How Can Diet Help Prevent Heart Attacks Research Paper

How Can Diet Help Prevent Heart Attacks - Research Paper Example All in all, it has been concluded that diet and nutrition, along with lifestyle activities, can have a significant impact on heart conditions. Introduction A healthy diet provides favorable effects on individuals who suffer from heart disease; generally speaking, a healthy diet can primarily contribute to the prevention of heart disease, slow down the progression of the heart disease that the individual is currently experiencing, as well as enable the patient to easily recover from heart surgery and other heart-related experiences (Kromhout, Menotti, Kesteloot, and Sans, 2002). Specific components of one’s diet significantly contribute to the prevention and cure of various heart disease aspects. Unhealthy diet, along with physical inactivity, can greatly lead to overweight and obesity and have been considered as the most prevalent factors that increase risks for heart disease. The function of diet and nutrition has been influenced by economic, physiological, cultural, and soci al factors. Most often, a healthy diet is combined with physical activities and behavioral changes to obtain positive outcomes when it comes to preventing heart disease and enabling heart disease patients to successfully recover. The following sections will then delve into the concept of a healthy diet and its impact on heart-related conditions. Additionally, the foods to avoid as well as those that should be consumed will be discussed along with the available ways with which the public can obtain assistance for heart disease cure and prevention. Discussion Definition of a Healthy Diet A healthy diet refers to one that supports the individual in maintaining and improving his/her health. It plays an important function for lowering the chronic risks for adverse health conditions, including heart disease, hypertension, obesity, and cancer (Hu and Willett, 2002). A healthy diet is comprised of adequate amounts of important nutrients along with sufficient amounts of water. Nutrients are obtained through a wide range of foods; therefore, a healthy diet requires a balance among various nutrients, such as proteins, carbohydrates, and fats. This way, it will be capable of supporting the individual’s energy needs and providing the nutrients to address the needs for nutrition without having to bring about toxicity or excessive weight as a result of consuming disproportionate amounts of food (Kromhout et al, 2002). Several diets and recommendations have been established and promoted by certain health institutions, such as the World Health Organization. The group advises that health can be promoted and certain disease be prevented by following a number of guidelines, such as focusing on obtaining the ideal weight and achieving energy balance. Individuals should also limit their intake of saturated fats, focus more on unsaturated fats, and eliminate trans-fatty acids. Meanwhile, it has also been advised by the WHO to increase the consumption of nutritious groups of f ood, including whole grains, fruits, and vegetables while limiting the intake of sugar and salt. The American Heart Association also established recommendations with regards to having a healthy diet that is comprised of

UK supermarket sector is an oligopoly Essay Example | Topics and Well Written Essays - 2750 words

UK supermarket sector is an oligopoly - Essay Example The entire functioning in the supermarket is looked after by the Commission. Although the commission tries to disrupt the impacts of oligopoly, there is evidence that there is prevalence of oligopoly in the UK supermarket sector. This is because the supermarket sector in the UK is predominantly operated by a few firms, i.e. Tesco, Sainsbury’s and ASDA. The rapidity of the deliberation with regards to oligopolies concern has gained acceleration during the past five years. The supermarket sector in the UK falls under the category of grocery market that had accounted for a total market share worth  £146.3 billion in the year 2008. Supermarket sector is the largest sector among all other sectors under the grocery market in the UK and it accounted for a total of 73 percent of the sales in grocery market. In the UK grocery market, the three biggest chains are Tesco, ASDA and Sainsbury’s that accounted for a share of 67.9 percent (Li, 2008). In this research paper, the UK supermarket sector will be analysed with reference to the performance of the three giants in the market. The belief that the supermarket in the UK is dominated by oligopoly will be critically evaluated in this research paper. ... The most important characteristics of an oligopoly market are existence of a few firms, high barriers to entry or stiff competition and earning of high or above-normal profit. 2.1 Firms in the UK Supermarket It has already been mentioned earlier that the UK supermarket’s four biggest chains are the Tesco, ASDA, Sainsbury’s and Morrisons. The share of these chains in total accounts to 67.9% of the grocery market. This data explains that more than half of the market share belongs to these chains and thus resembles the scenario of an oligopoly market. The data about the operational efficiencies of the three topmost chains will support the fact that the UK supermarket sector is an oligopoly. 2.1.1 Market Share and Performance of Tesco in the UK Market Tesco is the third largest retailer in the world and is the topmost in the UK; and at present it is observing a steady recovery in the consumer market segment in the UK. The expectation is supported by the sales figure during the period September-November, 2010. The market share of Tesco had grown up to 30.7 percent during the year 2010. According to the article published in Bloomberg Business week, the sales that boosted up during the period of Christmas last year had been initiated by the shift in the preference of consumers to products with better quality. The performance of Tesco in the UK market provides evidences of dominance in the supermarket sector (Shannon, 2010). 2.1.2 Market Share and Performance of ASDA in the UK Market ASDA, with a market share of 16.8 percent is the second largest operator in the UK supermarket sector. Although its performance level declined as it faced competition from its rival

Description of Personal and Professional Goals Essay Example for Free

Description of Personal and Professional Goals Essay At present, I am enrolled as a student in the mental health counseling master program. I live in Miami, Florida and I am also employed as an Administrative Clerk III in Dade County Corrections Rehabilitation within Miami Dade County. I have been working there for the past six years. One of the reasons I want to have a license in counseling is so I can continue helping these individuals that are in desperate need of professional help; I want to direct them towards the right path. I take such interest in mental health counseling, because I want to be able to work closely with each inmate that needs special help. I enjoy helping others; most importantly, I want to make a difference in other people’s lives. There is also a great need for mental health counseling in Florida. I feel that the craziness of our world today has produced more people in need of mental care. The pressure of living in a highly-industrialized country, with ever widening gaps between family members greatly contribute to this. The commercialized society we live in forces us to aim for instant gratification instead of dealing with our problems head on. While working in a jail facility, I have seen so many men with substance abuse problems and others types of difficulties. I personally think that these inmates are not getting proper help from the system. It is as if they are the dregs of society, ignored and not given proper care and attention. They are misunderstood, and viewed as if they have contagious diseases, and are by nature, violent. A lot of people are afraid to work in jail, due to the fact some of these men can be dangerous at times. I am aware that for me to help these men and women, I need to have a professional license. With the right training at Walden University, I know I will be ready to take care and help these individuals with their needs. I want to be able to work with all type of clients, since I have been around inmates for the past six years. I would like to help them in getting their lives together. First, I want to be able to listen to what they have to say, or at least have some idea of where they want to go once they get released from jail. Second, I want to make sure that they are capable of making decisions for themselves, especially the ones who have mental disorders. Lastly, I want to be able to locate and provide them with different types of help and sources. I will supplement the knowledge I have gained from Walden University with additional information, such as where they can go to get further assistance. I have observed so many men and women that have lost their sense of life and mind; they have no idea where to start a new life or even have any kind of moral compass to know to what’s right or wrong. Some of them used a lot of drugs; some allowed themselves to be used sexually for money, just so they will be able to sustain their everyday expenses. The system thinks the best thing to do is lock them in a cell with others criminals. I believe that this should not be done. Their problems need special attention and different solutions. I believe that these people should be understood; their problems should be put within a context. These kinds of problems crop up because of the situations that push these people over the edge and engage in anti-social behavior. Once I graduate from Walden University, I will be better equipped to deal with such cases, and give the appropriate remedy. I want to be able to solve problem without hesitation. Again, once I get the degree from Walden University, I will be able to share my information with others as soon as possible. Part two: Description of Educational background and research proficiency I received my undergraduate degree from Union Institute University in Florida 2007. I graduated with a Bachelor of Science degree in Social Work. I like helping people, which is why social work was and still something I want to do. I feel that in my own way, I help make the world a better place to live in. I may not be able to engage in bigger ways of changing the world, but I am doing it through baby steps. This is my approach to my education: taking baby steps. I have not yet worked for a degree, due to the recessions that we going through right now. I have applied to so many places; no one has called me yet. I am still hoping I get a job soon, so I can have some experience by the time I graduate from Walden University with the graduate degree. I enjoy working in the field that I am in right now, because so many men and women are in desperate need of help. I am also inspired to change repeating offenders through guiding them to the right path. I am willing to take as much Walden has to offer. When I was doing my undergraduate degree in Florida, I was introduced to so many positive mentors throughout my stay in school. I was overwhelmed with the inspiring stories they told, such as how they started and the struggle they encountered in the course of their studies. But they have no regrets. They encourage us to go all the way. Don’t be discouraged when things turn out not according to one’s plan, be persistent, disciplined, and most of all know what one wants in life and go for it: these are the most valuable lessons I have learned from my professors. One important point one of my professors told me was to not be around people who did not have the same work ethic as mine, especially in school. This is due to the fact that it is easy to get lazy or discouraged from succeeding what I want to do with my life. My greatest fear right now is not being able to finish my graduate study, which will greatly disappoint me. I am going to try my best to stay with the program. About a month or so, I decided I want to go back to school, but I had no idea which school I wanted to attend. I knew I wanted to be a counselor. I sought online for the school that offers the best program in Mental Health Counseling; I discovered Walden University. I filled out the form they have online for more information. The next day I received a call from a certain person; he told me exactly what I needed to get accepted to Walden. After a couple of days, I was accepted by Walden University. Since school was starting the following week, I was happy, yet nervous, because I just made the decision, not to long ago. I kept asking myself I am ready for this. After a week or so, I made myself ready. I am still asking myself that question, especially when am stuck with an assignment. I refuse to be a quit, once I started something. I always finish the task. Part Three: Program of Study My goal is to get that degree and use it as much as I can to even go further with a Ph.D. degree. I want to be able to produce as much as I can with my education and knowledge through Walden University. In order to do so, I have to be equipped with as much information as I can take out to the field of my profession. I don’t have much experience with field work in social work environment, besides the six years experience I have with Dade County Corrections Rehabilitation Department. Though this is the case, I have learned a lot, such as motivation and team work. I am not satisfied with this, of course. I am looking forward to more experience while I am at Walden University, and beyond. My academic skill is to be able to discipline my self as much as I can, so I won’t fall behind in the program and my coursework. Secondly, I am still indeed working on organizing my priorities, to what needs to be done and when it has to be done; I plan on having a scheduled plan with each semester. I want to put things in perspective, so that I am able to become one of the students at Walden who will be used as example for the new students. Fortunately, my scheduled is very flexible at the present. My weakness, however is having a writer’s block when I have to write a paper. To resolve this, I usually walk away from that assignment or coursework for at least an hour. Once I am ready to write my paper, I use Microsoft Word for my spelling and grammar check. Since English is my third language, I make sure I have access to an editor and to not forget the writing center at Walden, which has and continue to be of great help with my writing. Throughout my undergraduate years, I did most of my papers from the books that the professor wants us to use, not so much journals nor independent research. I am hoping Walden will prepare me for the unexpected in my graduate study. Additionally, I have attached my residencies page, and I have also done my research to where I will obtain my license through Tallahassee, Florida. Also, I have attached my course work and course work definition of each course. Conclusion: Walden and my development Given my academic background, I know that I am capable of accomplishing a lot. I know that I can develop into a better social worker. I have a lot to offer, and not just my skills. Skills, I feel can only get one so far. Passion, I feel, is much more important. It determines how much you will achieve, and how far you will go. It also puts humanity in whatever work one is doing. This I feel is the true essence of service: not only getting things done, but getting things done because people are dependent on you to achieve these things. With my passion for serving people, and the training Walden is giving me, I will transcend success; I will put the warmth and correction back in social work.

Morton Rhue Essay Example for Free

Morton Rhue Essay The Wave was written by Morton Rhue and published in 1982. This book was based on a true story of an incident in a high school history class in Palo Alto in California in 1969 lead by the teacher Ron Jones who says it was the most frightening event he had ever seen in a classroom. In the book the teacher is played by Ben Ross and his high school history class. It all starts when students ask questions about Nazi Germany and he can’t seem to answer them so he comes up with a plan that will change his classroom FOREVER with his sayings â€Å"Strength through discipline, strength through community, strength through action. His class room will be filled with nothing but POWER and DICIPLINE and that’s only just the beginning. He started off by teaching his class how to sit up straight properly in their seats and how to answer questions properly which meant standing up beside their seat before talking now can you imagine if we tried that now a days! He was filling his class room with power and all the students could feel it and as days went by and the students became very obedient of the new rules he decided to keep it going, as he thought it was working. Weeks went on and he had come up with the new rules salute whenever you saw another Wave member or chant whenever he ordered it and also a wave symbol was created to separate the Wave members from the non-members. This was clearly becoming out of control, the students were getting brain washed and they weren’t thinking about anything they were doing and what they were getting themselves into, they were making big mistakes. By the end of the book it had got so crazy that the Wave members started threatening the students who were not members and that’s when. Ben Ross knew it had to be stopped at once so they held a meeting for all the members where he faced the students with what was going on and telling them they shouldn’t have let it get this far by letting it take over them, they needed to wake up to themselves and realize what was going on because who knows how far it would have gone. He practically told them just to stop and think about their future and what they were doing had got the better of them and had to be stopped. By the end of this students were shocked and in tears realizing what they were doing was wrong! And it was a lesson they were taught that they would never forget. Now you’re thinking why this is a classic. It is because this book was so well known and written by a famous author and it’s easy for us to relate to the characters as we are high school students too and it’s written in a way it is best understood what is going on. This book is suitable for teenagers and up but I would mostly recommend high school students because they can relate to it a lot easier than others. The text I chose was Angela’s Ashes â€Å"a memoir of a childhood† written by Frank Mc Court and published in 1996. This book was the winner of the 1997 Putlitzer Prize which made me want to read it more because that tells me it’s a good  book to read. It was about an Irish family growing up with the tough, hard working life. The family started off living in America with their 2 little boys under the age of 6. It all started getting worse for them when Angela had baby girl which suffered from cot death only a couple of days old and this left the family sad and cold. The father was an alcoholic and left his family for days leaving the boys to look after themselves because the mother wouldn’t get out of bed. This was only the beginning of their hard life. Soon later the family moved to Ireland where they had family. The life over there was so different, they were living off the doll because the father was yet to get a job they barely had enough food to survive but they had to struggle through each day as it came. Soon later the mother gave birth to twin boys so the life became even harder as they had to feed to more mouths now. Years later one of the twins became unwell and they didn’t have the medicine to make him get better and he passed away and then soon after the other twin died in his sleep. This shows you how hard it was to survive with this life style that’s why we need to realize how lucky we are. As their life went on the father moved overseas to work for a year yet he never sent them any money to help out he just spent it all at the pub once he got it and this became a habit because once the mother gave birth to a new baby boy he went and spent all the money for the baby at the pub once again leaving the poor family to struggle even more. They couldn’t afford to pay rent anymore so they had to move in with a family friend and they didn’t like this. The eldest boy got so sick of this one night he decided to leave and live with his Uncle for a while and get a job. You can probably see where this book is leading, the father left them to  struggle on with their life and faced many more problems day in day out. But overall I thought this book was a great book even though it was very sad to know what they went through and it also has a movie out to that I’m sure would be good. I think this book in years to come will become a classic because of how great of a book it was and how well it written about a family’s struggle to live the hard life. Also because it is very well known and has a famous author and the way it is written. This book I would recommend be read for adults mostly and older teenagers because you need to be able to understand it properly.

How leaders enlist and enable others to act

How leaders enlist and enable others to act Leadership is a relationship between those who aspire to lead and those who choose to follow (Kouzes et al., 2007). Leaders must master the dynamics of this relationship. They must learn how to mobilize others to want to struggle for shared aspirations. This means that leaders need to acquire the understanding, skills, and experience to collaborate successfully. Within this context, leaders move away from being the sole decision maker to involving others such as staff, and community members in the decision making process. I have looked deeply into the leader-constituent relationship. Through case analyses, books and journal articles, I have discovered that leaders at all levels follow rather similar paths as they guide others along pioneering journeys. By these studies, I was able to identify one of the most important practices common to most leadership achievements that is enabling others to act. This practice has stood the test of time, and it is available to anyone, in any organization or situation, who accepts the leadership challenge. This essay discusses the broader study that focused on collaboration in order to contextualize and highlight the findings related to the affective elements of collaborative leadership. The essay examines how the leader supports collaboration in their organisation to enlist and enable others to act and analyses the emotional competencies involved in. Finally, consideration is given to how leaders might be supported in the development and acquisition of the key skills required for affective leadership in their organisation. This essay also highlights the data related to how the leaders support collaboration. It specifically describes the perceptions that leaders and other stakeholders had regarding the role of the leader in fostering collaboration. The essay includes the description of behaviours exhibited by leaders and perceived by participants in the study as supporting collaboration. The purpose of the essay is to analyse these collaborative behaviours in terms of their emotional component. It is important to note that the goal of this study was not to examine emotional competencies of leadership. Data related to the affective domain of leaders work emerged as significant findings of the research question. Enlist others in a common vision by appealing to shared aspirations Motivation is what drives individuals to work in the way they do to fulfill goals, needs or expectations. These are numerous, varied and changing. (Bush, T. et al, p237) People can imagine an exciting, highly attractive future for their organization. Leaders may be driven by their clear image of possibility and what their organization could become. In this case, leaders passionately believe that they can make a difference. They create the way that no one else has ever produced. They uplift peoples spirits with an ennobling perspective about why they should strive to be better than they are today. This means that to create an organised movement as well as significant change, leaders need to enlist others. They also must appeal a shared aspiration because people will not follow until the vision is accepted as their own. Leaders must speak others language to enlist them in a vision. Leaders not only understand peoples needs but also have their interests at heart when they are to sign up for journeys into the future. Leaders breathe life into visions through vivid language and an effective style. Their own enthusiasm and excitement are contagious and spread from the leader to constituents. Their belief in and enthusiasm for the vision are the sparks that ignite the flame of inspiration. (Kouzes et al. 2007, p. 16-18) Breath life into your vision and align your dream with the peoples dream According to Kouzes et al. (2007) and Hallinger et al. (2002), people desire to do something that can make a profound difference to the future of their families, friends, and communities and their life as well. Therefore, leaders not only show the directions and set the standards but also effectively communicate a vision. Visions are about our strong desire such as ideals, hopes, dreams and aspirations to achieve something great. In communicating shared visions, leaders need to make them meaningful by awakening dreams, breathing life into them, and arousing the belief that they can get extraordinary things done before bringing these visions into the conversation. In order to make their visions become true, leaders need to keep people focused and excited about the meaning and significance of their work. Leaders have to animate the vision and make manifest the purpose so that others can see it, hear it and feel it. It is not leaders dream alone but is the peoples vision. Hall (2002) shows that they need to show how their individual and collective efforts could make a positive difference and make sure that each team member could repeat the vision not just by rote but also from the heart. This would enable them to realize these aspirations and make all people have the power within themselves to accomplish whatever they desire. Expand your communication and expressiveness skills to animate the vision Kouzes et al. (2007), Shriberg et al. (2005), Green (2000) and Ginsberg et al. (2003) show that to enlist others and arouse them to go decisively forward, leaders not only appeal to their ideas, animate the vision and breathe life into it but also help them understand how their own interests and dreams are aligned with the vision. The constituents will become internally motivated to commit their individual energies to its realisation if leaders recognise that their enthusiasm and expressiveness are indispensable factors in their efforts to generate commitment in their constituents. People always desire to work more effectively and find out the fastest way to achieve their common goals but it will be very difficult if the visions are not images in their mind. Therefore, to enlist others and inspire a shared vision, leaders must be able to paint word pictures that best portray the meaning of their vision and that others get a natural mental image of what things will be like in the future. To find the ways of giving expression to their collective hopes for the future, leaders face some challenges. Firstly, extraordinary things are often very difficult to get for leaders and their constituents. They may be dispirited while facing these difficulties. In this situation, leaders must recognise that their constituents look for them to demonstrate an enthusiastic and genuine belief in their capacity and supply the means to achieve and express optimism for the future to remain passionate despite obstacles. These mean that their vital tasks are to foster team spirit, breed optimism, promote resilience as well as renew faith and confidence. Thus, leaders must look the situation at the bright side and keep hope alive. They must strengthen their constituents belief that lifes struggle will produce a more promising future. (Kouzes et al. 2007, p. 147) Secondly, in mobilizing people to struggle for shared aspirations, their intensive enthusiasm is required to generate. Consequently, leaders are responsible for the energy of authentic excitement in their organization. They need to add more emotion by using all means of verbal and nonverbal expression to their words and their behavior to communicate with their constituents because it really makes their messages to be more memorable. In addition, the prerequisite to enlisting others in a shared vision is genuineness. The first place to look before taking to others about the vision of the future is in your heart (Kouzes et al., 2007, p. 151). If the vision is not leaders or they do not believe in what they are saying, it will be very difficult for them to enlist the others. As Staler (2005) point out, people identified specific communicative behaviours that the leader demonstrates which can support collaboration in the organisation. However, they felt that listening and openness are particularly important in providing support. Inherently, such behaviour is emotional work. Openness is related to the honest sharing and disclosure of information, both personal and professional. Similarly, Kouzes and Posner (1999) indicate that in order to become fully trusted, we must be open. Furthermore, when the leader takes the risk of being open, others are more likely to take a similar risk, thereby building interpersonal trust. The ability of the leader to foster such a safe environment, to promote and exemplify such a learning model is, in part, an emotional capacity. Foster collaboration by building trust and facilitating relationships In todays virtual organisations, cooperation can not be restricted to a small group of loyalists. It must include peers, managers, customers and clients, supplies, citizens. All those have a stake in the vision. (Kouzes et al., 2007, p. 20). Leaders have to know that to produce the good results people must feel a sense of personal power and ownership. Instead of the command and the control techniques of traditional management, the new effective way to enable others to act is to make people feel strong, capable, and committed by giving the power away. Show trust to build trust Need for trust working together, as Mayer, R. C. (1995) said, often involves interdependence, and people must therefore depend on others in various ways to accomplish their personal and organisational goals. The development of mutual trust provides one mechanism for enabling employees to work together more effectively. The emergence of self-directed teams and a reliance on empowered workers greatly increase the importance of the concept of trust (Golembiewski McConkie, 1975; Larson LaFasto, 1989). In the use of self-directed teams, trust must take the place of supervision because direct observation of employees becomes impractical. Further, a clear understanding of trust and its causes can facilitate cohesion and collaboration between people by building trust through means other than interpersonal similarity. According to Kouzes et al. (2007) and Grint (2003), trust must be at the heart of collaboration. Leaders have to be trust others if they want others to trust them. They can not lead without trust. Therefore, to create a climate of trust, leaders need to be the first to trust by being the first to open up, to show vulnerability and to let go of control. Self-confident and self-disclosure are also required to build interpersonal trust. Moreover, Dinham (2007) point out that leaders must understand that besides sharing information and resources to foster collaboration they need to care for others needs and interests that play a key ingredient to build the team around common purpose and mutual respect. They understand that mutual respect is what sustains extraordinary efforts. If leadership is built on trust and confidence, people will take risks to make changes and movements alive. Leaders have the most significant impact on their organisation, promote cooperative goals and build trust by engaging in frequent conversation. It is impossible for leaders to take their people or their organisation to the next level without meaningful, frequent, and consistent communication. Huber (2002) reveal that a collaborative environment leads to greater satisfaction of individuals within the organisation, and therefore enhances their performance. Yet a collaborative environment does not just emerge because one declares there will now be collaboration. It takes a great deal of trust and respect for this type of synergy to occur. A leader builds this trust by asking and utilizing others input, considering alternative perspectives, allowing others to make decisions, and communicating, communicating, communicating. When employees feel that they are trusted, they will become trustworthy. On the contrary, when individuals feel that they are not trusted, they will exhibit behaviors creating a toxic environment. In the book the Leadership Challenge, Kouzes and Posner point out that trust is the most significant predictor of individuals satisfaction with their organisation. Highly effective leaders recognise that it is not important for them to be right, but rather to listen, take advice, lose arguments, and in some cases follow. Through these behaviors trust is built and performance is maximized. Get people interacting to facilitate relationship The most genuine way to demonstrate your care and interest in others is to engage them in conversation. Frequent conversations build trust while learning about anothers values, interests, concerns, and desires. People do not perform at their greatest levels when in isolation. Shribersg et al. (2005) argue that it is important that an organization provides opportunities to interact whether it is though social events, common meeting spaces, or regular staff meetings. Some leaders may see frequent social opportunities as wasteful or non-productive; the reality is an organization cannot develop shared priorities or reach common goals if there are not opportunities to interact both personally and professionally. In addition, Kouzes and Posner (2007) and Shriberg et al. (2005) showed that a sense of interdependent community in which everyone coordinate their efforts and need the others to be successful is one of the most crucial components to cooperation and collaboration. To bind others into cooperative efforts, a specific reason for being together must be provided by sharing and developing cooperative goals. It is also necessary for leaders to establish and keep the norms of reciprocity and fairness in their mind to improve relationship and decrease stress while working together. While people keeping the common goal in their mind, leaders need to help them to understand that they can not achieve the group outcomes unless they all play successfully their individual parts. People need to know that the long-term benefits of common group are more significant than the short-term benefits of working alone. There are many things that no one can gain on their own, but they can easily accomplish by working together. Moreover, Kouzes et al. (2007) pointed out that: group goals, reciprocity, and promoting joint efforts are all essential for collaboration to occur, but what is critical is positive face-to-face interaction. Nowadays, with the great help from technology people have many ways to connect with the others such as the emails, instant messages, and video conferences. However, the most effective interaction to build trust and promote teamwork is face-to-face conversation frequently. Durable and regular interactions between people make them always remember about how they have treated and have been treated by others. This helps them to have positive feelings on the rest of their group, which may be a solid foundation for success. Some people claim that face-to-face connection takes considerable amount of time, but despite this disadvantage, leaders need to make it one of their leadership imperatives because of the effectiveness it brings to them. Strengthen others by increasing self-determination and developing competence To allow people to feel more powerful and ultimately be more productive, it is critical to increase their ability to influence. This may be done through increasing their signature authority, reducing unnecessary approval steps, eliminating rules when possible, and assigning non-routine jobs. Unfortunately, in many organizations employees are charged with tremendous amounts of responsibility yet are not able to influence their environment to efficiently and effectively get the job done well. Employees must feel that they have the freedom to move around freely and maneuver resources necessary to accomplish an assigned task. (Jill Tomac) Creating a climate in which people are involved and feel important is at the heart of strengthening others. Leaders must make sure that everyone involve in all the group work. They need to listen to the opinions of others carefully and then help them to build up their capabilities as well as update their own information and perspective. When people are trusted and have more discretion, more authority, and more information, they are much more likely to use their energies to produce extraordinary results. (Kouzes et al., p. 21) Moreover, one key to success is that in order to gain respect leaders must also show respect for others. Jill Tomac shows that leaders are those individuals who are not widely known; they have very little interest in placing themselves in the forefront but are quite happy having their successors in the spotlight. In effect, these leaders create stars all around them, allowing others the glory. As a result, each member of the organization is performing at his/her maximum potential and bringing the organisation to new levels of achievement. Leaders recognise the importance of empowering others, through sharing information and assigning responsibility while enforcing accountability. A leaders ability to understand and appreciate others perspectives can be the critical distinguishing factor between a success and failure. Leaders who prefer to work by themselves and do not engage or believe in those around them have great difficulty achieving their goals. They have a tendency to share power and provide choice; allowing others the latitude to make choices and take responsibility. Of course, i t is valuable to provide the expectations, parameters, direction, and skill building needed to be successful. However, beyond that people must feel that they have the respect and trust of their superiors to get the job done. Effective leaders use their power in service to others through strengthening and supporting them. In effect, leaders turn subordinates into leaders themselves enabling people to consider variables, make choices, and act on their own initiative. As Kouzes and Posner state Leaders strengthen others when they give their power away, when they make it possible for constituents to exercise choice and discretion, when they develop competence to excel, when they assign critical tasks, and when they offer visible support. Increase individual accountability to enhance self-determination To help people increase accountability and then enhance self-determination, leaders need to act by following a scientific process. Firstly, as Riley et al. (2003) said, people can not finish their work as their group desire and can not make a difference if they have no freedom of choice about what they do as well as the way that they think fit. Thus, leaders need to help them to recognise their abilities and assign them to roles that they are comfortable by listening to their ideas and suggestions. By this way, every group member can bring value to the whole team and be responsible for their work Secondly, leaders must design work proactively to allow others discretion and choice. It means that people must have the latitude in decisions what they desire and believe should be done in their own creative and flexible ways. By this way, leaders can empower and strengthen others to do their best. Thirdly, personal accountability is a critical factor of collaboration. It seems to be a contradiction between cooperation and personal accountability as some peoples opinions. They argue that they will take less responsibility for their action while working collectively because others do their parts of work for them. Although they have a point in thinking that, their opinions are not true. This is because the team do not accept the slackers unless they increase their own responsibility. People are forced powerfully to do well by the expectations of the rest of their group. Therefore, by promoting collaboration, leaders simultaneously increase individual accountability. (Kouzes et al. 2007). Offer training support to develop competence Leithwood et al. (2003) indicate that when increasing the authority and influence a person has within the organization, it is critical for people to develop the needed skills and knowledge to perform effectively. It is foolish to ask people to begin making decisions or take actions that they have never been assigned before without preparing them to be successful. Through training, coaching, and mentoring staff, they will not only increase their abilities but also their interest and dedication to their work. (Jill Tomac) Valuing people means not only listening to what they have to say or contribute, but taking their input and using it to solve problems or make decisions. To value the contribution of other people, the leader supports the collaborative process by focusing on the interdependent nature of their work (Staler, 2005). However, as noted by Beatty (2000a), and the studies of Blase and Blase (2000), leaders may feel concerned about losing control while letting go of control. Therefore, they need to understand about shared responsibility. Advocacy for collaboration includes the promotion of beliefs, goals, and information about the value of collaboration. A principal advocates for collaboration by conveying the ongoing visible endorsement of, and participation, in collaborative activities (Leonard and Leonard 2001). As previously mentioned, when principals model collaboration they build credibility, because their actions are consistent with their words or they do what they say they will do. However, to set an example, principals need to be clear about their values and beliefs; they must know what they stand for. According to Kouzes and Posner (1999) thats the say part. Advocacy then might take the form of conveying information on the attributes and goals of collaboration or describing the decision making model for implementation. People say that the leaders advocacy for collaboration helps to support the process are in accordance with Gerbers view (1991: 48), that effective advocacy puts collaboration on the launching pad for take-off in the school. Goleman (1998) introduced the term emotional competency to describe learned, job-related capabilities or skills that individuals develop based upon their emotional intelligence. As Goleman (1995) identified, five domains of emotional intelligence are self-awareness, managing emotions, motivating oneself, empathy, and adeptness in relationships. People agreed that in collaboration, workplace skills related to emotional intelligence are required leadership competencies. Staler (2005) show that to understand others, leaders need to actively listen to their ideas and sympathise with their feelings, perspectives and concerns. In other word, the artful skill of understanding another persons perspective depends upon a communication skill such as emotional competencies. Emotional self-awareness that is also identified to relate to competencies is a crucial skills in collaboration. According to Goleman (1998), people who know their emotions engage in accurate self-assessment, and have a strong sense of their own self-worth. Having the courage to speak out is an emotional competency based on self-confidence. The development of self-awareness meant discovering their own voice and coming to their own sense of power. It also means that in a collaborative situation people need to recognise the strengths that they bring to the group (Slater, 2005). In addition, Options, latitude, and accountability fuel peoples sense of power and control over their lives. Yet as necessary as enhancing self-determination is, it is insufficient. Without the knowledge, skills, information, and resources to do a job expertly, without feeling competent to skillfully execute the choices that it requires, people feel overwhelmed and disable. (Kouzes et al. 2007). Without education, training and coaching to develop their skills, people may not know how to exercise their knowledge to operate their critical tasks because they are scared of making mistake. Therefore, leaders not only increase the latitude and discretion of their constituents but they also need to raise expenditures on training. This means that the group members need be understood and then to receive training in both basic and expert skills and problem-solving techniques. These investments will develop peoples competences and foster their confidence. They may be more qualified, more capable and more effective in taking their part of common work. Basing on understanding how the contextual factors of others jobs perform to designed their works to help them know what is expected of them is another important way that leaders can strengthen their constituents. Thus, leaders must to: provide sufficient training and technical support so that people can complete their assignments successfully. Enrich their responsibilities so that they experience variety in their task assignments and opportunities to make meaningful decisions about how their work gets accomplished. Create occasions for them to network with others in the organisation. Involve them in programmes, meetings, and decisions that have a direct impact on their job performance. (Kouzes et al. 2007, p. 264) Conduct coaching conversations to foster self-confidence As Kouzes et al. (2007) said, without adequate self-confident, people can not convince to take challenges. They will feel powerless to make choices and to face opposition because they do not believe in their skills as well as they are not sure to make decisions. The lack of self-confident also leads to the lack of self-determination. Therefore, fostering the confidence for people to accomplish their tasks is critical in the process of strengthening others. Similarly, Gold (1998) and Northouse (2010) point out that leaders must take a careful look at what people are doing and communicate to them that they can be successful if they persevere in their works. It is true that by helping people learn from their skills and experiences, leaders act as coaches. If coaching occurs regularly, people will become more capable because of being encouraged to broaden their skills and experiences. Jill Tomac indicates that to foster self-confidence, leaders create stars all around them. Rather than shine the spotlight on themselves, they sing the praises of others. Effective leaders need to find out what others doing well, then thank them for their contribution, and finally sharing it with others. CONCLUSION Evidences in this essay reveal the need for leaders to enlist and enable others to act in the process of collaboration. To this end, leaders need appropriate professional development of the fundamental abilities that are required in facilitating groups, reaching consensus as well as team building. In this way, leaders must develop new skills, behaviours, and essential knowledge. Firstly, to enlist others, leaders breathe life in to the shared vision that is meaningful to them. They make people feel proud to be a part of extraordinary common work. Secondly, to foster collaboration, leaders must create a climate of trust and facilitate effective relationship by getting people interacting. They must develop cooperative goals to make senses of collective purpose. Thirdly, to strengthen others, leaders have to extend power and responsibility to them. They develop others competence and confidence as well as enhance self- determination by offer training and coaching support. Accordingly, this essay has explored a crucial practice of leaders that is to enable others to act, in which collaboration is the central component. Understanding and managing the emotional aspects of the collaborative process is a challenge for leaders who wish to work in collaborative ways. The success of collaborative reform efforts and the improvement of organization performance rely on the leaders skilful implementation of the collaborative process. Consequently, further studies that examine the emotions of leadership would enhance our understanding of how leaders competencies in the affective domain can be used to build the capacity for leading in the modern time.

societhf Images of Nature and Society in Chapter 19 of Huckleberry Fin

Images of Nature and Society in Chapter 19 of Huckleberry Finn   Ã‚   In Adventures of Huckleberry Finn, Mark Twain creates a strong opposition between the freedom of Huck and Jim's life on the raft drifting down the Mississippi River, which represents "nature," and the confining and restrictive life on the shore, which represents "society." Early in the novel, Huck describes how much he dislikes his life with the Widow Douglas and Miss Watson, who try to "sivilize" (1) him. He says "it was rough living in the house all the time, considering how dismal and regular and decent the widow was in all her ways" (1). Huck wants to be free from the Widow's and Miss Douglas's rules and routines, and sees travel and mobility as his escape route. He tells the reader that when "I couldn't stand it no longer, I lit out" (1), and that "All I wanted was to go somewheres; all I wanted was a change" (2).    At the beginning of Chapter 19, Twain offers a long descriptive passage of Huck and Jim's life on the raft that seems, at first glance, to celebrate the idyllic freedom symbolized by the river and nature. The episode occurs immediately after the Grangerford episode, where both Huck and Jim were trapped--Jim in his hiding place in the swamp, and Huck in the absurd cycle of violence of the Grangerford's feud with the Shepherdsons. Now free to drift aimlessly down the river, Huck and Jim seem to escape the confining and destructive social world on the shore and return to nature. A close reading of this passage, however, shows that the river is not a privileged natural space outside of and uncontaminated by society, but is inextricably linked to the social world on the shore, which itself has positive value for Huck. I... ...e various signs of society's presence on the river seem at first to suggest contamination and corruption, by the end of this section we can see them as valuable and lovely in their own right. The steamboat's sparks are just as beautiful and awe-inspiring as the stars in the sky.    Works Cited Harris, Susan K. "Huck Finn." Huck Finn. Ed. Harold Bloom. New York: Chelsea House Publishers. 1990.   Mitchell, Lee Clark. "The Authority of Language in Huckleberry Finn." New Essays on Huckleberry Finn. Ed. Louis J. Budd. New York: Press Syndicate of the University of Cambridge. 1985. Trachtenberg, Alan. "The Form of Freedom in Huckleberry Finn." Huck Finn. Ed. Harold Bloom. New York: Chelsea House Publishing. 1990. Whitley, John S. "Kid's Stuff: Mark Twain's Boys." Huck Finn. Ed. Harold Bloom. New York: Chelsea House Publishing. 1990.   

anger in communication Essay -- essays research papers

Anger In Communication Communicating is the means of transmitting or the exchange of information. These types of exchanges usually occur in many different forms or means. Humans communicate both verbally and nonverbally. The term also refers to sharing or to make common and is defined as a process of understanding. (Pearson & Nelson, 2000 p.18). This process is an activity, an exchange, or a set of behaviors.(Pearson & Nelson, 2000 p.170). These processes or exchanges can lead to anger, which may in some cases, produce results of serious consequences. Anger can be defined as a great feeling of displeasure, wrath, fury, or indignation. Misunderstanding during the exchange of information will create conflicts. These conflicts must be resolved to enable communication in a mundane atmosphere. Disagreements and misunderstandings in communication may result in substantive conflict. These substantive conflict or intrinsic conflicts as defined in human communication, are disagreement over ideas, meanings, issues and other matters, will all lead to communicative anger. (Pearson & Nelson, 2000 p.145). Anger in our communicating with others can be confrontational. These occurrences may result in physical abuses or mental abuses. The venom of anger rages throughout our society today, regardless of culture or elegance or community standings. Today I will examine the interpersonal communication within my cohabiting relationship. I will discuss the confrontations, the displayed behaviors, the physical attacks, and the reprisals. For interpersonal relationship to be successful, there must be mutually positive communication present at all time. My relationship is far the opposite and is continuously plagued with confrontations. The underlying reason stems from the very aggressive behavior of my partner. There seems to be no behavioral flexibility in the ability to adapt to new situations and to relate in new ways when necessary. (Pearson, 2000). These adaptations are an integral part of communication in any interpersonal relationships. In my relationship there seems to be a confrontational attitude each time that we discuss any state of affair that may exist in our daily living. A recent confrontation took place, when she asked to â€Å"borrow† a sum of money, which I promptly loaned her until such time as she had requested. The time came when the loan should be re... ...ative behaviors that may have exploded in anger could be from our failure to divulge to our partners information that we may consider to be negative. Defensiveness and being self-centered are causes that lead to destructive relationships. Because of the anger and failure of communication in our relationship I eventually decided to call it quits. But after further discussion I suggested to her if she would seek counseling for her aggressive behaviors, I would be willing to try, and continue if there is improvement. She is now in counseling for the second time thru my company’s counseling program. She seemed to calm down, and her communication has dramatically improved. We all want to have successful interpersonal relationships. We want to be able to trust others and to self-disclose to them. We must be able to handle conflicts, and to use conflict resolution techniques that are mutually satisfying for all. Controlling our anger will eventually lead us to communicate more effectively. We must ultimately learn that communication is dependent on the interaction between two or more persons, and one person cannot guarantee its success (Pearson & Nelson, 2000 p.178).