Leadership Theory And Philosophy Of Leadership Essay

The belief of leadership is constantly changing, with many theories and frameworks available. Today’s organizations face ever-increasing change, which includes increased patient demands and work needs, which requires a more adaptive flexible leadership that is becoming increasingly important in the 21st century. Leadership theory and philosophy can be divided into several well-known styles. Within this paper, we will discuss the basis of autocratic, democratic, laissez faire, servant, charismatic, transformational, and situational styles of leadership within the nursing profession, then conclude the writer’s personal philosophies of leadership. To begin, autocratic leadership involves leaders to make decisions without input from their followers (Frandsen, 2014). This style of leadership also incorporates negative reinforcement. Maboko (2011) gathered that nurse managers who embodied an autocratic leadership style yield registered nurses to feel unappreciated, criticized and blamed. On the other hand, a democratic leadership encourages and facilitates open discussions and participation from its followers. Followers are given responsibility, accountability and constructive feedback to improve (Frandsen, 2014). McKeown and Carey (2015) stated the lack of democracy and participation is one of many sources of a decreased morale. The lack of control had a negative connotation on nurses and their relationships with patients. Additionally, this resulted in fragmented care and poorShow MoreRelatedMy Leadership Philosophy On Leadership Theory924 Words   |  4 PagesMy leadership philosophy has been shaped by my personal life exper iences, my mentors, my professors, my family, and especially my followers. In a publication by Dr. John Kline called â€Å"Kline on Leadership Theory†, Dr. Kline states that â€Å"servant leadership is way more than a way to lead; it is a way to live.† I whole heartedly believe that any person’s leadership theory speaks volumes about not only their leadership abilities, but their character. I once heard Bruce Johnston, president of JH RanchRead MoreMy Leadership Philosophy : Leadership Theories1793 Words   |  8 PagesMy leadership philosophy is consists of multiple leadership theories. Leadership theories can be leader-centered or follower-centered. Leadership theories focus on the leader’s personality and skill abilities. The psychodynamic approach is most similar to my leadership style because of its focus on personality. My leadership style is directive and task oriented. There are certain weaknesses in my leadership style which I know I can improve on. By incorporating the knowledge I have gained throughRead MoreLeadership Theories, Approaches, And Philosophies1172 Words   |  5 Pages Leadership Theory Assessment Maxx Godfrey ALED 440 Dr. Bobbit June 18th, 2015 Leadership Theory: Trait Approach to Leadership After reading and sitting through class discussion, I have learned a lot of leadership theories, approaches, and philosophies. The one that stuck out most to me was the, Trait Approach, because it is a great place to being your leadership journey, it can be developed or honed, and it has worked well in my life. The Trait Approach is a leader-focused approach.Read MoreLeadership Theories And Philosophies Of Case, Kouzes, And Drucker1689 Words   |  7 Pagesare many leadership theories and philosophies currently used to describe the different principles and strategies by various leaders to drive their decision making and actions in the business world. A common perception about leaders is that they are born and not made. This theory often portrays great leaders as destined to rise to leadership. However, there are many different classifications of other commonly used leadership theories which include trait theories, contingency theories, situationalRead MoreDifferent Philosophies And Theories On Effective Leadership And Management1112 Words   |  5 Pageshave been many different philosophies and theories on effective leadership and management. Over time, these theories and ideas have been proven either successfully or unsuccessfully. The key component that stands out is the actual person who is in the leadership or management position. This individual needs to produce many characteristics to ensure smooth and effective management. The character of this one entity is what sets the tone for success or failure in the leadership/management position. DecisivenessRead MorePersonal Leadership Philosophy Of A Healthcare Organization1627 Words   |  7 PagesPERSONAL LEADERSHIP PHILOSOPHY We live and operate in a reasonably diverse world, and consequently our operations come with a variability of values and beliefs from multicultural backgrounds. As a leader in a healthcare organization I must explore the organizational beliefs, vision, team motivations in order to accomplish the perceived vision successfully and professionally. It is my responsibility as a leader to effectively articulate the identified vision of the organization and motivateRead MoreEvaluating Servant Leadership Essay920 Words   |  4 PagesEvaluating Servant Leadership What is servant leadership? When this question is asked, the first response that comes to mind is a leadership role in some sort of spiritual capacity. In actuality, this concept can be applied to both professional and spiritual roles of leadership. Robert K. Greenleaf’s theory of servant leadership includes qualities such as listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, growth and building community (Greenleaf, 2002)Read MoreThe Vision And Values Of Hhi Essay1405 Words   |  6 Pagescreating a goal to help participants gain a better quality of life (Horizon House, Inc., 2016). The vision and values of HHI is shared among all staff through the various principles of transformational leadership. The leadership within HHI incorporates the four principles of transformational leadership in the practical settings of the organization. For instance, the Chief Executive Officer (CEO) ensures that all Directors, Managers, and Direct Care Staff know and understand the vision and the purposeRead MoreThe Leadership Theory Of Organizational Needs1507 Words   |  7 Pagesleaders have the right skills, while also having a foundation of a specific leadership theory to drive the daily functions of the organization. As important as these aspects are, it is even more important that leaders take the time to evaluate their leadership style and philosophy to ensure that they remain effective and efficient in their work. Fisher (2009) notes that it is important to recognize the type of leadership that is most effective with staff, so that it can be applied accordingly. ByRead MoreJean Watson s Theory Of Caring843 Words   |  4 Pagescause and effect. Jean Watson’s caring science, as a sacred science, is the philosophy with which I identify the closest. My personal philosophy of nursing practice is entirely founded on caring for others. Incorporated in that caring is applying the information and evidence based practice to provide the best care possible. Within my philosophy also encompasses doing what is ethically right. Whether caring for others in leadership or patients, nurses have the ability to establish valuable relationships

Hindu Religion And Hindu Churches - 1153 Words

Khalil Gibran once said,â€Å" I love you when you bow in your mosque, kneel in your temple, pray in your church. For you and I are sons of one religion, and it is the spirit.† This quotation means that people from all races and religion are one in union, even though we come from different places and pray differently, we come together as one equal. This quotation relates to a religious site because all churches and religions are linked to the same thing. A religious site is a place where people connect to God and help bring peace in their life. I’ve chosen to go to a Mandir. A Mandir can be defined from Dictionary.com as a Hindu church. I’ve chosen to go to a Mandir because I am Hindu. Hinduism is one of the oldest religions dating back to 1400†¦show more content†¦Also after speaking with the owners and priest of this Mandir, I’ve realized that they are humble people who give back to the poor and want to build a better community. Queens Hindu Mandir is located on 107-01 101 Ave. Richmond hill NY 11419. This Mandir has been located in queens for about 7 years now. There are two floors in the church; the first floor is the prayer room where all of the Gods and Goddesses are located to be worshiped. The second floor is for the people to eat after service is over. There are many Gods and Goddesses in the Queens Hindu Mandir, there are over 75 idols that are worshiped on special occasions and on Sunday mass. I’ve spoken to four people who help organize the church during the week. My first person who I interviewed is the priest of the Mandir, Pandit Ravi Maharaj. Pandit Ravi Maharaj told me he has been a priest for about 7 years for the Queens Hindu Mandir, he told me that he loves praying in this temple because it gives him peace, and praying for others help him feel better as a person. Pandit Ravi Maharaj told me that he does Sunday services and he also prays with individuals who call him to prayer for certain reasons. He also prays with large gatherings on special occasions like Diwali etc. another person who I have spoken with is Devi; she is the decorator

Analyse de “Frost at Midnight” Free Essays

Elements of introduction The poem under study is â€Å"Frost at Midnight†, composed by Samuel Taylor Coleridge, English poet who was a founder of the Romantic Movement in England. It is part of the conversation poems, a series of 8 poems composed by Coleridge between 1795 and 1807 ; each details a particular life experience which leads to the poet’s examination of nature and the role of poetry. Written in 1798, â€Å"Frost at midnight† discusses Coleridge’s childhood experience in a quite negative manner and emphasizers the need to be brought up in the countryside. We will write a custom essay sample on Analyse de â€Å"Frost at Midnight† or any similar topic only for you Order Now In this poem, the narrator comes to an understanding of nature while isolated with his thoughts. Nature becomes a comfort, however, the poet remembers the loneliness of childhood when he felt isolated from nature and other people, as if living in a world of strangers. His hope is that his own child, David Hartley, will experience an easier and more harmonious life. In this conversation poem, the speaker is generally held to be Coleridge himself ; the poem is quiet, very personal restatement of the abiding themes of early English Romanticism : the effect of nature on imagination, the relationship between children and natural world, contrast between this liberating country setting and the city, relationship btw adulthood and childhood as they are linked in adult memory. Like many Romantic verse monologues of this kind such as â€Å"Tintern Abbey† as a notable example, this poem is written in blank verse, a term used to describe unrhymed lines metered in iambic pentameter. nd the silent listener is his infant son, Hartley. The setting of the poem is late at night, when Coleridge is the only one awake in the household. He sits next to his son’s cradle and reflects on the frost falling outside the home. He takes this instant of solitude to allow his reflections to expand to his love of nature. I – A typical conversation poem Col eridge begins by creating a tone of solemn gentleness in the first line, s the frost is described as performing a â€Å"secret ministry† : the frost ministers without the help of the wind (l2), thus takes the bite out of the chilly night air and maintains a silence throughout the landscape. The only sound he can hear is the owl (l2-3), but its sudden interruption of the quiet is counterpoised with the sleepers in the cottage, whose rest remains undisturbed. The speaker enjoys this midnight solitude, although he notes that he is not truly alone : his â€Å"cradled infant slumbers peacefully† beside him (l7). The baby’s presence only serves to accentuate the speaker’s solitude since this child, too, sleeps while the speaker alone is awake at this late hour. At first, he finds the absolute stillness disturbing ; he takes comfort in the seeming sympathy of the only stirring object in the house or beyond – a film across the grate (grille de foyer) – the â€Å"sole unquiet thing† (l16). The speaker sees a similarity between himself and the â€Å"puny flaps and freaks† of the grate (l20). The insensible film interprets the moving of air without a guiding reason, so too does the speaker â€Å"makes a toy of thought† (l23). Transition : by shifting the scene of the second stanza to his boyhood and summertime, Coleridge manages to create a sense of the inner discomfort that the speaker feels in his midnight vigil (une veille) in the cottage. A poem which conveys many beliefs of the romantic movement Themes of ‘power of sleep’, dreams and imagination The image that connects these themes is the â€Å"thin blue flame† in the fireplace. Christopher R. Miller in â€Å"Coleridge and the Scene of Lyric Description† : he identifies the â€Å"flickering of the ember† as a â€Å"counterpoint to Coleridge’s own insomniac musings†. Peter Barry in â€Å"Coleridge the Revisionnary : Surrogacy and Structure in the Conversation Poems† : He asserts that the dying flame is representative of Coleridge’s reproof of the â€Å"directionlessness in his Spirit† : â€Å"like the flame, his own intellectual spirit is puny, unable to achieve lift-off, purposeless, narcissistic, and prone to interpret everything as a reflection of itself, so that thought becomes an idle plaything rather than a purposeful instrument†. â€Å"Power of sleep† : In the first stanza of the poem, Coleridge laments that his insomnia stifles his imagination. Perhaps this is why Coleridge takes pleasure in watching his son sleep, for the poet understands that dreams allow for the flourishing of creativity. Then, he sees a â€Å"stranger† (l26;41) which he sees â€Å"fluttering† out the window ; perhaps a butterfly or bird which comes to his memory as he sits – as an adult – within his winter cottage listening to the rustling (bruissement) flap on the grate. He finds this stranger desirable, â€Å"more beloved† by townsman, aunt, or sister to his eyes (l42). This spirit of nature is in fact his â€Å"play-mate† when they are â€Å"clothed alike†, both outside enjoying the pervasive presence of nature. II – – In his poem, Coleridge explores the relationship between environment and happiness and also reflects on the idyllic innocence of childhood Description of his own love of nature Coleridge describes to his son how his love of nature dates back to his boyhood. During school, Coleridge would gaze out the schoolhouse windows, discontent with where he sits (inside a schoolroom, attempting to study) ; He admires the frost falling outside , longing for the wild familiarity of nature. Although he attempts a â€Å"mock study† of his â€Å"swimming book† (l38) when the stern preceptor draws near, nonetheless he finds his thought already out the half-open door he spies out of the corner of his eye. His thoughts return to the present, specifically to his sleeping baby. The sounds he can hear now is his breathing, which fills the moments between his sombre thoughts. He wonders at the baby’s beauty and turns his mind to the â€Å"far other lore (tradition) / and in far other scenes† which the child will learn one day. In the second verse paragraph, when he reflects on his schooldays, he engages in a memory with a memory ; he tells us that he used to daydream about his home village (Ottery St Mary in Devon), where the sound of the church bells filled him with excited anticipation. The cause of his disturbance now, his sense of separation from the village and from nature, may have something to do with the separation in childhood from his home village in this exile to school and to the city. Lamentations on his physical and emotional confinement in urban England during the latter part of his childhood The speaker clearly did not enjoy his life in London, where he felt trapped ; He notes his own limited upbringing (education), kept as he was in â€Å"the great city, pent mid cloisters dim† (l52) where the only natural beauty he could ever see was the sky and stars the contrast between this liberating country setting and city as we know that one of the fundamentals of Romanticism is the belief in the natural goodness of man, the idea that in a state of nature people would behave well but are hindered by civilisation, embodied by the city of London where Coleridge grew up in his later days. He was not a child with nature ; these thoughts eventually lulled him to sleep, and his day dreams then turned into dreams. His lack of concentration in class caused him problems when he went back to school the â€Å"following morn†, but he still kept thinking about the film, anticipated the coming of an absent friend and thought about his birth place. But, if the classroom door opened the slightest, the boy would immediately look up, so as to look for escaping, hoping it was a â€Å"townsman, aunt or sister more beloved† which the fluttering stranger had predicted would come to visit. The speaker declares that an education gained in the realms of nature will make all seasons â€Å"sweet to thee†, giving the baby a perspective on life that the speaker cannot fully hold because of his own limited exposure to nature in its various forms. While the father has difficulty settling in to the silent solitude of a frosty midnight, and similarly could not focus on his studies indoors while summer spent itself without, the son will have no difficulty embracing nature in her various dresses, because he will be more connected to the natural order than his father ever could be. His memory of feeling trapped in the schoolhouse naturally brings him back into his immediate surroundings with a sudden rush of feeling for his son. His final meditation on his son’s future becomes mingled with his Romantic interpretation of nature and its role in the child’s creativity. The consideration of his own unhappy childhood leads Coleridge to reflect on the baby sleeping next to him ; at least he can ensure that Hartley will not experience the same exile from nature. The poem, after a brief pause in the present, launches on a vision of the future, where it continues develop until the end. That is why he daydreams about leaving the city and returning to his rural birthplace to raise his kid. His desire to bring up his child in a more pastoral life, surrounded with nature On the other hand, his baby will wander the mountains and fiels, gaining an education only Nature in all its glory can bestow. The child will learn â€Å"that eternal language, which thy God/Utters† (l60) ; in other words, he will learn the spirit of Nature and see in it the wonder, majesty, and beauty of its Creator. He tells his son that he’s delighted that his son will have more opportunities to observe the beauty of nature and will not be reared/ in the great city, pent ‘mid cloisters dim’† as Coleridge himself was. He then wishes that â€Å"all seasons shall be sweet† to his son and that his son will learn to appreciate all aspects of nature. Coleridge projects on his son his own longing for childhood innocence and his belief that closeness to nature brings happiness. Coleridge declares that Hartley will be brought up in a more pastoral life and will be closer to nature than his father was. Thus, Coleridge projects on his son own longing for childhood innocence and his belief that closeness to nature brings happiness. To illustrate Coleridge’s theory we can draw a parallel talking about Wordsworth. Coleridge, as we know, was raised in London, â€Å"pent ‘mid cloisters dim† whereas Wordsworth was brought up in the rustic countryside. He thus saw his own childhood as a time when his connection with the natural world was at its greatest. He revisited his memories his memories of childhood in order to soothe his feelings and provoke his imagination ; whereas Coleridge questions Wordsworth’s easy identification of childhood with a kind of automatic, original happiness. Instead, in his poem, he says that, as a child, he â€Å"saw naught lovely but the stars ans sky† and seems to feel the lingering effects of that alienation. In this poem, we can see how the pain of this alienation has strengthened Coleridge’s wish that his child enjoy an idyllic Wordsworthian upbringing â€Å"by lakes and sandy shores, beneath the crags / of ancient mountain, and beneath the clouds†. Rather than seeing the link between childhood and nature as an inevitable, Coleridge seems to perceive it as a fragile, precious, and extraordinary connection, one of which he himself was deprived. How to cite Analyse de â€Å"Frost at Midnight†, Essay examples

Marine Mammal Biology Essay Example For Students

Marine Mammal Biology Essay By: Mandy SingerHow many different jobs are there and what education is needed?I decided to do a report on Marine Mammal Biology. I have a deep interest in this subject and one day would like to pursue a career in Marine Mammal Biology. There are about 100 species of aquatic or marine mammals that depend on fresh water or the ocean for part or all of their life. These species include Pennipeds (seals), sea lions, fur seals, and walruses, Cetaceans (baleen and toothed whales, ocean and river dolphins and porpoises), Sirenians which are manatees. Scientists try to study there animals genetic, systematic, and evolutionary relationships, population structure, community dynamics, anatomy and physiology, behavior and sensory abilities, diseases, geographic distributions, ecology, management, and conservation. The average salary a biologist makes a year ranges depends on the amount of experience one has. Most biologists make 30,000-40,000 a year. The work is usually back breaking and long hours out on the sea, extensive work on the computer, hauling buckets of fish to feed the animals, hours of clean-up, numerous reports, typing grant applications and permit applications. In fields of science, jobs dealing with marine mammals vary widely. Marine mammal jobs include researcher, field biologist, fishery vessel observer, laboratory technician, animal trainer, animal care specialist, veterinarian, whale watch guide, naturalist, educator, and government or private agency position in legislative, management, conservation, and animal welfare issues. Many marine mammals scientists work with museum displays and collections, as a curator, an artist, an illustrator, a photographer, or a filmmaker. A broad education is necessary for finding employment in marine mammal science. High school courses such as biology, chemistry, physics, mathematics, computer science, and language, will provide a good educational base. You can talk to a guidance counselor for help in selecting course work. Good grades are important for admission to a university. Most entry-level marine mammal jobs require a B.S. degree, with a major in biology, chemistry, physics, geology, or psychology. A minor in any science, computer science, mathematics, statistics, or engineering also can be helpful. Good language and technical writing skills are essential. Many people are surprised by the amount of writing involved marine mammal professions. Because marine mammals are found worldwide, foreign language training is often useful. The masters degree is usually the first opportunity that college students have to specializein marine mammal science. Care should be taken to select an advisor with experience in the subject and a reputable university with a diverse curriculum that will enable a focus on marine mammal science. Students who have dual majors or interdisciplinary training sometimes have more employment opportunities. Because the field of marine mammal science is so diverse, students who train in specialized areas have practical tools that may help them gain employment. With a B.S. degree, positions include animal care specialist, animal trainer, field technician, laboratory technician, consultant for industry, and entry-level government position. Jobs at this level offer little opportunity for self-directed work. The M.S. degree can facilitate individual work with marine mammals, like designing research projects, developing management plans, supervising field or laboratory studies, or heading programs i n education, husbandry, or training. The acquisition of a Ph.D. or D. V. M. provides more career opportunities, including design and management of field and laboratory research programs, university faculty positions, coordination of government and industry programs, and management positions in oceanaria or museums. There are very few universities that offer a marine mammal science curriculum. To select an undergraduate university, visit campuses and talk with professors and students about career interests. Most university libraries or counseling centers have university catalogs to look up schools who can provide you the classes you need. As a high school or undergraduate student, practical experience can be gained by volunteering at federal, state, or local organizations that work with marine mammals. This volunteer experience provides practical skills, an employer reference, a network of contacts in the field of marine mammal science, and most importantly helps determine whether this type of work is appealing. Many oceanaria, zoos, museums, and government agencies have internships that provide practical experience. Many careers in marine mammal science require experience in the marine environment. SCUBA certification, boat-handling experience, or sea time can be helpful in securing employment