Attachment, Loss and Bereavement

This essay describes and evaluates the contributions of Bowlby, Ainsworth, Murray-Parkes, Kubler-Ross and Worden, as well as later theorists, to their respective fields. I demonstrate how I already work with some of these models, highlighting my strengths and areas for development. I emphasise some influences on Bowlby’s work, leading to his trilogy Attachment 1969; Separation 1973; and Loss, Sadness and Depression 1980; demonstrating how attachments in infancy may shape our attachment styles in later life.Pietromonaco and Barrett posit â€Å"A central tenet of attachment theory is that people develop mental representations, or internal working models that consist of expectations about the self, significant others and the relationship between the two. † (Pietromonaco and Barrett, 2000, 4:2, p156). I illustrate how this internal working model is developed via the relationship between infant and primary caregiver, demonstrating that maternal deprivation can create a †˜faulty’ internal working model, which may lead to psychopathology in later life.I also demonstrate how these internal working models influence our reactions to loss and bereavement in adulthood and their potential impact on the counselling relationship. In addition, I explore the multi-layered losses experienced by HIV+ gay men and finally draw some conclusions. Freud’s view on the infant’s attachment to its mother was quite simple â€Å"the reason why the infant in arms wants to perceive the presence of its mother is only because it already knows by experience that she satisfies all its needs without delay.† (Freud, 1924, p188 cited in Eysenck, 2005, p103).In contrast, behaviourists believed that feeding played a central role in the development of attachment. (Pendry, 1998; Eysenck, 2005). These theories were termed ‘secondary-drive theories’. In 1980, Bowlby recalled â€Å"this [secondary drive] theory did not seem to me to fit the facts †¦. but, if the secondary dependency was inadequate, what was the alternative? † (Bowlby,1980, p650 cited in Cassidy and Shaver, 1999, p3).Bowlby’s theory was influenced by his paper â€Å"Forty Four Juvenile Thieves†, where he concluded a correlation exists between maternal deprivation in infancy, leading to affectionless psychopathology and subsequent criminal behaviour in adolescents. (Bowlby, 1944, 25, p19-52). This led to him researching the impact of loss on children displaced through war and institutionalisation, resulting in ‘Maternal Care and Mental Health’ (1952), where he confirms a link between ‘environmental trauma’ and resultant disturbances in child development.As a result of this research, Bowlby concluded â€Å"it is psychological deprivation rather than the economic, nutritional or medical deprivation that is the cause of troubled children. † (Bowlby in Coates, 2004, 52, p577). He was further influenced by L orenz who found that goslings would follow and ‘attach’ themselves to the first moving object they saw. This following of the first moving object was called ‘imprinting’. (Lorenz, 1937 cited in Kaplan, 1998, p124).Clearly babies cannot follow at will – to compensate for this, †Bowlby noted that ‘imprinting’ manifested itself as a spectacularly more complex phenomenon in primates, including man, which he later labelled ‘attachment’. † (Hoover, 2004, 11:1, p58-60). He also embraced the work of Harlow and Zimmerman who worked with infant rhesus monkeys demonstrating that not only did the need for attachment give them security, but that this need took priority over their need for food. (Harlow and Zimmerman 1959 cited in Green and Scholes, 2003, p9).Dissatisfied with traditional theories, Bowlby embraced new understandings through discussion with colleagues from such fields as developmental psychology, ethology, cont rol systems theory and cognitive science, leading him to formulate his theory that the mechanisms underlying the infant’s tie to the mother originally emerged as a result of evolutionary and biological pressures. (Cassidy and Shaver, 1999; Green and Scholes, 2003).Defining his attachment theory as â€Å"a way of conceptualising the propensity of human beings to make strong affectional bonds to particular others.† (Bowlby, 1979 cited in Green and Scholes, 2003, p7), he posited â€Å"that it is our affectional bonds to attachment figures that engage us in our most intense emotions. † and that â€Å"this occurs during their formation (we call that ‘falling in love), in their maintenance (which we describe as ‘loving) and in their loss (which we know as ‘grieving’), (Green and Scholes, 2003, p8), thereby replacing the secondary-drive theory with a model emphasising the role relationships play in attachment and loss. (Waters, Crowell, Elliot t et all, 2002, 4, p230-242).Disregarding what he called Freud's ‘cupboard love’ theory of attachment, he believed instead that a child is born ‘biologically pre-disposed’ to become attached to its mother, claiming this bond has two essential features: the biological function of securing protection for survival and the physiological and psychological need for security. (Green and Scholes, 2003; Schaffer, 2004). Sonkin (2005) describes four features to this bond: secure base, separation protest, safe haven and proximity maintenance.The concept of a secure base is fundamental to attachment theory and is used to describe a dependable attachment to a primary caregiver. This secure base is established by providing consistent levels of safety, responsiveness and emotional comfort from within which the infant can explore his or her external and internal worlds and to which they can return, thus providing a sense of security. Separation protest is exhibited as a si gn of the distress experienced upon separation from an attachment figure, who may also be used as a safe haven to turn to for comfort in times of distress.When safety is threatened, infants attract the attention of their primary caregiver through crying or screaming. Maintaining attention and interest, e. g. vocalising and smiling, and seeking or maintaining proximity, e. g. following or clinging, all serve to promote the safety provided by the secure base (providing of course that parents respond appropriately). (Holmes, 1993; Cassidy and Shaver 1999; Becket, 2002; Green and Scholes, 2003).Proximity seeking is a two way process, for example child seeking parent or parent seeking child. (Weiss in Murray-Parkes, Stevenson-Hinde and Marris, 1991; Becket, 2004; Sonkin, 2007). Bowlby also recognised ‘unwilling’ separation caused by parents who were phsycially present but not able to respond, or who deprived infants of love or ill-treated them, left them with a sense of imme nse deprivation and that this unwilling separation and resultant loss leads to deep emotional distress. (Green and Scholes, 2003).At a recent conference, the Centre for Attachment based Psychoanalytical Psychotherapy (CAPP) asserts â€Å"Early interactions with significant others in which there are fundamental failures of empathy, attunement, recognition and regulation of emotional states, have been shown to cause the global breakdown of any coherent attachment strategy, thus engendering fears of disintegration and threatening psychic survival. In the face of such experiences, powerful dissociative defences may be employed, encapsulating overwhelming feelings of fear, rage and shame. † (CAPP, 2007).Together with Robertson and Rosenbluth, Bowlby demonstrated that even brief separation from the mother has profound emotional effects on the infant. Their research highlighted a three stage behavioural response to this separation: protest – related to separation anxiety; des pair – related to grief and mourning; and detachment – related to defences. (Robertson, Rosenbluth, Bowlby, 1952 in Murray-Parkes, Stevenson-Hinde and Marris, 1991). Ainsworth, Blehar, Waters and Wall (1978) later established the inter-relatedness between attachment behaviour, maternal sensitivity and exploration in the child.Under clinical settings, they sought to observe the effects of temporary separation from the mother, which was assessed via the ‘strange situation’ procedure. This study involved children between the ages of 12 to 18 months who experienced separation from their mother, introduction to an unfamiliar adult and finally reunion with their mother. Ainsworth et al reasoned that if attachment was strong, mother would be used as a secure base from which the infant could explore, thereby promoting self-reliance and autonomy. Upon separation, infants usually demonstrated separation anxiety.Upon re-union, the mother’s maternal sensitivity and the child’s responses were observed, thus providing a link between Bowlby’s theory and its application to individual experience. The trust/mistrust in the infant’s ability to explore their world from the secure base is re-inforced by Erikson’s (1965) examination of early development and the child’s experiencing of the world as a place that is nurturing, reliable and trustworthy (or not). Influenced by Ainsworth’s previous work in Uganda, the ‘strange situation’ led to the classification of secure or insecure attachment styles in infants.Insecure styles were further grouped into insecure/avoidant and insecure/resistant (ambivalent). (Pendry, 1998; Holmes, 2001; Eysenck, 2005). Main and Solomon later added a fourth attachment style – insecure/disorganised. (Main and Solomon, 1986 in Cassidy and Shaver, 1999, p290). Throughout all of these interactions, an ‘internal working model’ is developed, the cultivat ion of which relies on the dyadic patterns of relating between primary caregiver and infant (Bretherton, 1992, 28, p759-775), comprising the complex monitoring of internal states of primary caregiver and infant.  (Waters, Crowell, Elliott et al, 2002, 4, p230-242).According to Schore â€Å"These formative experiences are embedded in the developing attachment relationship – nature and nurture first come together in mother-infant psychobiological interactions. † (Schore, 2001, 17, p26). Over time, this leads to the infant’s ability to self-monitor their emotions (affect regulation), but until such time, Bowlby posited the mother acts as the child’s ego and super-ego †She orients him in space and time, provides his environment, permits the satisfaction of some impulses, restricts others.She is his ego and his super-ego. † (Bowlby, 1951, p53 cited in Bretherton, 1992, 28, p765). Bowlby concluded a healthy internal working model is â€Å"a worki ng model of an attachment figure who is conceived as accessible, trustworthy and ready to help when called upon†, whilst a ‘faulty’ model is â€Å"a working model of an attachment figure to whom are attributed such characteristics as uncertain accessibility, unwilllingness to respond helpfully, or perhaps the likelihood of responding hostilely. † (Bowlby, 1979, p141).Ainsworth suggests that positive attachment is more than explicit behaviour â€Å"it is built into the nervous system, in the course and as a result of the infant’s experience of his transactions with the mother. † (Ainsworth, 1967, p429), thus supporting Bowlby’s theory. Later descriptions of attachment styles describe secure attachment as â€Å"the development of the basic machinery to self-regulate affects later in life†, (Fonagy, Gergely and Jurist, 2002 cited in Sarkar and Adshead, 2006, 12, p297), whilst insecure attachment â€Å"prevents the development of a proper affect regulatory capacity.† (Sarkar and Adshead, 2006, 12, p297).This is supported by Schore (2003) who alludes to developmental affective neuroscience to set out a framework for affect regulation and dysregulation. Based on research into the development of the infant brain, he reviews neuro-scientific evidence to confirm the infant’s relationship with the primary caregiver has a direct effect on the development of brain structures and pathways involved in both affect regulation and dysregulation.The research and evidence suggests the internal working model begins as soon as the child is born and is the model upon which future relationships are formed. The quality of the primary caregiver’s response to infant distress provides the foundation upon which behavioural and cognitive strategies are developed, which in the longer term influence thoughts, feelings and behaviours in adult relationships. (Cardwell, Wadeley and Murphy, 2000; Pietromonaco and Barrett , 2000, 4:2, p155; Madigan, Moran and Pederson, 2006, 42:2, p293).A healthy, secure attachment to the primary caregiver would therefore appear essential for a child’s social, emotional and intellectual development, whilst interruption to this attachment would appear to promote the premise of psychopathology in later life. Whilst some evidence exists to demonstrate internal working models can be modified by different environmental experiences, (Riggs, Vosvick and Stallings, 2007, 12:6, p922-936), the extent to which they can change remains in question.Bowlby himself postulated â€Å"clinical evidence suggests that the necessary revisions of the model are not always easy to achieve. Usually they are completed but only slowly, often they are done imperfectly, and sometimes done not at all. † (Bowlby, 1969, p83). Whilst change may be possible, the unconscious aspects of internal working models are deemed to be specifically resistant to such change. (Prior and Glaser, 2006) . We can safely assume therefore, that in the majority of cases, internal working models tend to persist for life.I concur with Rutter’s criticism of Bowlby's concept of ‘monotropy’, i.e. Bowlby’s belief that babies develop one primary attachment, usually the mother, (Rutter, 1981 cited in Lucas, 2007, 13, p156 and in Eysenck 2005), accepting instead that infants form multiple attachments. This is supported by a study by Shaffer and Emmerson (1964) who concluded infants form a ‘hierarchy’ of attachments, often with the mother as the primary attachment figure, although nearly a third of children observed highlighted the father as the primary attachment figure. (Schaffer and Emmerson, 1964 in Cassidy and Shaver, 1999, p44-67).Collins, Dunlop and Chrysler criticise Bowlby’s ‘lens’ in that it was â€Å"limited by his own cultural, historical and class position. Bowlby’s culturally biased assumptions and empiricist metho ds of inquiry concentrated on individualised detachment and loss as part of the normal course of mourning loss, which perpetuated the Western tradition of preserving the autonomous individual self as the normal goal of development. † (Collins, Dunlop and Chrysler, 2002, p98), leading them to conclude Bowlby’s assumptions ignored other cultural practices (as did Ainsworths), with which I agree.They also suggest Bowlby’s concept of maternal deprivation was perhaps exploited to get women to return to the home post World War II – â€Å"Characterised as a choice, this ‘homeward bound’ movement was supported by the various governments, whose maternalist and pronatalist ideology of the 1930s continued into the post-war period to provide a rationale for sending women home to reproduce †¦ maternalism and the maternal deprivation hypothesis provided one conceptual framework for pronatal ideology as it intersected  with the demands of governments and industrialists. † (Collins, Dunlap and Chrysler, 2002, p102).We must also remember that Bowlby’s observations â€Å"were based on children who had been separated from their primary caregivers during the Second World War† (Lemma, 2003 cited in Lucas, 2007, 13, p156), and that these procedures â€Å"were based on behaviours that occurred during stressful situations rather than under normal circumstances. † (Lucas, 2007, 13, p156) [this latter criticism also applies to Ainsworth’s work].Nonetheless, in highlighting the damaging effects of institutionalised care on young children, Bowlby’s strengths lie in drawing attention to the role attachment, attachment behaviour and attachment behavioural systems play in a child’s development and the subsequent potential consequences of disruption to the bond between infant and primary caregiver. I concur with Cassidy and Shaver’s (1999) criticisms of the strange situation in that there a re too many unconsidered variables for a firm theory to be established at the time of Ainsworth’s writings, accepting their view that she did not consider the mood nor temperament of the child.Nonetheless, Ainsworth et al have provided a tool with which to measure attachment styles in infants, which is still in use today. Later research by George, Kaplan and Main assesses adult internal models through the use of the Adult Attachment Interview. This classification of adult attachment styles promotes the idea of models extending into adulthood as a template for future relationships. (George, Kaplan and Main 1985 cited in Pendry, 1998).Hazan and Shaver continued this line of research identifying patterns of attachment behavior in adult romantic relationships, concluding the same four attachment styles identified in infancy remain true for adult relationships. (Hazan and Shaver 1987 in Cassidy and Shaver, 1999, p355-377). Although theoretically rooted in the same innate system, a dult romantic attachment styles differ from parent-child bonds to include reciprocity of attachment and caregiving, as well as sexual mating.  (Hazan and Zeifman, 1999 in Cassidy and Shaver, 1999, p336-354).The literature on bereavement has become inseparable from Bowlby’s theory of attachment and, following from this, the way in which people react to the loss of this attachment. On reflecting on losses in adult life, Weinstein (2008) observes Bowlby’s persistence of formative attachments and how the pattern of protest, despair and detachment that follows a baby’s separation from its primary caregiver is re-activated and presented in full force in adult loss.Weinstein writes â€Å"The ability of the adult to cope with attachment in intimate relationships to negotiate independence, dependency and inter-dependency; and to manage loss is all about how successfully they coped with separation as an infant. As a baby they had to retain their sense of their mother e ven in her absence and now as adults, as part of the mourning process, they strengthen their own identity with the support of the internalised object. † (Weinstein, 2008, p34).According to Murray-Parkes (1996), the intensity and duration of this grief is relative to what is lost and the grief process is an emotional response to this loss. Murray-Parkes joined Bowlby at the Tavistock Centre in 1962. Together they presented a paper linking the protests of separation highlighted by Robertson, Rosenbluth and Bowlby (1952) in young children separated from their mothers, to grief in adults. (Bowlby and Murray-Parkes, 1970 in Murray-Parkes, Stevenson-Hinde and Marris, 1991, p20).Around the same time, Murray-Parkes visited Kubler-Ross who was conducting her own research into death and dying. This work was later published in ‘On Death and Dying’ (1969) which examines the process of coming to terms with terminal illness or grief in five stages: denial; anger; bargaining; de pression and acceptance. Murray-Parkes later produced a four-phase grief model consisting: shock or numbness; yearning and pining; disorganisation and despair; and re-organisation.In contrast to the passive staged/phased approaches by Kubler-Ross and Murray-Parkes, and perhaps more in line with Freud’s concept of having ‘to do grief work’, Worden developed a four-staged, task-based grief model: â€Å"to accept the reality of the loss; to work through the pain of grief; to adjust to an environment in which the deceased is missing; and to emotionally relocate the deceased and move on with life. † (Worden, 2003). All three models are deemed to be therapeutically useful in that they recognise grief as a process and provide a framework of descriptors for ‘normalising’ grief reactions.That said, they are clearly prescriptive and caution should be exercised in taking any of these prescriptive stages, phases or tasks literally. It is equally important to recognise the uniqueness of individual responses to loss and to avoid prescribing where a client ‘ought’ to be in their grieving process. Since these models were never designed as a linear process, it is likewise important not to steer clients through these stages. This is supported by Schuchter and Zisook (1993), who assert â€Å"Grief is not a linear process with concrete boundaries but, rather, a composite of overlapping, fluid phases that vary from person to person.† (Schuchter and Zisook, 1993 in Stroebe, Stroebe and Hansson, 1993, p23).I agree with Servaty-Seib’s observations â€Å"the stage/phase approaches emerged solely from a death-loss focus †¦ Worden’s work was an important development in the understanding of the process of coping adaptively with bereavement as each task is clearly defined in an action-oriented manner. † (Servaty-Seib, 2004, 26:2, p125). Stroebe and Schut’s dual process model brings together death- loss focus and task-based models. (Stroebe and Schut, 2001 cited in Servaty-Seib, 2004, 26:2, p125).In my work at Positive East, I work with HIV+ gay men experiencing multi-layered loss. My philosophy is to build and maintain a therapeutic relationship within a safe, confidential, contained space where clients can explore their issues. The archetype ‘working towards a model of gay affirmative therapy’ (Davies and Neal, 1996, p24-40) provides me with a framework within which to explore gay culture and to apply an assenting approach to the work, which I believe promotes empathy and helps me to work in the best interests of the client.Conducting my own assessments, I complete a full client history, genogram and timeline, which provides a comprehensive insight into clients attachments and losses. It is important to acknowledge the social context within which multi-layered loss takes place (e. g. heterosexism, homophobia, HIV-related stigma) as well as recognising that indiv idual attachment styles may influence individual reactions to these losses and may also impact on the counselling relationship.Losses experienced by HIV+ gay men include loss of identity, health, appearance, mobility, self-respect, career, financial security, relationships and intimacy. (Riggs, Vosvick and Stallings, 2007, 12:6, p922-936; Koopman, Gore-Felton, Marouf et al, 2000, 12:5, p663-672; Fernandez and Ruiz, 2006, p356). Corr, Nabe and Corr (1997) describe these losses as the cognitive, affective and behavioural responses to the impact of the loss. In identifying attachment styles in HIV+ adults, Riggs, Vosvick and Stallings (2007) found that 90% of gay and bisexual HIV+ adults recruited into their study demonstrated insecure attachment.They suggest the diagnosis of HIV produces a strong trauma reaction, impacting on adult attachment style. In the same study, they found that HIV+ heterosexual adults were more likely to be secure, whereas gay and bisexual adults were more like ly to be fearful, preoccupied, avoidant; or dismissing, respectively. This led them to conclude that gay and bisexual people must therefore contend with societal forces that their heterosexual counterparts do not.They hypothesise â€Å"A diagnosis of HIV may be reminiscent of the coming out process, particularly with respect to concerns regarding stigma and disclosure, and thus may provoke similar fears about rejection by loved ones and society as a whole that contribute to greater attachment insecurity. † (Riggs, Vosvick and Stallings, 2007, 12:6, p931). This is supported by Koopman, Gore-Felton, Marouf et al (2000) who cite attachment style as a contributing factor associated with the high levels of stress experienced by HIV+ individuals.They comment â€Å"From this perspective, perceived stress is likely to be greater among [HIV+] persons having a highly anxious attachment style because their hypervigilance in interpersonal relationships leads to misinterpreting othersâ⠂¬â„¢ behaviours as rejecting or critical of themselves. † (Koopman, Gore-Felton, Marouf et al, 2000, 12:5, p670). This would suggest that HIV+ gay men with insecure attachment style may experience difficulties in developing and maintaining relationships, which, in turn, may impact on the therapeutic relationship.Additionally, according to Kelly, Murphy, Bahr et al â€Å"Dependable and supportive attachments play a crucial role in adjusting to HIV infection. Lack of such attachments and social support has been shown to be a significant predictor of emotional stress among HIV+ adults. † (Kelly, Murphy, Bahr et al, 1993, 12:3, p215-219). This has significant implications for the psychological well being of HIV+ gay men whom, considering their perceived attachment difficulties, may experience difficulties in forming such supportive relationships.In examining the suitability of the common grief models when working with this client group, I accept Copp’s criticism of the Kubler-Ross model for its focus on psychosocial dynamics â€Å"to the exclusion of physical, and to a lesser extent, spiritual dimensions. † (Copp, 1998, 28:2, p383). I also agree with Knapp’s criticisms of the staged/phased grief models espoused by Kubler-Ross and Murray-Parkes. Knapp observes â€Å"while both of these models may be applicable to those experiencing a singular loss, neither model takes into  consideration the multiplicity of losses thrust upon the seropositive gay male population.These men experience overlapping losses, resulting in them being at differing stages with respect to different losses. † (Knapp, 2000, 6:2, p143). Knapp offers a similar criticism of the Worden model in that â€Å"task models fail to account for the continuity of loss in the lives of seropositive gay men. † (Knapp, 2000, 6:2, p143), with which I also concur. In addition, all three models incorporate an end point, which suggests the completion of a cycle, th ereby pre-supposing some sort of finality.These models are therefore limited in their application to my own work, since, as new losses take the place of old, my clients find themselves in a continual cycle of loss without the comfort of such an end point. Processing the loss of the ‘pre-infected self’ and re-defining the ‘HIV+ self’ often means working with the stage of identity vs role confusion in Erikson’s (1965) psychosocial model. Additionally, where partners stay together, a revisiting and re-negotiation of the adult stage of intimacy may be required since intimacy is often disrupted and sometimes lost due to HIV infection.This stage is also revisited by clients where a partner chooses to end the relationship with a HIV+ partner. Working through the loss of the partner (usually due to fear of infection); as well as other significant relationships (usually due to HIV related stigma); is also key to the work. To support this work, I use the †™multi-dimensional’ grief model by Schuchter and Zisook (1993), adopting four of their five dimensions: emotional and cognitive responses; emotional pain; changes in relationships and changes in identity.  (Schuchter and Zisook, 1993 in Stroebe, Stroebe and Hansson, 1993, p26-43).I have also used Worden’s grief model in supporting a HIV+ client whose HIV infected partner committed suicide. This work is clearly demanding and is informed by the client’s internal working model of self and other. Due to perceived stigma and fear of rejection, it is not unusual for the client’s attachment behavioural system to be activated throughout the therapeutic relationship. Recent research highlights the mirroring of Bowlby’s theory within such a relationship.Parish and Eagle (2003) and Sonkin (2005) draw attention to the manifestation of clients seeking proximity maintenance to the therapist; experiencing distress when the therapist is not available; seeking a safe haven when in distress; and using the therapist as a secure base. To cater for this, I strive to provide a secure base in therapy, ensuring I remain boundaried, punctual and professional, informing clients of any breaks and provide opportunities for clients to explore their anxieties. Clients in particular distress may also contact the agency, who in turn may contact me.My experience has taught me that clients with avoidant attachment styles take time to build trust in the therapeutic relationship. I have also found the avoidant attached usually need permission/re-assurance to grieve their losses, whilst the anxiously attached require permission/re-assurance to stop grieving their losses. I am cognisant that the therapeutic relationship promotes attachment yet at the same time acknowledge the paradox in severing this attachment at the end of therapy. Ending sensitively is therefore crucial. I recognise that clients may develop co-morbid conditions such as alcohol and recreati onal drug abuse.In line with the BACP ethical principles of beneficence, non-maleficence and self-respect (BACP Ethical Framework, 2007), I use supervision to monitor any emerging signs of such abuse, where a decision may be reached to refer these clients to external agencies or other, suitably experienced, internal counsellors. In assessing my strengths and areas for development, I am now much more aware of how early attachment experiences and internal working models impact on how clients process their losses as well as their potential impact on the counselling relationship and process.I have extensive experience of working with loss and bereavement, which is underpinned by my specialist training and practice at Positive East, as a bereavement counsellor with the Bereavement Service and as a counsellor providing support to those bereaved through homicide at Victim Support. I believe a healthy, secure attachment to a primary caregiver is necessary for a child’s social, emotio nal and intellectual development. In turn this promotes the development of a healthy internal working model, disruption to which may lead to psychopathology in later life.Whilst the internal working model tends to persist through the life course, I believe it can be modified by divergent experiences, but acknowledge this change may be difficult. Whilst I have extensive experience of working with loss, I now appreciate how early formative attachments influence our reactions to such loss and how these reactions may impact on the therapeutic relationship. Popular grief models clearly fall short in addressing the multi-layered losses experienced by this client group, demanding instead the integration of what is currently available.The high level of insecure attachment style demonstrated in HIV+ gay men may be due in part to the unique challenges they face within the context of HIV related stigma and negative social experiences. Finally, I believe my knowledge of theory and sensitive app lication of skills has proved to be an effective strategy in working competently, sensitively and safely with this client group. Nonetheless, I recognise the need for continuous professional development and aim to attend workshops on attachment; and mental health and HIV during the summer.

The Vampire Diaries: The Awakening Chapter Fifteen

As soon as he left Elena at her house, Stefan went to the woods. He took Old Creek Road, driving under the sullen clouds-through which no patch of sky could be seen, to the place where he had parked on the first day of school. Leaving the car, he tried to retrace his steps exactly to the clearing where he had seen the crow. His hunter's instincts helped him, recalling the shape of this bush and that knotted root, until he stood in the open place ringed with ancient oak trees. Here. Under this blanket of dingy-brown leaves, some of the rabbit's bones might even remain. Taking a long breath to still himself, to gather his Powers, he cast out a probing, demanding thought. And for the first time since he'd come to Fell's Church, he felt the flicker of a reply. But it seemed faint and wavering, and he could not locate it in space. He sighed and turned around-and stopped dead. Damon stood before him, arms crossed over his chest, lounging against the largest oak tree. He looked as if he might have been there for hours. â€Å"So,† said Stefan heavily, â€Å"it is true. It's been a long time, brother.† â€Å"Not as long as you think, brother .† Stefan remembered that voice, that velvety, ironical voice. â€Å"I've kept track of you over the years,† Damon said calmly. He flicked a bit of bark from the sleeve of his leather jacket as casually as he had once arranged his brocade cuffs. â€Å"But then, you wouldn't know that, would you? Ah, no, your Powers are as weak as ever.† â€Å"Be careful, Damon,† Stefan said softly, dangerously. â€Å"Be very careful tonight. I'm not in a tolerant mood.† â€Å"St. Stefan in a pique? Imagine. You're distressed, I suppose, because of my little excursions into your territory. I only did it because I wanted to be close to you. Brothers should be close.† â€Å"Youkilled tonight. And you tried to make me think I'd done it.† â€Å"Are you quite sure you didn't? Perhaps we did it together. Careful!† he said as Stefan stepped toward him. â€Å"My mood is not the most tolerant tonight, either. I only had a wizened little history teacher; you had a pretty girl.† The fury inside Stefan coalesced, seeming to focus in one bright burning spot, like a sun inside him. â€Å"Keep away from Elena,† he whispered with such menace that Damon actually tilted his head back slightly. â€Å"Keep away from her, Damon. I know you've been spying on her, watching her. But no more. Go near her again and you'll regret it.† â€Å"You always were selfish. Your one fault. Not willing to share anything, are you?† Suddenly, Damon's lips curved in a singularly beautiful smile. â€Å"But fortunately the lovely Elena is more generous. Didn't she tell you about our little liaisons? Why, the first time we met she almost gave herself to me on the spot.† â€Å"That's a lie!† â€Å"Oh, no, dear brother. I never lie about anything important. Or do I mean unimportant? Anyway, your beauteous damsel nearly swooned into my arms. I think she likes men in black.† As Stefan stared at him, trying to control his breathing, Damon added, almost gently, â€Å"You're wrong about her, you know. You think she's sweet and docile, like Katherine. She isn't. She's not your type at all, my saintly brother. She has a spirit and a fire in her that you wouldn't know what to do with.† â€Å"And you would, I suppose.† Damon uncrossed his arms and slowly smiled again. â€Å"Oh, yes.† Stefan wanted to leap for him, to smash that beautiful, arrogant smile, to tear Damon's throat out. He said, in a barely controlled voice, â€Å"You're right about one thing. She's strong. Strong enough to fight you off. And now that she knows what you really are, she will. All she feels for you now is disgust.† Damon's eyebrows lifted. â€Å"Does she, now? We'll see about that. Perhaps she'll find that real darkness is more to her taste than feeble twilight. I, at least, can admit the truth about my nature. But I worry about you, little brother. You're looking weak and ill-fed. She's a tease, is she?† Kill him, something in Stefan's mind demanded. Kill him, snap his neck, rip his throat to bloody shreds. But he knew Damon had fed very well tonight. His brother's dark aura was swollen, pulsing, almost shining with the life essence he had taken. â€Å"Yes, I drank deeply,† Damon said pleasantly, as if he knew what was in Stefan's mind. He sighed and ran his tongue over his lips in satisfied remembrance. â€Å"He was small, but there was a surprising amount of juice in him. Not pretty like Elena, and he certainly didn't smell as good. But it's always exhilarating to feel the new blood singing inside you.† Damon breathed expansively, stepping away from the tree and looking around. Stefan remembered those graceful movements, too, each gesture controlled and precise. The centuries had only refined Damon's natural poise. â€Å"It makes me feel like doing this,† said Damon, moving to a sapling a few yards away. It was half again as tall as he was, and when he grasped it his fingers did not meet around the trunk. But Stefan saw the quick breath and the ripple of muscles under Damon's thin black shirt, and then the tree tore loose from the ground, its roots dangling. Stefan could smell the pungent dampness of disturbed earth. â€Å"I didn't like it there anyway,† said Damon, and heaved it as far away as the still-entangled roots would allow. Then he smiled engagingly. â€Å"It also makes me feel like doingthis .† There was a shimmer of motion, and then Damon was gone. Stefan looked around but could see no sign of him. â€Å"Up here, brother.† The voice came from overhead, and when Stefan looked up he saw Damon perching among the spreading branches of the oak tree. There was a rustle of tawny brown leaves, and he disappeared again. â€Å"Back here, brother.† Stefan spun at the tap on his shoulder, only to see nothing behind him. â€Å"Right here, brother.† He spun again. â€Å"No, try here.† Furious, Stefan whipped the other way, trying to catch hold of Damon. But his fingers grasped only air. Here, Stefan . This time the voice was in his mind, and the Power of it shook him to the core. It took enormous strength to project thoughts that clearly. Slowly, he turned around once more, to see Damon back in his original position, leaning against the big oak tree. But this time the humor in those dark eyes had faded. They were black and fathomless, and Damon's lips were set in a straight line. What more proof do you need, Stefan? I'm as much stronger than you as you are stronger than these pitiful humans. I'm faster than you, too, and I have other Powers you've scarcely heard of. The Old Powers, Stefan. And I'm not afraid to use them. If you fight me, I'll use them against you. â€Å"Is that what you came here for? To torture me?† I've been merciful with you, brother. Many times you've been mine for the killing, but I've always spared your life. But this time is different. Damon stepped away from the tree again and spoke aloud. â€Å"I am warning you, Stefan, don't oppose me. It doesn't matter what I came here for. What I want now is Elena. And if you try to stop me from taking her, I will kill you.† â€Å"You can try,† said Stefan. The hot pinpoint of fury inside him burned brighter than ever, pouring forth its brilliance like a whole galaxy of stars. He knew, somehow, that it threatened Damon's darkness. â€Å"You think I can't do it? You never learn, do you, little brother?† Stefan had just enough time to note Damon's weary shake of the head when there was another blur of motion and he felt strong hands seize him. He was fighting instantly, violently, trying with all his strength to throw them off. But they were like hands of steel. He lashed out savagely, trying to strike at the vulnerable area under Damon's jaw. It did no good; his arms were pinioned behind him, his body immobilized. He was as helpless as a bird under the claws of a lean and expert cat. He went limp for an instant, making himself a deadweight, and then he suddenly surged with all his muscles, trying to break free, trying to get a blow in. The cruel hands only tightened on him, making his struggles useless. Pathetic. You always were stubborn. Perhaps this will convince you . Stefan looked into his brother's face, pale as the frosted-glass windows at the boarding house, and at those black bottomless eyes. Then he felt fingers grasp his hair, jerk his head back, exposing his throat. His struggles redoubled, became frantic. Don't bother , came the voice in his head, and then he felt the sharp rending pain of teeth. He felt the humiliation and helplessness of the hunter's victim, of the hunted, of the prey. And then the pain of blood being drawn out against his will. He refused to give in to it, and the pain grew worse, a feeling as if his soul was tearing loose like the sapling. It stabbed through him like spears of fire, concentrating on the punctures in his flesh where Damon's teeth had sunk in. Agony flamed up his jaw and cheek and down his chest and shoulder. He felt a wave of vertigo and realized he was losing consciousness. Then, abruptly, the hands released him and he fell to the ground, onto a bed of damp and moldering oak leaves. Gasping for breath, he painfully got to his hands and knees. â€Å"You see, little brother, I'm stronger than you. Strong enough to take you, take your blood and your life if I wish it. Leave Elena to me, or I will.† Stefan looked up. Damon was standing with head thrown back, legs slightly apart, like a conqueror putting his foot on the neck of the conquered. Those night-black eyes were hot with triumph, and Stefan's blood was on his lips. Hatred filled Stefan, such hatred as he had never known before. It was as if all his earlier hatred of Damon had been a drop of water to this crashing, foaming ocean. Many times in the last long centuries he had regretted what he had done to his brother, when he'd wished with all his soul to change it. Now he only wanted to do it again. â€Å"Elena is not yours,† he ground out, getting to his feet, trying not to show what an effort it cost him. â€Å"And she never will be.† Concentrating on each step, putting one foot in front of the other, he began walking away. His entire body hurt, and the shame he felt was even greater than the physical ache. There were bits of wet leaves and crumbs of earth adhering to his clothes, but he did not brush them off. He fought to keep moving, to hold out against the weakness that lapped at his limbs. You never learn, brother. Stefan did not look back or try to reply. He gritted his teeth and kept his legs moving. Another step. And another step. And another step. If he could just sit down for a moment, rest†¦ Another step, and another step. The car couldn't be far now. Leaves crackled under his feet, and then he heard leaves crackle behind him. He tried to turn quickly, but his reflexes were almost gone. And the sharp motion was too much for him. Darkness filled him, filled his body and his mind, and he was falling. He fell forever into the black of absolute night. And then, mercifully, he knew no more.

Character of Lady Macbeth Essay

In the course of this essay I will discuss the character of Lady Macbeth and the change in her character throughout the play Macbeth by William Shakespeare. We see her as being ambitious and ruthless at the start. Looking at her and Macbeths character she is the dominant one in the relationship. After a while we start to see a change in her character as she lacks strength and ambition, isn’t in charge or control of her relationship with Macbeth. She is being kept out of new plans in which Macbeth is making decisions alone. Firstly, Lady Macbeth appears in Act 1 Scene 5. She is in her and Macbeth’s castle. She receives a letter from Macbeth and reads it. In this letter, he is telling her about his encounter with the witches. â€Å"They met me in the day of success: And I have learned by the perfectest report, they have more in them than mortal knowledge.† (Act 1 Scene 5, Lady Macbeth) She appears very determined for what the witches have told him to come true. She hopes the witches prophecy about Macbeth becoming King of Scotland will happen and then for her to be Queen. â€Å"Glamis thou art, and Cawdor, and shalt be what thou promised† (Act 1 Scene 5, Lady Macbeth) We can see that Lady Macbeth is scared as she says that Macbeth is too kind and loyal to murder to become King. â€Å"Is too full o’ the milk of human kindness to catch the nearest way.† (Act 1 Scene 5, Lady Macbeth) Also, she talks about Macbeths strong sense of honour and how he’s not the type of man to lie or cheat. â€Å"Thou wouldst thou holily ; wouldst not play false.† (Act1 Scene 5 Lady Macbeth) Lady Macbeth doesn’t want to wait around for her Macbeth to become King to just happen. She wants Macbeth to kill his cousin, the recent King, Duncan, and also anyone else who tries to get in their way. She hopes Macbeth will come home soon so that she can convince him to do anything to become King. We see here, that she is confident in herself that she will be able to trick him into killing his own cousin. â€Å"Hie thee hither that I may pour my spirits in thine ear, and chastise with the valour of my tongue† (Act1 Scene5 Lady Macbeth). A servant then comes to tell her that Macbeth and the other lords are on their way, and Duncan will be spending the night in their castle. Lady Macbeth, straight away, sees this as an opportunity to murder Duncan. She starts to call dark spirits upon her to take away her womanly kindness. â€Å"Come, you spirits that tend on mortal thoughts unsex me here† ( Act 1 Scene 5, Lady Macbeth). When she finishes calling on the spirits, Macbeth arrives. Lady Macbeth tells him his letter has given hope for their future. She asks when Duncan is leaving and when Macbeth says in the morning, she says he’ll never see tomorrow. â€Å"O, never shall sun that morrow see.† (Act 1 Scene 5, Lady Macbeth – Macbeth). She then tells Macbeth her plan to kill Duncan. She tells Macbeth she will do all the planning. We also see, that Lady Macbeth is ruthless. She will let nothing get in her way of becoming Queen. It shows she is the dominant one in their relationship as she makes all the decisions and plans. We next see Lady Macbeth in Act1 Scene 6. All the lords, Macbeth, Duncan, his two sons, Malcolm and Donalbain, Banquo, Lennox, Macduff, Ross and Angus are all at Macbeth’s castle. Lady Macbeth arrives and greets Duncan. â€Å" All our service in every point twice done and then done double, were poor and single business to contend.† (Act1 Scene6, Lady Macbeth – Duncan). Duncan thanks her with a gratitude for letting him stay. He also apologises for the hassle he’s causing her. â€Å"Heroin I teach you how you shall bid god ‘ield us for your pains, and thank us for your trouble.† (Act 1 Scene 6, Duncan – Lady Macbeth) When Duncan meets Lady Macbeth he is humble and generous, thanking her for letting him stay, but he doesn’t know that she is planning to kill him. In this scene , lady Macbeth is seen as the perfect hostess. We see how well she can play casual and switch between high emotion and cool composure. In Act 1 Scene 7, we see her talking with Macbeth, in the castle. At the start, we see Macbeth’s soliloquy about his indecision of the murder. â€Å" If it were ‘tis done, then were well it were done quickly.† (Act 1 Scene 7) Lady Macbeth arrives and Macbeth tells her that he doesn’t want to go ahead with the murder. He has won honour on the battlefield and doesn’t want to kill an innocent. â€Å" We will proceed no further in this business, He hath honoured me of late, and I have bought gold en opinions from all sort of people.† (Act 1 Scene 7, Macbeth – Lady Macbeth). Lady Macbeth seems to be very unimpressed with what Macbeth has said. She then tricks him into continuing on with the murder as she questions his bravery. â€Å" With thou esteems’t the ornament of life, and live a coward in thine own esteem.† (Act 1 Scene 7, Lady Macbeth – Macbeth). What she says seem to work. Again in this scene, we see Lady Macbeth as the dominant one. She easily convinces him back into their plan to kill Duncan. Lady Macbeth waits in a chamber near Duncan’s bedroom. Macbeth goes off to murder Duncan. Lady Macbeth had got the chamberlains drunk so they wouldn’t see any of the murder. Lady Macbeth says that the chamberlains make a joke of their jobs by falling asleep. â€Å"Do mock their charge with snores, I have dragged their possets.† (Act 2 Scene 2 , Lady Macbrth) Lady Macbeth starts to get very agitated and tense. We first see this when she hears an owl. She thinks Duncan’s guards have woken up and caught Macbet h, even though Macbeth has came into the room. â€Å"My father as he slept, I have done’t- My husband!† (Act 2 Scene 2, Lady Macbeth) Macbeth had brought the daggers back with him, the one he killed Duncan, Lady Macbeth sees them and panics. â€Å" Why did you bring these daggers from the place?† (Act 2 Scene 2 , Lady Macbeth – Macbeth). Lady Macbeth has to bring them back to bring them back to the chamber. When she comes back she tells Macbeth that they need to hurry to their bedroom so they don’t get caught. â€Å"I hear a knocking at the south entry, retire we to our chamber.† (Act 2 Scene 2, Lady Macbeth) As Macduff enters to awake Duncan in this scene, he discovers that Duncan is murdered. Lady Macbeth enters after hearing the bell ringing. She asks what is happening. â€Å" What’s the business, that such a hideous trumper.† (Act 1 Scene 3, Lady Macbeth – Macduff). Macduff doesn’t want to tell Lady Macbeth what happened , as he thinks she won’t cope . â€Å"O , gentle lady, tis not for you to hear what I can speak† (Act â€Å" Scene 3, Macduff – Lady Macbeth). Lady Macbeth response doesn’t sound very convincing as she replies. â€Å"What, in our house?† (Act 2 Scene 3, Lady Macbeth – Macduff) When Lady Macbeth says he has murdered the chamberlains, Lady Macbeth faints. We don’t know if she’s acting here or being serious. We see irony in this scene, as she is behind the murder but acts as she knows nothing. Lady Macbeth is in the palace and is talking with a servant. She asks the servant if Banquo has left the castle. He tells her that Banquo will be back in the evening. She then tells the servant to ask Macbeth to meet with her as she wants to talk. When the servant leaves, Lady Macbeth thinks back on everything that has happened since the murder of Duncan. â€Å"Nought’s had, all’s spent, where our desire got without content.† (Act 3 Scene 2, Lady Macbeth) In this scene, we see Lady Macbeth as alone. Becoming king and queen, her and Macbeth lost everything. She now appears to be isolated from her husband. All she can do now is gain access to Macbeth by means of a formal request.

Facilities Management Essay Example | Topics and Well Written Essays - 500 words

Facilities Management - Essay Example This integration actually links the system or the project with the external environment along with the different available resources. It acts positively in infrastructure development and efficient use of the project (Project Integration, p.1). Business value talks about the company's condition and strength in the long term. When we consider the business value we not only mean the firm's worth and value in the future only, but also its importance and usefulness to all its stakeholders including customers, suppliers, shareholders etc. In addition to it, for the measure of any organization's business value both tangible and intangible assets are equally important. For years the concept of business value is taken into consideration in many different ways but one cannot deny the fact that the linkage of external environment with the internal environment of the company has an impact on the business value as a whole. It is immensely important for the success and growth of an organization that all the related areas are linked effectively so that a perfect business value for a firm can be maintained (Business Value, p.1). On the contrary, real estate market value deals with the immovable property or land along with anything that is built on it, for example building.

It has been argued that end-user development has been driven by a Essay

It has been argued that end-user development has been driven by a failure of central information systems departments to develop - Essay Example These nonprofessional software developers would be using new writing formulas, queries, databases and spreadsheets to help them in their work. Another research in 2011 foretold the possibility of nonprofessional developers having created twenty five percent business applications by the end of 2014. As for a fact, the number of computer users has increased, and so has the uses for which they need computers. The software needs of these increasing number of computer users are dynamic, complex and diverse. Professional software developers’ limited knowledge and slow development process hamper their capacity to beat the ever-growing applications backlog. This sparked a desire in computer users to look for ways of modifying, creating and extending software artifact on their own without involving professional software developers. This is what end-user development (EUD) is about (Barrie 2002, p.31). Using end-user development, computer users customize or come up with their own unique interfaces and functionality for their software. An advantage with this is the fact that end users have adequate knowledge of the contexts, needs and change in their individual domains. Besides, allowing end-users to tune software to meet required needs, end-user development has another advantage. Clearly, end-users outnumber professional software developers by far. ... Many end-users who engage in end-user development lack sufficient training in professional programming languages, modeling, diagramming notations, and formal processes of software development (Clarker 2008, p.71). Their short-term and medium-term goals do not give them enough motivation to learn this traditional knowledge. This poses several challenges to those devoted to the course of supporting the end-user development. End-users need to develop processes that have ease of use, easy to learn, and that allows easy integration into end-users’ individual domains. End-user development goes hand in hand with tailoring, end-user software engineering, and end-user programming. An end-user who modifies a computer application to suit his or her contextual need does tailoring. Tailoring allows users to change their interaction with an application together with its functionality. This entails changing the behavior of an application by resetting the parameters of an application so as to change the level of detail of its set of data. Tailoring encompasses end-user programming when an individual manipulates an application so much so as to come up with a complete program (Mahmood 2003, p.43). For example, a person can come up with macros that can help him or her to change set graphical user interface items borne in an application. This can serve to either increase the usability of an application or extend it to have new functionalities. There is research that demonstrates the possibility of frameworks that are component-based, and that would allow easy application tailoring. Professional programming seeks to come up with programs and sell them out to people. End-user programming, on the other hand, seeks to create programs to satisfy the developers’ needs. End-user

Inclusion in Education Essay Example | Topics and Well Written Essays - 1500 words

Inclusion in Education - Essay Example This was replaced by a revised version which was issued in 2001, coming into effect in January 2002 (DFES 2001). The nature of provision for special educational needs has changed drastically over the last few years following the Warnock Report and the 1981 Education Act, with an increased awareness of educational needs and a consonant focus on improving the quality of provision for much larger numbers of children (Griffiths, 1998, 95 in Quicke, 2007, 2-15). This implies improvement of education of all and specially of those with special needs that would impart knowledge and power to all (QCA/DfEE, 2001). Department of Health has recently published a White Paper for people with learning disabilities in 2001 (Department of Health, 2001, 1-10). The United Kingdom has separate educational systems for England and Wales, Northern Ireland and Scotland. As far as education is concerned, the countries are split up into so-called local education authorities that carry a large part of the responsibility for organising education at local level. Historically, for a long time, England and Wales had separate systems for regular and special education. Since the Warnock Report in 1978, it has been assumed in the UK that about 20 per cent of school-aged children will have special educational needs requiring additional help at some point in their school careers. Furthermore, approximately 2 per cent of children will have severe physical, sensory, intellectual or emotional difficulties, some of which will remain with them throughout their lives. Historically this 2 per cent of children have been exclud ed from mainstream schools, receiving their education in special schools instead. In recent years, a growing sense of injustice regarding the idea of segregated special schooling for these pupils has led to calls for more inclusive educational opportunities as a matter of human right and equal opportunity (Amatea, 1988, 174-183). By the Education Acts 1981 and 1993, which latter consolidated into the Education Act 1996, the policy of parental choice in the field of special educational needs has in most respects been merely built on key recommendations in the Warnock Report in 1978, namely that the education system should pay heed to parental knowledge about their child's needs and respect parental wishes regarding the child's education (Farrell, 2001, 3-9). Warnock's other recommendation was to integrate the education, meaning pupils with special educational needs should, as far as possible, be educated alongside other children in mainstream schools (Lewis, 2004, 3-9). In relation to this, this process must acknowledge the diversity of needs of all students creating opportunity to support learning of all students inclusive of those who have impairments or needs for special educations. While the White Paper was explicitly a response of the authorities from the concerns to promote better life chances for people with special needs for education, it identifies the many barriers that such children and their families face in fully participating in their communities. This paper promotes the benefits to be obtained by these children through educational opportunities, good health, and social care while living with their families. It was evident later that constructive and sustainable relationships between pupils with speci

Writing assessment Essay Example | Topics and Well Written Essays - 250 words - 1

Writing assessment - Essay Example The positives associated with this function include customers’ satisfaction, welfare on social level. Financial administration and other administrative processes. The negatives associated with it may include too much decentralization and distribution of funds. Remunerations are paid in form of financial level to individuals, plus security of job is the gift that comes in return for commitment to public sector. Public service can prove to be thankless at times, since the fulfillment of requirements is considered to be a duty rather than excellence performed. Full time scrutiny of the work is part of public service. This may come via internal assessment or through the external source of customers and public who directly review and assess the performance of public office bearers. Ensuring transparency and making sure that the budgets and other funds are not being used for private purposes must also be ensured, since temptation may creep in with the presence of perks and privileges that are granted to the public office bearers. Hence public service is a mix of privileges and pre requisites (Boyne,

Professionel development 2 Coursework Example | Topics and Well Written Essays - 500 words

Professionel development 2 - Coursework Example e once remarked â€Å"nursing is an art: and if it is to be made an art, it requires an exclusive devotion as hard a preparation, as any painter’s or sculptor’s work; for what is the having to do with dead canvas or dead marble, compared with having to do with the living body, the temple of God’s spirit?† (Nightingale, as cited by Evans, 2013) Nursing colleges the world over are instilling these qualities of devotion and preparing young people in the art of nursing. The difference between these lies in their size, as well as in the funding they get that directly results in the faculty and amount of research facilities they can afford. The Christine E. Lynn College of Nursing has expanded substantially in the thirty years of its existence. The guiding philosophy of the Christine E. Lynn College of Nursing is caring. This philosophy defines the way they teach, learn and practice nursing as well as how they interact with others in their day to day lives. The pictorially depicted dance of caring persons that greets people on the floor of the lobby of the college campus is a symbol of the contribution of every member of the college to the cause of nursing. The college defines nursing as nurturing the wholeness of person and setting through caring. It offers a supportive environment in which contributions of faculty and students are valued and respected, ensuring in the process that learning is assimilated into a cohesive knowledge base. Its vision is a world where caring is the fulcrum of health care. On the other hand the College of nursing at the University of Illinois at Chicago declares that it is an institution that encourages a spirit of leadership and research to find answers to todays most perplexing healthcare problems. The university first admitted students to the school of nursing that led to a bachelor’s degree in 1954. Today it is considered one of the finest nursing colleges in the country. The college aims to educate future leaders in the field

Reforms in India after 1991 have generated rapid rates of growth but Essay

Reforms in India after 1991 have generated rapid rates of growth but risk leading to increasing leves of inequality - Essay Example At the same time, the country increased its reliance on the market and restructured the role of government to achieve economic stability (Dreze & Amartya, 1995). India witnessed a change for the better in her economic performance after implementation of policy reforms in 1991. An average growth rate of 0.6 percent was experienced in the decade of 1992-93 to 2001-02, putting the country among the fastest growing, developing nations in the 1990’s. Though, this growth figure was only slightly higher than the average of 5.7 percent in the 1980’s, but it was more stable. Growth in the 80’s was characterized by a built up of external debt which eventually resulted in the crisis of 1991. In comparison, growth in the 1990’s was accompanied by notable external stability; in spite of the economic crisis is East Asia (Dreze & Amartya, 1995). The continued economic growth in India of over 7 percent per annum, despite high international oil prices and consecutive coalition governments, both at the provincial and federal level, has built confidence in the previous attitude towards the reforms. With the exception of a few issues regarding privatization of public enterprises, the reforms are generally appreciated across different political parties of the country. There are however strong apprehensions over the possible influence of the apparent reforms-driven economic growth on the prevalence of poverty (Datt & Ravallion, 1997). There have been arguments that the economic growth observed immediately after the 1991-92 reforms had not played a part in reducing poverty. According to the arguments presented by Datt and Ravallion (1997), while a sharp increase in poverty was witness as the result of the 1991 crisis, the reforms caused poverty to fall back to the pre-1991 levels, thus contradicting the assumption that the reforms brought an organized change in the country’s poverty plane. This argument

Knowledge vs. Power Essay Example | Topics and Well Written Essays - 1750 words

Knowledge vs. Power - Essay Example A person with more possession of information or data is therefore at a more advantageous position with respect to the other. If a child thinks with a straight and simple mind a knowledgeable person first reminds him of his teacher. Off course when we first attended school it was the teacher who had taken control over the entire classroom and we always listened to what he said and looked up to him for guidance. The only reason that we give the teacher so much importance is that we need to learn from him and knows much more than we do. In a classroom, therefore, the teacher is the most powerful. However the teacher is liable to the principle of the school and this person has more power than the teacher. Well, immediately we may ask, â€Å"does the principle know more than the teacher?† that would be a difficult question to answer if it concerns a particular subject in which the teacher has specialized. However, in terms of the rules and functioning of the school, as well as administration skill, the principle lies at an advantageous position. The famous English author of â€Å"Guardian†, Joseph Addison says, â€Å"Knowledge is, indeed, that which, next to virtue, truly and essentially raises one man above another†. From the previous example, it is clear that possession of knowledge raises the bar of one person with respect to another. Off course it does not mean the physical raising of a person with respect to the other’s position. It is the intellectual upliftment or the increase in dominance and positional advantage. In a single word, we may say that knowledge raises the power of a man compared to the others. The association of power and knowledge is most of the times restricted to the territorial boundary. This is perhaps because, we cannot single out one person who is the most knowledgeable in every field and similarly we cannot select a single person who has

Resource Management Essay Example for Free

Resource Management Essay Mattel is one the strongest manufacturers of toys in the world. It is the market leader in developing toys of highest international standards. But staying at the top is not easy for Mattel, as it is positioned in one of the most intensive natured markets in terms of competition. Mattel has over twenty-five thousand employees around the globe (Mattel, 2010). In fact, what makes Mattel No. 1 in the toy industry is its well trained and high skilled workforce. This paper will discuss the strategies implemented to enhance the productivity and skills of Mattel workforce. Question 1 The most important challenge for Mattel is to recognize and provide for the need of coordinated development. Development is an essential part of any organization. Mattel’s development programs were introduced by the CEO of the company. The first step was to develop broad based strategy. These development programs resulted in skilled and productive workforce. Secondly Mattel wished to integrate corporate culture, for which development facilitators met groups of 10 or 12 employees globally and supervised them how to implement the new culture. Mattel also introduced digital training centers, by which employees have access to more than 200 e-development courses. These measures have helped Mattel to convert its workforce as the most important assets of the company. As a result of all these actions, Mattel’s selection and recruitment strategies would likely improve and become more intense. The succession plan aims to retain HR talent, but as a result Mattel’s selection criterion would be more challenging. Apart from this, Mattel would wish to seek employees who are sociable and have good communication skills, as coordinated development efforts require employees from different departments to interact more. Further, Mattel might also judge the GK (General Knowledge), IQ (Intelligence Quotient) and EQ (Emotional Quotient) levels of new recruits as a part of enhanced selection strategy. (Mathis Jackson, 2008) Question 2 There is no probability of the instance where the developmental efforts of Mattel would appeal to some employees more than others. The rationale behind this is that the coordinated development efforts were aimed to work for all employees of the Mattel industry. Most employees of Mattel are related to manufacturing process, even if they work in different departments. Since majority employees work towards similar goal (manufacture highest quality toy), their mental and developmental processes would almost be the same. Furthermore, the developmental efforts and programs aim to create skilled and productive workforce does not involve technical training in manufacturing a toy, hence these processes are developed such as to appeal all Mattel employees equally. Lastly, Mattel has recently implemented an integrated corporate culture. This culture acts as a niche for the Mattel employees where they interact with other teams and seek to pursue coordinated development efforts. Thus Mattel employees can be defined as ‘bees collectively working to produce honey’. In such instances, these development efforts appeal all employees the same. (Bratton Gold, 2001) Question3 There can be several reasons for the ‘Barbie’ girls group and ‘Hot Wheels’ boys group not interacting with one another and working effectively together in the past. Firstly, Mattel requires its employees to feel the passion and become a part of what they manufacture. Hence, the Barbie girls group had all the instructions and manufacturing processes that coincided with Barbie’s feminine nature. While the Hot Wheels boys group reflected aggressive, daring and bold nature concepts in their manufacturing processes and instructions. Secondly, ‘Barbie’ and ‘Hot Wheels’ were brands of Mattel, and had different market segmentation and target markets. Hence the strategies designed to sell each brand was different and couldn’t have been merged. Barbie was targeted at teenage girls while Hot Wheels was targeted at teenage boys. Furthermore, the culture within which the employees of Hot Wheels and Barbie worked were completely different. There was nothing common in the cultural environment where both the brands were manufactured. (Montgomery, 1993) There are, however, several methods by which Mattel could reinforce the needs for these groups to work together. Firstly, the identity of both groups should be reinforced as a part of Mattel family rather than separate entities. Hence, the employees of both brands would realize that they are part of a Mattel family, and could interact with one another and share their secrets and strategies about skills, labor empowerment and employee dedication. Secondly, Mattel should more intensely implement a common corporate culture within the company which will create a common ground for Barbie and Hot Wheels manufacturers to work together. Thirdly, the need for coordinated development efforts should be emphasized upon by promoting teamwork and interaction to achieve goals (Mathis Jackson, 2008). Furthermore, managers can also use succession plans for key positions. Thus they can use terms as ‘Boys need Girls, and vice versa’ to emphasize the reality that both Hot Wheels (boys) and Barbie (girls) are equally important part of the company. Conclusion Mattel has developed several strategies and techniques to empower its employees. The development programs aims to improve skilled labor, and succession plans aim to retain human resource talent. If properly implemented, these strategies, along with the new corporate culture could enhance the performance and efficiency of all employees. These methods would surely help Mattel to retain the No. 1 spot as market leader in toy manufacturing industry. References Bratton, J. and Gold, J. (2001). Human Resource Management: Theory and Practice. 2nd EditionNew York: Routledge Mathis, R. L. and Jackson, J. H. (2008). Human Resource Management. 12th Edition. New York: Cengage Learning Mattel (2010). Mattel Website. Accessed on August 23, 2010 from http://www. mattel. com/ Montgomery, B. P. (1993). Mattel, Inc. International Directory of Company Histories Vol. 7, pp. 304.

Centuries and Primary Crop Uzbekistan Essay Example for Free

Centuries and Primary Crop Uzbekistan Essay Population:With 26,851,195 (in 2005) people, Uzbekistan has the largest population of the former Soviet republics in Central Asia, and the third-largest population of any former Soviet republic. Population density is 60 people per sq km. The population was 37 per cent urban in 2003 and life expectancy was 61 years for men and 68 years for women. The countrys population growth rate was about 1.7 per cent per year in 2005. Health Problems:In 1999 there were 354 people to each doctor, and in 2005 the infant mortality rate was 71 deaths per 1,000 live births. Expenditure on health in 2002 was 3 per cent of GDP. Economy:The GDP per capita of Uzbekistan is a low $2000 US, with 33% of the population that lives below the poverty line. This even though it exports $5 billion f.o.b. Tertiary, Primary, secondary industries:Agriculture contributed about 35 per cent of GDP and accounts for 34 per cent of total employment. Cotton is the primary crop†¦ Uzbekistan is a leading producer of seed cotton. The republic is also the largest producer of silk and karakul pelts in the former USSR. Other important crops include wheat, rice, barley, and a wide variety of fruits and vegetables. Since most of Uzbekistans agriculture is devoted to cotton-growing, however, the republic has become very dependent on outside sources of food. It must import about two thirds of the grain, one third of the meat, one quarter of the milk, and half of the potatoes consumed in the republic. Legislation was passed in 1992 to permit private enterprise in agriculture and by 1996 more than 90 per cent of state farms had been transferred to the private sector, which accounted for more than 98 per cent of agricultural production in the same year. Civil Unrest:Uzbekistans rate of violent crime, including against foreigners, has increased in recent years. In urban areas, travelers are urged to take the same precautions against crime that they would take in a large American city. In Uzbekistan, many riots arise due to mainly political issues, sometimes causing a massive civil war. One major example of this is the Andijan massacre. When Uzbek Interior Ministry and National Security Service troops fired into a crowd of protesters in Andijan, Uzbekistan on 13 May 2005. Estimates of those killed range from between 187 (the official count of the government) and 5,000 people, with most outside reports estimating several hundred dead. The exact number of victims is still uncertain. The bodies of many of those who died were hidden in mass graves after the massacre. Colonial History:Although Uzbeks have lived in the area of present-day Uzbekistan for centuries, a national Uzbek political entity was formed for the first time in the 1920s. The region of present-day Uzbekistan was the site of the ancient Persian province of Sogdiana and was conquered by the Macedonian leader Alexander the Great in the 4th century BC and by the Arabs in the 8th century AD. It was incorporated in the Mongol empire of Genghis Khan in the 13th century and the Mongol empire of Tamerlane in the 14th century. The Uzbek khanates of Bukhara (also spelled Bukhoro) and Khiva emerged in the 16th century, and the Kokand khanate was formed in the 18th century. Russian control was extended over the region between 1865 and 1873, with Khiva and Bukhara remaining vassal states of Russia. Natural Resources:Uzbekistan is rich in mineral resources that include natural gas, petroleum, coal, gold, silver, uranium, copper, lead, zinc, molybdenum, and tungsten. Irrigation systems fed by the two major river systems sustain agricultural production around the fertile river valleys. Electrical production is principally by thermal plants but there are some hydroelectric sources. Political Stability:Chief of state: President Islom KARIMOV (since 24 March 1990, when he was elected president by the then Supreme Soviet)Head of government: Prime Minister Shavkat MIRZIYAYEV (since 11 December 2003)Cabinet: Cabinet of Ministers appointed by the president with approval of the Supreme AssemblyElections: president elected by popular vote for a seven-year term. The election results: Islom KARIMOV reelected, % of vote = Islom KARIMOV 91.9%, and Abdulkhafiz JALALOV 4.2%-Last election was last held on the 9th January 2000 (next to be held in 2007). -Prime minister, ministers, and deputy ministers are appointed by the president. Bibliography: http://en.wikipedia.org/wiki/Wikihttps://www.cia.gov/library/publications/the-world-factbook/

Failing because of lack of the leadership

Failing because of lack of the leadership Introduction Leadership is the one on any organizations success. There are more than thousands of organizations failing just because of lack of the leadership. And there are many organizations who are success having a good leader as head of their organization. Worlds top organizations like WAL-MART, EXXON MOBIL, GENERAL MORTORS, SEARS HOLDINGS, and CITYGROUP Perform well and operate in a competitive environment and try to keep the sustainability each and every seconds passing by the needle of their clock. By investigating the reason behind this shows that it is almost a one man show. Organizations main strength is the decisions taken by the big heads. It is the top management. Others work according to the decisions taken by them. This is all about leadership. Doing a fabulous job with compared with the others. Their success is depend upon the workers is something that cannot be accepted directly. Because most companies do the same thing but few perform well. This gab exists due to the decisions taken by individuals. This assignment is all about the leadership and how it affects the organizations success. Also we have the opportunities to create a good quality leadership according to the business plan of the organization. And also in this assignment we discuss the impact of the staff welfare of the organization and how affectively help that to develop and success of the business. Here we discuss and try to understand the role of the leader in the organization and how it help to develop the values of the organization as well. Effective managers are not always good leaders; they must be quality values that they should have to influence the others to become a good leader. Every top level managers have many functions to handle day to day works, but even though they have done those responsibilities effectively, they may not be able to inspire others. The most important thing is that you must have the ability to make things differently and more inspirable. Identify the Personal Skills to Achieve Strategic Ambition of an Organization. Strategic Direction of an Organization. Every organization has its unique plan to the success. There must be a strategic plan for every organization. This begins from the Vision and Mission statement of the organization. Every organization has Vision and Mission statements this will direct the organization. They must have objectives to follow as well. This shows us how the resources are allocating for peruse the strategies. Strategic directional plan is help to understand the organizational future course. We can have three main strategic questions to answer the future of the organization. What do we do? Whom do we do that? How do we do that? We can have answers for all these three questions by analyzing the Vision and Mission of the organization. The Vision of an organization must include the following requirement, Vision is a very broad plan for the organization it indicate us the future of the organization. This is mainly shows us the worlds position of the organization or where we will be the in the industry in five years time. Mission statement of the organization indicate us the clear picture or the short version of the Vision statement. An also it show us how we going to achieve the goals in the Vision statement. And also it is necessary to have the Values of the organization. It helps us to know how to handle the stakeholders of our organization. Simply we can summarize the vision and mission statements of an organization as follows, Vision statement is telling you the what the organization ant to be. And the mission statement is telling us the fundamental purpose of the organization. In some organizations has the same vision and mission statements. But any how the mission should be SMART- Specific, Measurable, Achievable, relevant and time bound. It is vital important to have a strategic plan for an organization. Once we have a strategic plan we can have our action plan according to that. It is easy to convert the strategies in to action. We can have a directional planning by using few organizational concepts as follows. Desires, Policies, Objectives, Tactics and action Evaluate the strategic Skills As we discussed in the above an organization must have a strategic plan. And also it is important to know the skills that might need to implement the strategic plan. We must understand the internal and external environment to identify the skills that we need to have a good strategic direction. Getting the internal and external environment SWOT analysis is so vital. We need to know the Strength and weaknesses of the organization as internal environment. Strength we can take consideration of the 4Ps in here. And also this will reflect the financial, personal and manufacturing skills. Weaknesses -Here we discussed the main drawbacks according to the industry and also the problems inside the organization. We have to know the external environmental factors that affect the organizational sales and all. Here we have opportunities and threats analysis. Opportunities this shows the external chances to identify the company to be more success. Technological matters also can be an opportunity of an organization. We may know the ways that we can transfer in to an opportunity. Threats this is very important in the organization. The external environment factors such as socio cultural change, macroeconomic maters, change in the market place structure. So these factors can be analyzed and take a clear picture of how the organization have to adjust the strategic direction. To analyze these factors e need t have a skills in the business sector thoroughly. Following are some of the skills need for creating better strategy: Education System this is so important to have as a skill, well educated person can easily adjust according to the environment. Higher and further education system can be lead on to the top level of the organization. Accessible of the Finance this is so important that most of the time workers are lack of accessible the finance and they have no idea how to control the finance. The grow industries does have many financial controlling system rather than micro businesses. Empowerment of the workforce everyone need high end knowledge of technology which will create a fine strategic plan all the time. Technological skills are needed to be there for successive strategic plan. Assess the relationship between existing, required and future skills to achieve the strategic ambitions Existing Skills Future required skills Motivation- every human need appreciation on his other life. They like to have awarded what they have done. Successfully Motivated As a leader one must know the compliance o the employees. According to the strategic ambition we must have a clear and well defined recognition and reward system. Employment there may be people in the organization who are fewer skills in education and experience. Hire the best leading by example is the most suitable concept in this regards. We need to get the best people in the recruitment. Good leader you must have some good quality to lead the people in the organization. Be a great example you need to have more dedicated than normal on this regards. Peoples are looking at you all the time and they need good examples. Be creative try to do whatever you need to do new things according to the goals in strategic plan. Learn to inspire as great leader you need to create some works which inspire others and they think you as a real leader, you need to convince them for doing things forget the fullest output. Message delivering system you need to have a clear and well defined massaging system to spread the information. Practice good communication system this is beyond the message delivering system you need t build a good communication network among the employees. We can compare the existing skills of a Manager and a Leader as follows, A Successful Manager A Successful Leader Create Vision According to the strategy Allocate resources Successfully Can Create the change needed Always Control the Complexity Empower Processors, people and power Control the processes, People and the Power Align the workforce Organize the Workforce and staff Set the strategic direction Develop and implement the Plans Always promote positive Outcomes Always prevent the negative outcomes Personal Leadership Development. Opportunities to support leadership development There are so many opportunities we can offer for developing the leadership. Following are some of the supportive to development of the leadership. Integrate this refers as the reflection of the experience you have gain, the more you have gain the more you can deliver. You may have gained a self monitoring system and also you can have assessed our ok of done. Self efficiency a right coaching and the right training may lead the one to evaluate self efficiency by him. This is a good opportunity to cover up the leadership experience. Experiential learning this is very important to have, observation and reflection is one major part of this learning, we have an opportunity to observe the works and al we have a chance to reflection on the works to correct those. We can have a solid experience that will help the leadership development. We also can make concept to testing new situations. When we develop the leadership it will support us to achieve the following opportunities, Developing life purposes We can stat the actions immediately Always focus on gaining And also we can develop achievable dreams and effective workloads do Personal development plan to direct leadership development and the implementation process Every leader must have a special character that he will never do the same mistake or wrong in twice. So there he need to have continues assessment or monitoring system to defend him. There we can have a cyclic system to make the development plan as follows. We need to have a reflection system. And also we need to have conveyed our plans to the other for implementation. And after practicing the plan we need t have a proper assessment and get the feedback for redevelop the plan. Assessment Develop the Plan Practice and Reflect Give to the Works to Implement Before we make a development plan we need to identify the development plan tools first, Classes/ Education materials- we need to identify the and collect the educational materials we need to make the plan. Mentor or Supportive we need to have little resource personal to create the goals. Events we must understand the relevant events before making the plan. Finally we can have the personal development plan here we have a sketch of hat plan. Goal Area One year Three Year Five Year Ten Year Physical/ Body Finance Career Social Personal For each and every goal must have a good understanding about how you achieve the goals and what exactly do I need to accomplish those. According to the strategic directional plan we can justify the implementation process by directing the correct strategies for each. Simplify the system and free up the resources we need to have a clear vision on how the system will work and need to redirect the strategies according to free up the resources. Enhance the Skills of the employees the most important part of the implementation plan is the workers, we need to focus in good attention the workers skill level uplifting programs. Build the strength of the work place Utilizing the resources more efficient and effectively Enhance revenue generation Link the plan and the main budget of the company this is the most wanted part of the strategic plan implementation, we need to align the budget according to the strategic plan. Effectiveness of the leadership development plan We need to assess the outcomes of the strategic plan, there are basic terms of the plans we can list down all those in below Goals goals are specific so that we need to assess the goals according to the plan outcome. Objectives to achieve the plan we need to have clear objectives to assess. Strategic Activities there are some activities that come under the strategic plan call strategic activities. Tasks and resources we need to assess the task in the strategic action plan. Each of these basic terms we have outcomes to assess. And also we have the achievements of those outcomes. We need to asses achievement of the Mission and vision according to the overall purpose of the organization. We need to critically analyse whether the mission and vision statements are reference by the plan. Stock outside and inside of the company: we need to have an assessment of the environmental scan. We need to identify the driving forces of inside and outside of the organization. Establishing the goals according to the overall mission of the organization we need to establish the goals. We can assess the outcomes of the company by analysing the goals achievements. Analysing the situation- we need to assess the plan by analysing the situations thoroughly. So we can have the outcomes of the different situations. The entire outcome should be SMATER so we need not to have complicated outcomes. We need to understand the impact of the effective strategic plan; if we can get the information on the achievement of the objectives we can update and review the strategic plan very easily. These are the impact of the achievement on objectives Develop effective strategic, leadership and management at al the levels We can offer well customized service and prioritise all. Provide a self improvement programmes to create more leadership in the organization. Creating a good network connection among the sector. To update the leadership development plan we can identify few key areas to change and to develop. Encourage innovation through the leadership Continuously assess the workers to identify the innovation creations. Conducting training programmes to encourage the employees through the leadership. Plan Change After having continuous monitoring scheme we can identify drawbacks that we need to have cure immediate. Plan change is the most effective one for this kind of mates. We need to have a plan B all the time. Lead Change One the company does not go according to the mission and vision we need to change the leader. This can be identifying from the employee unsatisfactory and low productivity. Implement change We can change the implementation plan according to the changes we need to have in the strategic plan. We can have steps of the review and update of leadership development plan. Following are some of the steps that we can take in to consideration. Step 1: Analyze Your Skills This analyse tells the areas that you need to organize and develop. This will update the skills of you leadership skills. Step 2: Goals development You need to have a self examine the leadership plan of yours. And you also can have ore chance to develop and update you current goals at any stage. Step 3: Refine Your Personal Intent Statement You need to refer the development goals according to your personal ambition. Step 4: Specific Ways to Reach Goals You must have some specific and unique understanding ways that can reach the goals easily. You may grab the leadership tools according to the update you plan to implement. There are various ways that you can teach your leadership goals such as Non-Classroom/Team Experiences, Campus Activities, and Mentoring Programs. The activities you choose should bond directly with your goals. Step 5: Anticipated Outcomes You need to have SMART goals that can anticipate the outcome. Staff welfare environment that support organizational values Values fo an oganization Therare vaious values in an organizaton, we can list down so many values in different kins od organizations. Few examples of values are listedd as following, competency, equality, integrity, service, individuality, responsibility, accuracy, respect, dedication, improvement, loyalty, credibility, honesty, diversity, innovativeness, teamwork, excellence, accountability, empowerment, quality, efficiency, dignity, collaboration are few of those values. We need to assess the corporate commitment o those values according to the staff welfare. Lets find out the staff welfare and how it commits the organization values. There are many aspects related staff welfare, most of the time it balance the life and work of a worker, and it create the flexible work environment of the staff. And also the most important thing in staff welfare is the reduction of the work stress. Staff welfare also depends on the leadership styles of the organization as well. We can have variety of leadership styles which support to have good commitment in the staff welfare. And also it affects the values of an organization as well. In this matter there are ethics going according to this leadership styles. The human resources department should transformational, supportive and directive. According to the sample data here the human resources department shows all above leadership style moderately. The above mentioned leadership styles should be uplifted trough out a proper guidance. The logistic and solutions department carries out various types of activities. So the people in this department should have high level of transactional, directive, supportive and achievement oriented style. Event they show the high level of transactional leadership style have the other styles moderately. So some steps should be taken to uplift the directive, supportive and achievement oriented styles. Most of the leadership development plans include the staff welfare accordance to the needs and wants of the staff. Conclusion This study covers a wide range of leadership development. It enables us to identify the strategies we need to implement for successful business development plan. And also it shows us about the strategic development direction, and how it works. What is the component of the strategic directional plans also shows us in the assignment. And also we can learn the strategies that will help s to be a god leader. Using a leadership style that encourages high levels of member transformational leadership style in decision-making processes may certainly be effective in improving organization, but other leadership plans may work equally well if one is to believe the indications of this study and if management theories from industry can be applied to diversified company. Leading a diversified company is complex, and the strategies used can be difficult to classify. Effective leadership in a diversified company setting cannot be packaged neatly and is almost impossible to explain to those looking for easy answers. Effective leadership requires leaders to understand people, to read situational dynamics and to exercise the leadership strategies that fit the situation. Therefore, telling leaders that being a good leader always means using multiple leadership strategies and developing inclusive leader/follower relationships may be overstating the case.

Personal Environmental Ethics :: essays research papers

There are some people who believe that the United States' strictly forced endangered species laws seriously hamper our economy. I on the other hand must disagree. The endangered species laws were created for an important reason: to protect our earth's biological diversity. Whenever humanity interferes with the ecosystem for the purpose of economic growth it tears it apart piece by piece. It is for reasons like these we must have such tough laws, as in the Endangered Species Act. The fact of the matter is that a problem still exists today. Many policy-makers and forest industry representatives argue that the current forest and wildlife conditions constitute a "forest health crisis"(Peters, Frost, & Pace, 1999). The current crisis results from companies who tear down forests for their own profit. By doing this not only is the forest itself being destroyed, but the wildlife within it. Furthermore, in 1990 the EPA's scientific research team stated that destruction of habit ats, and species extinction are two of the four most critical global environmental issues (Biodiversity, 1999). As can be seen, companies who destroy the ecosystem for economic gain are creating irreversible problems that future laws cannot correct. To prevent further problems from occurring we must maintain all biodiversity laws. The basis of the laws are to protect all life, including all human life; and are crucial for present and future generations (Biodiversity, 1999). The federal government has taken charge of this situation, most notably through its endangered species protection efforts (Biodiversity, 1999). This has become a controversial, but necessary step in protection our ecosystem and all of the valuable resources it has to offer. Understanding those environmental issues are subjects of disagreement arising from different perspectives and values; the controversy of economic gain verse ecological conservation is not easily settled. I support wildlife preservation only to prevent extinction. I believe without these laws that we as humans will suffer greatly, because we would be unable to reap the benefits of the ecosystem. I agree with the congressional findings that various species of fish, wildlife, and plants have been rendered extinct as a consequence of economic growth and development intemperate by adequate concern and conservation (O'Laughlin, 1998).

Gossip Girl by Cecily von Ziegesar :: essays research papers

This book is basically following the gossip of the privileged, beautiful, and filthy rich teens. While many novels have a one-person view of their story, this one allows you to understand each character’s thoughts. Welcome to New York City’s Upper East Side, where teenagers have unlimited access to money and whatever else they could ask. This book begins when the girl everyone loved to hate, Serena van der Woodsen is back from boarding school. Everyone claims she was kicked out. Blair Waldorf and Serena were best friends until Blair knew what it was like to be in the light Serena used to take up. Blair’s mother, Eleanor Waldorf, and her soon to be step-father, Cyrus Rose, threw a dinner party when Blair met the her nightmare. This was the first time Blair had seen Serena in two years. Blair knows that if Serena is around Nate, her boyfriend, she’ll end up stealing his heart. The rest of the book follows Blair’s parties and new gossip heard over Serena. Blair is on the organizing committee for the Kiss on the Lips party, when she can’t seem to find someone to print the invitations. Jenny Humphrey agrees to make them if she can have invitations for herself and her brother, Dan. Serena tries to straighten up her life by doing more extracurricular classes at Constance school for girls. She decides she might join the Interschool Drama Club where they are doing a modern version of Gone With The Wind. She later blows that off and joins another drama group. A girl named Vanessa Abram is the director of her version of War and Peace. Serena was the best person for the part Natasha, but Vanessa doesn’t want Dan, as Prince Andrei, to swoon over Serena during the play. Jenny finally convinces her brother to take her to the Kiss on the Lips party. Serena blew off the party and called Vanessa to see if she would help her make her own movie. Vanessa agrees to help and invites Serena to a bar called The Five and Dime where her sister’s band would be playing.