The Tragedy of Self-Awareness in Native Son Essay Example for Free

The Tragedy of Self-Awareness in Native Son Essay Richard Wright’s Native Son is about the cost of suffering and sacrifices which one man, defined as the Other from the mainstream of society, must pay in order to live as a full human being in a world that denies him the right to live with dignity. As a social being, Bigger Thomas is completely deprived himself because he is unable to find his social and self-esteemed values both in the stunted ghetto life and in the oppression of racist society. Therefore, the only way Bigger can express himself is through violence and rebellion: Wright views Bigger’s tragic destiny as the evidence which directly reflects the violence of a racist society. Eventually, in Native Son, Wight’s accusation is directed toward the systematized oppression applied by the white people, designed to keep the blacks from advancing and attaining their fullest potentialities. Wright’s major purpose in Native Son is to show how tyrannical racist society oppresses the external and internal condition of Bigger Thomas, and how Bigger’s existence is distorted in that oppressive condition. Under the external oppression, black people come to inevitably go through an inner refraction, extremely internalizing the external oppression into the self, at the same time. On that account, self-hatred, shame and impotence are produced. Bigger’s existence, also, is perverted from not only his harsh reality but his own stunted inner-self. Under this dehumanizing condition, he has to be â€Å"a dispossessed and disinherited man,† and has to struggle for his existence even by means of radical violent actions (Wright 466). The deep-rooted discordance induces an inner-refraction, and promotes the fundamental fear of self. That concretely appears in the phase of Bigger who has to observe his family’s suffering, and suffers from confirming his powerlessness. As for Bigger or other black people, fear means poor, incapable and furious. At the same time, fear is an anxious state of mind that he/she is afraid that him/herself is really such a person. This is the heart of the fear that blacks, including Bigger, feel, and that Wright wants to warn of. Similarly, in the case of Bigger, being confronted with the problematic condition, he is unwilling to confirm in his mind that he is valueless: â€Å"Each time he asked himself that question his mind hit a blank wall and he stopped thinking† (Wright 12). In order not to directly see his reality, Bigger suspends his thinking from the unbearable and repetitious everyday-life. Therefore, wastefully he just spends most of time in the trivial matters such as deciding to â€Å"buy a ten-cent magazine, or go to a movie, or go to the poolroom and talk with the gang, or just loaf around† (Wright 13). The following description well shows Bigger’s unconscious desire to look away from a grim reality. He stretched his arms above his head and yawned; his eyes moistened. The sharp precision of the world of steel and stone dissolved into blurred waves. He blinked and the world grew hard again, mechanical, distinct (Wright 16). What Bigger wants is an escape from the â€Å"mechanical† and â€Å"distinct† society (Wright 16). Thus, he wants to see the distinct boundary of society to be blurred even in the short moment of yawning. He feels comfort in the instant moment that sharp distinction of reality is blunt. The comfort, however, offered by temporary optical illusion, vanishes even simply by a blink. This kind of escapist-inclination is also revealed in the cases of Mrs. Thomas or Bigger’s girlfriend, Bessie. Mrs. Thomas retreats into conventional religion because she is unable to handle the harsh reality. Likewise, Bessie is frequently anesthetized by alcohol, swing music, and sex because she is afraid to realize herself, completely trapped by white-centered society. In relation to Bigger, he is momentarily satisfied with constructing his own fantasy: indulging in movies, dreaming of robbing a white-owned store, and playing white, â€Å"referring to a game of play-acting in which he and his friends imitated the ways and manners of white folks† (Wright 17). Everyone in the novel is described literally or figuratively as blind people, from the state’s attorney, Buckley, whose sight is prejudiced by virulent racism, to Mrs. Dalton, whose blindness is actual as well as symbolic. As Brignano states, the world of Native Son is essentially â€Å"a world divided by a color curtain† (38), and no one ever really sees Bigger. Instead, they see what they believe because the blind people are â€Å"seduced by social stereotypes into seeing myth rather than the individual† (Felgar 100). Before Bigger kills Bessie, he rapes her. He is not conscious that he is raping her because the meaning of rape for him is much different from its general notion. When Bessie said to him that â€Å"they’ll say you raped her,† Bigger effaces a physical part from the concept of rape, and he replaces it with a psychological part: Had he raped her? Yes, he had raped her. Every time he felt as he had felt that night, he raped. But rape was not what one did to women. Rape was what one felt when one’s back was against a wall and one had to strike out, whether one wanted to or not, to keep the pack from killing one. He committed rape every time he looked into a white face. He was a long, taut piece of rubber which a thousand white hands had stretched to the snapping point, and when he snapped it was rape. But it was rape when he cried out in hate deep in his heart as he felt the strain of living day by day. That, too, was rape (Wright 227-228). Bigger has no regard to Bessie’s continuous rejection because, for him, rape means both an irresolvable fury toward white people and the ineffaceable humiliation of black life. In addition, because he is completely immersed in his desire to do and to fulfill something, Bessie’s protests are utterly ignored in his consciousness: â€Å"Her voice came to him now from out of a deep, faraway silence and he paid her no heed. The loud demand of the tensity of his own body was a voice that drowned out hers† (Wright 233). Contrary to Bigger’s elated state. Social reality is growing ever more hostile to black people because of his crime. Five thousand policemen are thrown about Black Belt, many windows in the Negro section are smashed, all white schools are scheduled to be closed until the black murderer is captured, and several hundred black employees throughout the city are dismissed from jobs. Especially, Bigger realizes again the blind, inhuman and white-centered attitudes of society after being captured by policemen. At a court room in the Cook Country Morgue, what Bigger comes to feel is not a sense of guilt but rebellion, which arises against the fact that he has to be degraded into the sport for whites even in the moment of confronting death. Bigger think white people have no right to watch and use him for whatever they want: He sensed that in their attitude toward him they had gone beyond hate. He was their eyes gazing at him with calm conviction. Though he could not have put it into wo rds, he felt that not only had they resolved to put him to death, but that they were determined to make his death mean more than a mere punishment; that they regarded him as a figment of that black world which they feared and were anxious to keep under control. The atmosphere of the crowd told him that they were going to use his death as a bloody symbol of fear to wave before the eyes of that black world (Wright 276). Especially, Bigger seriously contemplates himself and the meaning of his life through the conversation with Max. The dialogue makes Bigger perceive relationships between himself and other people that he has never thought of: If that white looming mountain of hate were not a mountain at all, but people, people like himself, and like Jan—then he was faced with a high hope the like of which he had never thought could be, and a despair the full depths of which he knew he could not stand to feel (Wright 361). Faced with impending death, Bigger is aware of why he had to kill other people, and of what he did not know: But really I never wanted to hurt nobody†¦ They was crowding me too close; they wouldn’t give me no room†¦ I was always wanting something and I was feeling that nobody would let me have it†¦ I’ll be feeling and thinking that they didn’t see me and I didn’t see them (Wright 425). â€Å"I didn’t want to kill!† Bigger shouted. â€Å"But what I keeled for, I am!†Ã¢â‚¬ ¦. â€Å"What I killed for must’ve been good! When a man kills, it’s for something†¦. I didn’t know I was really alive in this world until I felt things hard enough to kill for’em†¦. It’s the truth† (Wright 429). Bigger’s statement, â€Å"What I killed for I am!,† shows the awareness of his whole personality (Wright 429). It is not an irresponsible excuse but a painful acknowledgement of himself. Bigger does not assert his violent act of murder is good because he has regretted such violence by realizing, in guilt and horror, how it has hurt many innocent people. Ultimately, Bigger himself comprehends that he has been distorted, alienated and blinded his whole life. Equally, he realizes too much suffering and sacrifices have been paid in order to achieve his self. Apparently, Bigger’s tragedy lies in that he fails to grasp the proper moment of life, recognizing himself as a full human being, and he only comes to grasp that moment on the day of his execution. His awareness is too late. In addition, the total awareness was possible in the condition that all the other opportunities were deprived by confinement in prison except death: Waiting to die, Bigger discards all hopes for living, because he does not have to resist being oppressed by a racist society and to fear being cornered by a harsh environment. What Bigger achieves is not the splendid thing that all the people would try to gladly attain and assimilate. However, Bigger’s desperate struggle to achieve the meaning of his existence cannot be simply considered as a trivial and monstrous thing, even though the achievement has originated from violence and rebellion. Bigger’s self-awareness is important in both personal an social respects. For, in the personal dimension, Bigger continuously attempts to realize his existence, resists not to be a mere environmental victim, and he torturously achieves his inward life that makes him understand other people as well as himself until the last moment of his life. And in the social dimension, the problems of Bigger transcend the limit of race, and present with reconsiderations to think about other oppressed people in society. In the end, the tragedy of Bigger Thomas clearly shows the painful process of self-awareness of one human being who suffers from the oppression of social prejudice, and struggles to find his human value. In Native Son, violence of whites and blacks is directed toward each other. The society, stained with hostility and discrimination, prevents people from realizing their full potential as human beings and excludes them from full and equal participation in society. In such condition, like in the case of Bigger Thomas, self-realization can only come through violence. Finally, the destruction from such violence is mutual: What becomes the tragedy of an individual ultimately leads to the tragedy of society.

Reflective Essay on Teamwork

Reflective Essay on Teamwork This essay will critically reflect on the process of teamwork, change management and leadership; all issues pertinent to the role of the SCPHN. Barr and Dowding (2008) assert the necessity for leaders to critically reflect effectively, in order to raise their awareness and effect change where needed. Densten and Gray (2001) support this view, adding that leadership development depends on active reflection. A peer learning group (PLG) of five was formed; their goal to identify an area for change within their practice, justified by available evidence, and to formulate a plan of implementation. Our group was a mix of School Health and District Nurse SCPHN students, which made it more difficult to identify a common change initiative. However, our group overcame this obstacle and identified low staff morale in the workplace as an area to consider for change. A literature search revealed this to be a feasible initiative. The work of the PLG was to be delivered to an audience of peers through a presentation. We aptly named our team The Motivators. Sullivan Garland (2010) distinguish groups from teams and discuss the concept of how groups are transformed into teams, and the necessity for a thorough understanding of this process for effective team leadership and management. Morhman et al (1995) define a team as a group of individuals working together to produce a product or service for which they are all mutually accountable. They have a shared goal and are interdependent in its accomplishment, their interactions producing the collective result. It is argued that groups differ in that they perform their tasks independently of each other and sometimes also competitively (Sullivan Garland, 2010). It has been proffered that working in small teams is conducive to effective learning and involves collaboration and co-operation (Will, 1997). Conversely, Topping (2005) adopts a cynical stance by implying that the application of peer learning strategies by educational establishments is simply gathering together a group of individuals and hoping for the best. Co-operative learning is said to reinforce learning amongst group members through discussion and peer review, while collaborative learning is socially constructed knowledge assuming the negotiation of the individuals different perspectives (Will, 1997). In order to achieve a goal it is essential that teams work cooperatively (Sullivan Garland, 2010). Further, Clements et al (1997) cite collaboration as the foundation of a healthy team and together with effective communication is key to producing high quality results. Parker (2008) suggests that working collaboratively requires a clear objective and a consensus of opinion when d ecision making; DFES (2004) reiterate the aspect of shared responsibility in collaborative working. My own PLG worked both collaboratively and co-operatively, facilitated and evidenced by: a readiness to assume roles within the team, maintaining communication links, regular meetings and the sharing of information resources and ideas. The perspective offered by Slavin (1996) is that of social cohesion; peers helping each other because they want each to succeed. This idea is applicable to my PLG as our presentation was assessed as a joint effort. Sullivan Garland (2010) maintain that strong group cohesiveness fosters greater personal support and cooperation amongst the group, which again was evident in our group. However, Slavin (1996) acknowledges the constraints of learning in this manner as each team member has limited time/exposure to the other members learning topic. Because our group had different timetables we experienced difficulties meeting up, however we overcame this by maintaining contact via e mail. Oliver (2006) acknowledges the complications that can arise in team-wor k and Eisenhardt (1997) stresses the need for stability when aspiring to produce optimum performance. Tuckman, (1965) offered a model comprising four stages, advocating this as the ideal group- decision making process. Adair (2004) purports it to be a problem solving toolkit. Forming: this did not present us with a problem as we all knew each other. From forming as a group we evolved quickly into: Storming: this stage enabled the team to grow. We identified an area for change, which was limited by our mixed professional group, and planned our immediate work schedule. We completed a SWOT analysis to identify the strengths and weaknesses we envisaged in implementing the change. No one was immediately willing to take on the mantle of leader so we unanimously elected the person who had initially proposed the change initiative. We exchanged contact details, agreed a time plan and arranged our next meeting. Norming: is said to occur when the team has developed trust and are working toward a common goal (Adair, 2004). At this time it is likely that some members will forgo their own ideas in order to progress the team function. In this stage all members assume responsibility for the success of the team goal. I was fortunate to belong to a group that worked well together and were well motivated. Due to this degree of co operation we passed through to the final phase quickly: Performing: At this stage we worked cooperatively on delegated tasks maintaining contact frequently between meetings. We offered each other support and encouragement throughout the process and our team leader encouraged contact and mutual support. Action learning (AL) has been defined as a continual process of learning and reflection which is supported by colleagues with the ultimate aim of accomplishing a goal (McGill Beaty, 2001). It has a bottom up approach and is said to promote innovation rather than simply change (Pryjmachuk, 1996). In essence this is what our group did; by coming together to focus on the issues of individual group members and reflecting on them, the group were enabled to proceed with their planned action. Pedlar (2008) describes AL as an approach to problem solving whereby individuals are enabled to develop and form relationships that contrive to enhance the change process. The relationship between research and innovation was highlighted by Lord Darzi (2007). Most organisations are concerned with effective team working and it is accepted that factors affecting team performance are multi-faceted (McGill Beaty, 2001). Empirical studies suggest the validity of Belbins Self -Perception Inventory (SPI) (Aritzeta et al, 2005). Belbin (1981) developed the SPI to identify the behavioural characteristics of individuals within a team, thus enabling the creation of effectively functioning teams through a creative and appropriate mix (Broucek Randell, 1996). An Observers Assessment (OA) which was later introduced has further increased validity (Belbin, 1994). . Although the tool has received criticism (Furnham et al, 1993), Belbins defence was that the tool was not intended as a psychometric instrument (Belbin, 1993b). Our group used a version of the tool (Foundation of Nursing Leadership, 2011) as a learning experience to identify our roles within the team. I emerged as Supporter and Questioner in equal measure closely followed by Finisher (Append ix ). In Belbins SPI this would equate to Team worker, Monitor Evaluator and Completer-Finisher. A supporter of Belbin theory suggests that greater control is achieved through the ability to forecast team attitudes (Fisher et al, 2000). I was surprised at how accurate this was for myself although I would not entirely agree. Although we didnt use the SPI to assess the characteristics of our team prior to beginning the project, it was an interesting and informative task to undertake. It happened that we had a mix of characteristics within our team which perhaps accounted for our collaborative cooperation. However, it has been argued that Maslows Hierarchy of Needs Model favours the management of organisational dynamics as it maintains motivation through the desire to achieve (Burnes, 2004). The current re-design of the health service requires a willingness and ability to adapt to change (Institute for Innovation and Improvement, 2011). Efforts to contrive change are unanimously said to be fraught with challenges (Parkin, 1997; MacFarlane et al, 2002), although McWilliam and Ward-Griffin, 2006; Darzi, 2007) argue that healthcare workers have both the mandate and the potential to lead and effect change initiatives. One of the major challenges to change is seen as resistance, which is said to have both positive and negative effects and to be expected by managers implementing change (Sullivan Garland, 2010). Waddell and Sohal (1998) insist that resistance to change should be utilised and viewed as evaluative material to reassess the proposed change. Pederit (2000) found resistance to reveal valid concerns about proposed change worthy of reconsideration. Bovey and Hede (2001) argue that resisting change is a natural human behaviour and unavoidable. Fisher Savage (1999) identify through Personal Construct Theory, a model of personal change The Transition Curve (Appendix ), which identifies a process individuals may go through in the transition period of change. Similarly, the stages of grief identified by KÃ ¼bler Ross (1969) (Appendix ) are also applied to the process of change, although Connor (1998) adapted the sequence in his Cycle of Negative Response as he argued the emotions involved in change are less intense. Change is recognised as unsettling so it is logical that the change agent be a settling influence. A theory Y style of management is thought to aid change through its liberating and developmental aspects; McGregor espoused the theory that control, achievement and improvement are accomplished through enabling, empowering and giving responsibility (Appendix ). There appears to be a lack of distinction between resistance and conflict in some of the literature (Parkin, 2009). Parkin differentiates the two by stating the more aggressive and emotional nature of conflict. Our PLG was fortunate in not encountering any conflict at all; DiPaola and Hoy (2001) suggest that large, diverse groups have a greater potential for conflict through the wider differences in objectives and perspectives. As our group was small with common interests and goals, areas for conflict should be minimal. Chuang et al (2004) supports this when arguing that the shared values of nurses promotes greater tolerance and respect, although it has been said that as a group, nurses are apt to avoid conflict to the detriment of effective change implementation (Valentine, 2001). However, Anderson (2005) argues the limitless potential for conflict amongst any group, small or large. Historically, conflict has been viewed as having a negative impact due to the tensions it creates (Medina et al, 2005) but it has also been asserted that conflict can also benefit team performance (Jehn, 1995). McAdam (2005) suggests that conflict can be both constructive, leading to innovative results or destructive, which hinders innovation. It therefore follows that conflict is better managed rather than resolved. Bruce and Wyman (1998) suggest conflict can be channelled by good management into creativity and positive outcomes. It is important that learning opportunities are not missed through avoiding conflict (Fagan, 1985). Working through conflict can create enhanced understanding, increased motivation and lead to more effective working (Sullivan and Garland, 2010). Crawley and Graham (2002) describe the benefits of healthy conflict as culminating in providing a driver for change. Nicholson (2011) asserts that leaders can create conditions to either hinder or aid innovation and Bruhn (2004) reiterates this when arguing that leaders set the limits of success by how they manage change. Innovation is currently the popular term within healthcare organisations, implying change with a positive thrust (Parkin, 2009), Pryjmachuk (1996) also supports this reasoning when stating that innovations are seen as welcome, while change is not. Reid (2009) stated the legal obligation on Strategic Health Authorities to promote innovation. Conversely, research suggests change in whatever form remains unpopular, causing stress and conflict (Stewart ODonnell, 2007). The literature abounds with a multiplicity of change strategies ranging from the dictatorial approach of controlling to those which embrace the involving paradigm (Dunphy and Bryant, 1996: 692). The Motivators identified Lewins ( 1951) three step approach to change management as an appropriate model to manage the identified change. The model has been dismissed as outdated and simplistic (Dawson, 1994), but according to Burnes (2004) criticism is based on a narrow interpretation of the model. The model should be viewed alongside the other elements of the planned approach: Field Theory; Group Dynamics and Action Research, which combine to create a robust model (Burnes, 2004b; Darwin et al, 2002) and involves: Unfreezing: is said to refer to reducing the behaviours that maintain the present situation and recognition of the need for change to effect improvement (Goppee Galloway, 2009). Good communication is a vital element at this stage; good practice would ensure those likely to be affected by the change agree, or at least are cognisant of the need for change (Kotter and Cohen, 2002; Curtis and White, 2002). Involving people in all aspects of the planning and implementation of the change discourages resistance (Curtis and White, 2002). A Gantt chart was developed as a tool to provide a timeframe/schedule for implementing and evaluating the proposed change as advocated by Borril et al (2001) (Appendix ). Moving: The Gantt chart would provide a framework for revision and review of the change. It would be advisable to check that all those involved with the change are clear and informed about the change and that all other professionals involved are fully aware (Goppee and Galloway, 2009). Refreezing: refers to the stage when the change has been accepted both emotionally and intellectually by colleagues. The change should be stabilised and reinforced through mechanisms of support such as policy and resources, as appropriate (Goppee and Galloway, 2009). Evaluation of the change is essential; evidence dictates that successful, well performing teams are characterised by the use of measurement in supporting improvement (Darzi, 2008). The use of measurement, benchmarking, and audit are recommended as a means of guiding local improvement and innovation (NHS, 2008., Care Quality Commission, 2009,. DH, 2008). Pre and post change data collection is also considered a valuable means of evaluating a change (DH, 2009; Cooper and Benjamin, 2004). For change to actually happen requires effective leadership (Darzi, 2009). As SCPHNs, cultivation of leadership skills is deemed essential to effecting change; NHS (2011) assert that leadership capacity and capability can be cultivated and is a core expectation of practicing professionals (Darzi, 2009). Hogan et al (1994) would refute this, stating the trait theory of leadership whereby people are born leaders with inherent leadership characteristics which cannot be learned. Borrill and West (2001) identify leadership as critical in developing effective team working and should maximise the benefits and minimise the weaknesses within the team. Transactional leadership has been commonly used in healthcare (Curtin, 2001), mainly as it lends itself to achieving targets. It is equated by some as being managerial in its style (Finkleman, 2006) with the focus being task and organisation orientated, with sparse attention to the needs of the followers. Conversely, transformational leadership is said to be universally applicable (Bass et al, 1987) inspiring followers to disregard their personal interests for the good of the group or organisation. We identified the transformational approach as the most appropriate one for both our team and in leading the change in the workplace, as this visionary style actively encourages and embraces innovation and change (Curtin, 2001). Bass (1998) also considers transformational leadership empowering, motivating colleagues to reach and perform to their maximum potential. Conversely Transactional leadership is thought to be inappropriate when teams are demoralised, demotivated or stressed (Stordeur, 2001) NOTES FOR CONCLUSION Nurses in the present working climate have to accept necessary changes Not only should they accept changes as they take place, but should also be constantly reviewing working practices and being proactive in implementing changes as and when necessary. If this does not happen, nurses will have to deal with the fallout of changes imposed on nursing by others Overall, although management skills are important and necessary, the future requires leadership to provide the dynamics essential to challenge and lead organisations into an era where management of rapid change is the necessary key for future survival. Nursing leaders are ideally positioned to influence these changes and to play a major role in facilitating the changes Transforming Community Services: dh 2009 Ambition, Action, Achievement Transforming Services for Children, Young People and their Families Developing and supporting people to design, deliver and lead high quality community services Actions to consider in developing a social movement approach to change owned and lead by local services and practitioners Transformational change happens when those delivering care are motivated and inspired to do things differently. The Next Stage Review emphasised the need for a high quality workforce to deliver high quality care and introduced the healthcare professional for the 21st century being practitioner, partner, leader. Contributors to the programme have built on the concept of practitioner, partner, leader to develop attributes for community practitioners that will generate radical improvement. Many good initiatives flounder because insufficient attention is paid to the staff themselves and the actions needed to create the climate in which the desired attributes can ensure success. Organisations implementing change will want to consider how they promote such attributes in their own workforce, and the action needed on a number of fronts. How staff are educated and trained, managed and led, how services are commissioned and regulated, and how performance is monitored, can all contribute to the creation of a positive, enabling culture in which staff constantly strive to improve safety, effectiveness and experience of care. Conversely, the same factors can mitigate against empowerment, motivation and personal accountability, reducing the likelihood of success. Social movement A group of people with a common ideology who try together to achieve certain general goals; features include: Energy Mass Pace Momentum Passion Commitment Spread Sustainability References ADAIR, J. 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Available at: www.pluspulse.nl/pdf/EAWOP resistance.pdf accessed on 26/02/2011 KOTTER, J. and COHEN, D. (2002) The Heart of Change: Real life stories of how people change their organisations. Boston: Harvard Business School KÃÅ"BLER-ROSS, E. (1969) On Death Dying Available at: www.businessballs.com/elisabeth_kubler_ross_five_stages_of_grief.htm accessed on 20/02/2011 LEWIN, K. (1947/1997) Frontiers in group dynamics. In: Resolving Social Conflicts Field Theory in Social Science. Washington DC American Psychological Association pp. 301-336 LEWIN, K. (1951) Field Theory in Social Science: Selected Theoretical Papers. New York: Harper Row MacFARLANE, F., GANTLEY, M. and MURREY, E. (2002) The CeMENT project: a case study in change management. Medical Teacher vol 24 (3) pp. 320-326 McADAM, R. (2005) A multi-level theory of innovation implementation: Normative evaluation, legitimisation and conflict. European Journal of Innovation Management Vol. 8 (3) 373-388. McGILL, I. BEATY, L. (2001) Action Learning: A guide for professional, management and educational development. Revised 2nd ed. London: Kogan Page McWILLIAM, C. and WARD-GRIFFIN, C. (2006) Implementing organisational change in health and social services. Journal of Organisational Change Management vol 19 (2) pp.119-135 MEDINA, F. MUNDUATE, L., DORADO, M., MARTINEZ, I. and GUERRA, J. (2005) Types of intra-group conflict and effective reactions. Journal of Managerial Psychology Vol. 20 (3-4) pp. 219-230 MORHMAN, S., COHEN, S. and MORHMAN, A. (1995) Designing Team-Based Organisations San Francisco: Jossey-Bass DH see DEPARTMENT of HEALTH (2008) National Clinical Audit AdvisoryGroup. Available at: webarchive.nationalarchives.gov.uk+/www.dh.gov.uk/en/Publichealth/Patients accessed on 03/03/2011 NHS CLINICAL GOVERNANCE SUPPORT TEAM (2008) What is Clinical Governance? Available at: http://webarchive.nationalarchives.gov.uk/20081112112652/cgsupport.nhs.uk/ accessed on: 03/03/2011 NICHOLSON, D. Chief Executive of the NHS (2011) Institute for innovation and Improvement Available at: www.institute.nhs.uk/building_capability/general/building_capability.html accessed on 19/02/2011 PARKER, M. (2008) Team Players and Team Work:New Strategies for the Competitive Enterprise 2nd ed. USA: John Wiley PARKIN, P. (2009) Managing Change in Healthcare Using Action Research. London: Sage. PEDLER, M. (2008) Action Learning for Managers 2nd ed. Cornwall: Godwen PIDERIT, S. (2000) Rethinking resistance and recognising ambivalence: a multidimentional view of attitudes toward an organisational change. Academy of Management Review. Vol. 25. pp. 783-795 PRYJMACHUK, S. (1996) Pragmatism and change: some implications for nurses, nurse managers and nursing. Journal of Nursing Management (4) pp. 201-205 ROLFE, G. FRESHWATER, D. JASPER, M. (2001) Critical Reflection in Nursing and the Helping Professions: a Users Guide. Basingstoke, Palgrave Macmillan. SLAVIN, R. (1996) Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology (21) pp.43-69. SULLIVAN, E. and GARLAND, G. (2010) Practical Leadership and Management in Nursing. Essex: Pearson Education Ltd. STEWART, J. ODONNELL, M. (2007) Implementing change in a public agency leadership, learning and organisational resilience International Journal of Public Sector Management. Vol. 20 (3) pp.239-251. STORDEUR, S., DHOORE, W. and VANDENBERGHE, C. (2001) Leadership, organisational stress, and emotional exhaustion among hospital nursing staff. Journal of Advanced Nursing Vol. 35 (4) pp. 533-542 TOPPING, K. (2005) Trends in Peer Learning. Educational Psychology Vol. 25 (6) pp.631-645. TUCKMAN, B. (1965) Developmental sequence in small groups. Psychological Bulletin Vol.63 (6) pp.384-99. Available at: www.mph.ufl.edu/events/seminar/Tuckman1965DevelopmentalSequence.pdf accessed on 27/02/2011 VALENTINE, P. (2001) A gender perspective on conflict management strategies of nurses. Journal of Nursing Scholarship. Vol. 33 (1) pp.69-74. WADDLE, D. and SOHAL, A. (1998) Resistance: a constructive tool for change management. Management Decision Vol 36 p543 WILL, M. (1997) Group Learning in Workshops New Directions for Adult and Continuing Education. No. 76. Winter 1997. Appendix 5 Five stages of grief Elisabeth KÃ ¼bler Ross 1 Denial Denial is a conscious or unconscious refusal to accept facts, information, reality, etc., relating to the situation concerned. Its a defence mechanism and perfectly natural. Some people can become locked in this stage when dealing with a traumatic change that can be ignored. Death of course is not particularly easy to avoid or evade indefinitely. 2 Anger Anger can manifest in different ways. People dealing with emotional upset can be angry with themselves, and/or with others, especially those close to them. Knowing this helps keep detached and non-judgemental when experiencing the anger of someone who is very upset. 3 Bargaining Traditionally the bargaining stage for people facing death can involve attempting to bargain with whatever God the person believes in. People facing less serious trauma can bargain or seek to negotiate a compromise. For example Can we still be friends?.. when facing a break-up. Bargaining rarely provides a sustainable solution, especially if its a matter of life or death. 4 Depression Also referred to as preparatory grieving. In a way its the dress rehearsal or the practice run for the aftermath although this stage means different things depending on whom it involves. Its a sort of acceptance with emotional attachment. Its natural to feel sadness and regret, fear, uncertainty, etc. It shows that the person has at least begun to accept the reality. 5 Acceptance Again this stage definitely varies according to the persons situation, although broadly it is an indication that there is some emotional detachment and objectivity. People dying can enter this stage a long time before the people they leave behind, who must necessarily pass through their own individual stages of dealing with the grief. Based on the Grief Cycle model first published in On Death Dying, Elisabeth KÃ ¼bler-Ross, 1969. Interpretation by Alan Chapman 2006-2009.

The Powerful Message of It’s a Wonderful Life Essay -- Film, Movies

The Powerful Message of It’s a Wonderful Life It’s a Wonderful Life begins in the â€Å"party economy† of the 1920’s, during the rise of capitalism in America. The growth of economy and rapid technological advances during this post-war period lead to improvements in production and telecommunication, increasing the importance of financial markets. Allowing companies to make money by the sale of shares, financial markets opened ownership of companies to the public. In the 1920’s, when business was booming and many people were making money in the market, the public became very excited about the get-rich-quick opportunities they saw in a market they didn’t necessarily understand. When the ignorant public began throwing their money into the stock market on the unstable basis of margin buying, money in the market became inflated until the market eventually imploded. Numerous people, businesses and banks were financially ruined in the stock market crashes of 1929. Speculating heavily with their deposi ts, many banks were totally wiped out during the crash of 1929, which created a run on the banking system. The crashes, along with other social, political and economic disasters, provoked the Great Depression. The Great Depression is the backdrop for It’s a Wonderful Life, and although the film does not delve deeply into the economics of the depression, it influences and affects every aspect of the movie. The first major impact the depression has on Bedford Falls is the run on the bank. Everyone in town is in a panic because of the market crash, and fearful that they may lose all of their money in the Savings and Loan, the public rushes to the bank in an attempt to retrieve it. Fortunately, the Savings and Loan was not financially ruined i... ... the quality of life change with George’s existence. Nick lives in Potter’s field and works as a bartender in Pottersville. He is a mean and cynical old man. In Bedford Falls, Nick had lived in Bailey Estates and had owned the bar with help from the Savings and Loan. He was a caring family man. The importance of balance of powers within a single community is evident when examining the two scenarios. George Bailey fights on the side of the people in Bedford Falls. He sacrifices himself and his future a number of times in order to raise the standard of living. Keeping the Bailey Savings and Loan in business saves the town from Potter’s monopoly and the subsequent transformation of Bedford Falls. It’s a Wonderful Life is not only a story about one man’s impact on the lives of others, but also a glimpse of how a town can transform under different economic scenarios.

a 1000 mile drive in the wrong direction :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  As of late I have been feeling an immense hole in my life. My life journey feels as if it is nothing than a jumbled-up mess of confusion, heartbreak, betrayal, and lies. So with a life full of loss, like any normal college student would do, I joined the pity-party bandwagon and felt sorry for myself. In my â€Å"destined to roam the earth alone and useless† state I was positive there was nothing that would ever change my dreary outlook on life. I read a few books, prayed like crazy, talked to my parents, and even broke-down and sought advice from my crazy teenage sisters, but nothing changed. Alas a light glimmered though the dark mood I was in, and there was a sliver lining of hope on the distant horizon. That light was Waldorf’s very own Pastor Char.   Ã‚  Ã‚  Ã‚  Ã‚  I’m not going to lie to you (and I don’t think pastor Char will be opposed to me telling the truth) -I went to her in desperation. I don’t know what it is about the â€Å"pastor† title, but I guess you just assume that they will instantly make everything better. Alas my assumptions failed me, Pastor Char did not have an answer to all the problems consuming my life or magic prayer that cured everything ailing me, but she did have a good dose of something that I think a lot of people need-honesty. I know it sounds crazy, but Pastor Char does not know everything. Fortunately she does have great insight, and I as I have found that I am not the only one in a bit of a faith struggle I have decided to share what I found with you. Bad advice is still advice, so take it for what it is and enjoy my pearls of knowledge (with a little help form Pastor Char). There are several times when the Bible talks about God sending people into the wilderness for some sort of faith journey. As I understand it, some poor lost soul wanders into the woods to find a new relationship with God, and wham bam thank you Ma'am, they’re healed. I read a bunch of these â€Å"wilderness journey† stories and, well to be honest I thought they were crap- I know I am in dangerous territory at a Christian college, but no worries my skeptic friends†¦I will vindicate my harsh accusations. My problem lies in the journey, or lack there of.

Sleepy Hollow:Heads Will Roll Essay -- Art

Sleepy Hollow:Heads Will Roll Have you ever heard of The Legend Of Sleepy Hollow? It’s a wonderful story, written by Washington Irving in 1819. It was then made into a movie entitled Sleepy Hollow by the gothic film maker Tim Burton in 1999. Basically, it tells the story of a constable named Ichabod Crane sent to a small Dutch community called Sleepy Hollow in the state of New York to investigate the deaths of many people found with their heads cut off. The locals say that the murders have been committed by the legendary Headless Horseman and Ichabod does not believe this, but with the help of the fair Katrina Van Tassel, the daughter of the town’s richest man, and the young son of one of the victims, young Masbath, he finds out indeed that a horseman was the key to the murders, but that he was controlled by a person of flesh and blood that possessed his skull, Katrina’s evil stepmother! She killed everyone that made her family suffer in the past to avenge herself and she also assassinated everyone that stood in her path to steal the richest man in town’s fortune: her husband. So Ichabod then recuperates the skull, gives it back to the horseman who then takes Katrina’s mother into his bloody g rave with him. The story takes place in 1799, and the movie represents that time very well. For example, when they write, they use a feather and some ink instead of a pen. Also, there are no cars in the movie, only horses are used. Another thing that is representative of the e...

Candide in El Dorado

The Meaning of El Dorado and its contrast with the rest of the world: El Dorado appears to be the perfect utopia, for others it represents an unrealistic place to live. For Voltaire this world meant his entire desire and dream about the perfect society. Many critics note that El Dorado is only a huge extravaganza because it consisted of contradictory statements. The meaning of El Dorado is a vision of the perfect society and represents a false paradise impossible to attain or approach by the destructive human nature.El Dorado contrasts with the rest of the world because at the time Candide was written by Voltaire He lived in one important periods of the humanity, â€Å"The enlightenment†. Around him, he saw many injustices perpetrated by the principle institutions that lead the society at that time. The own desire of Candide to leave El Dorado was imposed by something that he knew; In El Dorado, everybody seems to be equal and a fortune in El Dorado means nothing compare to a fortune in the world where they came from.Furthermore, he needed to recover Miss Cunegonde. The superiority and the economic power that he will gain with the fortune from El Dorado will help him to get her back. Some aspects of El Dorado appear very attractive. The deistic religion that the old man describes, the obvious economic supremacy, the egalitarian practices of the king and the absence of public encounters seem to be the perfect society to emulate. El Dorado is the perfect society for Voltaire but the real thrust is that a perfect society like El Dorado is really hard to attain.The excessive exaggeration that Voltaire expresses in Candide makes some critics to think. Why if Candide always looked for the perfect world describes by his mentor Pangloss him and his servant didn’t remain in El Dorado. The answer described for many is that the Perfect Utopia lack of the reality. Shanley and Stillman point out that Voltaire makes constant use of exaggeration to suggest the e xcess of El Dorado: Building reach to clouds. The portal of the king’s palace is 220 feet high and 100 feet wide.Food served at the inn includes a 200-pound condor, 300 colibri hummingbirds on one platter and 600 hummingbirds on another. Such exaggerated sizes appear ludicrous; they also contrast sharply with Voltaire’s initial statement that the country is cultivated for pleasure as well as for need and that â€Å"everywhere the useful is attractive. † As we can see the exaggeration by Voltaire has no limit and in a real world probably cannot exist with such excess. The visions of El Dorado of a perfect society contrast because there are extreme inequalities.For instance, Candide and Cacambo talk to the old man, and this give them a carriage with twelve servants that indicate an exaggeration and also indicate the different social inequalities, if everybody is equal why does a man has many servant. On the other hand, the destructive human nature would never coex ist in a perfect world such as El Dorado. All life beings in the nature lacks of common sense. This is evident in the nature of animals. They fight for their territory and tries to be superior in any aspect of its life.Moreover, Shanley and Stillman believe that El Dorado contains many serious defects. These defects are marked by an irrelevant economic and social inequality, material extravaganza, and stunted human emotional and intellectual capabilities. They also state it is neither a completely good society nor one that human beings can recreate elsewhere. Subsequently, El Dorado seems to be the perfect place to live despite the critics for many authors. However, El Dorado is a very straight critic to the society in which Voltaire lived.The real society in which Voltaire lived is composed for many institutions that he attacks in various opportunities such as the church and the monarchy. For example, when Candide arrived to El Dorado and he sees that all the people believe in the same thing and there’s not a priest, no hierarchy, and all the people are equal. That’s a good strike from Voltaire to the church claiming that everybody must be equal. According with Dalnekoff, â€Å"El Dorado is a foil to the societies through which Candide has passed and will pass where the inquisition imposes a reign of terror, and poverty, corruption and oppression are everywhere to be found. (Utopia and Satire)In contrast of El Dorado with the contemporary system, we found that in the contemporary system much oppression and abuses have been committed and in El Dorado the inhabitants are very virtuous; they were a society with absence of many institutions. A very questionable point in Candide and his extraordinary optimism is why if he believes that everything obeys a divine pattern and all is for the best, why didn’t he remain in El Dorado?. Dalknekoff states that the motives given by Candide for departing are hardly worthy of commendation.His desire to b e richer than all those around him is certainly deplorable. (‘Impossible dream) As Dalknekoff said, motives that move all human beings are money and the desire for superiority. Moreover, Shanley and Stillman endorse Candide; who States â€Å"If we stay here, we shall only be like others†. If they leave, they can be powerful and wealthy. They can boast of their travels, and Candide can recover Cunegonde. In accordance with the authors above Candide’s motives to leave El Dorado are typical human motives.Now beside the fact that all human beings are always seeking fortune and good position of high status, we found another important element: the love for his dear Cunegonde. The love factor is a prominent aspect that can force a human to leave a perfect society like El Dorado. El Dorado seems to be the perfect place with an extremely beauty in all aspect. Candide had an extremely urge to leave this exotic paradise because he wants to reunite with his love Miss cunengo nde who was about to get married with another man.All the riches of El Dorado it wasn’t enough to attach Candide to El Dorado. On the other hand, Dalkenoff claims to stay in El Dorado would mean to escape from the evils of the real world rather than to face and deal with them. It is not in man’s imperfect nature to find happiness in such a perfect society; the best of all possible worlds is not being suites to man as he is. (Utopia and Satire) In accordance with Dalkenoff the human nature is moved by the everyday challenges and such perfection doesn’t look to be very attractive for Candide.After stayed thirty days in El Dorado Candide wants to return as soon possible to the extremely defective world outside. The Eldorado stones will only be of value to him in the defective world, where the people were stingy and greedy and they were measured by what they had. The  Stones and beauty of El Dorado oblige to encourage avarice and ambition in Candide, whose only pr evious idea was survive and his love for Miss Cunegonde Voltaire had an idea about the perfect society and he wanted transmit the idea to the principles institutions of his time.At the time Candide was written in 1759 Europe was in the middle of the Enlightenment period: According to Bristow The Enlightenment is the period in the history of western thought and culture, stretching roughly from the mid-decades of the seventeenth century through the eighteenth century, characterized by dramatic revolutions in science, philosophy, society and politics; these revolutions swept away the medieval world-view and ushered in our modern western world. (Bristow, par. 1)

Surrealism

Surrealism Surrealism started as a revolt against the intellect of Cubism, Formalist art, Art for Arts sake (Dada) and abstraction. It is an attitude to life and society rather than a style of art. It was a painting style that trapped the dream into physical existence. Individualism and isolation was a core value of the movement. They investigated the mind for artistic inspiration.Origins of Surrealism: Andre Breton: Was dissatisfied with DADA Wanted a more organized and realistic He explored automatic righting and discussed the irrational and the accidental Hough process in painting He published a manifesto in 1924 (statement of ideas about the movement) Was based on Freud the idea of the conscious mind struggling against the irrational and the unconscious Implemented the idea that the individual is free to express their personal desires Definition of Surrealism: Thought is expressed with the absence of reason, aesthetic (visual), moral concerns.Surrealism emphasizes words more than the image and was dominated by the written works and ideas. The influence of Sigmund Freud: Worked with Psychoanalysis, and how hypnosis allows an individual to remember motional experiences that have been forgotten. The importance of memories and experiences in the subconscious is core to Surrealism Hypnosis liberates the imagination Through the dream, reality is solved.Political situation of the time: Breton was a communist The surrealists were anarchists like the Dadaists of WWW Surrealist thought that non-government was better(irrational vs. the rational) Russian revolution Tribal art Dada : chance, irrational, illogical Art of children and the mentally ill Freud and Jung (importance of dreams and the symbols used to understand dreams) Sub Themes:The human condition: Surrealism deals with the subconscious, dreams and irrational thought Influence of technology- Meaning in media: Surrealism involves symbolism, meaning through the use of paint Reflection of society: comment on ant i war etc Two Schools of Surrealism Bibliographic Surrealism Ray, Dali,Yves, Migrate Detailed Automatic Organic surrealism Mirror, Manson Recognizable objects in different contexts Images of the mind Precise reproduction Juxtaposition (placing next to each other) Transposed (placed over) Displaced(put out of place) Mutated (altered) Visual pun/ double meaning Hidden Meaning Chance Close to abstract