Economic Concepts Involved Essay

The economic concepts involved in this song are basically the credit carts and the loans. Interest rates are also involved as well. Interest is charged by lenders as costs for the loss of the asset’s use. In the process of lending money, the lender could have invested the funds instead of lending them out. With lending a large asset, the lender may have been able to generate income from the asset should they have decided to use it themselves. People started to take loans for housing purposes in America at that time. They wanted to buy houses or to invest these loans or to buy bonds so that they could get more money on returns. Investments are negatively related to interest rates. So when interest rates increases, investment will be high. They could also buy bonds with these loans. If interest rates are high, value of money decreases and the bonds purchased by the people for future prospects will be of lesser value in present but when interest rates declines, bonds will be more profitable. THE FINANACIAL CRISIS IN AMERICA The financial system in USA was hit by many factors among which the main was the change in ability to create new lines of credit. This made to dry up the reserve cash of the financial institutions and hinged their credit and ability to make new loans. Also, it must be noted that cheap credit made people to buy more houses or investments. This created more money in the market causing inflation. The increased loan packaging, market and incentives had prompted borrowers to presume difficult mortgages in the belief they would be able to quickly refinance at more favorable terms. But due to a drop in housing prices and rise in interest rate, difficulty in refinancing started. The consequences of this trend led to a huge loss of banks. The credit dried up, the housing market declined; etc. The whole financial system was crushed. This song does not demonstrates the actual scenario of the USA crisis but it simply presents an outlook of a working man who is paying hard due to government’s system. References:- Cowboybleau, Single Review: â€Å"Shutting Detroit Down† by John Rich. February 11, 2009.Available at http://countrycentral.wordpress.com/2009/02/11/single-review-shuttin-detroit-down-by-john-rich/ Shakil-ur-Rahman,Mir.   â€Å"Overview of Economic Survey 2008-09†.The News[Karachi]. June 12, 2009.Available at http://www.thenews.com.pk/daily_detail.asp?id=182548 Interest Rate at Investopedia. Available at http://www.investopedia.com/terms/i/interestrate.asp

Education Is the Single Most Important Factor in the Development?

Issue: Education is the single most important factor in the development of a country? Do you agree? IMPORTANCE OF EDUCATION Today, having a good education is really important for people. So that, most people apply a lot of tecniques which help them their work and school. Education is the single most important factor in the development of a country. Countries need a lot of things for their future because educated people are good at many things, such as communication and also to know how to improve themselves. First of all ,being good at communicating which has some advantages for people is very urgent for today’s life .It brings people a lot of feasibility and success. For example, at work people get on well and behave eachother suitable. They find possibility and become successful . But if they don’t do these ,they can lose many things . In addition to this, they may be hopeless and destroy their future. For these reason, people can have a good communication thanks to o nly education . To sum up, having good education opens people new door in their work and give them many things for their life. Another issue in the development country is that people know how to advance themselves during their all lives.For instance, educated people improve themselves during their all lives. They learn many things and in the future when they face with some problems ,they know how to deal easily, because they read or saw previous anywhere these problems . As a result, improving themselves about a lot of things is very significant for people. In the light of the above-mentioned reasons ,a country cannot develop without the education which requires an essential communication and improving themselves . In my opinion ,the education includes the most things that advance to the country. FATMA SARI

Mobile Technology Evolution and Its Influence on the Society

Mobile phones have long ago ceased being mere means of communication. Nowadays they quite successfully perform a much greater number of functions and as they evolutionize their impact on the society grows. Over the past few years mobile technology has shown steady and significant improvement. Mobile evolution has introduced new revolutionary features, some of which were unimaginable not too long ago. Driven by the slogan â€Å"If you can dream it, you can do it†, the 3G mobile phone manufacturers strive to make their products as sophisticated as possible, constantly updating the software, features and multimedia services (Take, Sopan). At this point it seems that there’s always way to perfection. The fact that mobile phones at this point are already saturated with impressive features makes further improvement challenging, and therefore even more desirable. The fact that one can get seemless and fast Internet connection on his phone is very appealing and much appreciated by the mobile phone users. GPS service is also among the latest and the most popular features available in 3G mobile phones (Willison, Simon). Another feature which seems to be a must for any phone is built-in camera. The quality of the pictures and video taken with the help of a tiny camera integrated in the mobile phone seems truly extraordinary and at times can even beat the quality provided by bigger cameras. As mobile evolution continues, the phones become more and more compact at the same time providing an increasing number of fascinating features. Constant struggle for improvement manifests the desire of mobile phone manufacturers to keep up with the relentless progress, which brings under the spotlight the most revolutionary and innovative products. There’s no denying the fact that such impressive improvements in mobile technology infallibly evoke acute interest not only in those, who closely monitor every technological invention, but also in the general public. Efficient marketing programs and overall popularity of certain mobile phone manufacturers, such as Nokia, lead to strong enthusiam among the people when a new model is about to be released. An illustrative example of the ultimate excitement over a new mobile phone model is the release of the Apple iPhone (Barylick, Chris, Honan, Matthew). The fact that hundreds of people spent days and nights in the street led by the desire to be among the first to get the dream-phone is very telling of the great place mobile phones have secured for themselves in our hearts and minds. Nowadays, a mobile phone is far more that a way to stay in touch. It is a symbol of status, taste and fashion consciousness of its owner. A new impressive mobile phone evokes respect while an obsolete one may call status into question. In conclusion, as mobile phones become more and more complex, their influence increases. People depend on their mobile phones for much more than just calls and text messages. One can hardly deny the importance of mobile phones, which have become an inseparable part of our everyday lives. They have even gone as far as to define their owner as a person. Works Cited 1. Barylick, Chris, Honan, Matthew. iPhone release brings out the crowds. June 26 2007. 2. Emily. Samsung, Armani to Launch ‘Armani Phone'. July 24, 2007 3. Richardson, Michael. Mobile Phone Becomes Status Symbol. 6 May 1994. Herald Tribune/News. 4. Take, Sopan. Evolution of the Mobile Technology. July 19 2004. Science and Technology. (http://www.buzzle.com/editorials/7-18-2004-56792.asp> 5. Wellman, Steven. Take 5: The Evolution Of The Mobile Phone User Experience. April 24 2007. The Information Week/Consumer/Personal Tech: Mobile. 6. Willison, Simon. New A-GPS service for Nokia phones. 6 August 2007.

Outsourcing keeping India and Pakistan in reference Essay

Outsourcing keeping India and Pakistan in reference - Essay Example This research also presents the development and trends in the field of outsourcing. Earlier or later on, every software development organization asks a simple question: â€Å"Is there any way that we can acquire the software and systems we require at a slighter expenditure?† The answer to this query is not straightforward, and the moving conversations or debates that take place in response to this question always direct to a single word: outsourcing (Pressman, 2001). With the passage of time, the fashion of outsourcing is growing in the fields of information technology. And organizations are gaining competitive advantages and saving their resources by outsourcing their needs. The responsibilities of the management increase when they decide for outsourcing (Palvia, 2000) and (Laudon & Laudon, 1999, p. 381). According to (Shelly, Cashman, & Vermaat, 2005, p. 638), organizations have two choices: By outsourcing, organizations can pay attention on their interior business at the same time as letting others with extra expertise to carry out some portion of their business management activities. Some organizations outsource just the software development portion of their IT operation. On the other hand, others outsource more or every part of their IT operations. The reason of doing this is to keep on competitive in this period of incessantly changeable technology (Shelly, Cashman, & Vermaat, 2005, p. 638). All this depend on an organization’s needs, external organizations can handle as much or as little of the IT needs as indispensable or desired. Mostly external organizations can proffer hardware and software. Others offer an assortment of services encompassing Web design and development, Web hosting, customer service, billing, Sales, marketing, and officially authorized support, an Internet solutions provider is a corporation that offers Web hosting services that consist of administration of shopping carts, inventory, and credit card processing

Uses of Electron Microscope Essay Example | Topics and Well Written Essays - 6250 words

Uses of Electron Microscope - Essay Example The light microscope was invented in the 17th century from the Galilean telescope. Antony van Leeuwenhoek, a Dutchman developed one of the early microscopes which consisted of a powerful convex lens and an adjustable holder for the object being studied. This instrument had a magnifying power of 400x and protozoa, spermatozoa, bacteria and shape of the red blood cells were discovered by Leeuwenhoek (FEI company, 2008). This microscope had only one lens and was called a single microscope. An improvement on this was compound microscope wherein another convex lens was added to magnify the image produced by the first lens. A modern light microscope has a magnification of as high as 1000x and thus enables resolution of objects separated by 0.0002mm (FEI Company, 2008). The resolving power of light microscope had 3 limiting factors: lenses, quality of lenses and the wavelength of light used for illumination. Some improvements in the light microscope were made using these aspects. Blue or ul traviolet light with shorter wavelength gave a small improvement. Further improvement in the resolution was noticed when the specimen and the front of the objective lens were immersed in a medium like oil with high refractive index (FEI Company, 2008). As early as the middle of 19th century, microscopists realized that structures less than half a micrometer could not be resolved with a light microscope. At the same time, researchers had hinted at the possibility of improvement in the resolution of the microscope using electrons rather than light. This is because accelerated electrons behave in a vacuum just like light, they travel in straight lines and have a wavelength which is about 100,000 times smaller than that of light.  

Should Women be allowed in combat Research Paper

Should Women be allowed in combat - Research Paper Example with, the skeletal system of the women is less dense and is more prone to fracture (Journal of the American College of Nutrition Journal of the American College of Nutrition, 2011). According to Center for Military Readiness, most of the female soldiers are shorter and smaller than men. Their upper body strength is less than 45-50% compared to males, and their aerobic capacity is lesser of 25-30%. (Center for Military Readiness, 2004) Physiological Concern. It is nature to women about their menstruation that happens monthly. At this state, they are believe to be incapacitated during that period as they are prone to accidents due to their limited action. This was observed during World War II. However, there are some sectors who refute the claim with certain evidences and studies that women do perform equally even during their menstrual period. (Poulos, 1996) Psychological Concern. Relationship could develop between a man and a woman soldiers. This projection could put the unit at risk in an actual combat. Thus, women are banned in the front-line combat situations. The fear to be in the front-line of combat might drive women to get impregnated so as to avoid being in it, which is far very critical for the combat attack plan. (Center for Military Readiness, 2004) Female soldiers could also be objects of capturing, torture, and sexual assailment that will make the combat unit vulnerable. Males on the other hand have no record of sexual assailment but high percentage on physical abuse. Females have the highest percentage of sexual assailment in units. (Louise Slaughter, 2011) Conclusion. With physical, physiological, and psychological concerns that are based on facts reveals that women should not be allowed in a combat. Their presence in the combat will put at risk the combat units and make them

Advantages and Disadvantages of Wireless Networking Essay

Advantages and Disadvantages of Wireless Networking - Essay Example It uses technologies such as the Bluetooth as well as other unguided media such as satellite, radio and microwave transmissions among others (Tanenbaum, 2004). This essay is a critical evaluation of wireless networking, discussing both the advantages and disadvantages of this form of data information transmission. Developments in the Information technology sector have greatly enhanced the modes of doing business especially in time management and the timely delivery of results. For example, most of the companies and institutions have allowed their employees to telecommute. Telecommuting is the process through which an employee is allowed to work from his personal computer at any location be it home, vehicle etc without necessarily having to report to the office, where the company’s computers are located (Kurose, 2002). By doing so, assignments given to the employees can be completed during their own free time instead of having them work overtime thereby denying them the pleasure to be with their families, who require their presence at home as early as possible. After completing the assignments, an employee, having been allowed to access the company’s databases, can send them directly from his remote computer so that once the offices are opened, the information can be put into use without any delay. However, this may be difficult or impossible without the wireless connectivity, which facilitates remote transmission of data from one computer to the other (Smith, 2003). There is also the technology of video conferencing and VOIP, which facilitates meetings for example by the board of directors who do not have to meet physically thereby minimizing the cost of travelling or accommodation. However, this mode of communication can incorporate both wireless and wire networks. This is from the perspective that the board members may be connected to the internet by wire or wireless networks but for them to communicate

Ethics and Legal Considerations in Strategic Management (StilSim Essay

Ethics and Legal Considerations in Strategic Management (StilSim Company ) - Essay Example Virtues such as integrity and honesty have always been valued here in the stilsim company, not only that, we also believe in quality customer service, openness, personal excellence, continual self improvement and mutual respect. We respect our committment that we have with our cliental and cutomers and we believe in providing the best service that is out there to all of our associations. We here hold ourselves accountable to not only our customers but also to our share holders, our partners and our employees and we pride ourselves on honouring our commitments with them and providing the best of the results that we can. We try our best to live up to the expectations of our cliental and customers. To understand more about the work here at stilsim and the principles on which we work, we provide our employees and clientals with our brochures and handbook. These handbooks have all the essential information about the stilsim and what this company is about. Generally, ethics considered as the moral standards by which behaviour of the people is judged. Often the ethics re considered as the â€Å"golden rule†, this however is only the general consideration of ethics and this standard can not be used to define the buisiness ethics. In a business you are answerable to diffrent set of people such as customers, shareholders and the clients. Business ethics is is a highly compex field where determining your next move when an ethical dilemma arises among diffrent interests is an extremely tricky job. Right now the stilsim company is dealing with many internal and external issues and once we impliment our new strategy, the ethics should be kept in our minds while making any important decision. Since the stilsim company has been in the business for such a long period of time , we believe that we hold a great deal of responsibilty towards our employees, our stake holders, our shareholders, our customers and even the

Discussion 6 Essay Example | Topics and Well Written Essays - 250 words - 1

Discussion 6 - Essay Example s the people in IT business and other professionals to know what new opportunities are there, challenges likely to be faced and the trends in the system. In today’s competitive global market people are looking for new opportunities to reduce cost, improve their efficiency in work and gain an edge in the market. Business people are using IT as their tool to realize their aims. The use of disruptive new technologies social networks, content-mobile apps along with proliferation of private and public cloud is making companies to assess the impact this new technologies in their businesses. Business leaders are supposed to understand the use and importance of this new advancement and use them in the improvement of their businesses (Overby, 2013). There is need of listening to the customers in this digital market in order to understand the consume ration of IT. Businesses are filled with large data, a cloud of computing information and mobile services. The argument of Overby that equilibrium of jobs offshore and onshore will be attained is quite correct. Advancement in technology makes works more efficient and creates more job opport unities and development of a

Proofs for God’s Existence Essay Example for Free

Proofs for God’s Existence Essay God’s existence can be proven in a multitude of ways. However, several introductory caveats are in order. First, by â€Å"God,† we mean the traditional Christian concept of an all-powerful and wise creator. Second, the project of â€Å"proving† anything is logic or science is nearly impossible. Even the best laid logical plans and the most iron clad arguments can be torn to pieces by a skilled logician. Such a state does not invalidate the proofs in question, just merely that the language of the discipline is such that any logical design can be manipulated and refuted by one who ardently desires it be refuted. What is being dealt with here is that faith in the God of the Christians is not an irrational, â€Å"blind faith,† but one that is eminently reasonable and defensible on metaphysical, logical and scientific grounds. 1. The proof of Aristotle, used by Thomas Aquinas later, is the â€Å"hylomorphic† proof and is very important to medieval thoughts about God and the nature of his existence. The theory centers around the distinction between first, form and matter which, second, corresponds to action and passion, or act and potency. The form of an object is it in act, or developing towards its natural telos, or end. The matter is passive, that which has non being, that which still needs to be developed. But the nature of reality is such that as one rises in knowledge, the form dominates over the matter. Mathematics, for example, is almost purely form, with only a minuscule amount of material stuff. But what is the origin of such things? Only the world of pure form, and hence, pure act, that is, God. God is pure act, pure perfection with no more need for development. It is the form of Forms that renders unchanging knowledge possible. The matter within its formal shell is not nly passive, but accidental, in that it is only the generator of sensations, colors, etc. But such things cannot exist without a substratum (there is no red, without it being a red something), and hence, form is the object of knowledge, not the matter, or the â€Å"accident† of the object. But knowledge only sees form, never matter. Matter might present form in the guise of a sensate object, but logical and mathematics does not work this way, these are separated from matter. Hence, the more universal the knowledge, the less matter. Hence, the ultimately form of knowledge is Pure form, hence God (Owens, 1980: 20-25). 2. Similarly, the proof of St. Augustine from the point of view of unchanging truth. Any such unchanging truth must have a cause. The truths of mathematics or logic never change regardless of time or place, and hence, there must be an entity in existence who could have brought such a world into being. Such an entity must never change or alter its being in any way, and hence, must be perfect (the only need for change is to improve, if no need for change, then there is no need for improvement). Therefore, God exists (Augustine, 1996: 19). 3. In terms of scientific proof, there is the entire question of natural law. The world is held together by a series of laws that never seem to change. They are regular and can be seen throughout nature, from its macro to its micro level. The â€Å"sensate† part of nature, logically, is anterior to the laws that allow it to exist. Hence, the laws of nature had to have come first, and are the form within which the sensate part of nature functions. Hence, an entity must exist that is capable of creating natural laws within which all created being can function in a regular and logical manner. Only God can be the cause of such things (Copleston, . 2006, 518). 4. The Russian philosopher Vladimir Solovyev uses the critique of nominalism to prove the existence of God in his Lectures on Godmanhood. First, the idea of empiricism is faulty since no real individuals exist (only God has this quality, but this is putting the cart before the horse). The objects seen in daily experience are themselves not particulars, but universals, ultimately reducible to pulses of energy. Force is the ultimate reality of being in terms of metaphysics. Hence, the empirical approach to the world is arbitrary, since the particulars we take for granted are in fact huge and complex collections of force and energy that appear to the senses as colors, sounds, textures, etc. Hence, energy is the source of being, and hence, retain the ontological status as universals. But this can not be sufficient, since the universal nature of forces must be accounted for. And this accounting can only be an entity powerful enough to have first created these forces that ultimately would register in human senses as objects, seemingly solid and singular, but in truth, complex and made up of universals (and in fact, representing universals in themselves). But this ultimately spiritual reality must have an equally spiritual cause, that is God. In other words, as the empirical qualities of objects exist only in the mind, the ultimate reality of the world is to be found in universals, and hence, the world of spirit. But all spiritual objects must have a cause that is equally creative and powerful (Solovyev, 1948: 60-63). 5. Spinoza’s concept of God is slightly different from the Christian view, but not entirely dissimilar. Spinoza argues for a single entity, Substance, that is the ultimate basis for all sensate objects. Substance is God, the ultimate basis (avoiding the word â€Å"cause† here) for all change and movement. Logically, there is only one ultimate Substance since there is no real reason for positing and more than one entity that, itself, can survive all change, but is not available to the senses. Spinoza’s Substance is not something that can be apprehended by senses, but only by the mind, and hence, is a spiritual being. While many writers have broken their backs trying to hold that nature is God for Spinoza, there is no reason to hold this: God is what is behind nature and is the ultimate basis for all being. Spinoza is not a pantheist, as nearly all commentators hold. Spinoza held that all change needs a basis, something that does not change. That which we see as changing is the modes of existence, the sensate objects in space and time (or mind and body). All of these sensate things can be reduced to that which is extended and that which is mental, ultimately one thing seen from two different points of view. But these two are merely two available modes for human comprehension of an infinite object that never changes, but is at the root of change, its basis, and that is Substance, or God, an infinite being who lies at the root of all change and the laws that govern change. It itself, does not change, but contains infinite attributes that only appear incompletely to human beings under two attributes only. Spinoza does not hold that there needs to be a cause of all things, but he does hold that there needs to be a basis of all things, that this is God (Della Rocca, 2008, 42-48) 6. The last proof or vision of God is to be found in Apostolos Makrakis, the little known 19th century Greek metaphysician. He was a Christian rationalist who held that Descartes butchered his own method. Makrakis holds that one can begin with Descartes ontological doubt. But the conclusion to this doubt, cogito ergo sum, is an arbitrary end point. When I engage in methodological doubt, I come up with several conclusions: first, the doubter exists, second, that the doubter is not the cause of his own existence, and third, that God exists necessarily. All of this derives from the single act of cognition: it is the true unpacking of the cogito. Since if the cogito is true, than the other propositions are equally true at the same time, known intuitively. Since the cogito is not self-created, then the outside world and God must exist necessarily in the same act of cognition as the original cogito. If one must strip away the outside world in order to reach the cogito, than the outside world is real, since in removing it, one reaches the truth of existence. The outside world cannot be a phantom then, if the doubter is not self-created. Something needed to have created and sustained the doubter, and this is as certain as the cogito itself. But since that outside world itself is not self-created (in other words, that the outside world does not know itself through itself, but through another), than God necessarily exists, and again, as true as the cogito itself. Hence, the cogito really says: I exist, the outside world exists, God exists, all at the same time all in the same act of cognition since the cogito itself implies it (Makrakis, 1956, 42-43). Again, none of these proofs are final, but the same can be said for all logic and science. But these do who that reason assents to the existence of God as infinite and all powerful. Spinoza’s approach is the most interesting, since it is compatible with mechanistic science, but holds that such science necessarily needs a basis for action, and this is Substance. The argument #3 above is also very difficult to refute, since one cannot hold to an ordered universe without holding to natural law, and if that, than the cause of natural law itself. If that is denied, then one is in the unenviable position of trying to argue that the material objects of nature can and did exist without a law to govern their actions. Hence, evolution is impossible. Natural laws (and a lawgiver) had to be before the actual sensate part of creation. But this, in an odd way, is very similar to the argument of Spinoza. It seems that science itself cannot function without recognizing natural law and it’s a priori existence with respect to the objects of science themselves. Bibliography: Owens, Joseph (1980) Thomas Aquinas on the Existence of God. SUNY Press Augustine (1996) â€Å"On The Free Choice of the Will† Readings in Medieval Philosophy. Ed. Andrew Schoedinger. Oxford. 3-24 Copleston, Frederick (2006) History of Philosophy: Medieval Philosophy. Continuum International. Solovyev, Vladimir (1948) Lectures on Godmanhood. Lindisfarne Press (this is sometimes called Lectures on Divine Humanity) Della Rocca, Michael (2008) Spinoza. Taylor and Francis Makrakis, Apostolos (1956) â€Å"The Tree of Life. † in Foundations of Philosophy. Chicago, OCES. 1-104

A Room with a View: Chapter by Chapter Analysis

A Room with a View: Chapter by Chapter Analysis Opening a Window A Room with a View by E.D. Forster explores the struggle between the expectations of a conventional lady of the British upper class and pursuing the heart. Miss Lucy Honeychurch must choose between class concerns and personal desires. Honeychurch is a respectable young lady from a well-known family. She travels with Miss Charlotte Bartlett to Italy at the turn of the century. In Italy they meet Mr. Emerson and George Emerson. George is young man who falls in love with Lucy. Mr. Emerson is an idealist and a dreamer. Only a couple of days after they get to Italy George kisses Lucy while standing in the middle of a waving field of grass. George does this with out her permission or discussion. Even though this surprises Lucy and backs away she still participates in the kiss that tells the readers that there is something in her heart that drives her toward George. Georges function in A Room with a View is clear: he is a source of passion in a society that is tightly sealed with convention, timidity, and dryness. When Lucy comes home to Britain she is proposed to by Cecil. She accepts the offer because she knows that it is the proper thing to do. Cecil is an intelligent, well-respected man but lacks the passion that George penetrates. When Cecil attempts to kiss Lucy it is very different than George. He first of all asks permission, then Cecil timidly moves in to kiss her, and lastly his glasses fall off. This example shows the difference between Cecil and George and how Cecil lacks the aggression an d desire that George has. Lucy has to make the decision between the mind and the heart. She is torn between Cecils world of books and conformity and Georges world of passion and nature. This decision is not easy for Lucy to make. Lucy came really close to marrying the wrong man due to her lack of thought. She has grown up and lived a life of proper existence. However, Lucy possesses passionate qualities they have just been repressed her entire life. Her only emotion outlet is the piano, in which she prefers dramatic pieces by Beethoven. She plays the piano in order to let out her frustrations brought on by her surrounding characters. Lucy is brought up to be proper and not outgoing or passionate. George will eventually show her how to be passionate and open to new ideas. George is a man that breaks the chains of conformity to free Lucys spirit and he does this efficiency. George kisses Lucy for the second time and he explains that love exists between them. He tells Lucy that she can not marry Cecil because he does not understand women and will never understand Lucy. George also explains that Cecil only thinks that he loves but in actuality only wants her for an ornament. George, on the other hand, wants her as his partner in the great adventure of life. Lucy has lied to herself and to everyone else around her until she is eventually cornered into tearfully admitting her love for George. A Room with a View is a love story about a young proper women who is engaged to a proper man she does not love, and the frantic efforts a another young man to her see what love is and that she loves him. Lucy struggles between what is expected of her and what she really wants. By the end of the novel, George will have offered Lucy a view out of the window of her life. George will have opened a window for her. British social comedy examines a young heroines struggle against straitlaced Victorian attitudes as she rejects the man her family has encouraged her to marry and chooses, instead, a socially unsuitable fellow she met on holiday in Italy. Classic exploration of passion, human nature and social convention. A Room with a View was published in 1908. It was one of Forsters earliest novels, and it has become one of his most famous and popular. E.M. Forster was twenty-nine at the time of publication; two earlier novels, Where Angels Fear to Tread and The Longest Journey, had been poorly received. A Room with a View was blessed with good reviews, but it would not be until 1910 and the publication of Howards End that Forster would have his first major success. The novel deals with a group of British characters in two major settings: Part One and the final chapter are set in Florence, Italy, and Part Two is set mostly in a quiet part of Surrey, England. Forsters characters, like Forster himself at the time of the novels writing, live in the time of the British Empires zenith. With possessions in every part of the globe, the British Empire was as yet untouched by the difficulties of the two world wars. The monarch of England was also the king of Canada and the emperor of India; English citizens enjoyed the fruits of a system of exploitation and oppression that touched the far corners of the world. The remnants of Victorian sensibilities were still very much alive. Prim and proper Brits worried about refinement, the virtue of young girls, and the control of the passions. But it was also a time of change. Women began to clamor more loudly than ever for equal rights. Socialists were challenging old ideas about class and religion, and artists and thinkers began to challenge Victorian attitudes about emotion and sexuality. A Room with a View was one of those challenges. The story of young Lucy Honeychurchs choice between propriety and love, the novel casts Socialists as heroes and prim spinsters as antagonists. Lucys dramatic choice at the end of the novel is not only a victory for passion, but for womans independence. It was common for British citizens, particularly young men and women, to take the grand tour of Italy. The idea was for educated Brits to expose themselves to the work of Renaissance and Roman artists and architects, but like tourists throughout the ages, many travelers only had a superficial experience of Italy. They stayed with other British travelers, looked down on the Italians, and went to museums and ancient churches with their books of art criticism in hand. Forster criticizes this kind of tourist, but with some gentleness and a good deal of humor. A Room with a View is wonderful social commentary, but it is no acrid satire. The novel prefers to laugh lovingly at its subjects, and in the end the good in people matters much more to Forster than their shortcomings. The novel deals with Lucys growth toward self-awareness; by the end, she has learned the importance of expressing passion honestly. At the time, Forster was at the beginning of his first important relationship. A Room with a View is dedicated to H.O.M., Hugh Meredith, Forsters first love and the model for George Emerson. Throughout the novel, Forster speaks with great insight on the subject of repressed passion and the war between desire and societys conventions. His experiences as a gay man at the beginnings of his first relationship undoubtedly had a great influence on the writing of the novel. His lack of sexual experience also explains some of the novels shortcomings; although he writes beautifully about the beginning stages of the courtship between Lucy and George, in the final chapter he seems less certain, less insightful. Still, the book is an accomplished and beautiful love story, full of cutting but ultimately generous insights. And there are unforgettable moments: the firs t kiss between George is Lucy, passionate and unexpected on a hillside covered with violets, is one of the finest kisses in modern literature. Propriety and Passion: The conflict between social convention and passion is a central theme of the novel. Lucys match with George, by social standards, is completely unacceptable. But it is the only match that could make her happy. Her match with Cecil is far more conventional, but marriage to Cecil would destroy Lucys spirit. The Emersons are truly unconventional people. They care almost nothing for propriety. Mr. Emerson, a Socialist, speaks with great feeling about the importance of passion and the beauty of the human body. The British characters of the novel have very strong ideas about the need to repress passion and control young girls. To achieve happiness, Lucy will have to fight these standards, many of which she has internalized, and learn to appreciate her own desires. The beauty of human beings: A Room with a View is social commentary, but Forsters depictions of people are ultimately generous. He gently mocks the Honeychurches for their bourgeois habits, but he does not shy from depicting their strengths. They are loving and sincere, generous with guests and with each other. Cecils greatest fault is that he is entirely too critical of people. He cannot appreciate the good in the simple country gentry with whom Lucy has grown up. Even Charlotte, the prim spinster who is a major obstacle to the love between Lucy George, is allowed to have a moment of grace. In the end, Forster appreciates his characters goodness much more than he mocks their faults. Travel and the idea of Italy: Travel is a powerful force in the novel, and at its best it can be a life-altering experience. The heart of travel is to allow a place to get under ones skin; staying at British pensions and scorning Italian peasants do not the constitute the best experience one can get out of Italy. Italy gives Lucy insights into her life back at Windy Corner. It changes her perspective of herself. Although her experiences there confuse her, in working through the confusion she becomes a self-assured and independent young woman. The beautiful and the delicate: Lucy asks in the first chapter if beauty and delicacy are really synonyms. One of Lucys important lessons is that beauty need not be refined; much is beautiful in the gesture of kindness that oversteps propriety, or the act of passion that ignores convention. Lucy has to learn to see beauty in things that her society scorns or condemns. Womans position and independence: The Emersons are fervent believers in the equality of men and women. Lucy is not a rebel at heart, but she is often frustrated by the limitation put on her sex. Her marriage to Cecil could never be one between equals. Cecil is not so much in love with Lucy as he is in love with some idea of what a woman is supposed to be. He constantly compares her to a work of art, which, although it may be flattering, also objectifies her and ignores that she is a living person. What Lucy needs, although she does not know it, is a relationship between equals. She has no desire to be protected or instructed. Connection between nature and man: One of Mr. Emersons convictions is that man and nature are inextricable from each other, and only the mistakes of civilization separate man from his natural state. Closely connected to the theme of passion and the body, this theme runs throughout the novel. Forster emphasizes it by having the weather often mirror the thoughts of his characters. He also connects George and Lucy to the land at key points. Passion and the body: If nature and man are inextricable from each other, it follows that there should be no shame for the body or passion. Societys conventions try to hide both. The body must be hidden, a thing of which one should feel ashamed; passions must be controlled and regulated by rules tied to class and gender. Lucy has to overcome these conventions if she is to allow herself to love George. The Medieval/the Renaissance/the Classical: Forster uses time periods to represent characters and their attitudes. Uptight Cecil is always associated with the medieval; George is associated with the myths of the classical world. Italy is the land of both the classical Roman world and the Renaissance, and Forster uses these eras as symbols of beauty and passion. Music: Lucys relationship to her music is an important insight into her character. Her playing is an indication that she has untapped reserves of passion; Mr. Beebe remarks that one day Lucy will live as well as she plays. Lucys music also articulates her feelings better than her words can, and after playing she is more certain of what she wants. The Muddle: Forster constantly uses the word muddle to describe Lucys state of mind. The muddle arises when everything that one has been taught suddenly is thrown into doubt. It is one of the marks of growing up. Lucys muddle is frightening and confusing, but in working through it she will become a stronger and wiser person. Class snobbery: Class snobbery is a constant feature of A Room with a View. The Emersons, because they are not refined, are the most frequent victims of this snobbery. Country gentry look down on those who work hard for a living; Cecil looks down on the suburban ways of country gentry. Lucy has to overcome the class bigotry that she has been taught. Short Summary Lucy Honeychurch, a young English woman, is vacationing with her cousin, Charlotte Bartlett, at an Italian pension for British guests. They are vacationing in Italy together, and currently they are in Florence. While bemoaning the poor views outside their windows, Lucy and Charlotte are interrupted by another guest, an old man by the name of Emerson. Mr. Emerson offers them a room swap; he and his son George are both in rooms that offer beautiful views of Florence. Charlotte refuses; for a woman to accept such an offer from a man would make her indebted to him. It would be a serious breach of propriety. But later that evening, after the intercession of another guest, a clergyman named Mr. Beebe, Charlotte accepts the offer. Their stay in Florence continues, and Lucy continues to run into the eccentric Emersons. They are socially unacceptable by the snobbish standards of the other guests, but Lucy likes them. One day, while Lucy is walking alone in Florence, she witnesses a murder. George happens to be there, too, and he catches her when she faints. On the way home, they have a strange, intimate conversation as they walk along the river. But George stirs up feelings in Lucy that she is not ready to face, and she resolves not to see him again. However, later that week, they both end up on a carriage ride into the hills near Florence. The various British travelers disperse and wander around the hills, and Lucy finds herself alone. She stumbles onto an earth terrace covered with violets, and finds herself face-to-face with George. He kisses her, but the kiss is interrupted by Charlotte. The next day, under Charlottes direction, Lucy and Charlotte leave for Rome. Part 2 begins after the passage of several months. We are back at Windy Corner, the Honeychurch home in Surrey, England. In Rome, Lucy spent a good deal of time with a man named Cecil Vyse. The Vyses and the Honeychurches are on friendly terms, but Cecil and Lucy only knew each other superficially before Italy. In Italy, Cecil proposed to Lucy twice. She rejected him both times. As Part 2 begins, Cecil is proposing yet again. This time, she accepts. Now that they are engaged, Cecil and Lucy must spend time with Lucys various neighbors. Cecil, an aristocratic Londoner, despises the ways of the country gentry. He also dislikes Lucys brother, Freddy, and is not overly fond of Lucys mother. But Lucy puts up with it. At Charlottes request, she has never told anyone about her kiss with George. But before too long, the Emersons move into Cissie villa, a home not far from Windy Corner. Lucy is forced to face George Emerson again, but she manages to deal with him at a distance. She continues her engagement to Cecil, even though signs indicate that she is anxious about the marriage on a deep psychological level. To the reader, it is obvious that they are completely unsuitable for each other, but Lucy persists in the engagement. Soon, things come to a head: Charlottes boiler is broken, and she comes to stay as a guest at Windy Corner. And during her stay, Freddy, who has befriended George, invites George to come play tennis. It is all to take place on Sunday, and Lucy is terrified of what might happen. On Sunday, Cecil refuses to play tennis and pesters everyone by reading aloud from a bad British novel. Lucy soon realizes that the novel is written by Miss Lavish, a woman who stayed at their pension in Florence. Cecil reads a particularly humorous passage aloud, but Lucy sees nothing humorous about it: it is a fictional recreation of her kiss with George. The names are different, but the situation is unmistakable. She realizes that Charlotte told Miss Lavish what happened. George is also present for the reading of the passage. On the way back to the house, George catches Lucy alone in the garden and kisses her again. Lucy confronts Charlotte angrily about her indiscretion. She resolves to put George in his place. She has Charlotte sit in the room as support and witness, and she orders George never to return to Windy Corner. George argues with her passionately. He tells her that Cecil is stifling and unsuitable for her; Cecil will never love her enough to want her to be independent. George loves her for who she is. Lucy is shaken by his words, but she stands firm. George leaves, heartbroken. However, later that night, Cecil refuses again to play tennis with Freddy. Something in his refusal makes Lucy see him truthfully for the first time. She breaks off the engagement that very night. But Lucy still cannot admit to anyone, including herself, her feelings for George. Rather than stay at Windy Corner and face George, she resolves to leave for Greece. But one day not long before she is supposed to leave, she goes to church with her mother and Charlotte and meets Mr. Emerson in the ministers study. Mr. Emerson does not know that Lucy has broken off the engagement, but Lucy realizes before long that she cannot lie to the old man. She talks with him, and Mr. Emerson realizes that she has deep feelings for George. He presses the issue, forcing her to confront her own feelings. Finally, she admits that she has been fighting her love for George all along. The novel closes in Florence, where George and Lucy are spending their honeymoon. Not having her mothers consent, Lucy has eloped with George. Things are difficult with her family, but there is hope that it will get better. Whatever happens, George and Lucy have each other, and their life together promises to be full of happiness and love. We open in Florence at the Pension Bertolini, a pension for British travelers. Young Lucy Honeychurch and her cousin, Charlotte Bartlett, are bemoaning the poor rooms that they have been given. They were promised rooms with views. The two women sit at dinner in their pension, along with the other guests. Lucy is disappointed because the pension hostess has turned out to be British, and the dà ©cor of the pension seems lifted right out of a room in London. While Miss Bartlett and Lucy talk, an old man interrupts them to tell them that his room has a nice view. The man is Mr. Emerson; he introduces his son, George Emerson. Mr. Emerson offers Miss Bartlett and Lucy a room swap. The men will take the rooms over the courtyard, and Lucy and Charlotte will take the more pleasant rooms that have views. Miss Bartlett is horrified by the offer, and refuses to accept; she begins to ignore the Emersons and resolves to switch pensions the next day. Just then, Mr. Beebe, a clergyman that Lucy and Charlotte know from England, enters. Lucy is delighted to meet someone she knows, and she shows it; now that Mr. Beebe is here, they must stay at the Pension Bertolini. Lucy has heard in letters from her mother that Mr. Beebe has just accepted a position at the parish of Summer Street, the parish of which Lucy is a member. Mr. Beebe and Lucy have a pleasant talk over dinner, in which he gives Lucy advice about the sites of Florence. This vacation is Lucys first time in Florence. Soon, almost everyone at the table is giving Lucy and Miss. Bartlett advice. The torrent of advice signifies the acceptance of Lucy and Miss Bartlett into the good graces of the pension guests; Lucy notes that the Emersons are outside of this fold. After the meal, some of the guests move to the drawing room. Miss Bartlett discusses the Emersons with Mr. Beebe; Beebe does not have a very high opinion of Mr. Emerson, but he thinks him harmless, and he believes no harm would have come from Miss Bartlett accepting Mr. Emersons offer. Mr. Emerson is a Socialist, a term that is used by Mr. Beebe and Miss Bartlett with clear disapproval. Miss Bartlett continues to ask Mr. Beebe about what she should have done about the offer, and if she should apologize, until Mr. Beebe becomes annoyed and leaves. An old lady approaches the two women and talks with Miss Bartlett about Mr. Emersons offer. Lucy asks if perhaps there was something beautiful about the offer, even if it was not delicate. Miss Bartlett is puzzled by the question; to her, beauty and delicacy are the same thing. Mr. Beebe returns: he has arranged with Mr. Emerson to have the women take the room. Miss Bartlett is not quite sure what to do, but she accepts. She takes the larger room, which was occupied by George, because she does not want Lucy to be indebted to a young man. She bids Lucy goodnight and inspect her new quarters, and she finds a piece of paper pinned to the washstand that has an enormous note of interrogation scrawled on it. Though she feels threatened by it, she saves it for George between two pieces of blotting paper. Analysis Lucy is young and naà ¯ve; she is bright but not brilliant, although she has enough imagination and compassion to begin to look beyond the social conventions of her class and time. Forsters novel is full of insightful social commentary on the stuffiness of British social conventions. Modern readers are often surprised by Miss Bartletts deep anxieties about accepting a room trade with the generous but socially outcast Emersons. Miss Bartlett is acting under social pressures from several different directions. For one thing, Lucys mother has paid for Miss Bartletts travel expenses, and Miss Bartlett therefore feels responsible for guarding Miss Honeychurch from any possible harm. For Miss Bartlett, life is lived in accordance with what are arguably very precious and ridiculous concerns. Nothing is worse than a scene, and she must also guard Lucy from feeling obligation to a young man. Sex is a source of terrible anxiety for the British of this period, and a young womans reputation must be guarded at all costs. Lucy brings up an important theme of the novel when she asks about the delicate and the beautiful. Lucy wonders if delicacy and beauty might be different things, while Charlotte assumes that they are synonymous. As her social world defines beauty and delicacy, the two qualities are one and the same; beauty is found in politeness, in circuitous and subtle conversation, in avoidance of direct confrontation or over-earnest expressions of emotion. There is not beauty, therefore, in Mr. Emersons generous offer of a room trade. But Lucy is more imaginative than her cousin, and she is able to see that there is beauty in Mr. Emersons socially clueless but generous offer. He is completely unaware of the anxiety he is causing Miss Bartlett; either that or his is completely unconcerned about it. The important thing to him is the generosity of his offer. He does not intend to put Lucy or Charlotte under obligation. He sincerely thinks that a room with a view should go to the one who most enjoys the view. Lucy will have to learn to come to her own understanding of beauty. We see more of Lucys sensitivity and naturally sympathetic and sensitive disposition when she realizes that she and Charlotte have been accepted by the other guests of the pension. She sees that Mr. Emerson and George have not been accepted, and this knowledge makes her feel sorry for them. But Lucy is not strong enough yet to affect the world around her. Note that Charlotte handles all the details of the room trade, and Lucy is not yet confident enough to articulate her doubts about the stuffiness and petty concerns of her social world. Italy and travel make another important theme. The heart of this theme is a new places ability to get under the skin of the traveler, transforming her. Though she is not yet fully aware of it, Lucy longs for this kind of experience. She is deeply disappointed by the Pension Bertolini, which to her seems like another piece of England. She wants to go out into Italy and feel it fully, as richly as she can, away from the safety of British dà ©cor and sensibilities. The pension is juxtaposed to the world outside; the inside of the pension is decorated like a room in London. British social conventions are preserved and protected from the foreign country that surrounds the pension on all sides. The pension protects the guests from Italy, and so it prevents the transforming experience that is the best result of travel. Italy is also a direct challenge to the idea of beauty and delicacy being identical. Italys beauty is refined and sophisticated, but there is nothing delicate about its colo ssal Roman ruins, dramatic countryside, or rustic peasants. Lucys longing for a room with a view is a metaphor for her longing to connect with Italy and the new experiences the country offers. Instead of a view of the courtyard, she wants a view of the country. The window opening out into Florence symbolizes Lucys openness to a new world. Chapter Two In Santa Croce with No Baedeker: Summary: Lucy looks out her window onto the beautiful scene of a Florence morning. Miss Bartlett interrupts her reverie and encourages Lucy to begin her day; in the dining room, they argue politely about whether or not Miss Bartlett should accompany Lucy on a bit of sightseeing. Lucy is eager to go but does not wish to tire her cousin, and Miss Bartlett, though tired, does not want Lucy to go alone. A clever lady, whose name is Miss Lavish, intercedes. After some discussion, it is agreed that Miss Lavish and Lucy will go out together to the church of Santa Croce. The two women go out, and have a lively (but not too involved) conversation about politics and people they know in England. Suddenly, they are lost. Lucy tries to consult her Baedeker travel guide, but Miss Lavish will have none of it. She takes the guide book away. In their wanderings, they cross the Square of the Annunziata; the buildings and sculptures are the most beautiful things Lucy has ever seen, but Miss Lavish drags her forward. The women eventually reach Santa Croce, and Miss Lavish spots Mr. Emerson and George. She does not want to run into them, and seems disgusted by the two men. Lucy defends them. As they reach the steps of the church, Miss Lavish sees someone she knows and rushes off. Lucy waits for a while, but then she sees Miss Lavish wander down the street with her friend and Lucy realizes she has been abandoned. Upset, she goes into Santa Croce alone. The church is cold, and without her Baedeker travel guide Lucy feels unable to correctly view the many famous works of art housed there. She sees a child hurt his foot on a tomb sculpture and rushes to help him. She then finds herself side-by-side with Mr. Emerson, who is also helping the child. The childs mother appears and sets the boy on his way. Lucy feels determined to be good to the Emersons despite the disapproval of the other pension guests. But when Mr. Emerson and George invite her to join them in their little tour of the church, she knows that she should be offended by such an invitation. She tries to seem offended, but Mr. Emerson sees immediately that she is trying to behave as she has seen others behave, and tells her so. Strangely, Lucy is not angry about his forwardness but is instead somewhat impressed. She asks to be taken to look at the Giotto frescoes. The trio comes across a tour group, including some tourists from the pension, led by a clergyman named Mr. Eager. Mr. Eager spews commentary on the frescoes, which Mr. Emerson heartily disagrees with; he is skeptical of the praise and romanticizing of the past. The clergyman icily leads the group away. Mr. Emerson, worried that he has offended them, rushes off to apologize. George confides in Lucy that his father always has that effect on people. His earnestness and bluntness are repellent to others. Mr. Emerson returns, having been snubbed. Mr. Emerson and Lucy go off to see other works. Mr. Emerson, sincere and earnest, shares his concerns for his son. George is unhappy. Lucy is not sure how to react to this direct and honest talk; Mr. Emerson asks her to befriend his son. She is close to his age and Mr. Emerson sense much that is good in the girl. He hopes that these two young people can learn from each other. George is deeply saddened by life itself and the transience of human ex istence; this cerebral sorrow all seems very strange to Lucy. George suddenly approaches them, to tell Lucy that Miss Bartlett is here. Lucy realizes that one of the old women in the tour group must have told Charlotte that Lucy was with the Emersons. When she seems distressed, Mr. Emerson expresses sympathy for her. Lucy becomes cold, and she informs him that she has no need for his pity. She goes to join her cousin. Analysis: Although Miss Lavish prides herself on being original and unconventional, Forster subtly shows that her radicalism is polite, precious, and limited. She disapproves of the Emersons just as much as everyone else does, and though she pretends to be worldly and well traveled (she takes away Lucys Baedeker guide), she gets the two women lost. Nor does she understand the value of getting lost: she is so fixated on getting the women to Santa Croce that she rushes past the beautiful Square of the Annunziata without noticing a thing. Her attitude toward the Italians is patronizing in the extreme: she defines democracy as being kind to ones inferiors. Although Forster is writing incisive social commentary on the stuffiness of British society, he uses Miss Lavish as an example of a certain kind of false rebelliousness. She is ultimately as snobby and precious as everyone else, and her brand of radicalism tends to reinforce stuffy conventions rather than challenge them. Lucy is not a brilliant girl, and she lacks the originality and confidence to make her own judgments about art. In Santa Croce, she longs for her Baedeker guide so that she can know good art from bad. She lacks the confidence to just look at the paintings; she wants to know which frescoes have been pronounced by the critics to be truly beautiful. Lucy has some generosity of spirit and often feels uncomfortable with stifling social conventions, but she is not a genius or revolutionary. She is still young and very naà ¯ve; by the novels end she will be a much wiser and independent person. Part of Forsters brilliance is his restraint. He resists the temptation to make Lucy into a brilliant firebrand, and instead makes her to be, in many ways, a very typical girl for her class and education. She is often caught between convention and an inner sense of what is beautiful rather than delicate. She is unquestionably drawn to George Emerson. In Santa Croce, she notices that his face is rugged and handsome, and she also notices the strength and physical attractiveness of his body. But his melancholy attitude puzzles her, and his angst seems humorous to her in some ways. Mr. Emerson compares him to the child that stumbled and hurt his toe on a tomb statue of Santa Croce. The tomb becomes a symbol of mortality, and George has stubbed his too; George is upset by mortality and the transience of human existence. Life itself hurts and puzzles him. Mr. Emersons social awkwardness and earnestness combine to make him a very unpopular man. Even Lucy rebuffs him at the end of this chapter, resenting his pity for her. But we can see from his attempted apology to Mr. Eager that he does not mean to offend; in fact, he earnestly desires that everyone should always have a nice time. And his criticism of Mr. Eagers romanticizing of Giottos art and time has its own valid perspective, although Mr. Emerson has difficulty expressing his ideas tactfully. Cha

Nurses Benefits On Quality Improvement Teams Nursing Essay

Nurses Benefits On Quality Improvement Teams Nursing Essay As part of a randomized control trial to improve the delivery of preventive services, the authors studied the effect on clinic nurses in the roles of team leaders or facilitators of multidisciplinary, continuous quality improvement (CQI) teams. Our goal was to learn how these nurses felt about their experience with this project, specifically their satisfaction with process improvement, acquired knowledge and skills, and the impact on their nursing role. Overall, the nurses involved in this study reported significant gains in all three areas. This study suggests that CQI can be a valuable vehicle for improving and expanding the nursing role for clinic nurses. QUALITY improvement (QI), also referred to as Continuous QI (CQI), Total Quality Management (TQM), and other terms, has undergone an explosive growth in health care over the last 10 years.1,2 This growth has been accompanied by the publication of a steadily increasing number of articles. However, review of these articles would lead one to believe that nearly all of this QI activity has occurred in hospitals and large medical organizations and, until recently, most has involved administrative processes rather than clinical ones.3-6 Very few articles have addressed smaller ambulatory care settings and almost none have described the QI role of clinic nurses or the impact of these activities on nurses. Is involvement on QI teams helpful to nurses and do the changes in care processes produced by these teams improve the ability of nurses to provide better patient care? What is the potential for QI to affect the often-restricted role of nurses in ambulatory care? Our involvement in a large scientific trial of QI as a way to create more systematic delivery of preventive services in private medical clinics has provided us with an opportunity to begin answering these questions. This involvement brought us into frequent contact with all types of clinic personnel, but particularly with the nurses who often served in leadership roles on the clinics QI teams. As we provided training or consulting with these nurses, we noted that many of them seemed to enjoy the opportunity and reported anecdotes about how it had expanded their abilities. We conducted a systematic series of interviews and a survey with the clinic nurses who were involved in the trial as leaders or facilitators of the QI teams established in these clinics for preventive services. This studys goal was to learn how these nurses felt about their experience in three areas: 1. satisfaction with the process and its results for them 2. acquisition of specific knowledge and skills 3. impact on the nursing role Back to Top BACKGROUND The trial was called IMPROVE (IMproving PRevention through Organization, Vision, and Empowerment) and it was funded by the Agency for Health Care Policy and Research as a randomized controlled trial.7,8 Sponsored by two normally competing managed care plans (Blue Plus and HealthPartners), it was designed to test the hypothesis that such plans could improve the delivery of specific adult preventive services in contracted clinics by using CQI methods to develop prevention systems. Forty-four individual primary care medical clinics in the Twin Cities region of Minnesota were recruited for the trial from 33 of the 71 medical groups eligible to participate by reason of a contract with one or both plans and location within 50 miles. No financial incentives were provided to the clinics to participate other than reimbursement for the research evaluation efforts (eg, pulling charts for audits, providing patient appointment lists for sampling, etc.). The clinics ranged in size from 2 to 15 primary care clinicians (except for one residency-training clinic with 28), with an average of 8. At the time of recruitment, only an average of 19 percent of their patients were members of the two sponsoring plans. Thus, they were fairly typical of this regions clinics except perhaps in having a particularly strong interest in working on improvement of their preventive services and in learning how to use CQI. At the start of the trial in September 1994 each of the 22 clinics randomized to the intervention arm was asked to form a multidisciplinary QI team with a management sponsor and a leader and facilitator for the team. We suggested that they name a physician as leader and a nurse as facilitator but in this, as in all aspects of the trial, all decisions were up to the clinic. The IMPROVE team provided just-in-time group training to the leaders and facilitators in six sessions over seven months for a total of 26 hours. The training was focused on the specific knowledge and skills needed to use a seven-step CQI process to improve preventive services. During and after the training, IMPROVE project nurses provided periodic telephone and on-site consultation. After an 11-month training period, additional periodic opportunities were provided to network with other clinic leaders and facilitators and to obtain additional group consultations about areas of particular concern. Back to Top METHODS In June of 1996 (22 months after starting the intervention), two of the authors obtained written surveys and conducted individual interviews with each of the nurses who had served as leader or facilitator for one of the clinic teams. One nurse practitioner and two nurses who became facilitators after the completion of the training were excluded in order to provide a more homogeneous group and experience. This left 13 nurses to participate in the study, 9 of whom had served as facilitators and 4 as leaders for their teams. All agreed and signed consents, although one nurse could not find time for the interview and only completed the questionnaire. Other nurses participated as members of some teams, but we felt that the views of those with more project training and experience were especially valuable. The questionnaire was designed to assess the respondents attitudes and beliefs in each of the areas of focus for this study as well as to obtain relevant demographic information. It contained 55 close-ended questions that were developed from learning objectives for the training and a literature review of previous research on the nursing role in ambulatory care settings.9-12 Questions about skills and activities asked for a six-point Likert-scale response from none to very much choices and those asking about satisfaction and nursing roles asked for a five-point scale response from strongly agree to strongly disagree. After pretesting and revision, the questionnaire was mailed to the nurses to complete before the interview. The questionnaire is included in the Appendix. The interviews were structured to obtain qualitative data to expand on the questions in the survey. Eleven interviews were conducted in person at the clinical site and one was conducted over the telephone. Each was tape-recorded and transcribed later. Survey responses were simply summarized and reported directly for the small numbers involved. Questions that were stated negatively in order to improve response validity have been reworded for ease of comparing the answers. The interviews were analyzed for themes and for examples to illustrate questionnaire responses. Back to Top RESULTS Most of the nurses studied had already been involved in some degree of management in their clinics prior to the study. Only four were clinic nurses while two each were clinic manager, patient care manager, and nursing coordinator. The other three nurses were vice president of information services, medical services director, and health educator. Eight held positions that involved supervision of others, and an overlapping eight worked in direct patient care at least part time. As might be expected from such a group, 12 had been nurses more than 10 years and 10 had worked at their present clinics for at least 5 years. Educationally, seven nurses were registered nurses (RNs) (2 with bachelors of science in nursing, two with diplomas, and three with associate degrees) and six were licensed practical nurses (LPNs). All were female. Only four nurses reported that they had received previous formal training in CQI, although another four reported informal on-the-job training as part of a process improvement team. However, only the latter four and one additional other reported previous participation in QI. Three of these had been team leaders, one had been a facilitator, and one was a member of a team. Back to Top Satisfaction with the IMPROVE process improvement experience Table 1 suggests that, even after working on this process for 22 months, most nurses reported high levels of satisfaction associated with this experience of process improvement. That is particularly true for questions about obtaining personal value and improving patient care. Positive recognition from their clinics and greater job security are much less strongly supported. Table 1 From the interviews, several comments reinforced the written survey results concerning the opportunity to learn and grow: I was looking for the experience of a CQI project. I had done some reading on Dr. Deming on my own. I knew he was very successful and I didnt know how. This was just very fascinating to me. Learning something new was probably one of the greatest things that attracted me to this. My mind is just constantly going all the time and I really like getting involved in new things. The nurses also reported high scores in task significance. Questions included, The time spent on this process improvement has been worth it, I feel like what I am doing with my team is worthwhile, and I believe that our process improvement activities have resulted in our patients receiving better care. Comments around task significance centered largely on the perceived benefit to their clinics patients. One nurse responded to the question, What are the three most positive benefits of your involvement in process improvement? by answering: Number one is that we actually focused on those eight preventive services and that when you take a look at them they are actually going to improve somebodys life. And thats going to continue here even after were formally finished. Another repeated theme focused on participation-the opportunity provided to interact in a positive way, not only within each clinic site, but with other clinics involved in the project: Youre not in this alone, youre working with a lot of good people, and not just health professionals. We have good people like _____ who is not a health professional. She works in the business part, but I cant imagine doing this without her because they have the skills of getting the word out when youre busy with patients. So we need each other. It has been fun to be involved with other people. This has given me an awareness of not only my own clinic site, but awareness of the broader picture of health care within the Twin Cities. Back to Top Acquisition of specific knowledge and skills Overall, these nurses reported increasing a wide variety of knowledge and skills relevant to process improvement and working with people as a result of this experience. Table 2 summarizes these reported changes between self-perceived skills before and after the 22-month project. The largest improvements involved learning how to make use of data, managing change, and managing meetings. Even the eight respondents with previous training in QI reported gains, even though they had rated their previous overall QI knowledge and skills as average (3 nurses) to above average (5 nurses). Table 2 From the interviews, several themes emerged as to what the nurses perceived as skills gained from participating in process improvement. The most frequently mentioned skill was the ability to apply a model for problem solving (the seven-step model): I think really learning how to problem solve was very beneficial because we had tried to solve some situational process problems in our clinic before and it gets to a certain point where everyone complains about something and they decide to do something about it and we would set up some basic rules or policies and three or four months later no one was doing it anymore because it didnt work. There never was a lot of follow through, so I think this really gave us a good role model on how to go about problem solving in the clinic. Another frequently cited skill was the ability to effectively conduct meetings: One of the major things I learned was how to run a meeting. It is so effective and we use it so much in other meetings now. People come out of those meetings and say, This is a great way to do a meeting we get out of here on time and we get something done. Other themes cited were around skills gained in interpersonal relationships, specifically the ability to directly deal with coworkers or others on solving problems: I now am being more direct and am looking at things more from a process point of view rather than a personal point of view. Another nurse reported: Overall, now if someone is not following the standard, I approach them now by going over what the protocol is or what the process is, rather than honing in on the fact that the person may not be a good nurse. Back to Top Impact on the nursing role As illustrated in Table 3, these nurses reported that they believe QI is important for nurses and that nurses have a crucial contribution to make to QI. With a few exceptions, they believe that QI will improve the ability of nurses to control their work and many of them feel that their work on process improvement has helped them to be better nurses. However, when asked about each of nine specific areas of nursing activities (room preparation, technical activities, nursing process, telephone communications, patient advocacy, patient education, care coordination, expert practice, and quality improvement), only in QI did more than 3 of the 13 nurses report that they had experienced a significant change in the frequency with which they performed that type of activity after working on this project. Table 3 During the interviews, the nurses were asked whether they saw a role for process improvement in the nursing profession. The majority of the responses revolved around the value they perceived in being able to approach problems in a systematic way: I dont think nurses training ever gave us the skills to deliberately study something and improve it. Yet we get out and we become head nurses. It has helped the role of the nursing supervisors in dealing with their staff. It has helped them work through problems and problem solve rather than just coming to me for an answer. Many of the nurses reported that their environment was changing and that their role had changed. Because of this changing environment, they reported needing new skills and a new way of thinking: Everything is changing. We need to improve for our patients. I think the scope of nursing has changed and that the nurses need to look at the whole system, you know what goes on with the patient besides just with the hands-on things. I think it (process improvement) is a blend of how you clinically take care of somebody, but I think it kind of helps you to critically look at other things. Youre dealing with so many systems with the patient and how they move through these systems. We were never trained to deal with the system, we were only trained to deal with each patient. In the clinic setting, we need to be aware of what we are doing and why we are doing it. There is a lot of time and wasted effort. Back to Top DISCUSSION Although the sample is small, this study helps to document the generally positive feelings of ambulatory practice nurses involved in leading or facilitating their local clinic QI effort to improve the process of providing preventive services. Both their questionnaire responses and their interview comments and anecdotes suggest that they feel they benefited from their involvement with this project, despite the fact that it required a great deal of time and energy from them. Overall, they report that they were very satisfied with the experience and that it provided them with increased knowledge and skills as well as enhancements for their nursing role. In light of the reported knowledge, skill, and role enhancements, it is not surprising that these nurses would feel satisfied with their experience. Even though most of these nurses were already working at higher-level positions, nursing in ambulatory practice has traditionally been viewed as less prestigious and challenging than hospital nursing, both by nurses and by the public generally. Hackbarths study showed that ambulatory nurses reported more frequent performance of lower-level work dimensions and less frequent performance of dimensions requiring disciplinary knowledge and critical thinking, despite the growing complexity of care in ambulatory settings.12 Capell and Leggats comment that the traditional view of the nurse as one only involved in the accomplishment of tasks prescribed by others is no longer fitting in todays health care environment, does not mean that traditional role is disappearing.13(p39) Thus, anything that promises improvement in the nursing role is likely to find appeal. Counte has shown that in the hospital setting, personal participation in a TQM program was associated with higher job satisfaction.14 McLaughlin and Kaluzny feel that the new set of decision-making skills required by TQM includes not only technical skills like data management and statistical analysis, but also the ability to work well in multidisciplinary teams.15 Despite previous QI training and/or experience, all of the nurses in this project reported gains in skills, and most of these skills were gained in the areas noted above, along with change management. Another aspect of the current health care environment that lends both importance and urgency to acquiring new skills is the extreme degree of turmoil in health care, especially in the Twin Cities. As Magnan has documented for these clinics involved in the IMPROVE trial, enormous change is going on.16 Within a one-year time period during the process improvement efforts described here, 64 percent of the clinics were purchased, merged, or underwent a major shift in affiliations; 77 percent of the clinics changed at least one major internal system; and 45 percent of the clinics changed their medical director and/or their clinic manager. This turmoil may explain why so few respondents reported that the experience provided them with more job security in their current clinic (question 12 in Table 1), even though it gave them more job opportunities for the future (question 9). Clearly QI is very important to health care improvement and reform. Phoon et al.17 believe that the success of health care delivery depends on the successful integration and coexistence of QI and managed care. Moreover, they believe that nurses play a key role in this integration, although they tend to emphasize primarily nurse managers and practitioners. Spoon et al., on the other hand, use their experience with 45 CQI process improvement teams in a community hospital to highlight the potential for this experience to empower typical hospital nurses.18 They also point out the many ways nurses are essential to most of the steps in the improvement process. Corbett and Pennypacker go on to describe a process improvement effort that took place entirely within a hospital nursing department,19 although that is not particularly consistent with the interdisciplinary needs for most QI efforts. It is worth highlighting that the training in this project was very action oriented. It focused not on theory, but on the application of process improvement and team skills. For example, the trainees learned to flow chart their own clinics prevention process and to collect and analyze their own data in order to learn the root causes for the problems with that process. Role plays of meeting management skills and audits of dummy charts prepared them for applying those skills with their own clinic teams. A basic assumption governing the intervention with these trainees and their teams was that they could act their way into a new way of thinking by applying specific skills in a structured way. These new ways of thinking derive from a real understanding of work as process and include recognizing that problems are generally due to systems deficiencies rather than to individual workers. In other words, we were teaching systems thinking-what Peter Senge describes in The Fifth Discipline as the discipline for seeing wholes.20(p68) We believe that we saw this type of fundamental change in thinking in these nurses and others involved in this improvement process. Over time, the language of the group began to change and to include terms and statements that reflected systems thinking. For example, one rather taciturn physician remarked after the third training session that I never realized how many people were involved in getting the patient ready to be seen by me Aside from the knowledge and skills acquired from the training and the task, it was clear that most of these participants highly valued the opportunity to talk with others in similar environments. They liked to share frustrations as well as to learn from the efforts of peers in other situations. Most clinic personnel are surprisingly isolated, with few opportunities to attend broadening learning experiences, much less to learn first-hand how their way of doing things compares with that of others. We believe that this study and our experience with providing training and consulting for 60 clinics show that there is a great deal about the concepts and techniques of QI that appeals to nurses and other health care professionals. It appeals to both their scientific orientation and their desire to help improve things, in particular their customers-each patient. The acquisition and the application of these concepts and techniques appear to be both satisfying and broadens their views of how they can contribute to health care. Finally, it is worth noting that besides enhancing the skills and satisfaction of nurses, the QI projects in which they work are often likely to lead to role enhancements for nurses, especially those in ambulatory care settings. QI teams interested in improving prevention or other clinical areas of focus, like those we had the privilege to work with, will find that they cannot do this without expanding the role of nurses. McCarthy et al.,21 among others, have demonstrated the power of empowering clinic nurses to offer and arrange for mammography as patients are seen. The Oxford Project in England has carried this even further by creating a new profession for facilitators to help primary care practices improve their prevention activities by training practice nurses to fill an expanded role in performing health checks and facilitating practice system changes.22 Most of these external facilitators are also nurses and it is recommended that all of them have that background.23 Astrops des cription of the facilitators activities within a practice sound very similar to those of the nurses involved in this project and paper. Both this project and the literature suggest that QI concepts and techniques can be important vehicles for improvements in both patient care and in the skills, roles, and job satisfaction of nurses. This can be stimulated and assisted by managed care plans and others external to individual practice settings, but ultimately its success will depend on individual nurses, like those in this study, using their creativity and energy to make it happen. Back to Top REFERENCES 1. Berwick, D.M. Continuous Improvement as an Ideal in Health Care. New England Journal of Medicine 320, no. 1 (1989): 53-56. UvaLinker Bibliographic Links [Context Link] 2. Laffel, G., and Blumenthal, D. The Case for Using Industrial Quality Management Science in Health Care Organizations. Journal of the American Medical Association 262, no. 20 (1989): 2869-2873. [Context Link] 3. Barsness, Z.I., Shortell, S.M., and Gillies, R.R. National Survey of Hospital Quality Improvement Activities. Hospitals and Health Networks 67, no. 23 (1993): 52-55. UvaLinker [Context Link] 4. Shortell, S.M., OBrien, J.L., Carman, J.M., et al. Assessing the Impact of Continuous Quality Improvement/Total Quality Management: Concept versus Implementation. Health Services Research 30, no. 2 (1995): 377-401. [Context Link] 5. Shortell, S.M., Levin, D.Z., OBrien, J.L., and Hughes, E.F. Assessing the Evidence on CQI: Is the Glass Half Empty or Half Full? Hospital and Health Services Administration 40, no. 1 (1995): 4-24. [Context Link] 6. Carman, J.M., Shortell, S.M., Foster, R.W., Hughes, E.F., et al. Keys for Successful Implementation of Total Quality Management in Hospitals. Health Care Management Review 21, no. 1 (1996): 48-60. Ovid Full Text UvaLinker Request Permissions Bibliographic Links [Context Link] 7. Solberg, L.I., Isham G., Kottke, T.E., et al. Competing HMOs Collaborate to Improve Preventive Services. The Joint Commission Journal on Quality Improvement 21, no. 11(1995): 600-610. [Context Link] 8. Solberg, L.I., Kottke, T.E., Brekke, M.L., et al. Using CQI to Increase Preventive Services in Clinical Practice-Going Beyond Guidelines. Preventive Medicine 25, no. 3 (1996): 259-267. [Context Link] 9. Solberg, L.I., and Johnson, J.M. The Office Nurse: A Neglected but Valuable Ally. Family Practice Research Journal 2, no. 2 (1982): 132-141. UvaLinker [Context Link] 10. Flarcy, D.L. Redesigning Management Roles, The Executive Challenge. Journal of Nursing Administration 21, no. 2 (1991): 40-45. UvaLinker Request Permissions Bibliographic Links [Context Link] 11. Haas, S.A., Hackbarth, D.P., Kavanagh, J.A., and Vlasses, F. Dimensions of the Staff Nurse Role in Ambulatory Care: Part II-Comparison of Role Dimensions in Four Ambulatory Settings. Nursing Economics 13, no. 3 (1995): 152-165. [Context Link] 12. Hackbarth, D.P., Haas, S.A., Kavanagh, J.A., and Vlasses, F. Dimensions of the Staff Nurse Role in Ambulatory Care: Part I-Methodology and Analysis of Data on Current Staff Nurse Practice. Nursing Economics 13, no. 2 (1995): 89-97. [Context Link] 13. Capell, E., and Leggat, S. The Implementation of Theory-Based Nursing Practice: Laying the Groundwork for Total Quality Management Within A Nursing Department. Canadian Journal of Nursing Administration 7, no. 1 (1994): 31-41. UvaLinker Bibliographic Links [Context Link] 14. Counte, M.A., Glandon, G.L., Oleske, D.M., and Hill, J.P. Total Quality Management in a Health Care Organization: How are Employees Affected? Hospital and Health Services Administration 37, No. 4 (1992): 503-518. UvaLinker [Context Link] 15. McLaughlin, C.P., and Kaluzny, A.D. Total Quality Management in Health: Making it Work. Health Care Management Review 15, no. 3 (1990): 7-14. [Context Link] 16. Magnan, S., Solberg, L.I., Giles, K., et al. Primary Care, Process Improvement, and Turmoil. Journal of Ambulatory Care Management 20, no. 4 (1997): 32-38. Ovid Full Text UvaLinker Request Permissions Bibliographic Links [Context Link] 17. Phoon, J., Corder, K., and Barte, M. Managed Care and Total Quality Management: A Necessary Integration. Journal of Nursing Care Quality 10, no. 2 (1998): 25-32. Ovid Full Text UvaLinker Request Permissions Bibliographic Links [Context Link] 18. Spoon, B.D., Reimels, E., Johnson, C.C., and Sale, W. The CQI Paradigm: A Pathway to Nurse Empowerment in a Community Hospital. Health Care Supervisor 14, no. 2 (1995): 11-18. Ovid Full Text UvaLinker Request Permissions Bibliographic Links [Context Link] 19. Corbett, C., and Pennypacker, B. Using a Quality Improvement Team to Reduce Patient Falls. Journal of Healthcare Quality 14, no. 5 (1992): 38-54. [Context Link] 20. Senge, P.M. The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday, 1990. [Context Link] 21. McCarthy, B.D., Yood, M.U., Bolton, M.B., et al. Redesigning Primary Care Processes to Improve the Offering of Mammography. The Use of Clinic Protocols by Nonphysicians. Journal of General Internal Medicine 12, no. 6 (1997): 357-363. [Context Link] 22. Fullard, E., Fowler, G., and Gray, M. Promoting Prevention in Primary Care: Controlled Trial of Low Technology, Low Cost Approach. British Medical Journal 294, no. 6579 (1987): 1080-2. UvaLinker Bibliographic Links [Context Link] 23. Astrop, P. Facilitator-The Birth of a New Profession. Health Visitor 61, no. 10 (1988): 311-312. [Context Link] The authors would like to thank the 46 clinics that participated in the IMPROVE project. These included the two demonstration clinic sites; Kasson Mayo Family Practice Clinic and HealthPartners St. Paul Clinic. Intervention Clinics Apple Valley Medical Center Aspen Medical Group, W. St. Paul Aspen Medical Group, W. Suburban Chanhassen Medical Center Chisago Medical Center Creekside Family Practice Douglas Drive Family Physicians Eagle Medical Fridley Medical Center Hastings Family Practice Hopkins Family Practice Interstate Medical Center Metropolitan Internists Mork Clinic, Anoka North St. Paul Medical Center Ramsey Clinic, Amery Ramsey Clinic, Baldwin River Valley Clinic, Farmington River Valley Clinic, Northfield Southdale Family Practice Stillwater Clinic United Family Medical Center Comparative Clinics Aspen Medical Group, Bloomington East Main Physicians

The American Revolution, A Fight for Colonial Independence Essay

â€Å"Is there a single trait of resemblance between those few towns and a great and growing people spread over a vast quarter of the globe, separated by a mighty ocean?† This question posed by Edmund Burke was in the hearts of nearly every colonist before the colonies gained their independence from Britain. The colonists’ heritage was largely British, as was their outlook on a great array of subjects; however, the position and prejudices they held concerning their independence were comprised entirely from American ingenuity. This identity crisis of these â€Å"British Americans† played an enormous role in the colonists’ battle for independence, and paved the road to revolution. As a result of the French and Indian War, England’s attention became focused on the areas that required tending by the government other than North America, which provided the colonies with the one thing that ensured the downfall of Britain’s monarchial reign over America: salutary neglect. The unmonitored inhabitants of the colonies accustomed themselves to a level of independence that they had never possessed before, and when these rights were jeopardized by the enforcement of the Stamp Act after the Seven Year’s War, the colonists would not take it lying down. The colonies bound together in rebellion against the taxation without representation through boycotting the use of English goods, as embodied by Benjamin Franklin’s famous drawing of a snake; the â€Å"Join or Die† snake, as a whole representing the functionality and â€Å"life† of the colonies if they would work together, also forewarns the uselessness and â€Å"death† of the individual regions, suggesting that the colonies as a whole would have to fight the revolution against the Mother Country or else fail miserably... ...07-1788. Source: Thomas Bailey, The American Pageant, 11th Edition, 1998. Source: Thomas Bailey, The American Pageant, 11th Edition, 1998. Works Cited: Edmund Burke, â€Å"Notes for Speech in Parliament, 3 February 1766† Thomas Bailey, The American Pageant, 11th Edition, 1998 Hector St. John Crà ¨vecoeur, Letters from an American Farmer, composed in the 1770's, published 1781 Ellis, Elser, World History: Connections to Today, 2001 Benjamin Franklin, Pennsylvania Gazette, 1754 Richard Henry Lee to Arthur Lee, 24 February 1774 Declaration for the Causes of Taking up Arms, Continental Congress, 6 July 1775 Mather Byles, Cotton Mather's grandson, to Nathaniel Emmons, Arthur Wentworth Hamilton Eaton, The Famous Mather Byles: The Noted Boston Tory Preacher, Poet and Wit, 1707-1788 Thomas Bailey, The American Pageant, 11th Edition, 1998

The Pessimistic W. B. Yeats’ in An Irish Airman Foresees His Death Essa

The Pessimistic W. B. Yeats’ in An Irish Airman Foresees His Death   Ã‚  Ã‚   There are countless manners in which a person can mourn the death of another.   Some become engulfed in a state of rage, while others may feel a calm, quiet grief or pity.   Some place blame on others for the loss while trying to discover a reason for death.   Others may roll several emotions into one large mourning process that includes several stages.   In â€Å"An Irish Airman Foresees His Death,† W. B. Yeats grieves the death of Major Robert Gregory, son of Lady Gregory, by providing the narrator with an overwhelming sense of apathy toward life.   The poem provides a variety of emotions that counter each other to produce a balance that is uniquely pessimistic.   Ã‚  Ã‚   The first-person narrator, presumably the voice of Robert Gregory, allows the reader to connect more easily with the thoughts of Yeats.   If the poem were written in the third person, the personal emotions would have been lost.   Illustrating a death in the voice of the dead adds sorrow and truth to the work, as an outside narrator would seem more distant from the feelings involved.   Yeats may have chosen to express his words through the narrator’s voice as a tribute to Robert Gregory, or because of his friendship with Lady Gregory—or simply because doing so brought him closer to the emotions of the situation in general.   Ã‚  Ã‚   In the final three lines of the poem, the narrator gives the sense that, because of death, there is little value in life.   He says that â€Å"the years to come seemed waste of breath, / a waste of breath the years behind† (14-15).   Such thoughts suggest existentialism, which provides a sense of the lack of meaning or purpose in living—that we simply â€Å"exist.†Ã‚   Yet the opening lines... ... when going into battle, and, ultimately, death (11).   This is not to say he feels delight in dying, but that some sense of delight in going to war him brought him there, via combat.   Ã‚  Ã‚   Taken as a whole, â€Å"An Irish Airman Foresees His Death† is a simple poem about a man dying.   Its intricacies lie in the juggling act performed by the narrator that leads to a pessimistic, balanced view of a soldier’s death.   When each line is considered carefully, the work becomes more and more complicated.   Several emotions are contrasted along the way—possibly an attempt by Yeats to capture the multitude of feelings that must run through the mind of someone dying.    Works Cited Yeats, William Butler.   â€Å"An Irish Airman Foresees His Death.†Ã‚   The Norton Anthology of Modern Poetry.   Ed. Richard Ellmann and Robert O’Clair.   New York: W. W. Norton & Company, Inc.   154-155.

Challenges Faced by Modern Managers of Organisations and Their Solutions

| |challenges faced by modern managers of organizations and their solutions | Lack of capital Lack of capital is often the most critical challenge that a successful manager or leader faces as its very success creates this and it quickly becomes a vicious circle. Without very diligent cash flow management and/or raising of more capital, including debt, the business often is constrained by capital as it grows. Often the profit in one operating cycle is insufficient to fund the extra working capital required for the next operating cycle. Many capable managers cannot overcome the obstacles in their businesses cash flow cycle and cannot understand why bankers and other lenders often cannot provide the financing as the manager often does not have the security to support the debt. The solution is often easier than most entrepreneurs realize. It often starts with a plan to see what your cash needs are and when your cash needs arise. Then one is in a position to manage it and focus on the cash management techniques most likely to be successful in his/her business. Lack of management skills Lack of management skills is a problem that is very difficult to deal with in most small and medium enterprises as the size of the senior management team is necessarily limited. These areas of weakness could be in finance, human resources, marketing or any area where the current management does not have the expertise, or the time to deal with the issues. It can be solved by determining the weak areas and then developing a plan for dealing with those challenges. Solutions can be as simple as assigning the responsibility to an existing manager with a requirement to watch for the obvious pitfalls, to hiring a person part-time or a consultant. †¢ Lack of focus †¢ Ignoring risks in their assessment of alternatives and opportunities †¢ Lack of a plan †¢ Failure to plan for issues absorbing the majority of your time Scope changes – Insufficient team skills – To quote a colleague, â€Å"Availability is not a skill. † †¢ Vision and goals are not well-defined Ineffective communication 1. Regular promotion – Regular promotion in a fixed interval keeping in view consumer taste and preference is a biggest problem. It not only needs an innovative mind and lot of advertisement money but has become a difficult task to cater the needs of so many different type of consumers like some are health con scious and needs low fat diet or low sodium diet while other prefers combo offers . Most of them also want that half plate and even quarter plate must be introduce in the menu . So when these promotional offer are launched only the expectations of few consumers are met. 2. Availability of substitute at cheaper price- Another problem is the availability of substitute fast food at cheaper price for instance A fast food shop in a Food court has to compete its competitor who may perhaps has a different food menu to offer but his rates are cheep and people my often switch to buy that cheaper product. For instance a steemed sweet corn corner outlet selles a cup of sweet corn say Rs 20 and it is near by a soup corner outlet and the cost of a soup is less than a cup of sweet corn sy Rs 10. There are chances that most of the people who may have come to have a sweet corn may change their food coice and have a soup in double quantity.