Get a grip, Minnesota, about our skeeters Essay Example | Topics and Well Written Essays - 250 words

Get a grip, Minnesota, about our skeeters - Essay Example She points out that, while West Nile and other mosquito-spread diseases are serious, the number of cases are nowhere near enough to warrant spending as much as is being spent by Minnesota. After all, flu cases kill far more a year yet we don't do much public-policy-wise except vaccinate. People die from bee stings or car chases far more often, but Minnesota hasn't spent time on bee control or better traffic safety. She doesn't make this argument, but there is also an obvious ecological concern. Pesticides don't just pollute water and threaten to poison people: They also kill all sorts of other animals. And killing a part of the ecosystem always has ramifications. Mosquitos pollinate grasses and act as predators and as prey: Killing them or, worse, poisoning them, can cause cascading effects that harms birds, frogs, etc. The fact that it's a local article means that it's important to bear in mind that Helgen is arguing specifically about Minnesota. Maybe Latin Americans should spend m oney on controlling mosquitoes; Helgen's arguments don't apply there. But her position does clearly apply to the situation of the Minnesota tax payer.

Advertising Essay Example | Topics and Well Written Essays - 1000 words - 1

Advertising - Essay Example In excess, advertising helps in the branding of a product in that it identifies the distinct traits of the manufacturer of the product from the other manufacturers. In effect, it helps to emphasize the brand to which a consumer associates with the product (Trehan 67). It also serves as an informational tool as the price of the product may sometimes reflect in the advertisement. In other instances, an advertisement also serves as an assurance to employees and the company shareholders that the company is still operational. Usually, sponsors pay adverts to run on various media tools, which may be either audio or visual depending with the sponsor preference. They are mainly for commercial purposes as they seek to brand products and services through repetitive showing of an image or product name in their showing. Through the repetition, the consumer is able to familiarize him or herself with the qualities of a product or service through the advert. In contrast, some advertisements may be non-commercial in that their intention is not make any profit but just passing information. Mainly, political parties, faith based and non-governmental organizations explore these commercials by spending money to air them as a public service announcement. In essence, this paper will examine an advertisement placed on a popular magazine to bring out its effectiveness in achieving an anticipated wider market base. How the advertisement functions This product is new to the market. Therefore, this advertisement serves as an introductory approach to the consumer. It gives the product name and an appealing design that instantly attracts the eye. The colors used also reflect the sophistication in that the product is of high quality. Essential, an advertisement can appeal to a consumer in two ways. For one, the information given may have a rational appeal in that it reflects the quality of the product (Trehan 226). This may be in terms of its durability, great performance, and affordability of the product and its location. On the other hand, the product information given in the advert may have an emotional appeal in that it gives a sense of assurance, pride, customer satisfaction levels, and its recognizable ability in the market (Trehan 118). For instance, this advertisement gives the emotional appeal to the market as it portrays all the above-mentioned qualities. In addition, this advertisement has the fear appeal in that it portrays the consequences of not using this product, which would be to go to a dentist (Trehan133). This evokes fear to the readers, thus, they have no option but to buy the product. How the constitutive elements combine to try to sell the product There has been effective color use to try to draw the attention of the reader into taking notice of the advert. Essentially, when dull colors take centre stage the chances of the advert making impact are very low. In addition, the advert portrays the image of the product that is available for retail. T herefore, the reader is able to relate to the product’s appearance. This will be helpful when they go to buy the product, as they will be able to spot it in a store’s shelf. Additionally, the wording involved is one that cannot escape one’s eye, as they are readable and clear. They are visible enough from a distance thus a reader needs not strain to capture what the advert is trying to sell. Moreover, it is the giving of the location where the product is available at makes it easy for the intended consumer to know where to get it. As an additional element, the advert gives all the good attributes associated with the use of their product, which draws a

Death, Tragedy and Community at Wartime Essay Example for Free

Death, Tragedy and Community at Wartime Essay Dying in War: Implications for the family, the community and the social worker Death is a phenomenon that evokes mixed reactions and views from a community. For some, it a blessed release from the trials and problems of life. To others, it may very well be the end of the world when they lose a loved one. What remains constant however is the grief, bereavement and loneliness experienced by those left behind. Even more so when death was sudden and unexpected as like what happens in times of war, disaster, and terrorist attacks. Grief goes through many stages, each stage more difficult that the last. While most people generally manage to cope with time, some experience more difficulties and tend to develop psychological and emotional problems. During the First and Second World Wars, the knock of the postman was a thing of dread. They either brought telegrams summoning the sons and fathers of families for the draft or telegrams announcing the death or loss of loved one. An estimated 8 million military personnel in 14 European countries were killed in World War I, and 14. 4 million military personnel in 17 European countries were killed in World War II (Aiken, 2001, p. 111). Parents who suddenly lose their children such as what happened to most wartime mothers with adult sons usually have a harder time coming to terms with the death of their child (Gilbert, 2005, p. 6). The loss and feelings of helplessness and anger can be intense. There is a common belief that something is wrong when a parent buries his/her child. Most parents who have experienced this report that they feel dissociation with life and everything just felt so unreal (p. 6). That it is not right that parents should survive their children is often the thought that haunts bereaved parents. What role do social workers play in times of war and terror? Social problems are defined as the challenges that face and exist in communities (Hardcastle, Powers Wenocur, 2004, p. 62). It is the social workers job to help the community and its members formulate and implement solutions to these problems. Social workers usually work with problems related to economic disadvantages, illness and disability, crime and delinquency, abuse and maltreatment, service provision to special parts of the population and mental illness. All these problems call for leadership attention and trained intervention (p. 62). No situation can put all these things together more than times of war. What may be the biggest challenge to a social worker though is the task of helping a family and community deal with the sudden losses of loved ones in combat. In addition to this, they should also be prepared to cope with the rehabilitation of those who have been able to come back home but exist with scars that are not only physical but also mental and emotional. The events of September 11, 2001, though technically not a part of any formal war except the one on terror, had an impact that was not dissimilar to armed conflicts. There was confusion, anger, anxiety and above all, people who in an instant lost their loved ones. As with wartime, sudden death can only be viewed as unfair and untimely (Clements, Deranieri, Vigil Benasutti, 2004) For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often had to contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. This made it even more problematic for children and people who have lost loved ones in the Twin Towers and the plane crashes as coverage of each horrific scene gave them fodder for the imagination and subsequent nightmares. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds. : Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by bad men. He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how people in the Twin Towers were trapped and killed while riding in the elevators. (Smith Reynolds, 2002) Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Associations setting up of counseling services focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith Reynolds, 2002). The difficulty that most surviving relatives meet is in the un-timeliness of death. While conventional wisdom holds that sons and fathers who go to war may not come back again, more often than not, there is a strong hope that they will be able to come home. Despite the knowledge of all the possibilities, the sudden and traumatic nature of death often creates problems among surviving relatives. They become victims in their own right. Muller and Thompson believe that the manner of death plays a vital role in determining the reaction of the survivors (Muller Thompson, 2003). If its bad enough for people to suddenly lose their loved ones, how much more would it be for children to live and go through an environment of war and death? In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar relates the case of 20-year old Yugoslavian emigre Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. In interviews with his counselor, Stephen recalls witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines for training in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of death, privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting. Roysircar describes Stephen as having recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including hiding in a basement and eating rats especially when angry. He also displays a deep-seated hatred for the Muslims and believes the Middle East should be wiped off the face of the Earth (Roysircar, 2004). While there may be models detailing stages of grief and recovery, social workers must be prepared for instances that do not adhere to such models. In Stephens case while he did not directly lose any of his close family members, he was exposed at an early age to violence and death. He has also experienced being the cause of another human beings death as he and his father fought on the Serbian army. This is no different from the Post-Traumatic Stress Disorder exhibited by American soldiers returning from Vietnam or any other area where they fought in combat. A person does not have to lose anyone in order to feel grief, bereavement and suffer any disorder that may result from it as evidenced by the little boy Johnnie and Stephen. Death in wartime is not limited to just the loss of a loved one. In a community where all able bodied men are called to arms, anybody can lose husbands, brothers, fathers and sons at any day. Families left behind are left to their own devices and imaginings of what horrors their loved ones are facing. Those who do lose family members are haunted by the manner by which their loved one died. There is also the unfortunate circumstance in war where death is an ambiguous issue. In the Vietnam War, many people were reported missing in action. The families of such people were left at an awkward and horrible position of not knowing whether they should be mourning or holding out hope for their loved ones return (Worden, 2003, p. 40). In some cases, some families do accept the reality that their loved one may be dead and go through the entire process of mourning and recovery only to be told later that their husbands and sons were simply prisoners of war and has since been released. While ordinarily this may sound like a fairy tale ending, there may come unbridgeable gaps and tension that can only ruin relationships and lives (p. 85). On the other hand, some families may keep clinging to the hope that their loved ones are alive and therefore refuse to give way to grief and acceptance. Stacy Bannerman (2007) is one of the many army wives whose marriage was broken up by war. In her article that appeared in The Progressive, she relates how her once happy marriage with one of the militarys mortar platoon commanders started heading downhill with every death he caused and witnessed during his stint in Iraq. She decries the insensitivity and lack of support for military families from the National Guard. She further cites how there was an absolute lack of prompt attention to the mental and emotional needs of returning military men who more often than not suffered from PTSD like her husband, Lorin did. Because of this, there have been military men who have survived their tour of duty only to succumb to mental and emotional anguish and end up committing suicide on American soil (Bannerman, 2007). It is the soldiers, their families, and the people of Iraq that pay the human costs. The tab so far: more than 3,000 dead U. S. troops, tens of thousands of wounded, over half a million Iraqi casualties, roughly 250,000 American servicemen and women struggling with PTSD, and almost 60,000 military marriages that have been broken by this war (Bannerman, 2007). The problem here is that most of those left behind are left to cope with their own fears without the support of anybody else except family and members who are also wrapped up in their own concerns. In this case, social workers must be able to take the lead in establishing outreach and community groups so people do not have to cope and suffer in isolation. Carpenter (2002) states that the psychological well-being of the members of a community is one of the jobs of a social worker. While it is true that the trauma brought on by exposure to violence and death may be an individual process, healing and recovery needs societal support and strong relationships (Carpenter, 2002). This may become a challenge to families and communities who are dealing with their anxiety and grief. However, Carpenter reminds social workers that one of the primary goals of social work is to help empower the oppressed. Oppression in itself can take on many definitions and forms. In this particular case, it is the trauma and grief that is debilitating and oppressing the individual and the community. Social workers must also be prepared to look for signs of repressed grief. Some individuals choose to withhold and fail to express grief and therefore develop problems later in life often developing manias, paranoia and demonstrate abuse towards other people. At times, the feelings of grief or multiple losses of loved ones may lead to a grief overload that would cause an individual to delay grief (Worden, 2003, p. 91) The community as a social system can provide a network of support. Given the right leadership, empathy and sensitivity, it can also become a safe place where people can come to terms with their grief and slowly move on toward recovery. In the cases of Johnnie and Stephen, it took time before they were able to face and admit their anger, anxiety and grief at the bad things that they experienced and fear. Sometimes, self-reflection and a ready ear is all thats necessary. As clinically trained counselors and diagnosticians, social workers are tasked with the duty of helping people recognize and understand what problems they may have. Community-wise, social workers should have enough knowledge of the communitys demographics in order to unify and create a solid network of safety and interaction that may assist troubled and grieving individuals particularly in conflict filled times such as war. Death at wartime comes in many forms. It could be the actual death of a loved one, anxiety at the possible death, loss at whether somebody is dead or not, or even those who continue to physically live but have broken spirits and permanent disabilities as a result of war wounds. Much as death is a big thing that affects not only the family but also the community as a whole, war brings with it so much more problems and issues that will undoubtedly challenge most social workers. Undertaking social work means one must be in sync with the community. By in sync, it covers everything from issues, key people, and resources that may be mobilized in times of need. War is a time of immense crisis and tragedy that the social worker must be prepared to face head on and ably lead and facilitate the processes by which the community may be transformed into a supportive societal system that each member may be able to depend on. This does not mean however that social workers cannot be affected or lose their sense of self in dealing with all these tragedies. Tsui and Cheung (2003) recommend a self-reflection on the part of the social worker in order to understand and come to terms with their own reactions and feelings to tragedies they both witness and hear about from their clients before attempting to deal further with the grief of others. They also stress that once social workers attend to their duties, they should do so intellectually yet with empathy and focus on assessing and addressing the needs of the community rather than ones own (Tsui Cheung, 2003) References Aiken, L. R. (2001). Dying, Death, and Bereavement (4th ed. ). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=22091057 Bannerman, S. (2007, March). Broken by This War. The Progressive, 71, 26+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5021139792 Carpenter, J. (2002). Mental Health Recovery Paradigm: Implications for Social Work. Health and Social Work, 27(2), 86+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5000778618 Gilbert, K. R. (2005). 1 When a Couple Loses a Child. In Family Stressors: Interventions for Stress and Trauma, Catherall, D. R. (Ed. ) (pp. 5-30). New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=109184971 Catherall, D. R. (Ed. ). (2005). Family Stressors: Interventions for Stress and Trauma. New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=109184958 Clements, P. T. , Deranieri, J. T. , Vigil, G. J. , Benasutti, K. M. (2004). Life after Death: Grief Therapy after the Sudden Traumatic Death of a Family Member. Perspectives in Psychiatric Care, 40(4), 149+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5008586582 Hardcastle, D. A. , Powers, P. R. , Wenocur, S. (2004). Community Practice: Theories and Skills for Social Workers. New York: Oxford University Press. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=104722138 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5012181947 Sims, M. , Hayden, J. , Palmer, G. , Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5001127890 Smith, S. , Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5002560442 Tsui, M. , Cheung, F. C. (2003). Dealing with Terrorism: What Social Workers Should and Can Do. Social Work, 48(4), 556+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5002045024 Worden, J. W. (2003). Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Hove, England: Brunner-Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=108479290

Reflective Essay on Teamwork

Reflective Essay on Teamwork This essay will critically reflect on the process of teamwork, change management and leadership; all issues pertinent to the role of the SCPHN. Barr and Dowding (2008) assert the necessity for leaders to critically reflect effectively, in order to raise their awareness and effect change where needed. Densten and Gray (2001) support this view, adding that leadership development depends on active reflection. A peer learning group (PLG) of five was formed; their goal to identify an area for change within their practice, justified by available evidence, and to formulate a plan of implementation. Our group was a mix of School Health and District Nurse SCPHN students, which made it more difficult to identify a common change initiative. However, our group overcame this obstacle and identified low staff morale in the workplace as an area to consider for change. A literature search revealed this to be a feasible initiative. The work of the PLG was to be delivered to an audience of peers through a presentation. We aptly named our team The Motivators. Sullivan Garland (2010) distinguish groups from teams and discuss the concept of how groups are transformed into teams, and the necessity for a thorough understanding of this process for effective team leadership and management. Morhman et al (1995) define a team as a group of individuals working together to produce a product or service for which they are all mutually accountable. They have a shared goal and are interdependent in its accomplishment, their interactions producing the collective result. It is argued that groups differ in that they perform their tasks independently of each other and sometimes also competitively (Sullivan Garland, 2010). It has been proffered that working in small teams is conducive to effective learning and involves collaboration and co-operation (Will, 1997). Conversely, Topping (2005) adopts a cynical stance by implying that the application of peer learning strategies by educational establishments is simply gathering together a group of individuals and hoping for the best. Co-operative learning is said to reinforce learning amongst group members through discussion and peer review, while collaborative learning is socially constructed knowledge assuming the negotiation of the individuals different perspectives (Will, 1997). In order to achieve a goal it is essential that teams work cooperatively (Sullivan Garland, 2010). Further, Clements et al (1997) cite collaboration as the foundation of a healthy team and together with effective communication is key to producing high quality results. Parker (2008) suggests that working collaboratively requires a clear objective and a consensus of opinion when d ecision making; DFES (2004) reiterate the aspect of shared responsibility in collaborative working. My own PLG worked both collaboratively and co-operatively, facilitated and evidenced by: a readiness to assume roles within the team, maintaining communication links, regular meetings and the sharing of information resources and ideas. The perspective offered by Slavin (1996) is that of social cohesion; peers helping each other because they want each to succeed. This idea is applicable to my PLG as our presentation was assessed as a joint effort. Sullivan Garland (2010) maintain that strong group cohesiveness fosters greater personal support and cooperation amongst the group, which again was evident in our group. However, Slavin (1996) acknowledges the constraints of learning in this manner as each team member has limited time/exposure to the other members learning topic. Because our group had different timetables we experienced difficulties meeting up, however we overcame this by maintaining contact via e mail. Oliver (2006) acknowledges the complications that can arise in team-wor k and Eisenhardt (1997) stresses the need for stability when aspiring to produce optimum performance. Tuckman, (1965) offered a model comprising four stages, advocating this as the ideal group- decision making process. Adair (2004) purports it to be a problem solving toolkit. Forming: this did not present us with a problem as we all knew each other. From forming as a group we evolved quickly into: Storming: this stage enabled the team to grow. We identified an area for change, which was limited by our mixed professional group, and planned our immediate work schedule. We completed a SWOT analysis to identify the strengths and weaknesses we envisaged in implementing the change. No one was immediately willing to take on the mantle of leader so we unanimously elected the person who had initially proposed the change initiative. We exchanged contact details, agreed a time plan and arranged our next meeting. Norming: is said to occur when the team has developed trust and are working toward a common goal (Adair, 2004). At this time it is likely that some members will forgo their own ideas in order to progress the team function. In this stage all members assume responsibility for the success of the team goal. I was fortunate to belong to a group that worked well together and were well motivated. Due to this degree of co operation we passed through to the final phase quickly: Performing: At this stage we worked cooperatively on delegated tasks maintaining contact frequently between meetings. We offered each other support and encouragement throughout the process and our team leader encouraged contact and mutual support. Action learning (AL) has been defined as a continual process of learning and reflection which is supported by colleagues with the ultimate aim of accomplishing a goal (McGill Beaty, 2001). It has a bottom up approach and is said to promote innovation rather than simply change (Pryjmachuk, 1996). In essence this is what our group did; by coming together to focus on the issues of individual group members and reflecting on them, the group were enabled to proceed with their planned action. Pedlar (2008) describes AL as an approach to problem solving whereby individuals are enabled to develop and form relationships that contrive to enhance the change process. The relationship between research and innovation was highlighted by Lord Darzi (2007). Most organisations are concerned with effective team working and it is accepted that factors affecting team performance are multi-faceted (McGill Beaty, 2001). Empirical studies suggest the validity of Belbins Self -Perception Inventory (SPI) (Aritzeta et al, 2005). Belbin (1981) developed the SPI to identify the behavioural characteristics of individuals within a team, thus enabling the creation of effectively functioning teams through a creative and appropriate mix (Broucek Randell, 1996). An Observers Assessment (OA) which was later introduced has further increased validity (Belbin, 1994). . Although the tool has received criticism (Furnham et al, 1993), Belbins defence was that the tool was not intended as a psychometric instrument (Belbin, 1993b). Our group used a version of the tool (Foundation of Nursing Leadership, 2011) as a learning experience to identify our roles within the team. I emerged as Supporter and Questioner in equal measure closely followed by Finisher (Append ix ). In Belbins SPI this would equate to Team worker, Monitor Evaluator and Completer-Finisher. A supporter of Belbin theory suggests that greater control is achieved through the ability to forecast team attitudes (Fisher et al, 2000). I was surprised at how accurate this was for myself although I would not entirely agree. Although we didnt use the SPI to assess the characteristics of our team prior to beginning the project, it was an interesting and informative task to undertake. It happened that we had a mix of characteristics within our team which perhaps accounted for our collaborative cooperation. However, it has been argued that Maslows Hierarchy of Needs Model favours the management of organisational dynamics as it maintains motivation through the desire to achieve (Burnes, 2004). The current re-design of the health service requires a willingness and ability to adapt to change (Institute for Innovation and Improvement, 2011). Efforts to contrive change are unanimously said to be fraught with challenges (Parkin, 1997; MacFarlane et al, 2002), although McWilliam and Ward-Griffin, 2006; Darzi, 2007) argue that healthcare workers have both the mandate and the potential to lead and effect change initiatives. One of the major challenges to change is seen as resistance, which is said to have both positive and negative effects and to be expected by managers implementing change (Sullivan Garland, 2010). Waddell and Sohal (1998) insist that resistance to change should be utilised and viewed as evaluative material to reassess the proposed change. Pederit (2000) found resistance to reveal valid concerns about proposed change worthy of reconsideration. Bovey and Hede (2001) argue that resisting change is a natural human behaviour and unavoidable. Fisher Savage (1999) identify through Personal Construct Theory, a model of personal change The Transition Curve (Appendix ), which identifies a process individuals may go through in the transition period of change. Similarly, the stages of grief identified by KÃ ¼bler Ross (1969) (Appendix ) are also applied to the process of change, although Connor (1998) adapted the sequence in his Cycle of Negative Response as he argued the emotions involved in change are less intense. Change is recognised as unsettling so it is logical that the change agent be a settling influence. A theory Y style of management is thought to aid change through its liberating and developmental aspects; McGregor espoused the theory that control, achievement and improvement are accomplished through enabling, empowering and giving responsibility (Appendix ). There appears to be a lack of distinction between resistance and conflict in some of the literature (Parkin, 2009). Parkin differentiates the two by stating the more aggressive and emotional nature of conflict. Our PLG was fortunate in not encountering any conflict at all; DiPaola and Hoy (2001) suggest that large, diverse groups have a greater potential for conflict through the wider differences in objectives and perspectives. As our group was small with common interests and goals, areas for conflict should be minimal. Chuang et al (2004) supports this when arguing that the shared values of nurses promotes greater tolerance and respect, although it has been said that as a group, nurses are apt to avoid conflict to the detriment of effective change implementation (Valentine, 2001). However, Anderson (2005) argues the limitless potential for conflict amongst any group, small or large. Historically, conflict has been viewed as having a negative impact due to the tensions it creates (Medina et al, 2005) but it has also been asserted that conflict can also benefit team performance (Jehn, 1995). McAdam (2005) suggests that conflict can be both constructive, leading to innovative results or destructive, which hinders innovation. It therefore follows that conflict is better managed rather than resolved. Bruce and Wyman (1998) suggest conflict can be channelled by good management into creativity and positive outcomes. It is important that learning opportunities are not missed through avoiding conflict (Fagan, 1985). Working through conflict can create enhanced understanding, increased motivation and lead to more effective working (Sullivan and Garland, 2010). Crawley and Graham (2002) describe the benefits of healthy conflict as culminating in providing a driver for change. Nicholson (2011) asserts that leaders can create conditions to either hinder or aid innovation and Bruhn (2004) reiterates this when arguing that leaders set the limits of success by how they manage change. Innovation is currently the popular term within healthcare organisations, implying change with a positive thrust (Parkin, 2009), Pryjmachuk (1996) also supports this reasoning when stating that innovations are seen as welcome, while change is not. Reid (2009) stated the legal obligation on Strategic Health Authorities to promote innovation. Conversely, research suggests change in whatever form remains unpopular, causing stress and conflict (Stewart ODonnell, 2007). The literature abounds with a multiplicity of change strategies ranging from the dictatorial approach of controlling to those which embrace the involving paradigm (Dunphy and Bryant, 1996: 692). The Motivators identified Lewins ( 1951) three step approach to change management as an appropriate model to manage the identified change. The model has been dismissed as outdated and simplistic (Dawson, 1994), but according to Burnes (2004) criticism is based on a narrow interpretation of the model. The model should be viewed alongside the other elements of the planned approach: Field Theory; Group Dynamics and Action Research, which combine to create a robust model (Burnes, 2004b; Darwin et al, 2002) and involves: Unfreezing: is said to refer to reducing the behaviours that maintain the present situation and recognition of the need for change to effect improvement (Goppee Galloway, 2009). Good communication is a vital element at this stage; good practice would ensure those likely to be affected by the change agree, or at least are cognisant of the need for change (Kotter and Cohen, 2002; Curtis and White, 2002). Involving people in all aspects of the planning and implementation of the change discourages resistance (Curtis and White, 2002). A Gantt chart was developed as a tool to provide a timeframe/schedule for implementing and evaluating the proposed change as advocated by Borril et al (2001) (Appendix ). Moving: The Gantt chart would provide a framework for revision and review of the change. It would be advisable to check that all those involved with the change are clear and informed about the change and that all other professionals involved are fully aware (Goppee and Galloway, 2009). Refreezing: refers to the stage when the change has been accepted both emotionally and intellectually by colleagues. The change should be stabilised and reinforced through mechanisms of support such as policy and resources, as appropriate (Goppee and Galloway, 2009). Evaluation of the change is essential; evidence dictates that successful, well performing teams are characterised by the use of measurement in supporting improvement (Darzi, 2008). The use of measurement, benchmarking, and audit are recommended as a means of guiding local improvement and innovation (NHS, 2008., Care Quality Commission, 2009,. DH, 2008). Pre and post change data collection is also considered a valuable means of evaluating a change (DH, 2009; Cooper and Benjamin, 2004). For change to actually happen requires effective leadership (Darzi, 2009). As SCPHNs, cultivation of leadership skills is deemed essential to effecting change; NHS (2011) assert that leadership capacity and capability can be cultivated and is a core expectation of practicing professionals (Darzi, 2009). Hogan et al (1994) would refute this, stating the trait theory of leadership whereby people are born leaders with inherent leadership characteristics which cannot be learned. Borrill and West (2001) identify leadership as critical in developing effective team working and should maximise the benefits and minimise the weaknesses within the team. Transactional leadership has been commonly used in healthcare (Curtin, 2001), mainly as it lends itself to achieving targets. It is equated by some as being managerial in its style (Finkleman, 2006) with the focus being task and organisation orientated, with sparse attention to the needs of the followers. Conversely, transformational leadership is said to be universally applicable (Bass et al, 1987) inspiring followers to disregard their personal interests for the good of the group or organisation. We identified the transformational approach as the most appropriate one for both our team and in leading the change in the workplace, as this visionary style actively encourages and embraces innovation and change (Curtin, 2001). Bass (1998) also considers transformational leadership empowering, motivating colleagues to reach and perform to their maximum potential. Conversely Transactional leadership is thought to be inappropriate when teams are demoralised, demotivated or stressed (Stordeur, 2001) NOTES FOR CONCLUSION Nurses in the present working climate have to accept necessary changes Not only should they accept changes as they take place, but should also be constantly reviewing working practices and being proactive in implementing changes as and when necessary. If this does not happen, nurses will have to deal with the fallout of changes imposed on nursing by others Overall, although management skills are important and necessary, the future requires leadership to provide the dynamics essential to challenge and lead organisations into an era where management of rapid change is the necessary key for future survival. Nursing leaders are ideally positioned to influence these changes and to play a major role in facilitating the changes Transforming Community Services: dh 2009 Ambition, Action, Achievement Transforming Services for Children, Young People and their Families Developing and supporting people to design, deliver and lead high quality community services Actions to consider in developing a social movement approach to change owned and lead by local services and practitioners Transformational change happens when those delivering care are motivated and inspired to do things differently. The Next Stage Review emphasised the need for a high quality workforce to deliver high quality care and introduced the healthcare professional for the 21st century being practitioner, partner, leader. Contributors to the programme have built on the concept of practitioner, partner, leader to develop attributes for community practitioners that will generate radical improvement. Many good initiatives flounder because insufficient attention is paid to the staff themselves and the actions needed to create the climate in which the desired attributes can ensure success. Organisations implementing change will want to consider how they promote such attributes in their own workforce, and the action needed on a number of fronts. How staff are educated and trained, managed and led, how services are commissioned and regulated, and how performance is monitored, can all contribute to the creation of a positive, enabling culture in which staff constantly strive to improve safety, effectiveness and experience of care. Conversely, the same factors can mitigate against empowerment, motivation and personal accountability, reducing the likelihood of success. Social movement A group of people with a common ideology who try together to achieve certain general goals; features include: Energy Mass Pace Momentum Passion Commitment Spread Sustainability References ADAIR, J. (2004) The Concise Adair on Leadership London: Thoroughgood. ANDERSON, E. (2005) Approaches to conflict resolution. British Medical Journal Vol. 331 (7512) pp.334-336. ARITZETA, A., SWAILES, S. and SENIOR, B. (2005) Research Memorandum. Team Roles: psychometric evidence, construct validity and team building. Centre for Management and Organisational Learning Business School: University of Hull BARR, J. DOWDING, L. (2008) Leadership in Healthcare. London: Sage BASS, B. (1998) Leadership and performance beyond expectations New York: Free Press BASS, B., WALDMAN, D., AVOLIO, B. and BEBB, M. (1987) Transformational leadership and the falling dominoes effect. Group and organisation studies Vol.12. (1) pp.73-87 BELBIN, M. (1981) Management Teams: Why they Succeed or Fail. London: Heinemann BELBIN, M. (1994) Team Roles at Work Oxford: Heinemann BELBIN, M. (1993) A reply to the Belbin team-role self-perception inventory by Furnham, Steele and Pendleton . Journal of Occupational and Organisational Psychology Vol. 66 (3) pp.47-52 BORRILL, C. and WEST, M. (2001) Developing Team Working in Health Care: a guide for managers. Birmingham: Aston University for Health Service Organisation Research. Available at: www1.aston.ac.uk/aston-business-school/research/centres/ihse/publications Accessed on: 02/03/2011 BOVEY, W. and HEDE, A. (2001) Resistance to organisational change: the role of cognitive and affective processes. Leadership and Organisational Development Journal. Vol. 22 pp. 372-383 BROUCEK, W. and RANDELL, G. (1996) An assessment of the construct validity of the Belbin Self-Perception Inventory and Observers Assessment from the perspective of the five factor model. Journal of Occupational and Organizational Psychology December 1st 1996. BRUCE, R. and WYMAN, S. (1998) Changing Organisations: Practicing Action Training and Research. Kent: Sage BRUHN, J. (2004) Leaders Who Create Change and Those who Manage it. How Leaders Limit Success. The Health Care Manager Vol 23 (2) pp.132-140 BURNES, B. (2004) Kurt Lewin and the Planned Approach to Change: A Re-appraisal Journal of Management Studies Vol. 41 (6) pp.977-1002 CARE QUALITY COMMISSION (2009) Engagement in clinical audits. Available at: www.cqc.org.uk/periodicreview/nationalcommitmentsandpriorities2009/10/acuteandspecialisttrusts/nationalpriorities/engagementinclinicalaudits.cfm accessed on 19/03/2011 CHUANG, Y., CHURCH, R. and ZIKIC, J. (2004) Organisational culture, group diversity and intra-group conflict. Team Performance Management Vol.10 (1-2) pp. 26-34 CONNOR, D. (1998) Managing at the speed of change: how resilient managers succeed and prosper where others fail. Chichester: John Wiley Sons. COOPER, J. and BENJAMIN, M. (2004) Clinical audit in practice. Nursing Standard Vol. 18 (28) pp.47-53 CRAWLEY, J. and GRAHAM, K. (2002) Mediation for managers: Resolving conflict and rebuilding relationships at work. London: Nicholas Bealey CURTIN, L. (2001) Guest editorial: EQ is more important now than ever before. Seminars for Nurse Managers Vol. 9 (4) pp. 203-205 CURTIS, E. and WHITE, P. (2002) Resistance to change: Causes and solutions. Nursing Management Vol. 8 (10) pp. 15-21 DARWIN, J., JOHNSON, P. and McAULEY, J. (2002) Developing Strategies for Change Harlow: Prentice Hall. DARZI, PROFESSOR LORD. (2007) Our NHS our Future NHS Next Stage Review: Interim Report. London: Department of Health DARZI, PROFESSOR LORD. (2008) High quality care for all : NHS Next Stage Review final report. Available at: www.dh.gov.uk/en/Publicationsandstatistics/ accessed on 03/03/2011 DAWSON, P. (1994) Organisational Change: A Processual Approach. London: Paul Chapman DENSTEN, I. GRAY, J. (2001) Leadership development and reflection: what is the connection? International Journal of Educational Management Vol 15 (3) pp.119-124 DFES see DEPARTMENT FOR EDUCATION AND SKILLS (2004) Every Child matters: A Change for Children. The Stationary Office. DH see DEPARTMENT of HEALTH (2009) What is clinical audit? Available at: www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/@sta/@perf/documents/digitalasset/dh_107462.pdf accessed on 03/03/2011 DiPAOLA, M and HOY, W. (2001) Formalization, conflict, and change: constructive and destructive consequences in schools. The International Journal of Nursing Management Vol. 15 (5) pp. 238-244. DUNPHY, D, and BRYANT, B. (1996) Teams: panaceas or prescriptions for improved performance? Human relations. Vol 49 (5) pp.677-698 EISENHARDT, E. (1997) cited in FISHERS, S., MacROSSEN,W. and SEMPLE, J. (2000) Control and Belbins Team Roles. Personal Review Vol 30 (5) 578-588 FAGAN, M. (1985) Interpersonal conflict among staff of Community mental health centers Vol. 12 (3) pp. 192-204 FINKELMAN, A. (2006) Leadership and Management in Nursing. New Jersey: Pearson Education Ltd. FISHER, J. and SAVAGE, J. (eds), (1999) Beyond Experimentation Into Meaning Farnborough: EPCA Publications FISHER, S., MacROSSEN, W. and SEMPLE, J. (2000) Control and Belbins Team Roles. Personal Review Vol. 30 (5) 578-588 FURNHAM, A., STEELE, H., PENDLETON, D. (1993) A psychometric assessment of the Belbin Team Role Self-Perception Inventory. Journal of Occupational and Organisational Psychology Vol. 66 (3) pp.245-257 GOPPEE, N. and GALLOWAY, J. (2009) Leadership and Management in Healthcare. London: Sage HOGAN, R., CURPHY, G. and HOGAN, J. (1994) What do we know about leadership? American Psychologist Vol. 49. pp.493-504 NHS INSTITUTE FOR INNOVATION AND IMPROVEMENT (2011) Available at: www.institute.nhs.uk accessed on 18/02/2011 JEHN, K. (1995) A multi-method examination of the benefits and detriments of intra-group conflict. Administrative Science Quarterly Vol. 40 (2) pp. 256-282. KANTER, R., STEIN, B. and JICK, T. (1992) The challenge of organizational change. New York: The Free Press. Available at: www.pluspulse.nl/pdf/EAWOP resistance.pdf accessed on 26/02/2011 KOTTER, J. and COHEN, D. (2002) The Heart of Change: Real life stories of how people change their organisations. Boston: Harvard Business School KÃÅ"BLER-ROSS, E. (1969) On Death Dying Available at: www.businessballs.com/elisabeth_kubler_ross_five_stages_of_grief.htm accessed on 20/02/2011 LEWIN, K. (1947/1997) Frontiers in group dynamics. In: Resolving Social Conflicts Field Theory in Social Science. Washington DC American Psychological Association pp. 301-336 LEWIN, K. (1951) Field Theory in Social Science: Selected Theoretical Papers. New York: Harper Row MacFARLANE, F., GANTLEY, M. and MURREY, E. (2002) The CeMENT project: a case study in change management. Medical Teacher vol 24 (3) pp. 320-326 McADAM, R. (2005) A multi-level theory of innovation implementation: Normative evaluation, legitimisation and conflict. European Journal of Innovation Management Vol. 8 (3) 373-388. McGILL, I. BEATY, L. (2001) Action Learning: A guide for professional, management and educational development. Revised 2nd ed. London: Kogan Page McWILLIAM, C. and WARD-GRIFFIN, C. (2006) Implementing organisational change in health and social services. Journal of Organisational Change Management vol 19 (2) pp.119-135 MEDINA, F. MUNDUATE, L., DORADO, M., MARTINEZ, I. and GUERRA, J. (2005) Types of intra-group conflict and effective reactions. Journal of Managerial Psychology Vol. 20 (3-4) pp. 219-230 MORHMAN, S., COHEN, S. and MORHMAN, A. (1995) Designing Team-Based Organisations San Francisco: Jossey-Bass DH see DEPARTMENT of HEALTH (2008) National Clinical Audit AdvisoryGroup. Available at: webarchive.nationalarchives.gov.uk+/www.dh.gov.uk/en/Publichealth/Patients accessed on 03/03/2011 NHS CLINICAL GOVERNANCE SUPPORT TEAM (2008) What is Clinical Governance? Available at: http://webarchive.nationalarchives.gov.uk/20081112112652/cgsupport.nhs.uk/ accessed on: 03/03/2011 NICHOLSON, D. Chief Executive of the NHS (2011) Institute for innovation and Improvement Available at: www.institute.nhs.uk/building_capability/general/building_capability.html accessed on 19/02/2011 PARKER, M. (2008) Team Players and Team Work:New Strategies for the Competitive Enterprise 2nd ed. USA: John Wiley PARKIN, P. (2009) Managing Change in Healthcare Using Action Research. London: Sage. PEDLER, M. (2008) Action Learning for Managers 2nd ed. Cornwall: Godwen PIDERIT, S. (2000) Rethinking resistance and recognising ambivalence: a multidimentional view of attitudes toward an organisational change. Academy of Management Review. Vol. 25. pp. 783-795 PRYJMACHUK, S. (1996) Pragmatism and change: some implications for nurses, nurse managers and nursing. Journal of Nursing Management (4) pp. 201-205 ROLFE, G. FRESHWATER, D. JASPER, M. (2001) Critical Reflection in Nursing and the Helping Professions: a Users Guide. Basingstoke, Palgrave Macmillan. SLAVIN, R. (1996) Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology (21) pp.43-69. SULLIVAN, E. and GARLAND, G. (2010) Practical Leadership and Management in Nursing. Essex: Pearson Education Ltd. STEWART, J. ODONNELL, M. (2007) Implementing change in a public agency leadership, learning and organisational resilience International Journal of Public Sector Management. Vol. 20 (3) pp.239-251. STORDEUR, S., DHOORE, W. and VANDENBERGHE, C. (2001) Leadership, organisational stress, and emotional exhaustion among hospital nursing staff. Journal of Advanced Nursing Vol. 35 (4) pp. 533-542 TOPPING, K. (2005) Trends in Peer Learning. Educational Psychology Vol. 25 (6) pp.631-645. TUCKMAN, B. (1965) Developmental sequence in small groups. Psychological Bulletin Vol.63 (6) pp.384-99. Available at: www.mph.ufl.edu/events/seminar/Tuckman1965DevelopmentalSequence.pdf accessed on 27/02/2011 VALENTINE, P. (2001) A gender perspective on conflict management strategies of nurses. Journal of Nursing Scholarship. Vol. 33 (1) pp.69-74. WADDLE, D. and SOHAL, A. (1998) Resistance: a constructive tool for change management. Management Decision Vol 36 p543 WILL, M. (1997) Group Learning in Workshops New Directions for Adult and Continuing Education. No. 76. Winter 1997. Appendix 5 Five stages of grief Elisabeth KÃ ¼bler Ross 1 Denial Denial is a conscious or unconscious refusal to accept facts, information, reality, etc., relating to the situation concerned. Its a defence mechanism and perfectly natural. Some people can become locked in this stage when dealing with a traumatic change that can be ignored. Death of course is not particularly easy to avoid or evade indefinitely. 2 Anger Anger can manifest in different ways. People dealing with emotional upset can be angry with themselves, and/or with others, especially those close to them. Knowing this helps keep detached and non-judgemental when experiencing the anger of someone who is very upset. 3 Bargaining Traditionally the bargaining stage for people facing death can involve attempting to bargain with whatever God the person believes in. People facing less serious trauma can bargain or seek to negotiate a compromise. For example Can we still be friends?.. when facing a break-up. Bargaining rarely provides a sustainable solution, especially if its a matter of life or death. 4 Depression Also referred to as preparatory grieving. In a way its the dress rehearsal or the practice run for the aftermath although this stage means different things depending on whom it involves. Its a sort of acceptance with emotional attachment. Its natural to feel sadness and regret, fear, uncertainty, etc. It shows that the person has at least begun to accept the reality. 5 Acceptance Again this stage definitely varies according to the persons situation, although broadly it is an indication that there is some emotional detachment and objectivity. People dying can enter this stage a long time before the people they leave behind, who must necessarily pass through their own individual stages of dealing with the grief. Based on the Grief Cycle model first published in On Death Dying, Elisabeth KÃ ¼bler-Ross, 1969. Interpretation by Alan Chapman 2006-2009.

The Battle of the Somme Essay -- Papers

The Battle of the Somme The Battle of the Somme involved the main allied attack on the Western Front in the 1st World War. It is mainly famous due to the loss of 58,000 British troops on the first day of battle (1st July 1916). The attack ran from 1st July until 18th November and was located upon a 30-kilometre front, from North of the Somme River between Arras and Albert. The offensive was planned earlier in 1915 and was intended to be a joint Franco-Anglo attack. The French Commander in Chief, Joffre, said that the aim was to drain the German forces of reserves, however territorial gain also had some input. Sir Douglas Haig was the Commander in Chief of the BEF who would be conducting the major offensive in 1916. Originally, although the British forces made up the bulk of the offensive forces, the attack was to be predominantly French. However the German siege on Verdun at the beginning of 1916 resulted in the diversion of almost all-French manpower and efforts as Falkenhayn had promised to bleed France white. This changed the intent of the Somme attack and the French ordered the planned date (1st August 1916) to be bought forward to 1st July, the aim now to divert the Germans from Verdun to the defence of the Somme. Haig now had no choice but to take charge of the attack in Joffre's absence. He used both the ideas of himself and those of General Rawlinson. On Saturday 24th June the attack proceeded by an eight-day preliminary bombardment on the German lines. The expectation being that all forward German defences would be destroyed leaving the at... ...Battle of the Ancre where the field fortress of Beaumont Hamel was captured. The British were finally progressing, but even this was bought to a halt when extremely bad weather caused the Somme offensive to end. The result had been an estimated 420,000 British casualties, a further 200,000 for the French and around 500,000 for the Germans and all for only 12 kilometres of land in Britain and Frances favour. Over 1 million lives were lost in this battle alone and all the Somme offensive was designed for was to divert German attention from the French at Verdun. Some believe this battle acted as a learning curve in the employment of artillery, which contributed to the victory in 1918. In my opinion it shows the severity and pointlessness of war. Hardly anything was achieved apart from the loss of thousands of lives.

Rahzel :: History

Rahzel Rahzel M. Brown was born in Queens, New York and recalls that â€Å"not having† was never an excuse for â€Å"not doing†. Just as in its most organic state the essence of hip hop is ‘making something out of nothing,’ Rahzel learned how to feed his need to be creative. â€Å"We didn’t have the turntables inside the locker room and we couldn’t bring our boom box in there. Either we were banging on the locker, or somebody was (making music) with their mouth. I was the one who made the beats with my mouth. I worked hard so that if you closed your eyes you would swear that you were hearing a record, a radio, or a band.† Over time, Rahzel’s own gifts for vocal percussion led him to seek his own career as an artist. Others, like Biz Markie, Doug E. Fresh, and the Fat Boys’ Buffy had made strides in the form, but Rahzel possessed a talent so great, he was soon recognized up and down the east coast as the premiere human beat box ar tist. He already had a thriving solo career when The Roots asked him to join their group. â€Å"Being with The Roots enhanced what I was doing even more,† says Rahzel. â€Å"We’re colleagues, and we have tremendous respect for each other. They respect my history, I respect theirs.† He is undeniably the best beat boxer living on in this world today. As a kid he went to Grandmaster Flash's shows regularly, absorbing everything he saw and heard. Grandmaster Flash is another famous beat boxer that took the world by storm in every concert that he did. Rahzel grew up to live with beat boxing and used to be a roadie for the Ultramagnetic MCs. He later joined the Roots after guest staring on one of their early albums that sold million of copies world wide and became famous for there vocal and beat technique at the same time. This means that Rahzel and the group he was with would sing together and at the exact same time would come up with beats which sounded like a full band with drums, base, piano, and vocal. But Rahzel can sing a chorus and provide the back up beat simultaneously better then anybody in that group could. Rahzel doesn’t only beat box but He can also impersonate a number of rappers and singers. For instance he has this song called â€Å"if your m other only knew† and in that performance he did in front of hundreds and thousands of Americans in Louisiana, he impersonated his aunty when she caught him and his girl friend at that time making out.

Models of Writing

Writing can be an intimidating task.   Many people of all ages will admit to avoiding and even fearing the writing process.   For some reason, the task seems daunting, so methods have been adapted to help ease the process for those that struggle. The five step writing process is typically composed of some derivation of the following steps:   prewriting, planning, drafting, revising, and proofreading.   These steps are widely taught in classrooms from the elementary school level through post graduate work.   The depth of each level is the thing that differs as writers grow and mature. Similar essay: Principles of Good Writing by L.A. Hill Summary The prewriting phase involves the production of ideas and even strategies for later writing of the essay.   This can include using one of many types of graphic organizers such as bubble charts or outlining techniques.   It can also be less organized like brainstorming lists or even random thoughts.   The prewriting phase is a time to explore all facets of an idea without judging or commitment.   During this phase, the writer will find a topic and create his questions for research.   In conducting his research, whether it be formal or informal, he will discover the answers to his questions. Thus the next sequential stage of writing is the planning stage.   Here the writer accumulates all of the information necessary and begins to sort it into categories.   This coincides with the text’s second step of finding and evaluating information from various sources.   Here the writer is still gather information without being certain exactly which he will use. These first two steps correlate with McQuinn and Roach’s first step in their writing process which is the idea step.   According to their website, â€Å"ideas are the heart of the message, the content of the piece, the main theme, together with the details (documented support, elaboration, anecdotes, images) that enrich and develop that theme by building understanding or holding a reader's attention.†Ã‚   Here the writer comes up with the central focus of his work and gather information to support it.   This information may be anecdotal, research-oriented, observed or simply created.   The ideas are important to the process because they allow for wide-ranging creativity from the writer. The third step in the general writing process is drafting.   The text suggests taking notes from the sources and making a formal outline.   It is at this point that the final decisions are made as to what information should be included.   It is important to note that a draft is not a final copy.   Many students of writing make that mistake.   The drafts are sometimes a type of trial and error routine.   Several drafts may be necessary before the writer becomes satisfied with the content of the essay. This stage correlates with the organization stage of McQuinn and Roach.   They note that organization is the â€Å"internal structure† of a piece which includes is central message and the flow of ideas seamlessly from one to another.   This particular process offers that a well-organized piece of writing will begin with a strong opening and conclude with a powerful conclusion, with many developed and stimulating ideas in between.   Of course the writer will have had to already choose his content in order to accomplish this type of structure in his writing. After the drafting stage, the writer must undertake the process of revising.   The revision stage is one that involves many steps.   The paper must be examined for its content, its logical progression, its flow of ideas, its choice of words, phrasing, and overall impact.   The revising stage is much like the drafting stage because each revision is simply a new draft.   Until the revision stage is complete, the drafting stage is not. McQuinn and Roach’s fourth and fifth area are called word choice and sentence fluency.   These two ideas are key to the revision process.   Word choice has to do with, as the name suggests, the careful choosing of the most perfect words to express meaning.   Sentence fluency is the smoothness and fluidity with which the sentences in the writing roll seamlessly from one to another. According to McQuinn and Roach, â€Å"word choice is the use of rich, colorful, precise language that moves and enlightens the reader. It is the love of language, a passion for words, combined with a skill in choosing words that creates just the right mood, impression, or image in the heart and mind of the reader.†Ã‚   To accomplish this is to really wrestle with words until the most perfect choices are made.   Likewise, sentence fluency focuses on the sounds of the sentences.   This forces the writer to consider sound devices such as rhyme, alliteration, creative phrasing, sentence structure, complexity and length.   The sentences will read, in some cases, like music. Finally, the writer has achieved a focused, organized and creatively crafted piece.   He has one more step to complete.   This step is the revision step.   This step demands that the writer proofread his paper to ensure that the conventions of the English language are followed.   This gives the writer and the writing legitimacy.   The reader recognizes that his writing will be more powerful if it is also correct in its use of punctuation, usage, spelling and other such conventions.   While proofreading may be less creative than the stylistic drafting of the piece, it is nevertheless a vital step in the whole of the writing process. While most process driven models of writing end here, the McQuinn and Roach model includes another area.   This area is that of voice.   They note that voice is the heart and soul of a piece, the magic, the wit. It is the writer's unique and personal expression emerging through words. Voice is the presence of the writer on the page. When the writer's passion for the topic and concern for the audience are strong, the text dances with life and energy, and the reader feels a strong and intimate connection to both the writing and the writer. Voice is a more abstract tenet of writing, one that is harder to explain and harder yet to produce. Voice pervades all writing, but not all voice is unique or engaging or even literate.   Many writers take years to produce a recognizable voice.   Some students never learn it.   However, voice is the quality that separates adequate and good writing from great and enlightened writing, yet it is the most elusive quality of all. The process described in the text and the process designed by McQuinn and Roach have many structural similarities.   They both depend on good ideas, organization, drafting, revising and proofreading.   However, the McQuinn and Roach model go beyond this to demand an element of uniqueness, of style, from the writers.   This style is very difficult to teach.   For this reason, it is much more difficult to use. A student of writing would find the text much easier to follow.   The steps are well-defining, and a student who carefully follows them will produce a good piece of writing.   The steps are easy to repeat and practice, and they can be applied to many situations. However, a student who has mastered this type of writing and desire another level to his work will find McQuinn and Roach an excellent step in this direction.   While the tutorial on their website cannot guarantee that one will become a stylist, it gives a mature writer more dimensions with which to experiment in his writing.   Word choice, sentence fluency and voice are all components of this dimension.   Merely good writing can exist without them, but great writing can only emerge with them.   Thus, the user-friendliness of these two models will depend on the level of adequacy that the writer has achieved. References McQuinn, C. & Roach, M.   The Writing Process. WORDSMITH A GUIDE to College Writing 3RD EDITON