Transport Phenomena

Questions: 1. Why some people use more public transport in some areas and why less people use public transport in some areas? 2. What are the factors affecting the public transport trips? Example: Income, frequency, distance, travel time, Location etc. Answers: 1. People in Australia use more public transport in some areas due to the following reasons: Public Transport helps in cultivating a sense of community amongst the travelers who regularly travel using public means of transport and it further encourages people to adopt a healthy lifestyle specifically if they are cycling or walking to their destination and it reduces the risk of major casualties and injuries caused due to car accidents (Ptv.vic.gov.au 2016). Public transport is one of the sources of commutation that is accessible to everyone irrespective of any kind of demographics such as income, age or location and availability of public transport in abundance throughout Australia gives boost to its usage by general public (Abs.gov.au 2016).Travelling in a public transport is more economical than owning a car for the people having low income level and further the increase in usage of public transport such as train and metro rail reduces road congestion and also helps in reducing pollution (smh.com.au 2016). Less people rely on the usage of public transport in Australia due to the following reasons: The main reason for not using public transport was the availability of service at a convenient time for the commuters who use public transport to get to college or work. The time taken to travel using public transport is reportedly very high as compared to private transport (Abs.gov.au 2016).Many people did not prefer using public transport for travelling was the less distance which could be covered using a bicycle or walk. In the recent times, the commuters in Australian states are annoyed due to inadequate public transport services at very high price. The commuters are forced to wait for almost an hour for buses in Melbourne city (news.com.au 2016). Many sub-group such as physically disabled and indigenous people, senior citizen in the society do not sufficient transport facilities that are located in the sub-urban areas where there is limited or not transport facilities to support their convenience to travel to the main cities. Sometimes the government does not pay attention to th eir problems of transportation. 2. The various factors that affect the public transport trips are stated below: Time and Convenience: One of the major reasons for the success as well as the failure of public transport is its availability as per travelers time and convenience. General public rely heavily on public transport more commuting to their office or college. Office hours are considered as the peak time when public transport should operate in large number so that it can meet the rising demand by the commuters. Unavailability and delay in the services could hamper the performance of both the government and the public. The public may lose their precious time and the government may lose a major chunk of revenue in terms of fares (Berechman 2013). Distance and Speed: Travelers who choose public transport expects that the public transport covers greater distance to cover larger geographical locations for their convenience. Speed is also one of the major factors that is highly anticipated by the travelers as they need to reach their destinations (school, college or office) at a stipulated time. Availability: The demand for public transport is highly influenced by its availability. In case, the transport is not available as per commuters convenience, they may look for a better alternative at a cheaper or similar price range. Cost: The most critical determinant that has a direct influence on the profitability of the public transport services is how effectively it has set the cost for the travelers. The cost should be such which could bring about a balance in terms that the service provider could recover all their operational expenses and the fare should not be overpriced. Income: Commuters tends to choose various modes of public transport depending on their income level. For example, low income groups and students would prefer travelling in trains or buses whereas middle and high income groups would prefer to travel by rental cars or metro rail (Small 2013). Frequency: Increase in frequency of public transport services will attract more and more travelers who intend to travel using public transport. Alternatively, decline in the frequency of public transport services will directly impact the financial performance of the service providers as well the travelers (Truong and Somenahalli 2015). Service Quality: One of the most important factors that define the performance in the service industry is the quality of service that is being offered by the service provider. Having a good quality of service and maintaining is very crucial for the success in the long run. The service provider should continue to benchmark its service standards for sustainable growth. Reliability: It refers to the level of dependability and trustworthiness of travelers towards a specific means of public transport service. The dependability of public transport increases when it is easily accessible and frequently available. On the other hand, the delayed times and reduced frequency will directly impact on the reliability factor towards the public transport. Social and Demographic Factors: The factors such as change in the demand trend of people and increase in population is a factor that has a great influence on the performance of public transport. Inability to identify and meet the changing demand would hamper the performance of the service provider. References Abs.gov.au. (2016).4102.0 - Australian Social Trends, 2008. [online] Available at: https://abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Chapter10102008 [Accessed 7 Nov. 2016]. Berechman, J., 2013.Public transit economics and deregulation policy. Elsevier. news.com.au. (2016).Australia, your transport sucks. [online] Available at: https://www.news.com.au/travel/travel-ideas/australias-public-transport-is-a-shambles-and-weve-had-enough/news-story/f1a8538eace3426a96e730e10e48aa72 [Accessed 7 Nov. 2016]. Ptv.vic.gov.au. (2016).Benefits of public transport - Public Transport Victoria. [online] Available at: https://www.ptv.vic.gov.au/about-ptv/media-centre/student-media-enquiries/benefits-of-public-transport/ [Accessed 7 Nov. 2016]. Small, K., 2013.Urban transportation economics(Vol. 4). Taylor Francis. smh.com.au. (2016).Think you pay too much for public transport? Think again.. [online] Available at: https://www.smh.com.au/business/the-economy/public-transport-in-australian-cities-among-the-worlds-most-affordable-20150928-gjwkah.html [Accessed 7 Nov. 2016]. Truong, L.T. and Somenahalli, S.V., 2015. Exploring frequency of public transport use among older adults: A study in Adelaide, Australia.Travel Behaviour and Society,2(3), pp.148-155.

Third World History Essays - Famine, Population, Poverty, Rau

Third World History When someone mentions the state of Africa the first thoughts that enter your mind is poverty, poor government structure, and hungry people. But that has not always been the case. This was a rich, resourceful and beautiful country. The picture of pre-colonial Africa is much different than our ideals of it today. We see it as a land stricken with poverty. The colonists saw it as a land with unlimited resources full of people that did not take, what they thought was full advantage of its treasures. Europeans used agricultural and religious differences to create a gulf between them and the Africans. Using such differences Europe colonized Africa for the ever growing European market. The depletion of the African resources forced the people into a food crises. The only hope exists is the organization from within the rural class. Such organizations are fighting for basic human rights and others are coming together to make labor sharing possible. Pre-colonial Africa was full of resourceful and time honored farmers that knew the land that their ancestors have given them. They had the ability to know exactly which seeds and what soil to use under various planting conditions to produce not just enough food to keep their tribes alive, but produce a substantial surplus in event of a natural caused or political drought. Bill Rau states The ability of African people to feed themselves was based on a intimate knowledge of the resources needed for agricultural production. (p 22) He is trying to say that these people knew their land. A land that has its uncertainty. Weather that has an ability to wipe out tribes, and unpredictable political structure were all hurdles that these gifted farmers has to endure. As Europe was going through an industrial boom, their markets started to expand. Capitalists saw that it became harder maintain the profit at the current level. Outside resources and raw materials that were used for production were needed. Africa was the answer. Bill Rau writes The increasing demand and competition for both resources and markets among Europes capitalist economies led them to carve out territories in Africa that offered the prospect of vast mineral and agricultural wealth.(p 29) What Bill Rau is saying is that, for the capitalist to survive he must maintain a high profit. In order for him to achieve that goal he must expand his resource market at all cost. This is one of the first contributing factors to the colonization of Africa. Colonialism was the tool for the European market demand being met. Once the decision to colonize Africa was made, the colonist had to establish an explanation for the colonial takeover of Africa. Two main differences between the cultures were found and exploited. The first is the production of food. Africa was an agricultural country, depending on every person to accomplish its share of the work. Weather it may be making tools to picking crops, every person was a contributing factor towards the production of valuable resources. Europe on the other hand was a industrial society depending on division of labor as a production of their needs. Labor was central to production, which was overwhelmingly agricultural, while in Europe labor became subordinate to machines and the value of labor and machines was redirected to the owners of capital(p 29) Rau states. He is stating that every African had an important role in the production of resources for the well-being of the community. Europe on the other hand was geared on private profit. The second difference between the cultures is their religious views. Europeans felt that they were blessed with god giving them Christianity. Africans prayed to pagan gods. This created a big gap between the two cultures. Bill Rau stated that The economic forces of imperialism were integrated with perceived moral issues - saving African pagans from their idolatry for Christianity (p 30) Christians felt that they were so right about everything, including religion that must not just teach, but force their ideology on the Africans. The fact that the African people used old methods of production, and different form of religion, doesnt mean that they are wrong. These are the reasons that the colonist

Americanah Essay Topics

Americanah Essay TopicsThere are many topics that can be used for an Americanah essay. The essays should touch on any aspect of American life that you can think of that is important to you. They also should take into account the culture and the events of the past as well as present that make up American life.Many essay topics will require a full year to complete. Many students may be able to finish it within a couple of weeks though.Before starting, have all the books in order. Have all the necessary information on hand. You should have all the research that you need and an outline. An outline is a map or outline that you can follow.The best essay topics are those that contain a theme. Some examples include books written by authors or famous personalities. Other topics could be in your own head and ideas about life or what you are hoping to do with your life.The length of the essay should be around 3 pages. This will allow room for any notes and discussion between each essay topic. A s long as it doesn't go over three pages there should be no problem completing the course.If you are writing a long essay, you may want to think about adding some interesting ideas to spice it up. You may want to think about how you would feel if you were writing this essay for your father or grandfather. Think about what they would think about.Talk to someone about their topic from your own life. You might want to ask someone you know what their opinion is on the topic. You can find a lot of good resources online and at your school's library. Talk to someone in person or online about your topic.Americanah essay topics are easy to write and you will be surprised at the amount of information you will have available to you. Research is key when writing an essay and this is no different. Remember that the topic should not be boring and anything that relates to American life is great. Simply put, it is the United States of America.

Study of Leadership in Professional Practice Health and Social care The WritePass Journal

Study of Leadership in Professional Practice Health and Social care Introduction Study of Leadership in Professional Practice Health and Social care IntroductionREFERENCES Related Introduction This essay will discuss leadership, the various definitions and theoretical concepts in context to leadership. The different qualities and characteristics of an exemplary leader and identify leadership styles in congruence to health care and self. It will also discuss the importance of reflective learning and various models which aid in reflection are also discussed and using a reflective approach identify strengths and weakness of own leadership and learning styles, and develop a personal development plan to review the strengths and strategize an action plan to overcome the weaknesses. Leaders are ordinary people who do extraordinary things as asserted by Kouzes and Posner (1995).Leadership definitions are more often confusing and ambiguous because of the use of indefinite terms to describe phenomena such as authority, power, management, administration, and supervision Yulk (1989). Leadership is defined under multiple dimensions. Weihrich and Koontz (2005) defines leadership as influence, they compare it to an art or process of influencing people so that they strive readily and enthusiastically towards the attainment of group goals. Another definition on leadership views it as the use of interpersonal skills in achieving specific goals Sullivan and Garland (2010). Yet another leadership definition asserted by Bitpipe’s (2006) is that leadership is a management skill that focuses on the development and employment of vision, mission and strategy as well as the creation of a motivated workforce. Hughes et al (2006) suggest that the wide range of definitions can contribute to a better and greater understanding of the various factors that influence leadership, as well as present different perspectives on the concept. Leadership is a term hard to contain within a certain number of theories. However various theorists describe the various paradigms of leadership. Leadership theories are dynamic and change over time. The earliest theories on leadership were during the 1900-1940 which were the basis of most leadership research. The two theories widely discussed were the Great Man theory and Trait theories. The Great Man theory from is developed from the Aristotelian philosophy which asserts that certain people are born to lead whereas others are born to be led. The theory further suggests that great leaders arise when situations demand it. Trait theory asserts that some people have certain characteristics or a personality trait that makes them better leaders than others. Gofee and Jones (2000) cited in their work that early theories of leadership focused on personality traits of leaders, as though leadership was a characteristic that resided in some people not others. The various traits associated with the theory are intelligence, knowledge, judgment, decisiveness, oral fluency, interpersonal relationship and creativity to mention a few. Behavioral theories were developed during the human relation era between1940-1980. The theory strongly emphasized on the leaders’ style of leadership. Lewin and White (1951) and Lippit (1960) isolated three main leadership styles associated with the theory namely authoritarian, democratic and Laissez- Faire. The authoritarian style of leadership is in which the group are motivated by coercion, strong control is exercised at all times by the leader over the group. The flow of communication is always downwards. The decision making is vested in the leader and criticism is always punitive. Authoritarian leadership is helpful in well defined group actions. This style provides group members a feeling of security. The productivity of the group is high; however creativity and autonomy are compromised. It is most useful in crisis situations. In the democratic style the leader less control is maintained on the group, members are directed through suggestions and guidance, communication i s didactic, decision making is shared. Emphasis on â€Å"we feeling† and equality, criticism is constructive. Democratic style of leadership is appropriate for groups who work together for extended periods, promotes autonomy and growth in individual work. The style is effective when cooperation and coordination between groups are required. The Laissez-Faire style of leadership is one where the leader is very permissive and has less or no control over the group. The leader motivates by support and only upon request from the members. No criticism is performed. It can be used when all group members highly motivated and self directed. This type of leadership style is used to bring about creativity. It is most appropriate in poorly defined problems and to create solutions with great extent of brainstorming. Situational and contingency leadership theories concepts emerged during the 1950-1980 period. The theory of contingency approach outlined by Fidler (1967) suggested that no one leadership style is ideal for every situation. He argued that task to be accomplished and the power associated with the leaders’ position are key variables. Benis and Nanus (1985) further strengthen the theory by stating leaders cannot lead without power, and also referring power as the currency of leadership. Situational approach to leadership was developed by Hersey and Blanchard (1977). Their model of leadership effectiveness predicts leadership style is appropriate in each situation based on the level of the followers’ maturity. The next theory to evolve in the argument of theorists which added complexity to leadership was the interactional theory. The basic concepts of these theories were that the leadership behavior is usually determined by the relationship between leaders’ personality and specific situation. Brandt’s (1994) interactive leadership model suggests that leaders develop a work environment that fosters autonomy and creativity through valuing and empowering followers. Brandt states that this type of leadership gives the leader greater freedom while simultaneously increasing the leader’s responsibility. However as an advantage there is lesser need in resolving conflicts between followers. The modern theories of leadership led way to the development of transactional and transformational leadership. Burn’s (2003) came out with a novel addition to the interactional theory suggesting that both leaders and followers have the ability to raise each other to higher levels of motivation and morality. This concept was identified as transformational leadership. Mc Guire and Kennerly (2006) identifies transactional leaders as leaders who sets goals, gives directions and uses rewards to reinforce employee behaviors related with accomplishing established goals. Longnecker (2006) states that the transformational leader inspires and motivates   followers not only as a role model but also by recognizing the uniqueness of the follower and being creative. Martins and Henderson (2001) argues that by developing shared values and sense of purpose, transformational leaders can alter how staff sees themselves and their organization. Servant leadership developed by Greenleaf (1977) greatly influenced leadership thinking of the 21st century. The leader puts service of his/her employers, customers and community as the number one priority. Greenleaf argued that to be a great leader, one must be a servant first. Howatson and Jones (2004) assert that leadership is about ‘leaders serving the needs of followers and empowering them rather than the organization’. Other modern theories of leadership styles include principle agent theory, emotional intelligence, authentic leadership, thought leadership and quantum leadership. Shirley (2006) outlines the five distinguishing characteristics as purpose, values, heart, relationship and self discipline. The Kouzes and Posner (1995) model on the characteristics of exemplary leadership stated that leaders should have five main qualities. ‘Inspiring a shared vision’,’ modeling the way’, ‘challenging the process’, ‘encouraging the heart’ and enabling others to act. In a study of the role of leadership in modernizing and improving public services, Hartley and Allison (2002) describe three different aspects of leadership which they describe as the ‘three Ps’: ‘the person’, ‘the position’ and ‘the process’. Leadership roles adapted from Kotter (1990) and Northouse (1997) asserts that leadership produces change and movement, vision building and strategizing, aligning people and communicating and motivating and inspiring. The study conducted by the Hay group in 2007 to ascertain whether leadership styles of various ward managers can affect levels of staff satisfaction and in turn patient care using a 3600   leadership and work climate assessment identified six different leadership styles namely ‘directive’ , ‘visionary’ , ‘affiliative’ , ‘participative’ , ‘pace-setting’ and coaching. Reflection gives us a thorough record and it is a well established tool for learning as asserted by Benner (2001). The theories of reflection are approached through various aspects included the works of four writers namely John Dewey, Jurgen Habermas, Donald Schon and David Kolb. Dewey (1933, p.9) defines reflection as an ‘active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it ends.’ Another definition consistent with the definition of Dewey †Reflection in context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciation.†Boud et al (1985, p.9). Dewey has two aspects of reflective thinking, the state of doubt and an act of searching. The Boud et al process suggests that the reflective process is initiated when the individual returns to the experience, recollecting what has taken place and replaying the experience. Finally revaluation takes place. There are different categories of models of reflection which are structured, hierarchical, iterative, synthetic and holistic. Structured models include two works on reflection by Johns (1993, 1994a, 1994b) describes reflection as a simple task to do without expert guidance and good support. The reflective model put forth by John’s is in context to health services and is termed as guided framework of reflection. Smyth (1991) developed another structured model. He stages the model into four stages. The first stage involves describing the moment; second stage encompasses informing what the moment describes itself as. The next stage is to confront the moment and knowing how the moment was like. The final stage called the construct describes how the person would do things differently. Of the best known hierarchical models; Mezirow (1983) developed a model where reflection is described in seven levels. ‘Reflectivity’ which forms the base of the level is described as the act of becoming aware of a specific incident or inferring meaning acting. The second level is ‘affective’ it is described as the way one feels about the way one perceives, thinks or acts. Thereafter in the third level called the ‘descriminant’ the person asses the efficacy of his/her perception and try to realize the reality of the context in which he/she works that is identify the relationship to a situation. The fourth stage or level is ‘judgmental‘ , making and becoming aware of your value about perception , as whether they are positive or negative. The sixth level is called the ‘psychic’ level where one recognizes about one’s self about the habit of making precipitant judgment about the people based on limited information. Th e ‘theoretical’ level forms the top of the model which is becoming aware of the underlying assumptions. Iterative models are the models that are based upon the idea that the reflective process is described as a cycle and that in depth awareness and increase of knowledge and skillfulness arise from repeated ‘clockwise’ movements. Gibbs reflective cycle (1988) is a six point cycle which starts from description of an event asking a question like what happened, secondly describing the feeling at point of event, thereafter evaluating about the experience whether it was good or bad. Then making an analysis of the situation and making sense out of it. The fifth point of the cycle is about concluding the incident in terms of what could have been done. Finally drawing out an action plan what would you do if the experience arises again. Atkins and Murphy (1994) developed a cyclical model by drawing in consideration and works of others. They state that it is possible to begin the reflective process by reflecting on achievements. The first point of the cycle begins with the awareness of uncomfortable feeling or thought, then describe the situation where the feeling and thoughts occurs, thereafter analyze feelings and challenge the knowledge and in the next point in the cycle which is the ‘action’ where a new experience is generated. The strengths of these two models are that it encompasses knowledge, feelings and action in one learning cycle. Another variant in the iterative model is the Bouden et al (1985). The second variant is that of Ghaye et al (1996b) which is based on action research literature put forth by Donald Schon. I undertook the assessment of my own leadership skill using 3600 leadership questionnaire based on the work of Kouzes and Posner (2003). The leadership questionnaire helped me identify my strengths and weaknesses. My strengths outlined according to the 3600 questionnaire were determination, competent and strong communicator and networker. I could identify my strengths as a leader with the above theories of leadership. The weakness of my leadership skills outlined from the questionnaire was that I lacked the quality of inspiring and empowering others. Personal development plan (PDP), is a tool that can identify areas for further development and encourage lifelong learning. It acts as a process of planning, monitoring, assessment, and support to help staff develop their capabilities and potential to fulfill their job role and purpose. To identify my preferred learning style I undertook the Honey and Momford (1986) learning styles questionnaire and identified my preferred learning style as a strong reflector and a pragmatist and a moderate preference as that of a theorist. The best way that a reflector would learn is by observing individuals or group at work. They usually review what has happened and think about what they have learned, prefer doing tasks with tight deadlines. However a reflector learns less when acting as a leader or role playing. Doing things with no time to prepare and while being thrown at deep ends. Using the Gibbs model of reflection (1988) I was able to describe an incident which helped me learn about a new experience. The incident took place at the lecture hall 7020 in my university. I had an opportunity to learn about communication and personality. I learned about the Myer’s-Brigg’s inventory on the types of personalities and the dichotomies which elicited the personality traits. I thought about the dichotomy and was able to relate and identify my personality trait. Before learning about the inventory on personality I was not aware of my traits. The experience has helped me to understand and make me aware of myself and also to regard different personalities other than mine. Thus helping me to understand people with different personality traits and build up a harmonious interaction. The learning has helped me formulate an action in my personal development plan to enable me to inspire others as a leader and empower them. The Gibb’s cycle (1988) is a cyclic al process; it’s easy to understand and is very malleable and flexible. All the most Gibb’s cycle has helped me develop a personal development plan action. The Myers-Briggs type indicator is based on the Carl Jung’s theory of personality. The model identifies human behavior and personality styles in four dimensions. Bar and Bar (1989) who did study and administered Myers-Briggs type indicators in various managers and executives suggested that leaders must develop excellence in all eight areas to maintain consistent leadership. The dimensions are life attitude under which categories are extroversion or introversion. The second dimension is perception under which the category is sensing or intuiting. The third dimension is judgment under which categories of thinking or feeling are described. The fourth dimension is outer world orientation which holds categories of judging or perceiving. The core issue of leadership throughout the essay exemplifies the dynamic nature of leadership. The reflective learning process is a very important aspect of leadership within health care Transformational and transactional leadership qualities are regarded to the lie within leadership ability which demands high quality care Avolio and Bass (1998). The learning style helps a leader to understand the specific learning needs by developing a personal development plan involving reflective thinking.   Great leader are not made and not born. REFERENCES Atkins, S. and Murphy, K. (1994)’ Reflective Practice ‘, nursing standard, 8(39), pp: 49-50. Bass, B.M. , Avolio, B.J. , and Goodheim , L. (1987) Biography and the assessment of transformational leadership at the world – class level , journal of management, 13(1), pp: 17-19. Bennis, W. (1989) Why leaders can’t lead. San Francisco: Jossey-Boss. Bernis, W. and Nannes, B. (1985) Leaders: the strategies for taking charge. London: Harper and Row. Bitpipe.com (2006), Leadership (IT management leadership) definition from bitpipe.com/list/leadership.html(accessed on May 5th 2011). Bond, D., Keogh, C. and Walter, D. (Eds) (1985) Reflection: Turning experience into learning, Kogan Page, London. Burns, J.M. (2003) Transforming Leadership. Newyork NY: Groove/ Atlantic Inc. Cook, C. (2003) The many faces of diversity: Overview and summary, online journal of issues in nursing, 8(1) accessed on 7th May 2011, nursingworld.org/ojin/topic20/tpc20ntr.htm. Dewey, J (1933) how we think. Boston MA: Dc Health and co. Feidler, F. (1967) A theory of leadership effectiveness. Newyork: Mc Graw- Hill. Ghaye, T. and Lillyman, S. (1997) Learning Journal of critical incidents: Reflective practice for health care professionals, Sallisburry: Mark Ellen Publications. Gibbs, G. (1988) Learning by doing: A guide to learning and teaching methods. Birmingham: Sced. Gofee, R. and Jones, G. (2000) Why should anyone be led by you?, Harvard business review, 78(5), pp: 63- 70. Greenleaf, R.K. (1977), Servant leadership: A journey in the nature of legitimate power and greatness. Newyork: Panlist. Hay group (2007) Nurse Leadership: being nice is not enough. London: Hay group. Hersey, D. and Blanchard, K.H (1988) Management of organizational behavior: utilizing human resources, 5th edn. Englewood Cliffs NJ: Prentice Hall. Hughes, R.L., Ginnet, R.C. and Curphy, G.J. (2006) Leadership enhancing the lessons of experience, 5th edn. Boston: Mcgraw Hill. Hurley, J. and Linsley, P. (2007) ‘Leadership challenges to move nurses towards collaborative individualism within a neocorporate beauraucratic environment’, Journal of Nursing Management, 15, pp: 749-755. Johns, C. (1994) ‘Nuances of reflection’, journal of clinical nursing, 3, pp: 71-75. Kembler, D. (2006) Reflective teaching and learning in health profession. Oxford: Blackwell science ltd. Kenmore, P. (2008) ‘Applied leadership’, nursing management, 15(1), pp: 24-26. Kotter, J.P. (1990) A force for change: How leadership differs from management? Freepress: Newyork. Kouzes, J.M. and Posner, B.Z. (1987) The Leadership Challenge: How to get extraordinary things done in organizations. San Francisco: Jossey-Bass publishers. Longnecker, P.D. (2006), Evaluating transformational leadership skills in hospice executives, American Journal of Hospice and Palliative Medicine, 23(3), pp: 205-211 Louden, w. (1991) Understanding Teaching. London: Cassell. Marquis, L.B. and Huston, J.C. (2009) Leadership roles and management functions in nursing. China: Lippincott Williams and Wilkins. Mc Guire, E. and Kennerly, S.M. (2006) Nurse Managers are transformational and transactional leaders, Nursing Economics, 24(9), pp: 179-186. Mezirow, J. (1983) ‘Critical theory of adult learning and education’ in education for adults, vol (1), Ed MTight, Croomhelen, London. Moon, A.J. (2002) reflections in learning and professional development. London: Kogan page. Northhouse, P.G. (1997) Leadership: Theory and practice. San Francisco CA: Sage. Smyth, J. (1989) ‘Developing and sustaining critical reflection in teacher’s education’, journal of teacher education, 40(2), pp: 2-9. Sullivan, E.J. and Garland, G. (2010) Practical Leadership and Management in Nursing, 7th edn, London: Prentice Hall. Taylor, V. (2007) ‘Leadership for service improvement’, Nursing Management, 13(9), pp: 30-34. Tomney, M.A. (1993) Transformational leadership in nursing. Missouri: Mosby. Weihrich, H., Koontz, H. (2005) Management: A global perspective, 11th edn. Singapore: Mc Graw Hill. Wilding, M.P. (2008) Reflective practice: A learning tool for student nurse, British Journal of Nursing, 17(11), pp: 721-724.

Hobbes and His Pessimistic View of the Humankind Essay - 1

Hobbes and His Pessimistic View of the Humankind - Essay Example This paper illustrates that Hobbes had a political view that people do not have any rights thus should concede all their privileges to the government in exchange for life. Moral actions are right acts initiated by a human being. Therefore, accepting Hobbes argument for following rules so as to avoid punishment is not acting morally due to various reasons and among them is the fact that the action does not spring from our will. That is because it is an action that people perform mechanically since it is not out of their will. Besides, the action is only performed to avoid the punishment instead of being carried out to yield positive results. The reason is that the morality of an action depends on the intention of the doer rather than controlling its results. Moreover, for an action to be regarded as moral there should be no self-interest behind it thus submitting to the Sovereign so as to maintain peace is not acting morally. If the action were motivated by the fear of God and not of political rule, the action would be considered as a moral act. It is because people would be performing it in to safeguard the ethics defined in the Bible instead of gaining from it.

Gun laws In The Usa Essay Example | Topics and Well Written Essays - 750 words

Gun laws In The Usa - Essay Example As such, guns assist in threatening burglars into submission of the law, where they surrender lest the weapon be fired on them. In addition legalizing firearms allows those that possess them to have an upper hand in cases of violence against them, where they buy time for the authorities to arrive and contain the situation by arresting the culprits. This means that legalizing guns is a positive thing to the entire society by curbing the occurrence of crime all over; thanks to the dangerous and life threatening nature of guns into coercing one to comply with demands for the right or moral thing to be done. In addition, the legalization of guns in the American society creates a suitable situation for all to stay away from violent activities that involve life-threatening situations. This is as seen through resolution of disputes through amicable means by persuading aggressors to steer off violence and embrace non-violent means of dispute resolutions. However, the above situation works if the person with the gun exercises his or her rationality in a life-threatening situation since he or she holds the upper hand. Having guns as legal items in America also serve to improve the security countrywide following the equality created in having them. This is through accountability and uniformity that is bound to be all over, considering that anyone with an interest in guns is bound to get and use it according to his or her discretion. This form of uniformity allows individuals to be accountable and responsible with their firearms such that they do not use them at will, but rather in situations that call for them. According to the above statement, cases of threats would be minimal, as would those of violent crime involving guns (Sabhalok). This is because; since everyone can easily get a legal firearm, disputes can and will be resolved more responsibly unlike in cases where only one of those involved owns a gun. As such, rationality will be conventional thing to do since fai lure to be rational would lead to loss of lives. In addition, it is conventional for misuse or abuse of items and substances to go low once the items are legalized for use by the public as is the case for alcohol consumption in relation to binge drinking (CBS News). According to this statement, once guns are legalized, crime rates are bound to go down as guns become prevalent among the public, and with laws governing their use. This is to say that the use of illegal firearms to commit crimes will be low allowing for members of the American society to live their lives in peace. Concerning self-defense, guns are crucial for protection of one’s wellbeing against evil elements in society. This is especially so for individuals with impairments or of a certain age, where their abilities are highly impaired or uncontrollable. As such, senior citizens find security in the guns since they cannot compete against young burglars and criminals (Codrea). As a result, having a gun allows th em to overpower the youth in crime and get their situations under control and save their lives, as well as protect that which belongs to them. Guns also lead to recognition of certain minority groups commonly discriminated against under the pretext of criminal activity. Guns put all the ethnic communities on the map, for the right reasons; thus

Book Report on Dear America Series- Diary of Hattie Campbell Essay Example for Free

Book Report on Dear America Series- Diary of Hattie Campbell Essay This book, written by Kristiana Gregory, is about a thirteen year old girl from Pennsylvania, Hattie Campbell. On her birthday, she was given a diary by her mother and her Aunt June. In the first entry, she mentions her Uncle Milton’s death three days ago while fixing her family’s barn and his funeral the eve of her birthday. At the funeral, the coffin fell out of their cart and was washed into the nearby river. Her father tried to save it but was almost sucked into the paddles of a riverboat. As a sign of apology, the riverboat captain agreed to give Mr Campbell and his family free tickets on his riverboat to go anywhere they wanted. That night, he announced that the family would be heading to the untamed West, at that time occupied by the Indians who were known to be violent. Mrs Campbell was very angry and initiated a â€Å"cold war† with her husband. Two days later, she relents and agrees to head out West. On the way out West, the family met a young adult named Tall Joe, who eventually becomes the captain of their group. Throughout the long trip, they lost many partners as their oxen died or they were shot by Indians. One day, Hattie and her friend, Pepper, are out playing and happened to stumble across what they thought were wild carrots and parsnips. They took some back as it was their turn to cook for the group. Back at camp, they got around their chores and started cooking. A little girl, Cassia, looked longingly at the â€Å"carrots and parsnips† and takes two bites before running off to play. Later, as they were rolling out pastry, they heard screams. They went in the direction of the screams and were horrified to find Pepper’s twin brother, Wade, and some of his friends lying on the ground, jaws clenched so tightly that nobody could pour charcoal and water into their systems to absorb the poison. In the end all of them except Wade died. The women were able to pour charcoal into his mouth. Hattie’s father then went to the tent where the kitchen was. When he saw the â€Å"carrots and parsnips†, he asked Hattie to cut some for him. He put it on the edge of his tongue and spat it out immediately. He said that it was actually water hemlock, a poisonous plant which could kill a horse if it just ate one. A man would die from a bite. They immediately remembered Cassia. They found her limp body and buried her together with the boys. The priest prayed over their graves. The next day, they called all the children and drew on the dirt to show them the difference between water hemlock and wild carrots and parsnips. Eventually, after twenty six months on the road, they reach their destination, Oregon. Along the way the accompanying Aunt June gave birth to a daughter, River Ann Valentine. The family, Aunt June and her husband settled in Oregon and became one of the first pioneers to make it to their destinations.