combined KM and CKM aspects and goals of the organization therefore empowering the professional and the customers. The nature of the organization arguably makes this a relatively simple activity as there is an inherent need for reformation and a commitment to learning and sharing knowledge. At the lower levels however this becomes more important, however one could argue that this is mitigated through the strong involvement by the public and accountability methods that the NHS provides for the customer. The NHS is a very good example of effective implementation of KM and CKM concepts in a learning organization. It has been shown that through commitment by the NHS, appropriate levels of customer involvement and empowerment, and the correct approach by the industry professionals, it is possible to have a good relay of knowledge sharing and that there is a possibility of strong interaction between customer knowledge management and knowledge management at a professional or higher level. It seems that it is essential to have accountability methods in order to ensure efficacy, however one could argue that this is simply an essential of the new, modern, learning organization. On the other hand, o ne could also discuss whether the success of the NHS in implementation of these strategies leading to their existence as a learning organization is highly dependent on the nature of the work involved and the type of professionals, subsequently meaning that perhaps there is an argument to be made which will mean that the success of KM and CKM strategies in a learning organization is more dependent on the type of organization and not necessarily the strategies thereof. Bibliography: Addicott, McGivern, Ferlie, 2006. ‘Networks, Organizational Learning and Knowledge Management: NHS Cancer Networks’ Public Money Management, 26( 2), pp. 87-94 Chris Argyris, 2008. Harvard Business Review on Knowledge Management Chowdhury, M., 2006. ‘Human Behavior In The Context of Training: An Overview Of The Role of Learning Theories as Applied to Training and Development’ Journal of Knowledge Management Practice, (7)2 Drucker, P., 1966. The Effective Executive New York: New York Eisenhardt Galunic, 2000. ‘Coevolving: at last, a way to make synergies work.’ Harvard Business Review Jan-Feb, 91-101. Gibbert, Leibold Probst, 2002. ‘Five styles of Customer Knowledge Management, And how smart companies put them into action’ Hislop, D., 2005. Knowledge Management in Organisations Oxford: Oxford Universty Press National Healthcare Service [online] [cited on 19 May 2012)] accessed on nhs.uk Pedler, M., Burgoyne, J. and Boydell, T., 1997. The learning company: a strategy for sustainable development, 2nd edition, Maidenhead, Berks: McGraw-Hill

Insecure Writers, Heres Your Support Group

Insecure Writers, Heres Your Support Group Insecure Writers, Here's Your Support Group! - An Interview with Alex J. Cavanaugh Author communities, groups, forums, alliances and collectives are developing and proliferating at enormous speed as writers seem to be both excited by the new publishing world and worried it’s gotten too big and competitive to navigate on their own.Some groups focus on the writing, and have their members critique and hone each other’s writing skills. Others focus on the publishing options, and particularly the DIY one. Many mix both.When I first heard about the Insecure Writers Support Group, I liked the fact that it was both targeted (it’s for insecure writers) and open to all (mainstream, hybrid, indie). By clearly stating its purpose, IWSG fosters more transparent and open conversations around it.Today, we interview Alex J. Cavanaugh, sci-fi author and founder of IWSG.Hi Alex, great to have you here. Firstly, how did you start the Insecure Writers Group?Thanks, Ricardo! I started it after making a random comment to another author that he needed such a group. T he idea caught fire and in September 2011, we launched the group. Everyone posts the first Wednesday of the month, either about their insecurities, breakthroughs, or triumphs, and then they visit other blogger to encourage them. In September 2013, we launched the IWSG website and the IWSG Facebook group. Last year we joined forces with another Facebook group and formed the IWSG Critique Circle and we put together a book, The Insecure Writer’s Support Group’s Guide to Publishing and Beyond.There is a clichà © that all authors are insecure about their writing, at least in their early years. Do you think there’s any truth behind that?Absolutely! Writing is such a personal and creative thing, and we all have doubts about our abilities. I’ve yet to meet a writer who thought he rocked right out of the box.What’s your ambition for IWSG? You’ve added a lot of resource materials and some conversations are now more focused on tips and tricks for writ ing, marketing and publishing (as is the case in most author communities). Do you want to keep the â€Å"support† as core value in the group, or do you see it branching out?The tips and tricks are all part of the support. We can provide support through those posts and the database we maintain.I want to see this group grow on all fronts – blog participants, followers, and Facebook members. I want the site to become THE database of databases for writers. I’d also like to start a newsletter in the near future. Whatever we can do to connect authors and offer help.Orna Ross has been quoted saying: â€Å"A few years ago, writing was a very solitary profession. Now, I believe it’s one of the most social ones.† Is IWSG a good example of that?One of the best! Many members say IWSG post day is their favorite of the month and they receive so much encouragement – and give it. We’ve brought together so many writers, connecting them as friends, cri tique partners, and doorways to other opportunities.Do you think a lot of fantastic writing has never seen the light of day because writers didn’t get the moral support they needed when they doubted themselves?I’m sure there is some great writing hidden in the drawers of the world. It’s sad when writers don’t get support at home and can’t find connections elsewhere. Yes, you do have to have a thick skin and a strong drive, but everyone needs a boost now and then.Have you ever had to face writer’s block or self-doubt, and how did you overcome those?I’ve not really faced writer’s block. By the time I begin writing, I’ve had months to plan and form a detailed outline. Self-doubt has come with each new book I’ve written. Will my publisher accept it? Will fans like it? Will new fans find it? Between my fan base, friends, and the IWSG, everyone has pushed me through those doubts.I like the image of the lighthouse. Itâ⠂¬â„¢s one we’ve been using at Reedsy too. I feel like the waters of self-publishing are very unsure at the moment, almost impossible to navigate without first going through a very painful learning curve. What problems out there would you like to see startups like us try to address?I think letting writers know the process and the steps from writing to publication would give them an idea of what to expect. Just being able to connect with those who can help them is a big bonus with your site.One of our coming posts will be on author bundles. Do you think, like Mark Coker, that 2015 will be the year of collaboration between indie authors?I think it’s already happening. I know many self-published authors who have gotten together and created bundles. It’s a great way to gain more exposure.One of the things I’d really like to see, also, is more collaboration between indies, hybrids and mainstreams. Do you see something like this happening anytime soon, and what form could it take?I’d like to see that as well. The IWSG book was a collaboration, as we had a mixture of all three types of authors. I think the main thing would be working together and helping one another, and that could involve a lot of things – books, websites, tours, etc. After all, no matter the path, we’re all authors.Thanks again for the opportunity, Ricardo!You can follow Alex J. Cavanaugh, Reedsy, and myself on Twitter: @AlexJCavanaugh, @reedsyhq  and @RicardoFayetWhat do you personally think of the proliferation of communities, groups and alliances? Has being an author become one of the most social professions? Do you think insecure writers can benefit from a â€Å"support group†? Do join the conversation in the comments below!