Sherlock Holmes Essay Essay Example for Free

Sherlock Holmes Essay Essay Arthur Conan Doyle has written a number of short stories about a fictional character called Sherlock Holmes and his trusted work mate Dr. Watson. Together they solve mysteries using the art of the reasoner and imaginative thinking. I have recently been studying the adventure of the speckled band among other short stories. Holmes is portrayed as an intelligent crime solver, with quick thinking skills and a sharp mind. We find straight away in the story that Dr. Watson and Holmes are good friends as Holmes wakes Watson up early especially because he thinks he would want to learn about the case right from the start. Holmes has an eye for detail, which we realise near the beginning of the story as he can clearly describe how the woman travelled to meet him, by the half return ticket and mud splatters on her jacket. The crime is a murder; set it the mansion belonging Dr. Grimesby Roylott in Stoke Moran. Dr. Roylott was in great debt and rented out most of his property to gypsies. He was a very lonely, bitter, miserable man. The murder is described by the victims sister, Helen Stoner, she saw her sister just before she died and experienced some of the strange things that happened to her sister on the night of her death, afraid and worried she turned to Holmes for his help. There are many suspects in this story, such as the gypsies, or the animals that the doctor kept in the grounds. But the prime suspect in this scenario was the doctor himself, he had the motive, if his daughters should marry then the money from their mothers will, would go to them. Therefore if they were to die before they got married the doctor would keep the money. It is an unusual murder because the room in which it took place was locked, with the windows closed and metal bars put there. On visiting the scene Holmes finds some peculiar abnormalities with the room, there is a bell- pull, which isnt fixed to a bell, just the ceiling. Also the bed is nailed to the floor and there is an air vent between this room and the doctors. Holmes also looked in the doctors room and found a bowl of milk on top of a safe also a small dog lead hung on the corner of the bed and tied to make a loop of whipcord. Holmes finds these clues using the art of the reasoner and his imaginative thinking, to work out how the previous murder happened and when the next was about to happen. Holmes also uses the art of the reasoner in another short story- Silver blaze, where the prize racing horse is stolen and its owner beaten to death in Kings Pyland, Holmes works out that it cant have been anyone other than John Straker or his wife, as no-one else could have made it so that curried mutton was the dinner for the stable boys, so as to hide the taste of the sleeping drug put in it. So that Straker could take the horse out of the stable at night, in order to harm the horse and fix the race. The murder weapon was an Indian snake; the doctor kept it in a safe, but whenever one of his daughters was to be married, he would let it out. It would make its way through the air vent; down the dummy bell- pull and onto the bed to kill whatever was lying bellow it. It was then called back with a whistle, to the doctors room and put back in the safe. The red herring in this story could be the cheetah and the baboon, as they could have come into the house and killed the girl, also the gypsies as there were some around at the time of the murder, and the before the victim died she said the speckled band which could have meant the spotted scarves they are often found wearing and a band of gypsies. The tension is built up when Holmes and Watson stay in Helen Stoners room to find out what killed her sister and could possibly kill her. As they sit in darkness listening to the night sounds outside, waiting for what they dont know at this stage, then Holmes realises that a snake has just entered the room and scares it off with a light. The twist in the tale is right at the end, when, because the snake is scared back through the ventilator, it gets confused and bites Dr. Roylott. So his greedy and malicious plan backfires, and he is killed. I chose to write about this story because I think that it has a lot of good points to describe, and it is a great, gripping story. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

The Future of Early Childhood Education Essay Example for Free

The Future of Early Childhood Education Essay If you ask someone to list for you the most important jobs of our society, teachers always make the list sometimes beating out careers like doctor or lawyer. Ironically, for a career we value so much, teaching has never been a well paying profession. But times are about to change. Due to an increasing demand and a fixed supply, salaries for early education teachers are expected to increase within the next decade. The United States Board of Labor ranks this career as one of the highest paying of the next ten years, with an expected median tenure salary of over ninety thousand by the year 2012. Even taking into account inflation, working conditions, and different peoples preferred lifestyle, it is reasonable to say that a career in early childhood education can provide a very comfortable living. The law of supply and demand helps us understand how price is set in our society. It states that if the supply of a good increases, or if the demand of a good decreases, then the price of the good drops. The opposite is also true, if the supply decreases and the demand increases, than a good becomes more expensive. The theory of supply and demand is very powerful, and can be applied to many different things. In this paper, it will be used to explain why teachers salaries are expected to increase a great deal. The number of teachers will be the supply, the need for teachers will be the demand, and salaries will be the price that will be affected. In 2002 there were over two million positions for early education teachers in the United States. Of the teachers in those jobs, about 1. 5 million were elementary school teachers, 424,000 were preschool teachers, and 168,000 were kindergarten teachers(Outlook). The majority of these teachers worked for the local government educational services, with about ten percent working for private schools. While the majority of preschool teachers are employed by child daycare services. Geographically, teaching positions vary with the population. Highly populated areas have more employment opportunities. Every year, a greater number of students enroll into the United States school system. More students increase the need for more schools and qualified teachers. In addition to the population growth, a number of initiatives have been implemented in a few states, but not nationwide, to improve the quality of education. The initiatives include the reduction of class size in the early elementary grades, mandatory preschool for four year olds, and all-day kindergarten. More teachers will be needed than are currently available if states and their local districts plan to enact any of these measures, preschool and early elementary school teachers are particularly in demand. Job openings for early childhood teachers within the next ten years are expected to be excellent. This is due in part to a government plan to great new teaching jobs. In the 1999 federal budget, Congress allocated funding to hire approximately 30,000 new teachers nationwide(section1). However the number of openings depends on locality, grade level, and subjects taught. These funds are targeted for needy school districts as part of a seven-year plan to hire 100,000 new teachers(section 1). These new openings will appear in poorer communities were salaries are currently lower, however because of the limited supply of teachers they will have to compete with wealthy distracts in order to attract teachers. Schools will be forced to raise salaries, bonuses, and benefits to attract teachers to these new jobs. These new jobs created by the government are not the only openings for teachers expected in the next ten years. Most job openings will be due to the expected retirement of a large number of teachers. Approximately half of the early childhood teachers in the workforce today are expected to retire within the next ten years. Studies estimate a demand of well over two million new teachers to fill these positions. Adding to the demand is the high turnover rate among new teachers and teachers working in poorer urban schools. Replacing all these teachers would be like trying to replace ever doctor in the United States today, but why will we need all these teachers? The children of the baby boomer generation are getting older, doesnt that mean that we are expecting a lower enrollment for earlier grades? No, in fact the opposite is true. Student enrollments will still be a key factor in the demand for teachers, in the next ten years. While the number or students expected to enter the school system is expected to rise at a slower rate than in the past, the expected number is still growing; resulting in average employment growth for all early childhood teachers. While the demand for teachers is increasing, the supply of teachers has been decreasing steadily since the 1970s. Historically, teachers have been paid significantly less than other professionals with their same level of education. Because of this, people have been more attracted to pursuing careers in business, medicine, or law, which have typically paid more. This resulted in few new entries into the teaching professionals, and an aging of the professionals currently working. As the demand for teachers increases in the next decade, more than half of those currently teaching will retire by 2012. While there is a great need for new teachers, there are barriers of entry into the profession that reduces the amount of people that are qualified to enter the field. All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools. Usually licensure is granted by the State Board of Education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12) (Outlook) The requirements for the regular license to teach kindergarten threw twelfth grade are different depending on the state. But no matter which state you apply, all prospective teachers are required to have a bachelors degree, a specified number of subject and education credits in an approved teacher-training program, and have to have supervised practice in teaching in a classroom environment. Different states have additional requirements, like having to complete a masters degree, having to have graduated with a certain grade point average, or special technological training. Most states require applicants to be tested for basic skills, like reading, writing, and in teaching. Almost all states require the teacher to exhibit proficiency in his or her subject. The number of teachers employed is not only dependent on how much the state and local government has set aside in its legislation to increase the quantity and quality in its districts. At the Federal level, the No Child Left Behind Act has recently been enacted. Although the full impact of this act is not yet known, its emphasis on ensuring that all schools hire and retain only qualified teachers, should lead to an increase in funding for schools that currently lack such teachers. The purpose of this legislation has been to increase the quality of the teachers in the workforce. To achieve this goal school systems are working to create a performance-based system for licensure. This would mean that not only would teachers have to have experience, but would have to show reasonable results for a defined period of time before they would be granted a provisional license. Due to No Child Left Behind Act, the test scores that their students attain will undoubtedly measure a teachers performance. All this would be in addition to passing a standardized exam in ones subject. Once a teacher is licensed, most states require continued education in order to have that license renewed. Licensing requirements for preschool teachers are also different in each state. Requirements for public preschool teachers are usually higher than those for private preschool teachers. Some states require a bachelors degree in early childhood education, others require an associates degree, and still others require certification by a nationally recognized authority. The Child Development Associate credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of an individuals competence. In 2002, the average annual salaries of kindergarten, elementary, and middle school teachers were reported to be forty to forty five thousand dollars a year or greater, with the lowest salaries recorded as twenty five thousand a year and the highest being seventy thousand a year. These salaries differ according to the location of the teacher. For example, teachers in wealthier suburban communities tend to earn more than teachers in urban schools. Also, while public schoolteachers tend to earn an average of forty five thousand dollars a year, private school teachers earn an average of fifteen thousand less. By the year 2012, the Board of Labor estimates the median salary of early childhood teachers to be approximately ninety thousand dollars, with the high salaries reaching as high as one hundred and ten thousand dollars a year. In addition to their salaried, teachers can increase their earnings in several ways. Most public schools, and some private, pay teachers bonuses for coaching sports or working with extra curricular activities. Some public schools pay teachers up to twenty dollars an hour for the overtime work, which can increase their annual income by an average of fifteen thousand dollars a year. Teachers can also raise their salary by getting a greater degree, like a national certification, masters, or PhD. Several teacher also choose to work threw their summer breaks for additional income, by teaching summer school or pervading other labor for the school district. While there is no estimates on how much teachers supplemental income is expected to increase by 2012, is it safe to assume that any benefits and bonuses will increase as well, in order to make teaching more attractive to qualified professionals. Standards of living are very subjective; it is possible that no two people would be able to decide what the standard is for a comfortable lifestyle. Our lifestyle depends on a great many things, our different taste, values, background and culture. However a survey of early education teachers in the New Jersey area shows that most teachers currently enjoy a lower middle class lifestyle. A majority of teachers feel that teaching affords them a comfortable lifestyle. Many live in suburban neighborhoods, own their own homes, own cars, are able to safe for the future, and have a little extra income for luxuries like fine dinning and vacations. Currently, teachers that enjoy this lifestyle are married and live in a multiple income household. However, most teachers that are entry level and rely on a single income find themselves living from paycheck to paycheck. While they feel they have enough to support themselves, they are not afforded the luxuries that their tenured, double income colleagues enjoy. However the future looks bright for early childhood teachers. The average salary for teachers is expected to more than double in the next ten years, from the current average of forty thousand to an expected average of ninety thousand by 2012. Salaries for some are expected to be as high as one hundred and ten thousand, depending on the region and subject taught. Salaries this high would allow teachers depending on only one income to enjoy the same luxuries that their married colleagues enjoy today, and teacher that life in multiple income households are expected to enjoy an upper middle class lifestyle. However, some people might notice that prices are higher today than they where ten years ago, and it seems that every year the average cost of living keeps increasing. This phenomenon is called inflation. Just because teachers will make more money in the future does not mean that that theyre standards of living will increase, because the cost of living will also be higher in the next ten years. To determine if there will be an increase in the standards of living for early high school teachers, we have to compare the increase in their salaries to the expected rate of inflation. Within the next ten years teachers salaries are expected to increase by over fifty percent, while leading economist in the United States Federal Reserve Bank expect inflation in the same period of time to be only eighteen percent. This means salaries are expected to increase more than the cost of living is expected to increase, which means teachers will have more purchasing power. Using these estimates, a salary of ninety thousand in 2012 has the same purchasing power as a seventy five thousand dollar a year salary does today. Even taking inflation into account the standards of living for teachers will increase within the next ten years, but there are more factors than just income than affect peoples lifestyles. Most people on the United States value their family and health as much, if not more, than how much money they make. In a survey of early childhood teachers in New Jersey, most teachers valued the ability to finish work at a reasonable hour and spend more time with their family when asked what they valued most about their careers. Having a two month vacation also allows for more leisure time and, and time to be spent with family. Many teachers also have excellent benefits, provided by either the government or teachers unions. In 2002, more than half of all elementary, middle, and secondary school teachers belonged to unions? mainly the American Federation of Teachers and the National Education Association? that bargain with school systems over wages, hours, and other terms and conditions of employment (Outlook). Unions also bargain for increased benefits, including medical, dental and vision benefits for teachers and their dependents. How much a person makes and the things they can afford are not the only factors that affect your life style. For some people money may not be important, they may not value compensation as highly as they value personal fulfillment from what they do for a living. Some people need the satisfaction that they are making a difference in the world, and have the desire to do something meaningful with their lives. For people with these values, seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. In this sense, a career in early childhood education also provides. Our society values the importance of teachers as much, if not more than the importance of doctors. Preschool, kindergarten, and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work, and their personal lives. Preschool, kindergarten, and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach basic skills. Preschool children learn mainly through play and interactive activities. Preschool teachers capitalize on childrens play to further language and vocabulary development (using storytelling, rhyming games, and acting games), improve social skills (having the children work together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (showing the children how to balance and count blocks when building a bridge or how to mix colors when painting). Thus, a less structured approach, including small-group lessons, one-on-one instruction, and learning through creative activities such as art, dance, and music, is adopted to teach preschool children. Play and hands-on teaching also are used in kindergarten classrooms, but there academics begin to take priority. Primarily kindergarten teachers teach letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level. Teachers design classroom presentations to meet students needs and abilities. They also work with students individually. Teachers plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. They observe and evaluate a students performance and potential and increasingly are asked to use new assessment methods. Including school duties performed outside the classroom, many teachers work more than forty hours a week. Part-time schedules are more common among preschool and kindergarten teachers. Although some school districts have gone to all-day kindergartens, most kindergarten teachers still teach two kindergarten classes a day. Most teachers work the traditional ten-month school year with a two-month vacation during the summer One of todays biggest political issues has been that of Social Security, and the fear that there will not be enough money to cover all the people that are currently in the workforce. It is scary, but people that are thirties years old now might not be able to retire under social security, even though they have been paying into it for the past ten years. However, this is a problem that most new teachers will not have to live in fear of. In his 2005 State of the Union Address, President George W. Bush made a promise that all municipal workers will be guaranteed a pension when they retire. Weeks later a Federal Commission started planned a new defined contribution pension plan. The new plan resembles what is commonly called a defined benefit plan, which was a popular pension plan for large corporations up until the 1990s when 401k retirement plans became popular. The appeal of the defined benefit plan is that it guarantees you a fixed monthly income for the years you are expected to live after retirement. The amount of that monthly income is based on the salary you have when youre working, and is designed to maintain your same standards of living that you enjoyed while working. Unlike the 401k, the employer funds a defined benefit plan. Most States have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally three years. Tenure does not absolutely guarantee a job, but it does provide some security. In conclusion, increasing enrollment in the school system is increasing demand for new teachers. New legislation to increase the quality of education, barriers of entry, as well as a large number of teachers reaching the age of retirement is reducing the supply of qualified teachers. As a result, according to the theory of supply and demand, the price that society must pay for qualified teachers must increase. Salaries for teachers must increase in order to attract enough teachers to fill the demand that society has for them. The greater the gap between supply and demand, the greater the price must increase in order to fill the gap. As salaries increase, so will the standards of living for teachers. A teachers salary will not only provide a person with the means to make a living, but they will also have expendable income for savings and luxuries that will lead to a more comfortable life style. Most teachers will also have benefits that will provide for their well being and health, as well as the health of their families. They will have more time off than other professionals, which will provide them the luxury of pursuing other interests outside of their career. This includes taking vacation, exploring other career opportunities, or just spending time with their families. State employed teachers will not have to worry about retirement, because they are guaranteed a pension salary once they retire. Teachers will not have to stress or fear for the future like some other members of the workforce who were relying on social security. Early childhood teachers also have the satisfaction of having a career in one of the most respected professions in our society. They will have to fulfillment of knowing that what they do makes a difference. Works Cited Case, Karl E. Principles of Macroeconomics Sixth Edition. Prentice Hall Van Dalen, Deobold B. Looking Ahead To Teaching Allyn and Bacon, Inc. Boston. Kahn, Alfred J. Child Care: Facing the Hard Choices Auburn House Publishing Company. Massachusetts. Occupational Outlook Handbook U. S. Department of Labor http://stats. bls. gov/search/ooh. asp? qu=teachersct=OOH (2005) Critical Issues Facing the Teaching Profession The South Carolina Center for Teacher Recrutement (2004) http://www. cerra. org/sectionone. pdf Cameron, Bruce New municiple fund may well be the shape of things to come August 14, 2004 Personal Finance Magazine.

Middle East before the advent of Islam

Middle East before the advent of Islam Introduction Explain the characteristics of the Middle East before the advent of Islam. Introduce Islam and the general impact it had on the Middle East. Introduce the three examples you have chosen as evidence of the changes Islam brought about. Thesis-state the impact of Islam on the people and culture of the Middle East as shown in the examples you have chosen and the contrast you will be making Transition-prepare the reader for the first topic of the essay. I. Before, Islam the pre-Islamic Arabs religions were Bedouin polytheism, Judiasm, and Christianity. Mecca was the center of Bedouin polytheism with its Ka ba, which was used as a temple for their religion. By 7th century Islam had emerged. One might wonder, how did Islam become a predominant religion to the people of the Middle East? Along, came Muhammad in 612!He put a shut down to the pagan society and introduced â€Å"monotheism†. He changed society because, at the time, most of the Arabs were pagans who worshipped local Gods, believe in spirits, and called on soothsayers for prophesies. He taught them that they should only be worshiping One God, and he is the creator of the universe. Muhammad also demonstrated social conduct and taught the Arabs morals. He taught the Arabs to live the way God intended them to live, and created a community based on equality, justice and compassion. First, Islam has impact the people and culture by introducing moral codes so they can improv e as a society. Secondly, had there been no Islam, women in the Middle Eastern society would have continued being deprived of their rights. Society treated women as if they were sex objects instead of equal human beings. Lastly, today, one can look at the Middle East and see the exceptional visual arts, ceramics and architecture. From the breath taking mosques to the calligraphy, one can see the major influence Islam has had on the Middle East art and architecture. Overall Islam has helped transition the Middle East morally, socially, and culturally. If Islam was not brought to the Middle East society would not have moral codes today, tribes would still exist, and bloody wars between tribes. Body 1 The focus of the content of this paragraph should be a summary of the First example or area you are discussing as evidence of Islams impact upon the Middle East. In this paragraph you should fully explain the example. For example, if you chose womens rights as one of your examples, you will clarify what Islam states regarding womens rights and how it enforces womens rights. This paragraph must show your command of the example you have chosen. Example-use a specific quotation or scholarly evidence that provides evidence of the Islamic teaching. The Middle East would be a disaster without Islam. One of the most important things Islam has done for the Middle East is set up moral codes for their society. These moral codes came from the Quran and were used to help shape their society. It served as a direct guidance from Allah himself, and explained what was acceptable, expected, right and wrong. Some key moral codes Islam has set up are societys laws must be obeyed, fornication and lewd behavior are forbidden, and intoxication is forbidden. The whole purpose of these codes is it is for a man or womens duty to live his or her life according to Allahs dictations. Islam enforces these moral codes by informing society if they are not following these rules, they are not living in accordance to what Allah wants, and will have to pay the consequence for their actions. â€Å"For every bad action there is a consequence† is a a wonderful quote to use in reference to the Islamic teachings, because Allah is watching your every actio n and you will be held accountable in the afterlife. Body 2 -This paragraph will address the First example that you summarized in the previous paragraph and explain how this example is a direct result of Islams impact. Clarify the context before the advent of Islam in order to make your point that the changes you are discussing are a direct result of Islam. Analysis-Explain how the work you described in the previous paragraph is a direct result of Islam. Relationship—Explain how the example you have chosen is evident in the Middle East after the spread of Islam and has significantly changed the Middle East. Life without Islam left the Arabs morally deprived. Life was pointless, it had no meaning or purpose. There was no guidance to help them establish morals for themselves. Instead, the pagans depended on soothsayers and spirits for answers and decisions. During the Pre-Islamic Era the Bedouins of the 7th century lacked a unifying religious system. They had no unification, religion, or much in the way of moral code, since they were mostly concerned with daily pleasure. There was also no government, therefore there was no sense of law or moral code. The only law of the land was lawlessness. This resulted in people would take the law into their own hands, they became compulsive drinkers, and fornication and leading were acceptable. In the event a crime was committed, the injured party took law in its own hands, and tried to administer â€Å"justice† to the offender. Islam put a stop to all of these immoral behaviors. Islam brought laws provided within the Quran to ensure societys l aws are obeyed, and to forbid intoxication, fornication and lewding behavior. The spread of Islam and has significantly changed the Middle East, because ever since Islam the Middle East has become a society that now has moral standards the people follow. They know the difference between right and wrong, and what they can do and cannot do, because these are direct instructions from Allah himself. Body 3 The focus of the content of this paragraph should be a summary of the Second example or area you are discussing as evidence of Islams impact upon the Middle East. Before Islam was born in the Middle East, women did not hold any value in society. They were not respected and were treated more like objects. Islam has improved the standard of living for women and increased their rights. Islam states that the status of Muslim women is the same as the men. According to Allah in the Quran both have are equal and have equal responsibilities to uphold the lifestyle he wants them to live. Even the Islamic prophet emphasized the importance of treating women equally. He always treated women with the up most respect and was very kind to them. â€Å"Treat your women well and be kind for them for they are your partners and committed helpers†-Prophet Muhammad- Body 4—This paragraph will address the Second example which you summarized in the previous paragraph Same format as body 2-with example 2 Prior to adopting Islam, women had no status in society. They were treated like territory, and the male class dominated everything. They were not allowed to pick their spouse. A male would choose their wife, and she no choice but to accept. If a women were divorced, she would have to remain divorce, remarrying was not allowed. Todays day, a typical window in most circumstances should be able to inherit their deceased husbands belongs. However, men in the pagan Arab society would highly disagree. A window was not entitled to inherit her husband belongings, instead it was to be passed down to the son in the family. Furthermore, she was not allowed to inherit any belongs from her parents. There were no set limits on how many wives a many can marry. He was free to have as many as he wished. According to www.womeninislam.ws says, there were no laws that said a man beating his wife was unacceptable. Although historically women are often seen as a lower class, the Islamic Quran explained that women are equal to men, giving women the opportunity to seek their rights. After Islam was adopted in the Middle East, it changed womens rights and living standards significantly, instead of treating women like property according to Allah, men were required to take full care of their women.â€Å"4:34 MEN SHALL take full care of women with the bounties which God has bestowed more abundantly on the former than on the latter, and with what they may spend out of their possessions.† A women can choose her spouse, and divorce her spouse if she desires. Verse 2:228 says, Women undergo a three month a three month waiting period, without remarrying. When the period is over the husband can either take them back or let their wives go. The men cannot force the women to stay, if the women does not want to according to verse 4:19 It is not lawful for you to [try to] become heirs to your wives [by h olding onto them] against their will. Both men and women have equal rights here, because they both have the choice of leaving if they desire. She can also inherit belongs from her parents and deceased husband. A man is not allowed to have several wives and beating her is unacceptable. None of this could happen without the miracle of Islam.

Slavery And Plantation In Trinidad And Tobago

Slavery And Plantation In Trinidad And Tobago Slavery and Plantations have always been linked, driven by economic objectives (Williams 1994), from the earliest period of sugarcane cultivation in the Caribbean. Despite the complexity of the events and circumstances that created this relationship, sugar growth and slavery both were booming during the relatively peaceful early years of the 18th century. The European need for sugar had been increasing, and Englands sugar demands led the pack. The British islands like TT were a mono-crop society, with few settlers growing anything but sugarcane The Business of Slavery The Triangular Trade is a term commonly used in discussions of the slave trade. Slaves would be brought from Africa to the plantations, which would send sugar and other local goods to Europe, who would in turn send goods to Africa. The goods usually sent to Africa were guns and other manufactured items because there was no industry in Africa. In the West Indian islands like TT, however, the selling of slaves was an important part of the economy. The need for more slaves was always greater than the market could provide, and the West Indian companies were opened up in the 1700s to outside trade to help provide additional slaves to colonies that produced sugar. The French encouraged this trade on their islands by exempting slaves from most import and export taxes. Life on Plantations Working Conditions: Slave Labour in Plantations the toughest season, a season of toil from sunrise to twilight, bare ankles and calves stung by cowitch, knotted muscles slashed by cane leaves that cut like straight razors, backs split open by the whip The plantation land consisted of cane-fields, provision grounds, woodland and pasture. Each planter preferred to have more than 200 acres of cane land. Provision grounds were used by the slaves to cultivate root crops, plantains and vegetables for food. The woodland provided lumber and firewood and the pasture was used for grazing cattle (Handler 1965). The cane fields had either newly planted canes or ratoons. The ratoons were new shoots growing from old cane roots which were left in the ground after a previous crop of cane was harvested. Usually a ratoon field was less productive. A typical sugar estate had factory buildings such as the mill, boiling house and curing house. Around these factory buildings there were other smaller buildings and sheds in which, blacksmiths, wheelwrights, carpenters, masons, coopers and other artisan slaves worked. There would also be a small hospital for sick slaves, and a small jail which kept slaves who were being punished. There were storage rooms for tools and supplies and sheds which sheltered livestock or stored cane trash or bagasse which was used as fuel. Not far from the factory buildings were small houses in which the European managers and supervisors lived. They were generally overseers, book-keepers, skilled craftsmen and office staff. In the biggest house lived the estate owner. The slave quarters were some distance away from the homes of the managers. A work day consisted of 15-16 hours a day, during harvest time and, could go on during harvest and milling for 16-18 per week 7 days a week and according to Stampp (1956) the slaves were given the task to prepare the land for planting. Their normal working day began before daybreak and ended after sunset. They cleared the grass and bushes by weeding and burning (children between the ages of six and ten might be active as water carriers while children between the ages of ten and twelve were organized into gangs and put to weeding). Cane holes were dug and into these cane tops were planted. As the cane grew, gangs of slaves manured the field and weeded bushes that sprang up around the cane plants. Female slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now mature. The field was set afire to burn off the leaves from the cane stalks and at the same time to get rid of snakes which lived there. The field slaves, using cutlasses, then cut the cane stalks, packed them in bundles and loaded them on to ox-drawn carts which transported them to the mill. At the mill, the cane was crushed and the juice flowed through gutters to large metal containers. The cane trash was removed and stored for use as fuel for the boilers. The juice in the large containers was clarified by heating and the addition of a small quantity of lime. This clarified juice was then ladled into a copper boiler in which it was boiled. After a while, the juice from this copper boiler was ladled into a smaller boiler and was boiled again and then still further in a yet smaller boiler. By then, it had changed into sticky syrup which was allowed to cool, and then poured into wooden hogsheads standing on beams in the curing house. Through small holes at the bottom of the hogsheads, molasses seeped out and was collected in containers set below the beams. After about three weeks, the remaining syrup in the hogsheads crystallised to form sugar. The sugar remained in the hogshea ds which were later packed into ships for export to Europe. Some estates also manufactured rum by fermenting juice from the first boiling and about the same quantity of molasses. Almost all of this specialised work carried out in the manufacture of sugar and rum was done by skilled artisan slaves who were highly valued by their owners. During the milling season, slaves worked in shifts throughout the day and night. Even after the crop season was over, the estate owner did not allow his slaves to be idle. The fields had to be prepared for the new crop, weeding and manuring of the ratoons had to be done, and repairs to drainage and irrigation canals, fences and buildings had to carry out. Work was even found for children from the age of six years old. They collected firewood, cut grass to feed farm animals and fetched drinking water to slaves working in the fields. The plantation owners did not want their slaves to involve themselves in idle conversation since they felt that the discontented slaves may use the occasion to plot rebellion. Punishments While each plantation had its own set of social, religious, and labour codes, all had the basic format for an instilled hierarchy in which the slave master reigned as gad. He maintained the element of slave misery, by controlling the degree of pain (Starobin 1974). Treatments were given such as mutilation, branding, chaining, and murder which were supposedly regulated or prohibited by law. Whippings, beatings, drownings, and hangings were as unpredictable as they were gruesome. It was clear to plantation owners that slavery could not survive without the whip (even though owners were forbidden to deliberately kill or maliciously mutilate a slave). Males and females were whipped indiscriminately. The severity of whipping depended on the number of strokes to the type of whip. Fifteen to twenty lashes were generally sufficient, but they could range much higher. Other items used for punishments included stocks, chains, collars, and irons. It was also commonplace that women could be raped by the owner of the plantation, his sons or, any white male. Methods of Control The White plantation owners in TT used various methods to maintain complete control over their slaves. Their principal method was that of divide and rule. Members of the same tribe were separated on different plantations to prevent communication between them. The aim behind this was to prevent any plans to rebel if they were together. This separation, however, created a problem of communication, since the plantation would have different groups of slaves speaking different languages. Therefore, the planters had to find a way to communicate with their slaves. Soon a new language, known as Creole, developed and this became a common tongue among the slaves. When the British took control of the twin islands in the nineteenth century, English words were injected into the language and it became the basis of the Creolised language. Slaves were also prevented from practising their religions. Quite a few slaves were Muslims while many others had their own tribal beliefs. But since the Christian planters saw non-Christians as pagans, they made sure that the slaves could not gather to worship in the way they were accustomed when they lived in Africa. Later Christian missionaries were permitted on the plantations and they were allowed to preach to the slaves on Sundays. In time, many of them were converted to Christianity; it was the general feeling that the converted slaves became docile and was not willing to support rebellion on the plantations. Another means of control was the creation of a class system among the slaves. Field slaves formed the lowest group, even though some of them had special skills. The lowest ranking slaves, the backbone of the plantation economy, were the field slaves. The field slaves were divided into gangs according to their physical strength and ability, with the strongest and fittest males and females in the first gang. The incentive used to encourage hard work, was lashes of the cart whip, which were freely administered by the drivers, who were privileged slaves under the overseers supervision. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and masons, who were often hired out by the planters. These slaves also had opportunities to earn money for themselves on various occasions. Still higher up in this class system were the drivers who were specially selected by the White planters to control the other slaves. The domestic or house slave had a special place in this arrangement, and because they worked in the masters house and sometimes receiving special favours from the master, they held other slaves in contempt. Usu ally, the slaves in the lowest rung of this social ladder were the ones who rebelled and often domestic slaves were the ones who betrayed them by reporting the plots to their master. Then there were divisions based on colour. In the early days, it was relatively easy for a pure African to rise to the level of a driver. But mixtures occurred through the birth of children as a result of unions between White men and black women (mulatto), White men and mulatto women (mestee) and mulatto men and black women (sambo). Some slaves of succeeding generations thus had lighter complexions, and the White planters discriminated in favour of them. These slaves with White fathers or White relatives were placed in positions above those of the field slaves. This was the beginning of colour discrimination in the Guyanese society. Of course, in all of this, the Europeans the Whites occupied the highest rung of the social ladder and they found willing allies among the mixed or coloured population who occupied the intermediate levels. The pure Africans remained at the lowest level Women and Slavery in the Plantations According to Bush (1990; 33) the primary reason for the presence of women in TT during the time of slavery was due to their labour value. In the early days of slavery, plantation owners attempted to produce healthy patterns of reproduction and encourage marriage, but found it was economically illogical to do so. Instead, it was more profitable to purchase new slaves from Africa (until the continued supply of female slaves being delivered from across the Atlantic was threatened by abolitionist pressure in the eighteenth century). Girls worked on estates from the early age of four. Occupations for girls between the ages of 12-19 varied from field work, to stock work, to domestic work, to washing e.g. clothing, dishes, etc. ( Reddock 1985 pg. 64 ), . Other forms of work for mature women included midwife, doctoress, and housekeeper. European plantation owners generally regarded most slave women as suitable for field work, which consisted of jobs such as digging holes for canes, weeding, and hoeing. In Jamaica, the majority of women between the ages of 19 and 54 were working in the fields. By the late eighteenth and early nineteenth century, there were more women working in the field than men due to their lower mortality rates. Despite the common stereotype whereby men are stronger and more physically capable than women, it can be argued that women were as important, if not more important, to field work during the period of slavery in TT. The importance of women in the plantation economy is reflected in the price of female slaves between 1790 and the end of the slave trade. The price for a new male slave was approximately  £50- £70, while the price for a new female slave was approximately  £50- £60. (Bush, 1996:33) Apart from occupations such as doctoress, midwife, and housekeeper, which were considered to be higher employment positions for slave women during the time, the slave elite was nearly entirely made up of men. Women were confined to fighting for lower positions in the socio-economic hierarchy and were always excluded from the more prestigious and skilled jobs (i.e. carpentry). Among the limited amount of occupations available to Trinbagonian slave women, the most prestigious job was found to be nursing. One way in which women slaves would occasionally amass income and resources for themselves was through sex trade (Morrissey 1989 pg. 69). This was a common way for women slaves to save money for freedom, particularly in the eighteenth and nineteenth centuries in TT. The majority of enslaved domestic workers in towns were expected to support themselves through prostitution. Culture of Slavery and Plantation life Home Plantation slaves were housed in slaves cabins. Small, rudely built of logs with clapboard sidings, with clay chinking. Floors were packed dirt. They were leaky and drafty and the combination of wet, dirt, and cold made them diseased environments. On the plantation, the slaves were housed in buildings which were some distance away from the masters house. Most of these slave houses had thatched roofs and walls of old boards or of wattle and mud. The floor was the earth itself and there were no furniture except some rudimentary pieces that the slaves managed to make. Clothing Slaves were not well-clothed; they had inadequate clothing for people engaged in heavy labour all year. Children would dress in long shirts. Men possessed little besides with two shirts and two cotton pants. Women were provided with an insufficient amount of cloth and made their own clothes. The cloth was cheap material, produced in England that was dubbed Negro cloth. The slaves also obtained a clothing allowance roughly every year. The men received a coarse woollen jacket, a hat, about six yards of cotton, and a piece of canvas to make a pair or two of trousers. Women received the same allowance as the men, but children received none. The children remained naked until they were about nine years old, or were given cast-off clothing that their parents managed to find or were able to purchase. Food The food was generally adequate in bulk, but imbalanced and monotonous. Typical food allowance was a peck of corn meal and three to four pounds of salt pork or bacon per week per person. This diet could be supplemented by vegetables from their gardens, by fish or wild game, and molasses (not usually). The slaves prepared their own food and carried it out to the field in buckets. While the slaves were provided with certain foodstuffs by the master, they raised their own subsistence crops of vegetables, plantains and root crops on small garden plots that the master allowed them to use. However, they could only do their personal farming on Sundays when they had no work on the plantation. They also took the opportunity to fish on Sundays in the nearby canals, the rivers or the ocean. Each adult slave was given one pound of salted cod fish every Sunday by the plantation owner. The salted cod fish was imported from North America. A child slave was given a smaller allocation. On special Chr istian holidays, there was an additional allowance of about a pound of beef or pork, some sugar and a quantity of rum. Religion The general view held by the plantation owners was that the African slaves did not hold to a system of beliefs that could be described as a religion (Mbiti 1969). At best so the members of the plantocracy and the church that served them felt their beliefs amounted to nothing more than heathenish superstition. Not a few of them, perhaps, felt that the Africans were incapable of religious sentiment. But the Africans held religious beliefs derived from their homeland. It may be useful to note that some of the slaves, particularly these who came from the Fula-speaking area of Senegambia, were Muslims. The practice of the planters of separating tribesmen from one another, and of discouraging the assembling of slaves for any purpose whatsoever, was not calculated to allow Islam to survive. Again, the small number of African Muslims that came to plantations in TT lacked the leadership of Imams and the possession of the Quran. Then, too, the plantation life did not lend itself for long pra yers at fixed times, worship on a set day, fasting at prescribed periods, or feasting on holidays which did not coincide with those observed by the plantocracy. On the other hand, indigenous African religious beliefs, which became labelled as obeah, survived the difficulties of estate life. But these beliefs underwent significant changes although they remained clearly African in structure (Saraceni 1996). Three factors were mainly responsible for these changes. In the first place, African religious ideas were capable of modification in response to the new circumstance of estate life. Secondly, the practice of African religion was frowned upon by estate authorities. This meant that the religion could only be practised secretly and irregularly. The result has been that some aspects of African religious practices withered away while others lost their nationality and language and became garbled. Thirdly, the exposure to Christianity led not only to the conversion of Blacks to that religion, but also to the overlapping of African and Christian beliefs. Free Time Except for earnings enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling surplus produce from their provision grounds and also the sale of livestock that they reared. On Sundays, village markets were held and the slaves seized the opportunity to barter or sell their produce. On these occasions the slaves made purchases of a few pieces of clothing and other items for their homes. The Sunday markets were also occasions when slaves from different plantations were able to socialise and to exchange news and pieces of gossip. There were also times of recreation. These were usually at the end of the crop and at Christmas and on public holidays when the slaves were allowed to hold dances which had to end by midnight.

Leadership in Nursing

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

Types Of Pollution And Their Effects Environmental Sciences Essay

Types Of Pollution And Their Effects Environmental Sciences Essay The introduction of harmful waste materials, other forms of contamination which are a hazard to the life sustaining atmosphere of the planet earth is commonly known as pollution. Pollution affects the ecosystem of the planet causes discomfort to almost every living organism on the face of the planet. It is the result of ever-increasing pollution into the environment that the ozone layer over the earth that defends us from the damaging ultraviolet rays of the sun is being depleted. Recent rise in the temperature of many countries across the world is also the result of the same. (Pollution) Types of Pollution Typically, there are main types of pollution, which are: Air Pollution Water Pollution Noise Pollution Land Pollution Air Pollution Air Pollution is the contamination of air in the atmosphere that is important for every living being on the planet to sustain life. The common air pollutants (the substances which cause pollution) include smoke and harmful gases from industries, CFCs and oxides produced by the automobiles, the burning of solid wastes, i.e. sulphur oxides, CO, CO2, particulate matter, NH3, smoke produced by explosives and other radioactive particles (e.g. Radon gas is released into the atmosphere because of radioactive decay within the Earths crust) being released into the atmosphere. Air Pollution can also be a consequence of the natural disasters such as a volcanic eruption. Ill-effects of Air Pollution Air pollution causes depletion of the protective ozone layer. It also has dire health effects on the individuals living on earth; it may cause respiratory problems, asthma, lungs and heart diseases, etc. Air pollution also affects the cardiovascular system, but the effects depend on the individuals exposure to the pollutants. How to prevent Air Pollution Since some of the reasons of air pollution are natural, there is hardly any sort of possible human control. But, for the human caused pollution, one of the finest ways to stop air pollution is to walk more or cycle more, rather than driving cars and other motor vehicles, because the emission from them is the most prominent form of air pollution in todays context. Regular and on-time maintenance of vehicles can also help reduce the pollution substantially. Usage of bio-fuels, like CNG, and bio-gas also aid prevention of pollution in the atmosphere. In order to make sure that these rules are being followed there could be some kind of legislation from the government in the respective countries to ensure that there is reduced pollution ever. (Pollution, Water Pollution, Air Pollution) Water Pollution Water is one of the most important natural resources on the planet which is one of the necessary elements to sustain life on earth. Addition of harmful products to water which make is unusable is commonly known as Water Pollution. These products could be chemical, biological or physical materials that deteriorate the quality of water and the lives associated with it. Some of the most common water pollutants include industrial wastes (which are directly dumped into the sea of lakes making the water unfit for fishes and other organisms living in the water), domestic and farm wastes, oil spills, pesticides, as well as mining and agricultural wastes. (Pollution, Water Pollution, Air Pollution) Ill-effects of Water Pollution About 40% of the deaths globally are accounted by water pollution. Polluted water affects the flora and fauna of the sea organisms and these organisms when consumed by humans, cause harmful diseases. Also, the contamination of drinking water, which is produced from natural water resources, causes diseases such as jaundice, cholera, or typhoid. How to prevent Water Pollution As such, there are no ways to ensure prevent water pollution. The most effective way to prevent water pollution is to generate consciousness among the masses about the ill-effects of the same and if possible, enforce laws to prevent disposal of harmful wastes into the water. Noise Pollution It is the excessive cacophony in the environment, primarily due to sounds created by machines. It is generally caused by loudspeakers, microphones, loud music, noise from industries, from construction and civil engineering works etc. Ill-effects of Noise Pollution The main problem that noise pollution, (also known as sound pollution), causes is that it affects the physiological and psychological health of an individual who is exposed to the excessive sound. Sometimes, it can even cause deafness and impaired hearing. It also causes annoyance which might result on blood pressure variations, ultimately leading to coronary diseases. How to prevent Noise Pollution Again, legislation can be one of the most effective ways to reduce noise pollution. Also creation of airports, bus stands etc away from residential areas can be an effective way. (Noise Pollution and its control) Land Pollution Degrading the earths surface by improper commercial, industrial, agricultural and domestic activities is known as land pollution. Dumping of e-wastes and other industrial wastes into the land causes land pollution. Insecticides, pesticides etc also harm the agricultural land and the soil. Mining, deforestation, oil refineries construction debris, etc are the most common land pollutants. Ill-effects of Land Pollution The agricultural capability of soil gets affected as a result of the land pollution, making it infertile and unusable for farming purposes. Also, it might result in the lowering of water table inside the ground. How to prevent Land Pollution In order to prevent land pollution, individual should be more focused on buying bio-degradable products and the products can also be recycled, i.e. recycling the inorganic materials should be an important focus. As far as organic compounds are considered, they can be dumped in places which are far away from residential places or agricultural lands. Reducing the use of pesticides and insecticides can also aid land pollution prevention. Oil spilling has to be taken care of. Anti-littering campaigns can be initiated to create awareness about ill-effects of littering. Conclusion In conclusion, it would be safe to say that pollution is very important to be controlled if life is intended to be sustained on the planet. It may be in different forms but if the masses can be properly informed and educated along with strict legislations, pollution can be controlled.

Comparing Do Not Go Gentle into That Good Night and After a Time Essays

Comparing Do Not Go Gentle into That Good Night and After a Time Dylan Thomas' "Do Not Go Gentle into That Good Night" and Catherine Davis' "After a Time" demand comparison: Davis' poem was written in deliberate response to Thomas'. Davis assumes the reader's familiarity with "Do Not Go Gentle," which she uses to articulate her contrasting ideas. "After a Time," although it is a literary work in its own right, might even be thought of as serious parody--perhaps the greatest compliment one writer can pay another. "Do Not Go Gentle in That Good Night" was written by a young man of thirty-eight who addresses it to his old and ailing father. It is interesting to note that the author himself had very little of his own self-destructive life left as he was composing this piece. Perhaps that is why he seems to have more insight into the subject of death than most people of his age. He advocates raging and fighting against it, not giving in and accepting it. "After a Time" was written by a woman of about the same age and is addressed to no one in particular. Davis has a different philosophy about death. She "answers" Thomas's poem and presents her differing views using the same poetic form--a villanelle. Evidently, she felt it necessary to present a contrasting point of view eight years after Thomas's death. While "Do Not Go Gentle" protests and rages against death, Davis's poem suggests a quiet resignation and acquiescence. She seems to feel that raging against death is useless and profitless. She argues that we will eventually become tame, anyway, after the raging is done. At the risk of sounding sexist, I think it interesting that the man rages and the woman submits, as if the traditi... ...much sensory suggestiveness. She gives us "things lot,' a "reassuring ruse," and "all losses are the same." Her most powerful image--"And we go striped at last the way we came"==makes its point with none of the excitement of Thomas's rage. And yet, I prefer the quiet intelligence of Davis to the high energy of Thomas. "And we go stripped at last the way we came" can give strange comfort and solace to those of us who always envied those in high places. Death is a great leveler. People are not all created equal at birth, not by a long shot. But we will bloody well all be equal when we make our final exit. Kings, pope, and heads of state will go just as "stripped" as the rest of us. They won't get to take anything with them. All wealth, power, and trappings will b left behind. We will all finally and ultimately be equal. So why rage? It won't do us any good.