College Education Geared Towards a Specific Career Essays

Managing Change Across Boundaries

Question: Basically reflect: either on an ongoing change process that has occurred or is right now occurring in your own work circumstance; or on a change procedure that has occurred in an association of your decision? Produce proposals concerning the exercises you have gained from the change procedure which will empower you to all the more viably empower change later on? Answer: Presentation As a result of my calling, I have seen different contact factors that have framed and influenced my perspectives on the executives. Basically I have proficient my part as a trailblazer as one who expresses and places into movement a viewpoint for a forthcoming that persuades others to be a piece of at any rate to a point. Routinely en route it has been the disequilibrium of the degree of potential to manage that point of view. That has been the greatest effect on re-forming my concentrate and thinking about administration, as Ive battled to get over difficulties (Reeve, 2001). I have come to consider the executives to be a powerfully allotted methodology among stars. There are some fundamental ideas that have persuaded my qualities about administration as a strategy. In this regard, I trust I have executed an easygoing method like based idea. I take in insights concerning a region of issue, think of a thought regarding how to manage it and afterward investigate and change that idea t hrough handy association. Consistently I have found that additional considering have planned the conjecturing system, and not questionable with based idea method where assessment of the artistic works frequently occurs after primer subtleties and hypothesizing has started (Hazy, Goldstein and Lichtenstein, 2007). Extension My first day at my particular employment with the new association, I was hit by the oppression of gatherings that devoured so bunches of your vitality and exertion there was brief period left to carry out a responsibility. Laborers were baffled since they didn't approach their bosses for a course. Errands were not being done in customary premise on the grounds that the subject specialists required on them were exponentially increment held and not accessible. Business esteems about participation required every single key worker that were partners to an endeavor engage in the discussion and making choices. Making decisions was an amazingly moderate procedure as there was no quality with respect to who had building choices power. Regularly a gathering would be known as to decide. A gathering would gather and discussion about the issue, but since one key individual was absent the decision couldn't be done. So another meeting would be known as without any end in sight it went as a never c ompleting council race (Hall and Callery, 2001). At the point when I was brought into an association as an adjust merchant and obviously dispensed to carry perfect change to the association gadget to which I was distributed, I immediately saw this was not genuinely the situation. Enthusiasm for changing was persuaded at last by the quick brief necessities of specific clients, experts or what didn't extensively affect the position. By and by I took care of a gathering responsible for overseeing innovation related undertakings for the association unit. I likewise conversed with the senior administration of the association. At that point, I had a significant discussion with him about issues in the manner we were working with the bigger IT division. That discussion in the end prompted a redesign in which another VP of IT was presented. The gathering that showed up to me was given to another person, and I was to survey to this new director as a different supporter (Gardner, 2006). Reason This transformation was an unfathomably hard interim for me, yet significant in sizing up the board. To start with, I experienced a time of solid self-looking as I demonstrated accommodating through the move from overseer to isolate factor. It was an interim of dynamic portrayal on my sentiment of distinguishing proof, my standards, and feeling of individual dependability. I considered this transformation as the framework self-arranging and fascinating another method of managing IT inside the organization gadget. At that point, the redesign remaining me in a haziness part to what I was at first allocated to do. Another noteworthy buy had quite recently been finished, and the concentrate of the entire association had moved from an up and coming approach to brief fuse. After around a half year in this spot, I turned out of the organization gadget to work in another part inside the greater parent association (McGhee, Marland and Atkinson, 2007). Key Findings and Analysis I found this touchy determination to free and confounded all the while. I wound up isolated from a feeling of self that created the incentive from headings, and vitality positions. I saw in my adjusting job that I had the part of my self-character in the work viewpoint was connected with having specialist associations. This devotion was likewise muddled as I began to find the technique of the board outside the mainstream requested vitality structure that could require movement through positional force. As a different factor, I discovered myself allowed to lead in a few distinct strategies, centering the importance of effect in the circumstances that I was called to serve in. The assignment I referenced was that distress activities the cutoff for enthusiasm for light of serious prerequisites. All the time basic issues stay new completely in light of the fact that the circumstances have not accomplished the inconvenience point essential in getting adequate intrigue (Quinn, 2004). Requests and firefighting were perceived as acceptable customer support and redressed, instead of discovering techniques to decrease the impacts of execution and execution of laborers and the client experience through a superior system proactively. An essential recognition I have composed about administration is that the trend-setter is one who perceives a potential up and coming and sets in development exercises that push those included toward that point of view. Throughout the decades, I have found that period horizon has given an entirely exact perspective on developing future. I have encountered a high take to accept the movement as a methods for getting ready for the meeting that next viewpoint. As often as possible that appears as recognizing the gaps between the sources required to work in that future state and exercises expected to close the hole. The administration task comes to being prepared to show this point of view when others might not be able to feel that out of sight the since a long time ago run. They have no clue about that future, and they likewise don't have the foggiest idea how to make it (Quinn, Spreitzer and Brown, 2000). Suggestion Graduate research have expanded my knowing about this amazing through the perspective of develop development and (Jacques, 2006) plan. Distribute official grown-up development focuses on the ability of an individual to thoughtfully acknowledge multifaceted nature. There are numerous models for this sort of development and for reasons of this record I am limiting myself to (Jacques, 2006) association of mental potential. (Jacques, 2006) referenced that psychological potential for multifaceted nature related with ones capacity to perform n-years into what's to come. The more drawn out the length of the procedure apportioned the higher the multifaceted nature of the undertaking and mental taking care of required to finish it. The administration methodology then needs to represent contextualizing that up and coming point of view in time covers that have significance to every individual in the business. It isn't only an adult expert managing organizations point of view. As indicated by (J acques, 2006), pointing individual support to apportioned viewpoint is an administration practice that every director handles. In this regard, allotted view is doled out methodology that occurs at all degrees of the business, which at that point can organize individual movement with short and long haul goals (Dickens, 2003). A few things hit me as I encountered myself experiencing this method. I encountered pulled to play out the exploration. I likewise prepared a mindful choice to get the offer and power this through to finish, paying little heed to distinguished degree of opposition from a portion of the IT sources. It was anything but an endeavor that was a piece of my customary perform procedure, and I could have relinquished the thought. This arrangement could give an attractor to continue taking a shot at the degree of obstruction and inevitably lead to a successful outcome. Had I chosen to remain inside my agreeable zone, the new method and business qualities would not have showed up. Ive proceeded onward a few elements of the administration framework, which I have learned through my experience. Taking everything into account, I have come to consider the board to be an incredible procedure that occurs in human organizations as stars comprehend developing chances and decide to take movement. The longing to do so is profoundly connected with the on-screen characters internal announces, and association of the Essential State of Leadership. Finally, the intensity of the acting proficient might be influenced by the entertainers zone of effect and by his/her official or easygoing position and capacity to act, and business readiness to acknowledge the change. I anticipate making further these knowing as I proceed with my alumni look into (Senge, 1999). References Dickens, P. (2003). Changing our condition, evolving ourselves: basic authenticity and transdisciplinary explore. Interdisciplinary Science Reviews, 28(2), pp.95-105. Gardner, L. (2006). Grounded hypothesis examining: The commitment of reflexivity. Diary of Research in Nursing, 11(3), pp.261-262. Corridor, W. furthermore, Callery, P. (2001). Improving the Rigor of Grounded Theory: Incorporating Reflexivity and Relationality. Subjective Health Research, 11(2), pp.257-272. Murky, J., Goldstein, J. what's more, Lichtenstein, B. (2007). Complex frameworks authority hypothesis. Mansfield, MA: ISCE Pub. Jacques, E. (2006). Essential association. Baltimore, MD: Cason Hall. McGhee, G., Marland, G. furthermore, Atkinson, J. (2007). Grounded hypothesis investigate: writing inspecting and reflexivity. Diary of Advanced Nursing, 6

College Paper Writing Help

College Paper Writing HelpWhether you're a new college student or someone who's been writing papers for years, there is a lot of advice to help you when you are looking for college paper writing help. It's good to seek out assistance when you're just starting out and it's even better if you have a professional to work with. Your assignments will be much easier to complete if you know how to avoid common mistakes that can be made with any type of essay.One of the most important things that you need to do when you write your own paper is to have your work reviewed by another person. Many students who feel confident enough to write their own assignments don't really understand the amount of review and feedback that their work needs before it can be turned in. Having someone else read your work is crucial to ensuring that it is grammatically correct and ready for publication.One of the easiest mistakes that you can make when you are working on your college paper writing help is the use o f incorrect grammar. There are many rules and guidelines that need to be followed when you are writing a paper, and not all of them involve proper grammar. Having someone read over your piece will make sure that it is correctly written and that you didn't make any grammatical errors that should be corrected.The most common mistake that students make when they are writing their college paper writing help is using too many main ideas. Some students find it difficult to write a single paragraph because they are having a hard time connecting the words they use in that paragraph with the main idea they are trying to communicate. If you are going to be writing a section of a paper, always make sure that you make a strong connection between all of the ideas you are going to be using in that section.Another tip for writing your college paper writing help is to make sure that you don't write out long paragraphs that are longer than five or six lines. When you are trying to break upyour ideas , try to write each paragraph one after the other instead of just a long stretch of one idea after another. This will allow you to use less words, but it will also make the average length of your essay longer, especially if you write out two or three drafts before you get it down.The last tip for writing your college paper writing help is to make sure that your essay doesn't have a lot of unnecessary information. If you're going to be writing about something, make sure that you have enough information to properly convey what you're trying to say. If you're going to write about an event that happened to you, make sure that you include enough detail about the information that you are going to relay to allow the reader to understand the information.These are just a few tips for writing your college paper writing help. There are so many more that are easily overlooked as well. The most important thing to remember is that you need to be able to put together your thoughts and ideas into a concise outline that will enable you to gather all of the necessary information and make your piece easier to write.If you're looking for college paper writing help, the Internet is a great place to start. There are several websites that offer great writing assistance and they also provide different types of guidance, including writing college essays. It is often best to receive help from others, but it's also always wise to put your own ideas into words yourself.

Technology We Can No Longer Live Without It - 1217 Words

Technology: We can no longer live without it. Society has come a long way with the use of technology. In 1876, the first phone arose. 95 years later the personal computer was also invented in 1971. Now 45 years later we have the capabilities of both in the palms of our hands. It used to take us weeks to communicate with someone a few cities away. It now only takes a few seconds to communicate with someone in a completely different country. Where it used to take hours to research information in many encyclopedias. It now only takes minutes on a cell phone. As time moves on and technology advances our lives become easier. So much so that people have become dependent on them. Our generation has become mentally lazy with even the most important information. Where generation before us had to know phone numbers or used phone books to look them up. Now we can click a name to make a phone call without ever looking at the number itself. It is safe to say that a large percentage of Americans do not have even their closest family member’s numbers memorized, and would be lost without the contacts on their phones. In today’s world, we do not need to remember how to get to a friend’s house nor do we need to carry around a map with us. We can now key their address into our cellphones and follow the directions with ease. When it comes to spelling we are even worse. Compared to generations before us, we are on the decline with our ability to spell. With the help of applications on ourShow MoreRelatedEssay On Technology And Technology852 Words   |  4 PagesTechnology is a huge part of our everyday lives. Its something we use all the time, but we are becoming too attached to it. Technology is a privilege, but we are letting it destroy our lives; the more technology we have the less we actually socialize with people. It can be a great tool, but overuse holds us back from living our lives to the fullest. Sometimes we need to put technology aside, and allow ourselves to see how beautiful life really is. Everyone in today’s society has a cell phone. TheRead MoreLiterature : The Hunger Games, Divergent, And The Maze Runner1401 Words   |  6 PagesThe novels all contain futuristic societies in which technology suppresses human emotions. Furthermore, this theme of repressing emotions transcends young adult novels and can be seen in many forms of literature-- ranging from classical to children s films. Literature often portrays technology as a tool by which people become desensitized to human emotions. In literature, human emotions become subverted by technology when technology begins absorbing the user’s attentions. For exampleRead MoreTechnology Has Improved Our Quality Of Life1241 Words   |  5 PagesTechnology has recently become a very controversial part of our lives. Some will say technology has been attributed to man’s survival as a species. Through such developments as advances in medicine have greatly increased life expectancy and quality of life. While others will argue that wile technology has improved our quality of life it also has the power to destroy us. Technology has improved our lives but it has also caused new problems such as added stress, reliance, and a lack of interest inRead MoreTechnology Is The Center Of Our Lives844 Words   |  4 Pageswill they? Technology is the center of our lives and we use it for all sorts of things from sending a man to the moon to creating a new bomb. Over time, peoples’ idea of the future h as gone from a beautiful technological utopia to a dirty and dismal dystopia of destruction and darkness. They may see the future this way because they are now realizing what mankind is doing with our technological prowess and how we are helpless to stop going down the path we made for ourselves. (reword: how we are helplessRead MoreHow Technology Simplifies Modern Life665 Words   |  3 Pagesrelevance of technology cannot be overstated. Indeed, unlike two or three decades ago, technology has today become intertwined with our lives. It is difficult to imagine of how life would be without technology. In this text, I explore how technology simplifies modern life. How Technology Simplifies Modern Life How would life be without technology? Although many are the times we take technology for granted, it is highly unlikely that life would continue being the same without technology (as we know it)Read MoreThe Life Expectancy Of The 1900 S1411 Words   |  6 PagesThe life expectancy in the 1900’s was fifty years old. A hundred years later, the life expectancy has expanded to the late eighties and early nineties. In the 1900’s people weren t as blessed and fortuitous to have the things we use today. Back then people had to deal with the fact that they couldn t be cured of certain diseases, or illnesses that came across them. Today is different. In the 20th Century, the world has become a healthier place, so much that the lifespan has elevated by almost thirtyRead MoreEssay on History of Chemistry through the Ages794 Words   |  4 Pagesdates back to the time of ancient history to now. Ancient civilizations used technologies that would eventually form the basis of the various branches of chemistry by 1000 BC. For example, they were extracting chemicals from plants to make medicines. The history of chemistry is intertwined with the history of thermodynamics. Chemistry is very important to our world today. Without it, we wouldn’t be near as advanced as we are. Let’s take scientists for example. The scientists at St. Jude children’sRead MoreEssay on The Effect of Technology On Humanity1090 Words   |  5 Pages Imagine a world without cell phones, personal computers, MP3 players, cars, and television. Life without those pieces of technology would be drastically different. In the past century, the world has seen an unprecedented number of technological advancements. However, these advancements are often taken for granted. Most people do not realize the complexity of the processes that occur when they use technologies like the Internet or computers. Nevertheless, are the devices that people use in theirRead MoreWhat We Should Co nsider: Should Technology Be Used in the Classrooms?771 Words   |  4 PagesWelcome to the Digital Age, where we choose not to benefit from the endless access to information within the reach of our fingertips provided by the technology we ourselves have worked hard to institute, and instead choose to obliterate our brains by redefining procrastination, losing our ability to think, and watching cat videos on YoutTube. It is foreseeable that the magnificent monster, technology, will consume society, (if it hasn’t done so already) which may have intense negative impacts onRead MoreTechnology And Its Effects On Our Lives1402 Words   |  6 PagesEveryday technology is manipulated and used by many people around the world. Technology describes the usage of technical means to interact with life, society, and environment, through an electronical device that is applied by science. Many people are slowly becoming attached to technology and relying on more of these resources because it makes their life easier. However, technology is slowly hurting a ton of people by being smartphone dependent, reducing our communication skills and disabling people

Child Soldiers A Child Soldier - 752 Words

This document is from the research I have done on child soldiers in Afghanistan. A child soldier is soldiers that are enlisted under the age of 16. Even though the Taliban claims to only recruit â€Å", those who have achieved mental and physical maturity.† The Afghan police were also getting underage people to join as well. I feel that any way that child soldiers can be stopped should be done. This paragraph will explain and define the causes. The reasons for this modern challenge include getting forced into it, getting convinced to join, joining because of something happening, wanting revenge for it, duty to the family, patriotism, honor and economic difficulties (The London Post 1). Getting forced to join meaning that the Taliban (or other†¦show more content†¦The parent would be sad that their children are in a war zone. They would fear not knowing whether the child is still alive. This paragraph will explain the organizations. Some of the organizations are Child Soldiers International, Human Rights Watch, Invisible Children, War Child, and UNICEF. Child Soldiers International allows you to donate to their cause which is promoting the ban on child soldiers and offers reintegration. The Human Rights Watch allows you to donate. Invisible Children asks you to donate to support children in forgotten corners of the world. War Child asks you to donate to allow access to education for child soldiers. UNICEF is another group to donate to and it also allow child soldiers to reintegrate. This paragraph is about how my fiction book connects to my topic. This topic connects to my topic because the one of the main characters is a child soldier. A character was almost blown up by a child soldier. A soldier shoots a child soldier and is burdened. The main character s helicopter is shot down by a child soldier. The plot includes the problem of figuring out why the young martyr s are fighting on both sides. This concludes how the topic connects to my book. This paragraph will be about the reflections on the modern challenge. The only thing I have found that you can do is donate. The amount of agencies are in very high numbers and even a dollar canShow MoreRelatedIs A Child Soldier?1249 Words   |  5 Pages A child soldier is a person who serves in a military and is under the age of 18. Should they be prosecuted for the crimes they have committed? Before the question is answered this though the issue at hand must be explained. Imagine a child born in a country of war, and their parents might have to sell them to an army, maybe they die and that’s the only place they can go, or maybe they take he/she from their home to serve their country. Now they are angry, frustrated, and wanting revenge. TheirRead MoreChild Soldiers901 Words   |  4 Pageshere today to discuss the contentious issue of child soldiers and inform you of the implications this iss ue has for our modern society. Despite popular opinion, this issue is prevalent in our post-modern world and is far too widespread to ignore. The contentious theme of child soldiers is represented as atrocious and an infringement of human rights in a diverse range of literary and non- literary texts such as the movie Blood Diamond, the poem Child Soldier Diary and the article Stolen kids turned intoRead MoreChild Of A Soldier For The War1419 Words   |  6 PagesAt that time they very need people who is younger to be a soldier for the war. Every kid they teach them how to use the gun event they skull. Many nations they had do this to their people who live in that nation s. States it is not much of a problem mostly because here we have child labor laws. Child soldiers are not really a problem in the U.S because of our Labor laws. They have to do this too their child because they are pool, so they need to do this too let their kid get out and find himselfRead MoreThe Horror of Child Soldiers691 Words   |  3 Pages There are an estimated 250,000 child soldiers in the world today. They usually range from 14 to 18 but some get pulled in at as young as 11. Child soldiers are used in war because their naive tendencies, poor backgrounds, and capability to be easily intimidated and they used for many different things. 1) How they are used â€Å"Military prefers child soldiers because they last longer†. A child can fight for 20 years before they are released. They are often used for jobs such as cooks suppliers orRead MoreThe Issue Of Child Soldiers1584 Words   |  7 Pagesdealing with lives of children, not hardened criminals. Child soldiers and previous ones have a lot on their shoulders and by granting them amnesty we will be able to provide a better future for them. Many countries have participated in committing the atrocious crime of using children to fight in wars as part of their armies, some of them being Sierra Leone, Afghanistan, Uganda and many others. Many people believe that previous child soldiers should be put through court to be convicted of the warRead MoreThe Issue Of Child Soldiers1129 Words   |  5 Pagesand you kill an American soldier since you were forced to kill. Suddenly, you are captured by the US government and taken into jail. Many think you are the perpetrator, but others think t hat you deserve amnesty. Child soldiers have become a widely debated topic as armed forces continue to use them. Many think that they deserve to be given a second chance, but others think that they should be taken to jail for the deaths they were forced to create. Overall, child soldiers are victims that deserveRead MoreChild Soldiers Essay907 Words   |  4 PagesPaper 4: Synthesis Worldwide the use of child soldiers is a serious issue. Today there are about 300,000 children as young as nine years old involved in armed conflicts all around the globe. These children are living under constant fears of being trapped in an ambush, landmines or gunfire. Girls are used as well in fact approximately one third of child soldiers are girls, they are given the same job as the boys but are used as a sex slaves and forced to be the â€Å"wives† of their commanders. Girls areRead MoreThe Employment Of Child Soldiers1653 Words   |  7 Pagesinnocent children are now identified as child soldiers and are submerged into a new dangerous environment. The standard definition of a child soldier is any person under the age of eighteen unlawfully participating in an armed force. Not all child soldiers actively fight on the front lines, other jobs include: cooks, messengers, spies, or used for sexual purposes. Records show that since the start of the 21st century, the active employment of child soldiers has prevailed in almost every region acrossRead MoreThe Dangers of Child Soldiers811 Words   |  3 Pagesyoung boys ages 8-13 who are clenching a gun being ordered to kill against their will? It’s understood that others opinions about the dangers of child soldiers being free are only because they don’t want to risk anything but, isn’t life all about taking risks? You risk your life leaving the house, and breathing. Also, countries should not prosecute child soldiers for the crimes they committed during wartime. There also should not be an international minimum age of criminal responsibility for war crimesRead MoreChild Soldiers in Uganda1259 Words   |  5 PagesChild Soldiers in Uganda Imagine being snatched from your bed in the middle of the night and forced to commit horrific war crimes at only 7 years old. In Uganda, this sadly isn’t an unusual occurrence. Children and their families live in fear of being captured and made into child soldiers against their will. Led by Joseph Kony, the Lord’s Resistance Army has abducted over 30,000 children in Uganda and forced them to fight in war. These children are forced to become brutal killing machines, and

Influence of Authentic Leadership and Empowerment †Free Samples

Question: Discuss about the Influence of Authentic Leadership and Empowerment. Answer: Introduction: The leadership experience during my clinical practice presents itself in a form similar to situational leadership. Therefore, in this paper, I intend to elaborate on situational leadership and how it relates to the clinical placement. According to scientists, situation leadership entails relationship between leaders supportive, directive behavior and between the levels of development of the followers. In this approach, supportive behavior entails personal relationship that a leader has with his or her followers. Leaders maintain a relationship with their followers through communication and emotional support. In addition to that, the leaders offer direction to their subjects by elaborating on the roles of members. On the other hand, the development level of the members is a product of their readiness, experiences and their potential to perform the task at hand. It is a crucial aspect that motivates followers to carry on with their responsibility (Blumenthal et al., 2012, p.517). Since the form of leadership involves directive behavior, followers who are enthusiastic are more likely to respond to directives than those that are not enthusiastic. Thus, it can be used in diverse organizations, and more importantly, among nurses. It is the best leadership that fits in my clinical placement experience, and one can find evidence to prove the same. Key features of Situational Leadership Directing, it is recommended that this approach can used when the subjects are not so much willing and have a low potential to complete a task at hand. It compels a leader to move in and assume a directive role. However, in directing the roles, the leader ought to elaborate on the roles of each member. In addition to that, the leader has the responsibility to supervise how they are being carried out (Mosadeghrad, 2014, p.77). Moreover, directing must only be applicable when the issue is so serious and may lead to drastic effect if left unattended. Coaching is another feature in this form of leadership. It is used when the followers are very much willing to carry on with their responsibility but lacks the ability. Although it also involves directing the followers, the leader, in this case, consults followers on suggestions and ideas. Moreover, in coaching, communication is important but in a two-way. It is also important that followers are properly supervised since they do not possess the ability and the self-esteem to perform the task (Giltinane, 2013, p.37). However, they must be praised and motivated to build self-esteem. Lastly, the leader has to listen and advise his followers while coaching to ensure that they gain the necessary skills to perform the task on their own, should it arise again in future. Supporting is also a feature of this model of leadership. It is applicable when followers demonstrate a high level of ability to perform the task at hand but lack the willingness to perform the same task. Thus, the leaders must try to find out the reasons behind the followers not willing to carry on the duty at hand. The key thing to do here is to motivate followers by either praising them or listening to them for whatever concerns they may have (Grajales et al., 2014, p.14). In effect, it will make them feel good to carry on with the responsibility. Lastly, is delegating. This approach is suitable when the follower is willing and can perform the task at hand. The purpose of leaders in this category is to make decisions and act as a problem solver. Another feature is that followers often communicate back to the leaders on the progress of the task or completion (Hauck, Winsett, and Kuric, 2013, p.670). Lastly, occasional recognition is helpful for this model. Features Conditions on followers Delegating Willing and able Directing Unwilling and unable Coaching Willing but unable Supporting Unwilling but able Situational Leadership Features in the Clinical Placement There are various ways that these features come out clearly in my experience during clinical placement. Firstly, is the feature of delegating which comes out clearly by nurse Priscilla allocating duties to all the nurses. This is an act on the assumption that the nurses are able and willing to do the task at hand (Krasikova, Green, LeBreton, 2013, p.1330). The leaders then proceed to do her business. This is a situational leadership feature where a leader and the followers have the ability and are willing to do the task but only need a leader to delegate duties. In addition to that, a supportive feature is demonstrated by the leader, Nurse Priscilla, when she makes sure of introducing herself to all nurses and check whether they have any issues regarding medication, repositioning the patient or checking any changes in the patient. This is a way of building a relationship that is important where the nurses are unwilling to perform the task at hand (Laschinger, Smith, 2013, p.27). It is another incident that demonstrates supportive feature as an element of situational leadership. Moreover, the leader communicates to the nurses that she is willing and ready to offer assistance to them should they face any difficulties in performing the tasks allocated to them. This is a feature of directing duties where Priscilla acknowledges that nurses may not have the ability or willingness to perform duties but need to attend to patients. However, she advises them to report for any difficulty that they may experience. Lastly, the leader, Nurse Priscilla offer help in reading ABG report when called upon to offer her help. By demonstrating how the report is read, and listening keenly before accepting to offer her assistance, she demonstrates an aspect of coaching as both Mandy and I are willing to learn but cannot do so (Lynch, McCormack, McCance, 2011, p.26). Thus, it is another way that the incident in my clinical placement demonstrates coaching feature of situational leadership. Situations approach takes various assumptions in regards to the patient and professional. The approach is both people-centered and in line with the principles of person-centered care. However, it does not appear to be organization-centered. Person-centered care is one that embraces listening, thinking as a group, sharing concepts, coaching and seeking feedback. In situational leadership approach, these are elements that form the tenets of this style. The leaders and followers listen to each other in trying to solve the problem that exists. In addition to that, the approach also entails seeking feedback, especially, from followers to their leader. Lastly, as a process of disseminating skills and knowledge, it takes the assumption of the need for sharing ideas as essential to this approach (MacPhee et al., 2012, p.161). About the patient, the approach seeks to offer equitable access to health care present which is of high quality. This is accomplished by the leader seeking to intervene anytime there is any problem that bothers junior staffs. Situational leadership on patients helps in listening to their feelings, demonstrating respect for them and showing some form of empathy which is a professional code of conduct among health practitioners. On the other hand, situational style of leadership takes the assumption that it is the role of professionals to maintain constant communication, to demonstrate mutual collaboration and health promotion. Another assumption that the approach takes is that a professional has a role to work in a team or collaboration (Martin et al., 2012, p.78). Additionally, it assumes that professional ought to be committed to the safety of patients and be responsive all of the time. Person-centered principles can be classified into two broad categories, that is, the principle of self-direction and the principle of mutuality. To start with the first one, self-direction involves a person being autonomy and self-responsibility. This is an important quality that makes a person feels worth of being a human being (McCleskey, 2014, p.117). About the situation style of leadership, it tries to bring autonomy by delegating, directing and coaching inexperienced nurses so that they can develop skills of working on their own as they progress with learning under supervision. On the other hand, mutuality as a person-centered principle encourages decisions to be made in an open atmosphere, where there are equality and consensus irrespective of status. These approaches suggest that it is the majority or rather; the decision must be approved by a group rather than a single person. Therefore, the principle advocates for a process that will see a group coming together to make decisions where each opinion counts (Olsson et al., 2013, p.160). In situational leadership style, the leaders can consult his or her followers in trying to make a decision. Although there are cases where the leader possesses absolute right to make a decision or take a step, there are cases where he or she has to consult followers to reach an agreement. Thus, this type of leadership conforms well to the principle of patient-centered care. Situational leadership on the practice of quality care There are many ways that the leadership style contributes to quality care. To start with personal accountability, the style involves delegations of duties. Thus, every person is accountable to his or her duties. It compels health care professional to be responsible for whatever task they are allocated. This in effect aid in promoting or rather ensuring that there is quality care among patients (Reuben, Tinetti, 2012, p.778). It is in this way that the approach fulfills the test of being an approach that promotes accountability. In addition to that, situation leadership ensures quality care by cooperation. This form of leadership involves a leader and follower who work together for a particular purpose to accomplish a particular task. It becomes helpful especially for novice nurses who lack the working experience to nurse patients. In so doing, the cooperation between leaders and followers improves quality care to patients as those with inadequate knowledge or skill will still be able to treat patients well through the help of others (Ross, Tod, Clarke, 2015, p.1229). One of the aims of situational leadership is to enhance autonomy. The leader is in charge of educating, either by coaching or directing followers to perform certain duties. It is through the process that followers start gaining skills through experience and can perform duties on their own. As far as promoting quality care is involved, autonomy is important as a person who works independently can be reliable in any situation unlike one who is either dependent on a senior person for consultation or further direction (Ross, Tod, Clarke, 2015, p.1227). Therefore, this is another way that situational leadership is important in creating autonomy, and in effect, contributes to the practice of quality care among patients. Another aspect that situational form of leadership develops is communication, trust, knowledge and risk management among colleagues and patients. Communication is important for leaders and their subjects to work properly. In this form of leadership, it encourages communication for various reasons. Some of the reasons include but are not limited to coaching, for delegating, directing and offering support. Also, communication skills can develop from the relationship of the leader and his followers are essential in health care for many reasons least of which is informing nurses about the conditions of patients. This in return promotes the practice of quality care. Furthermore, leaders and followers who build trust between them work in cooperation effectively than those who mistrust each other (Ross, Tod, Clarke, 2015, p.1230). Trust is another benefit that comes as a result of situational leadership, and it is important in promoting the provision of health care services among different professionals in the hospital. Therefore, it is evident that trust building through situational leadership can help improve the practice of quality of care. Lastly, there is risk management which is essential in health care. Situational leadership involves devising a mechanism in dealing with risk and emergency cases. Therefore, this makes it an efficient approach in the practice of quality care as every situation, however urgent they may be, can be dealt with a suitable manner. Situational leadership entails coaching, delegating, directing and supporting. The four components are designed to cater for inexperienced followers or members. As far as new nurses graduates are concerned, this is the best approach for them to develop leadership skills. This is because the approach trains them by coaching which will see them gain skills necessary to be independent and work as leaders, not followers. In addition to that, there is also the element of delegating (Wong, Cummings, Ducharme, 2013, p.715). This gives undergraduate nurses temporarily leadership roles which they can develop and inculcate as they continue to gain experience. Directing and supporting provides them with the motivation and spirit to pursue tasks in difficult circumstances and effect developing them with leadership skills. Basing on these arguments, it becomes clear that situational leadership offers graduate nurses a good opportunity for developing leadership skills. References Abualrub, R.F. and Alghamdi, M.G., 2012, The impact of leadership styles on nurses satisfaction and intention to stay among Saudi nurses, Journal of nursing management, Vol.20.no.5, pp.668-678, viewed 14 July 2012, CINAHL database. Blumenthal, D.M., Bernard, K., Bohnen, J. and Bohmer, R., 2012. Addressing the leadership gap in medicine: residents' need for systematic leadership development training, Academic Medicine, Vol 87. No.4, pp.513-522, viewed 13 September 2012, Wiley Interscience. Mosadeghrad, A.M., 2014, Factors influencing healthcare service quality, International journal of health policy and management, Vol.3 No.2, p.77, viewed 16 January 2014, SpringerLink. Giltinane, C.L., 2013, Leadership styles and theories, Nursing Standard, Vol.27. no.41, pp.35-39, viewed 17 March 2013, Blackwell Science, Technology Medicine Collection. Grajales III, F.J., Sheps, S., Ho, K., Novak-Lauscher, H. and Eysenbach, G., 2014, Social media: a review and tutorial of applications in medicine and health care, Journal of medical Internet research, Vol.16. no.2, p. 14, viewed 12 November 2014, Wiley Interscience. Hauck, S., Winsett, R.P. and Kuric, J., 2013, Leadership facilitation strategies to establish evidence?based practice in an acute care hospital. Journal of advanced nursing, Vol.69, no.3, pp.664-674, viewed 12 June 2013, InformaWorld Current Subscriptions. Krasikova, D.V., Green, S.G. and LeBreton, J.M., 2013, Destructive leadership: A theoretical review, integration, and future research agenda, Journal of Management, Vol.39 no.5, pp.1308-1338, viewed by 16 November 2013, Wiley Interscience. Laschinger, H.K. and Smith, L.M., 2013, The influence of authentic leadership and empowerment on new-graduate nurses perceptions of interprofessional collaboration, Journal of Nursing Administration, Vol.43. no.1, pp.24-29, viewed 15 September 2013, CINAHL database. Lynch, B.M., McCormack, B. and McCance, T., 2011, Development of a model of situational leadership in residential care for older people, Journal of nursing management, Vol.19, no.8, pp.1058-1069, viewed 12 June 2011, Directory of Open Access Journals. MacPhee, M., Skelton?Green, J., Bouthillette, F. and Suryaprakash, N., 2012, An empowerment framework for nursing leadership development: supporting evidence, Journal of advanced nursing, Vol.68 no.1, pp.159-169, viewed 14 April 2012, Springerlink. Martin, J.S., McCormack, B., Fitzsimons, D. and Spirig, R., 2012, Evaluation of a clinical leadership programme for nurse leaders, Journal of Nursing Management, Vol. 20, no.1, pp.72-80, viewed 12 August 2012, Directory of Open Access Journals. McCleskey, J.A., 2014, Situational, transformational, and transactional leadership and leadership development, Journal of Business Studies Quarterly, Vol.5, no.4, p.117, viewed 13 September, CINAHL database. Olsson, L.E., Jakobsson Ung, E., Swedberg, K. and Ekman, I., 2013, Efficacy of person?centred care as an intervention in controlled trialsa systematic review, Journal of clinical nursing, Vol 22. No.(3-4), pp.456-465, viewed 11 July 2013, Directory of Open Access Journals. Reuben, D.B. and Tinetti, M.E., 2012, Goal-oriented patient carean alternative health outcomes paradigm, New England Journal of Medicine, Vol.366 no.9, pp.777-779, viewed 12 August 2012, Health Collection. Ross, H., Tod, A.M. and Clarke, A., 2015, Understanding and achieving person?centred care: the nurse perspective, Journal of clinical nursing, Vol.24 no.(9-10), pp.1223-1233, viewed by 16 September 2016, InformaWorld Current Subscriptions. Wong, C.A., Cummings, G.G. and Ducharme, L., 2013, The relationship between nursing leadership and patient outcomes: a systematic review update, Journal of nursing management, Vol.21 no.5, pp.709-724, viewed Wiley Interscience.

The Constitution Essays (645 words) - Religion And Politics

The Constitution A case for the connection of America's colonial and revolutionary religious and political experiences to the basic principles of the Constitution can be readily made. One point in favor of this conclusion is the fact that most Americans at that time had little beside their experiences on which to base their political ideas. This is due to the lack of advanced schooling among common Americans at that time. Other points also concur with the main idea and make the theory of the connection plausible. Much evidence to support this claim can be found in the wording of the Constitution itself. Even the Preamble has an important idea that arose from the Revolutionary period. The first line of the Preamble states, We the People of the United States... ." This implies that the new government that was being formed derived its sovereignty from the people, which would serve to prevent it from becoming corrupt and disinterested in the people, as the framers believed Britain's government had become. If the Bill of Rights is considered, more supporting ideas become evident. The First Amendment's guarantee of religious freedom could have been influenced by the colonial tradition of relative religious freedom. This tradition was clear even in the early colonies, like Plymouth, which was formed by Puritan dissenters from England seeking religious freedom. Roger Williams, the proprietor of Rhode Island, probably made an even larger contribution to this tradition by advocating and allowing comple te religious freedom. William Penn also contributed to this idea in Pennsylvania, where the Quakers were tolerant of other denominations. In addition to the tradition of religious tolerance in the colonies, there was a tradition of self-government and popular involvement in government. Nearly every colony had a government with elected representatives in a legislature, which usually made laws largely without interference from Parliament or the king. Jamestown, the earliest of the colonies, had an assembly, the House of Burgesses, which was elected by the property owners of the colony. Maryland developed a system of government much like Britain's, with a representative assembly, the House of Delegates, and the governor sharing power. The Puritan colony in Massachusetts originally had a government similar to a corporate board of directors with the first eight stockholders, called freemen" holding power. Later, the definition of freemen" grew to include all male citizens, and the people were given a strong voice in their own government. This tradition of religious and political autonomy continued into the revolutionary period. In 1765, the colonists convened the Stamp Act Congress, which formed partly because the colonists believed that the government was interfering too greatly with the colonies' right to self-government. Nine colonies were represented in this assembly. The Sons of Liberty also protested what they perceived to be excessive interference in local affairs by Parliament, terrorizing British officials in charge of selling the hated stamps. Events like these served to strengthen the tradition of self-government that had become so deeply embedded in American society. The from of government specified by the Constitution seems to be a continuation of this tradition. First, the Constitution specifies a federal system of government, which gives each individual state the right to a government. Second, it specifies that each state shall be represented in both houses of Congress. The lower house, the House of Representative, furthermore, is to be directly elected by the people. If the Bill of Rights is considered, the religious aspect of the tradition becomes apparent. The First Amendment states, "Congress may make no law respecting an establishment of religion or prohibiting the free exercise thereof... ," showing that, unlike the British government, the new US government had no intention of naming or supporting a state church or suppressing any religious denominations. In conclusion, the Constitution's basic principles are directly related to the long tradition of self-rule and religious tolerance in colonial and revolutionary America.

Slovenias History essays

Slovenia's History essays Slovenia gained its independence in 1991 and since 2004 it has been a member of the European Union. The country lies at the heart of Europe, where the Alps and the Mediterranean meet the Pannonian plains and the mysterious Karst. To the north is Austria; to the east, Hungary; to the south, Croatia; and to the west, Italy (MatKurja). The countrys people are warm and welcoming and they place high values on their cultural and historical heritage. The economic indicators point out to an economic status above the average of the EU and a tendency for continued and sustained growth. Slovenia is currently the 84th largest economy of the globe with an estimated gross domestic product for 2007 of $57.67 billion (Central Intelligence Agency, 2008). The total population of Slovenia as estimated in 2007 was of 2,007,711 individuals. Almost all inhabitants know how to read and write and the literacy rate has been estimated around 99.7 percent in 2007. The male to female ratios is of 0.95 as according to the 2008 estimates (Central Intelligence Agency, 2008). In 2001, the birth rate was estimated at 9.32 per 1,000 population, while the death rate stood at 9.98 per 1,000, giving Slovenia a negative rate of natural increase. In 2001, however, a positive population growth rate was estimated, partly due to immigration from other former Yugoslav republics (Nations Encyclopedia, 2007). In 2008, the negative rate of population growth remains still obvious and has a value of -0.088. The birth rate is of 8.99 births per 1,000 individuals and the death rate is of 10.51 deaths per 1,000 inhabitants (Central Intelligence Agency, 2008). The 2 million individuals in Slovenia are structured in the following age categories: 0 to 14 years 13.6 percent of the entire population; out of these, 140,686 are male and ...

Important Job Skills You’ll Need to Succeed in Your Career

Important Job Skills You’ll Need to Succeed in Your Career You probably have a pretty good handle on the hard skills you’re going to need to get your first job in your career. That much is usually listed on the job posting itself: a bunch of relevant skills and experience for  the work you’ll be doing, plus a handful of more general people skills or organizational talents, etc. What you’re probably less familiar with is the set of skills you’ll need to hone at later stages in your career. Though you’ll be hired on the strength of your hard skills and continually evaluated on them at the junior level, their importance will start to diminish as you progress. There will be a shift to an evaluation of your soft skills around the mid-career mark. Eventually, your promotions to the senior level and beyond will rely almost entirely on soft skills.Such as? Well: likeability, the ability to get things done, and leadership. If you want to go as far as you can in your career, you’ll need to start developing t hese skills early, so you can rely on them when the time is right.What are Soft Skills?Stuck on what your soft skills might entail? Here’s a primer.LEADERSHIPMentoring team members and junior associatesVolunteering to lead tough projects and picking up extra slackParticipating in your industry outside your companyBeing proactive about going above and beyond what is asked of youLIKEABILITYBuilding a reputation as a competent and caring team leader, collaborator, and mentorBuilding strong relationships with your manager and your coworkersMaking sure your efforts and successes are visible to everyone in your office, not just your bossABILITY TO GET THINGS DONEWorking independentlySelf-startingCollaborating with coworkers (and resolving conflicts that might come up)Meeting your deadlines no matter what the internal and external pressures might beHere are three steps toward growing these skills.Take  an honest look at your work personalityA little self-assessment will go a long way. Look at your habits, your strengths and weaknesses, your workplace demeanor and routines. Figure out where you need to grow and prioritize the most important areas to work on.Talk to your managerOnce you have a good handle on where you are, take it to your manager to see where your needs overlap, and where her priorities for your development and performance might differ from your assessment. Get on the same page. And get specific on what you’re being evaluated on at each level of your progress.Be proactive and seek out opportunitiesWithout sacrificing any of your hard skills (or the continued development of your technical arsenal of tools), start figuring out how your current job and position can equip you to advance. Look for collaborative and leadership opportunities. Take on extra responsibilities. Ask your boss what she needs the most and give that to her precisely.As soon as you can start building these skills- in addition to the ones that got you the job in the fir st place- you’ll be well on your way to proving worthy of promotion after promotion.

Marketing Strategies for HILTON in Europe Essay

Marketing Strategies for HILTON in Europe - Essay Example This essay analyses marketing strategy of Hilton Group Plc. Though it includes not only hotel business, most of its solutions are illustrated through its European hotels division: Hilton International. The first part of the essay starts with a company background and the analysis of its financial reports. Then market conditions are observed through PEST analysis, SWOT analysis and Porter’s Five Forces tools. Further Hilton segmentation and positioning is discussed. The next part of the essay deals with Hilton brand overview. Finally the marketing strategy of a company is analysed through the four P’s of marketing mix. A special emphasis of the essay is made on the diversification implemented by Hilton to meet different cultural expectations. The researcher then summarise what made the performance of Hilton better. Firstly, franchising strategy has allowed the company to operate its divisions along with modifying them according to changes in national market conditions. Se condly, the brand of Hilton is a synonym for the word ‘hotel’. This was achieved through a continuous quality improvement and proper positioning of services. Thirdly, customers moving to Internet were timely spotted by the board and e-commerce strategy was developed considering previous two principles. To conclude, the researcher tates that despite its international nature, Hilton is closer to customers than many local brands. The company can serve as an example for the fact, that multinational doesn’t always mean distant.

Interpretation of the Bible. How the critical reading of John assists Essay

Interpretation of the Bible. How the critical reading of John assists in the interpretation of the gospel - Essay Example The book presents an account of the ministries of Jesus in the public1. The book opens with witnesses and affirmation of John the Baptist and it concludes with the crucifixion, burial, and resurrection of Jesus. The book follows the three synoptic including Mathew, Mark and Luke. Reading the gospel of John therefore, aids in the interpretation of the Gospel because of the information or rather the summary it relays and the various factors that the author put into consideration. II. Interpretation of the bible Interpretation of the bible can be done on the major purpose of the gospel. The book on its entirety can be interpreted on what the author wanted to pass to the audience2. Reading the book, it demonstrates that the author wanted people to believe in Jesus Christ to be able to have life, salvation and eternal life. The book recounts many of the miracles that Jesus did and how he overcame death. These accounts demonstrates clearly to the believers and non-believers that indeed, th ere is God and therefore, by trusting in His name, we are assured of eternal life. John through the book aspires to reach out to the believer and his intention is to strengthen their faith in the gospel3. Going through the book, it is evident that Jesus performed all his miracles in the presence of his disciples. He wanted them to bear witness that indeed he had the power to perform miracles as directed by the Almighty Father in Heaven. John in John 2:11, mentions the effect of first sign.4 Furthermore, there are various omissions that John omits in his book probably because of the fact that some of the issues are covered in the synoptic gospels. Therefore, much information on the background of the narratives is omitted in the book. Omissions include various events and characters that happened in the New Testament and the life of Jesus Christ. The gospel’s last chapters themes from John 13-17, may not have any impact to the nonbelievers5. These chapters talk about Jesus final instructions to his disciplines, his priestly prayers and the last super that he shared with his disciplines. Non-believers may not be encouraged and motivated to change their beliefs based on these chapters. Going through John 20:31, John evangelizes the gospel of Christ through very strong words6. He tells the readers that it is written that Jesus Christ is the son of God and therefore, whoever that believes in him will have eternal life. This is a very strong message that John is passing to the readers. The verse, send a very strong message to the nonbelievers as well as believers to accept salvation to be able to inherit the kingdom of God. Reading John helps us to understand the gospel as well as other three books of the gospel. The book continued to put emphasis on witnessing and this is illustrated through various episodes such as the Samaritan at the well and John the Baptist7. Therefore, the book helps the readers both the unbelievers and believers to have and strengthen t heir faiths. There is enough evidence that is provided about the deity of Jesus through the claims of Jesus as well as many miracles that Jesus did during his life. The synoptic gospels; Mathew, mark and Luke, have also addressed some of the issues or events that are presented in John but the way they are presented in John is precise and concise hence fostering easy understanding8. John selects specific material, which he uses to fulfill his themes and purpose, and this has made the gospel to be clear and

Identity in Tender is the Night and Appointment in Samarra Essay

According to the Merriam Webster, identity is the â€Å"sameness of essential or generic character in different instances† (Merriam Webster). An identity can be the qualities or beliefs that make a person different from another, but it is also the thing that connects them. A man’s identity stays with him â€Å"for the rest of his life† and is something that â€Å"[can] not change much† (O’Hara 202, 193). Identity is who one is born to, what one thinks, what one says, and what one does; John O’Hara and F. Scott Fitzgerald both utilize the theme of identity in describing the lives and actions of the central characters Julian English and Dick Diver in their novels, Appointment in Samarra and Tender is the Night. Discovering their individual identities is a journey for both men, and on their journey to self-discovery the men believe that by fixing their lives they will discover their identity. Both Julian and Dick struggle to maintain perfect or der in their lives by controlling fate, but their ancestral obligations lead to self-destruction and inevitable downfall. While Diver commits social suicide, English commits actual suicide, and the two seal their fates the second they try to change their journey. Sigmund Freud’s Oedipus complex is a feeling of sexual attracting of a child toward their parent; the fixation towards one’s father or mother can lead to choices of sexual partners or spouses that resemble the parent. The wives of Julian English and Dick Diver, Caroline and Nicole, marry their husbands because of their fatherly personas, and Caroline and Nicole’s own incestuous pasts shape and control their relationships with Julian and Dick. The superficiality of English and Diver and their inability to realize who they are lead to a need to contro... ... Is the Night." Modern Fiction Studies 4.2 (Summer 1958): 136-142. Rpt. in Novels for Students. Ed. Jennifer Smith. Vol. 19. Detroit: Gale, 2004. Literature Resource Center. Web. 3 Oct. 2013. Tate, Mary Jo. "John O'Hara and F. Scott Fitzgerald." Bloom's Literature. Facts On File, Inc. Web. 21 Oct. 2013. "The Identity of the Fathers." Tender is the Night: The Broken Universe. Milton R. Stern. New York: Twayne Publishers, 1994. 102-107. Twayne's Masterwork Studies 137. Twayne's Authors on GVRL. Web. 3 Oct. 2013. Tomkins, David. "Appointment in Samarra." Bloom's Literature. Facts On File, Inc. Web. 21 Oct. 2013 "War and Grace: The Importance of Tender is the Night." Tender is the Night: The Broken Universe. Milton R. Stern. New York: Twayne Publishers, 1994. 3-13. Twayne's Masterwork Studies 137. Twayne's Authors on GVRL. Web. 24 Sept. 2013.

Ensuring children and young people’s safety Essay

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a positive contribution and achieve economic well-being. Children are vulnerable and depending on their age and level of development, do not see danger or recognise risks. They do not know when or how to look after themselves and need adults to protect them and ensure their safety, whilst encouraging their independence in an age appropriate manner. All organisations that employ staff or volunteers to work with children need to use a safer recruitment practice. In March 2005, following the Soham murders and the subsequent Bichard Inquiry, the DCSF – Department for Children, Schools and Families – (previously the DES and the DoH) proposed that Recommendation 19 of the Bichard Inquiry should be carried out: ‘new arrangements should be introduced requiring those who wish to work with children, or vulnerable adults, to be registered. The register would confirm that there is no known reason why an individual should not work with these clients.’ As a result, the Safeguarding Vulnerable Groups Act 2006 was passed, providing the legislative framework for the new Vetting and Barring scheme. This Act established the Independent Safeguarding Authority (ISA) to make decisions about who should be allowed to work with children, the elderly and other vulnerable adults and to maintain lists of those who are barred. Under the Act, it is an offence for an employer to employ a barred person in a role with children. It is also an offence for a barred person to apply for  such a role. Employers must also advise the ISA if an individual harms a child whilst working for them. The Protection of Freedoms Act 2012 merged the ISA with the CRB (Criminal Records Bureau) to form the DBS (Disclosure and Barring Services). It also differentiated between supervised and unsupervised activities. Schools should have policies and procedures for safer recruitment practice, which should be applied at every stage in the recruitment process, from advertising, references and pre-interview checks, to the selection of candidates, interviewing process and the offer of appointment. As part of the process, every adult wanting to work with children or vulnerable adults must have a DBS (Disclosure and Barring Services) check. There are three levels of DBS disclosure: -Basic disclosure: details relevant information about the individual, together with any convictions (spent or in force), cautions or warnings that the individual has received. -Enhanced disclosure: includes the same as the basic disclosure, plus any additional relevant information held by the police. -Enhanced disclosure with Barred List Check. Schools must also ensure that any adults (including cleaners and caretakers) or volunteers in the workplace do not have unsupervised access to children unless they have been DBS checked. Schools need to ensure that they provide children and young people with a happy safe environment to learn and develop, with trusted and supportive adults. Practitioners need to actively promote the well-being and welfare of every child. This includes providing a wide range of activities to promote development through play as well as formal learning. These activities should include age appropriate toys and games that meet the Toy (Safety) Regulations 1995 and are in a good state of repair. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life and personal circumstances. There are a number of policies and procedures that should be in place in schools to ensure children and young people’s protection and safety: †¢Working in an open and transparent way – adults should make sure that another member of staff is always aware of where they are working, especially if they are alone in a room with a child, there should always be visual access or the door should remain open. †¢Duty of care – adults should always act in the best interests of the child and ensure their safety – the welfare of the child is paramount (Children Act 1989). †¢Whistleblowing – staff should understand their responsibilities to raise concerns of malpractice. Staff will be deemed to be failing in their duty to safeguard children if they do not act. †¢Listening to children – adults relationships with children should always be professional, caring and respectful. Children need to feel valued and listened to. †¢Power and positions of trust – adults working with children hold positions of trust due to their access to the children in their care, and relationships between pupils and staff will  always have an unequal balance of power – these positions should never be abused. †¢Behaviour – teachers should behave in such a way as to safeguard children’s well-being and maintain public trust in the teaching profession. †¢Physical contact – staff should ensure that any contact with children is entirely professionally appropriate. †¢Off-site visits – staff must take particular care to ensure that clear boundaries are maintained and full risk assessments must be carried out prior to a visit. †¢Recording of images – there must be age-appropriate consent from the person or their parents or carers. †¢Intimate personal care – all children have a right to safety, privacy and dignity when intimate care is required. †¢Sharing concerns and information – highly confidential information about children and their families should only ever be shared on a need to know basis, and anonymously wherever possible. †¢Security – school premises should be made secure with fencing, gates and locking doors with secure access codes to prevent unwelcome visitors and to stop children from leaving the premises unaccompanied. There should be clear locking and unlocking procedures and stringent rules for visitor access to the buildings. Contractors should be LA approved or selected using safe selection procedures and should have carried out appropriate risk assessments in advance. They should be given information to enable them to follow the school’s safety procedures. The three main areas that address the protection of children from harm in the work setting are: child protection; health and safety, and risk assessments. †¢Child protection. It is the responsibility of all adults in the setting to actively safeguard children and young people and to prevent abuse or neglect. The setting should detail how the policies and procedures should work on a daily basis and outline current legislation in this area (see Task A). The policy should describe the responsibilities of the setting as well as those of individuals. It should include a summary of the possible signs of abuse or neglect for staff to refer to (see Task D1). Staff are required to respond to any concerns in an appropriate and timely manner. There should be clear guidelines on how staff should proceed when there are concerns, or  allegations have been made, including the role of the designated CPO (Child Protection Officer) (see Task D2). Staff should also be made aware of the procedures if the allegation concerns another member of staff or the head teacher (see Section 2 below). The policy should detail external services that may be required, including names and telephone numbers etc. There should be specific guidance about how to behave if a child or young person makes an allegation of abuse. The policy should detail other procedures and policies that support staff responsibilities in this area, such as the behaviour and anti-bullying policies (see Task E) and the whistleblowing policy (see Section 3 below). †¢Health and Safety. Schools are legally required to have a Health and Safety policy to ensure that there is a plan for how health and safety is managed in the setting and that all staff are aware of all their responsibilities. This policy should be read and implemented by all staff and it should form part of the induction process for new members of staff. The Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999 were designed to protect everyone at work. The employer in a school must take reasonable steps to ensure that staff and pupils are not exposed to risks to their health and safety. This applies to activities on or off school premises. The employer is required to carry out regular reviews of the school, its premises and activities. There should be a designated health and safety representative at every setting who is responsible for the reviews and any subsequent action. The reviews should involve regular walks around the school as well as safety checks on equipment. All electrical items should be checked annually by a qualified electrician. Fire extinguishers should also be checked annually. Staff should ensure that they use any safety equipment provided and store it safely. All materials and equipment used in schools should meet recognised safety standards. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. The Workplace, (Health, Safety and Welfare) Regulations 1992 deal with physical conditions in the  workplace and require employers to meet minimum standards in relation to a wide range of issues, including: maintenance of buildings and equipment; lighting; provision of drinking water; temperature; ventilation; rest rooms; toilet facili ties; room dimensions and space; cleanliness; condition of floors and traffic routes. The School Premises (England) Regulations 2012 apply to all maintained schools in England, and came into effect in October 2012. This legislation works in conjunction with the Workplace Regulations, but applies specifically to school standards, which are often more stringent i.e. the provision of a medical room for pupils, or a lower maximum temperature for hand washing in children’s toilet facilities. To protect children and young people from harm on the premises, the school should consider the following: †¢Safety of the indoor and outdoor play equipment, including water and sand play. †¢Safety in the school kitchen, including the storage, preparation and cooking of food. †¢Fire safety, including maintaining clearly marked exit routes and doors. †¢Appropriately sized furniture and equipment for the children. †¢Safe storage of hazardous materials under the Control of Substances Hazardous to Health Regulations (COSHH) 2002. †¢Appropriate adult-child ratios at all times. †¢First aid training for staff, with sufficient numbers of first aid trained staff on the premises at all times. †¢Safety in the dining hall, including hot food, spillages, choking risks etc. †¢Vigilance in challenging unidentified adults. †¢Procedures for cleaning up bodily fluids, vomit or faeces. †¢Internet safety. †¢Hand washing facilities and practices. †¢Adaptations where necessary for children with special needs or disabilities. †¢Safety of outdoor play areas, including access, space and floor surfacing. †¢Safe storage and supervision of medicines. †¢Implementation of procedures for children and staff with illnesses, i.e. remaining away from school for 48 hours after sickness or diarrhoea. †¢A  nominated person for asbestos and legionella competency. †¢Tidiness and safety of traffic routes around the premises. Off-site educational visits have additional issues that could affect children’s safety. The Management of Health and Safety at Work Regulations 1999 requires full risk assessments to be carried out prior to a visit. Employers must assess the risks of activities, plan measures to control the risks and inform employees of the measures. Staff must follow school and Local Authority regulations, policies and guidance, which include: evidence of parental permission; emergency procedures; first aid kit and trained staff; appropriate clothing and equipment; qualified staff for activities; adult to children ratios; special educational or medical needs of the children; approval of volunteers (including DBS checks); age and competence of the pupils and transport arrangements. Health and Safety arrangements also require members of staff to keep colleagues/senior staff aware of their whereabouts and movements. †¢Risk assessments. It is a legal requirement for all employers to carry out risk assessments. Risk assessments are a formal examination of things that could cause harm to people. The Health and Safety Executive guidance sets out a simple Five Steps to Risk Assessment: Step 1: Look for the hazards and risks. A hazard is something that can cause harm. A risk is the likelihood of harm together with the consequences should it take place. Step 2: Decide who could be harmed and how. Step 3: It is necessary to differentiate between hazards and risks and then to prioritise them, dealing with the most serious risks first. Decide whether the existing precautions are sufficient. If not, decide what other precautions should be introduced and ensure that they are put in place. Step 4: Record your actions and findings. Step 5: Review the assessment at regular intervals, or if circumstances  change, and revise if necessary. Risk assessments should be used within the school setting e.g. for a new climbing frame or for outdoor water play, and also for off-site visits regardless of their duration. The head teacher is usually responsible for risk assessments and should sign and date them after they are completed. If existing precautions are not satisfactory, then activities may have to be restricted or stopped until changes are made. Changes may involve staff training or additional equipment. Risk assessments will also need to be carried out for individuals with special needs or disabilities and specialists may come to the school to carry them out. Other individuals may require a risk assessment in certain circumstances, i.e. a pupil on crutches or temporarily in a wheelchair. Ofsted inspectors would expect risk assessments to be available as part of their inspections. Risk assessments should form part of a school’s management processes and help to formalise working practices and arrangements. They are a valuable tool for identifying problems and potential problems, monitoring situations and ensuring precautions are taken to keep children and adults safe from harm.

Meuse-Argonne Offensive in World War I

The Meuse-Argonne Offensive was one of the final campaigns of World War I (1914-1918) and was fought between September 26 and November 11, 1918. Part of the Hundred Days Offensives, the thrust in the Meuse-Argonne was the largest American operation of the conflict and involved 1.2 million men. The offensive saw attacks through the difficult terrain between the Argonne Forest and the Meuse River. While the First US Army made early gains, the operation soon devolved into a bloody battle of attrition. Lasting until the end of the war, the Meuse-Argonne Offensive was the deadliest battle in American history with over 26,000 killed. Background On August 30, 1918, the supreme commander of Allied forces, Marshal Ferdinand Foch, arrived at the headquarters of General John J. Pershings First US Army. Meeting with the American commander, Foch ordered  Pershing to effectively shelve a planned offensive against the Saint-Mihiel salient, as he wished to use the American troops piecemeal to support a British offensive to the north. Having relentlessly planned the Saint-Mihiel operation, which he saw as opening the way to an advance on the rail hub of Metz, Pershing resisted Fochs demands. Outraged, Pershing refused to let his command be broken apart and argued in favor of moving forward with the assault on Saint-Mihiel. Ultimately, the two came to a compromise. Pershing would be permitted to attack Saint-Mihiel but was required to be in position for an offensive in the Argonne Valley by mid-September. This required Pershing to fight a major battle, and then shift approximately 400,000 men sixty miles all within the span of ten days. General John J. Pershing. Photograph Courtesy of the Library of Congress Stepping off on September 12, Pershing won a swift victory at Saint-Mihiel.  After clearing the salient in three days of fighting, the Americans began moving north to the Argonne. Coordinated by Colonel George C. Marshall, this movement was completed in time to commence the Meuse-Argonne Offensive on September 26. Planning Unlike the flat terrain of Saint-Mihiel, the Argonne was a valley flanked by thick forest to one side and the Meuse River on the other. This terrain provided an excellent defensive position for five divisions from General Georg von der Marwitzs Fifth Army. Flush with victory, Pershings objectives for the first day of the attack were extremely optimistic and called for his men to break through two major defensive lines dubbed Giselher and Kreimhilde by the Germans. In addition, American forces were hampered by the fact that five of the nine divisions slated for the attack had not yet seen combat. This use of relatively inexperienced troops was necessitated by the fact that many of the more veteran divisions had been employed at Saint-Mihiel and required time to rest and refit before re-entering the line.   Meuse-Argonne Offensive Conflict: World War IDates: September 26-November 11, 1918Armies Commanders:United StatesGeneral John J. Pershing1.2 million men by the end of the campaignGermanyGeneral Georg von der Marwitz450,000 by the end of the campaignCasualties:United States: 26,277 killed and 95,786 woundedGermany: 28,000 killed and 92,250 wounded Opening Moves Attacking at 5:30 AM on September 26 after a prolonged bombardment by 2,700 guns, the final goal of the offensive was the capture of Sedan, which would cripple the German rail network. It was later reported that more ammunition was expended during the bombardment than had been used in the entirety of the Civil War. The initial assault made solid gains and was supported by American and French tanks. Falling back to the Giselher line, the Germans prepared to make stand. In the center, the attack bogged down as troops from V Corps struggled to take the 500-ft. height of Montfaucon. The capture of the heights had been assigned to the green 79th Division, whose attack stalled when the neighboring 4th Division failed to execute Pershings orders for them to turn the Germans flank and force them from Montfaucon. Elsewhere, the difficult terrain slowed the attackers and limited visibility. Seeing a crisis developing on Fifth Armys front, General Max von Gallwitz directed six reserve divisions to shore up the line. Though a brief advantage had been gained, the delays at Montfaucon and elsewhere along the line allowed for the arrival of additional German troops who quickly began to form a new defensive line. With their arrival, American hopes for a quick victory in the Argonne were dashed and a grinding, attritional battle commenced. While Montfaucon was taken the next day, the advance proved slow and American forces were plagued by leadership and logistical issues. By October 1, the offensive had come to a halt. Traveling among his forces, Pershing replaced several of his green divisions with more experienced troops, though this movement only added to the logistical and traffic difficulties. Additionally, ineffective commanders were mercilessly removed from their commands and replaced by more aggressive officers. US Marines during the Meuse-Argonne Offensive. National Archives and Records Administration Grinding Forward On October 4, Pershing ordered an assault all along the American line. This was met with ferocious resistance from the Germans, with the advance measured in yards. It was during this phase of the fighting that the 77th Divisions famed Lost Battalion made its stand. Elsewhere, Corporal Alvin York of the 82nd Division won the Medal of Honor for capturing 132 Germans. As his men pushed north, Pershing increasingly found that his lines were subjected to German artillery from the heights on the east bank of the Meuse. To alleviate this problem, he made a push over the river on October 8 with the goal of silencing German guns in the area. This made little headway. Two days later he turned command of the First Army over to Lieutenant General Hunter Liggett. As Liggett pressed on, Pershing formed the Second US Army on the east side of the Meuse and placed Lieutenant General Robert L. Bullard in command. Between October 13-16, American forces began to break through the German lines with the capture of Malbrouck, Consenvoye, Cà ´te Dame Marie, and Chatillon. With these victories in hand, American forces pierced the Kreimhilde line, achieving Pershings goal for the first day. With this done, Liggett called a halt to reorganize. While collecting stragglers and re-supplying, Liggett ordered an attack towards Grandprà © by the 78th Division. The town fell after a ten-day battle. Breakthrough On November 1, following a massive bombardment, Liggett resumed a general advance all along the line. Slamming into the tired Germans, First Army made large gains, with the V Corps gaining five miles in the center. Forced into a headlong retreat, the Germans were prevented from forming new lines by the rapid American advance. On November 5, the 5th Division crossed the Meuse, frustrating German plans to use the river as a defensive line. Three days later, the Germans contacted Foch about an armistice. Feeling that the war should continue until the Germans unconditionally surrendered, Pershing pushed his two armies to attack without mercy. Driving the Germans, American forces allowed the French to take Sedan as the war came to a close on November 11. Aftermath The Meuse-Argonne Offensive cost Pershing 26,277 killed and 95,786 wounded, making it the largest and bloodiest operation of the war for the American Expeditionary Force. American losses were exacerbated by the inexperience of many of the troops and tactics used during the early phases of the operation. Germans losses numbered 28,000 killed and 92,250 wounded. Coupled with British and French offensives elsewhere on the Western Front, the assault through the Argonne was critical in breaking German resistance and bringing World War I to an end.