Emile Durkheim Theories Essay Example | Topics and Well Written Essays - 1000 words

Emile Durkheim Theories - Essay Example His contribution in literature was also immense and is valued up to date (Cuff and Francis 2004, p. 40). One of the main concerns of Durkheim was how the society was formed and how it operated. He observed the formation of the society and the maintenance of social order. He was concerned with the integrity and coherence of the modern society. In this case Durkheim recognized how the society was being transformed by the changes that were taking place in the social life of the people. Durkheim looked closely the shared religious and ethnic background that was changing the life of the society. According to Durkheim, the social changes that were taking place due to religion and ethnic changes could not be ignored in the definition of a normal society. These factors determined how the society was formed and how it operated. To understand the nature of the society and the changes that were taking place, Durkheim constructed as social science model (Giddens 2001, p. 69). Along with Herbert Spence, they developed the first scientific model that could be used to analyze and explain social phenomena. This model which was based on the social facts could be used to explain the existence and quality of different parts that makes up the society. This was explained well by making reference to the different functions of the social facts in maintaining the quotidian and therefore they can be assured as the precursors to functionalism (Durkheim 1938, p. 301). Although Durkheim showed that the society was made up of different parts, he also explained that these parts doest not entirely constitute the whole society. The society was more than these parts and their interrelationship. According to Durkheim, the society has a complex arrangement that is held together by a social fabric (Lukes 1982, p. 60). Durkheim pointed out that while you needed facts in studying science, you do not even know the facts that are relevant to you not until you create the science. This means that we have to use imagination in order to create science that could be used to study the society even before you find out that the science we have created is really imperfect. Therefore Durkheim explained his understanding of the society in view of social fact. He explained social facts as the phenomena which exist in and of themselves although they are not bound to action of individual members of the society. Therefore social facts were different from the action of the individuals. They had a greater objective than the sum total of actions of individuals that compose the society. (Ritzer 2004, p. 21) Unlike his contemporaries like Ferdinand Tonnies or Marx Weber who were considered to have made contribution to the study of the society, Durkheim did not focus on what motivates the action of the individuals in the society but he rather focused on the social facts. His studies were not based on the methodological individualism but focused on the social facts that influence the life of individuals in the society although they are very different from the actions of the individuals. According to Durkheim social facts are made up of different ways of acting and feeling which are not tied to the individual persons. These ways possesses power of coercion which they impose upon individual member

Localize Management in a foreignInvested company in China from the Essay

Localize Management in a foreignInvested company in China from the practical, cultural and strategical perspective - Essay Example This questionnaire is on your views regarding aspects pertaining to the "Localisation of Management", a research topic. The information collected will remain totally anonymous and confidential. Please fill in all the required details. Effort and time spent on completing it is greatly appreciated. .. ____________________________________________________________ 13. Do you think that internal programs for developing managers produce a better grade ofmanagement talent than other measures ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 14. In terms of HR cost, is internal management development a more feasible means toacquire management talent ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 15. Is the ability of a manager to understand the customs, tradition and communication stylesin working with employees important ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 16. Does management in China require the understanding of the blending of Western stylepractices, where applicable, and Chinese principles ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 17. Has converting the staff to think in more progressive terms with regard to performanceand operational style been a big hurdle ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 18. It is the policy of our company to develop managers in the

Identification of Activities Area of Coca-Cola Assignment

Identification of Activities Area of Coca-Cola - Assignment Example The Coca-Cola Company mainly operates through a global franchise based distribution system in which the company manufactures the drinks and the syrup concentrates and sells them through various bottlers across the world in their own exclusive regions. Also, the company owns a single anchor bottling company in North America known as Coca-Cola Refreshments. The current Chief Executive Officer of the company is Muhtar Kent. The stocks of the Coca-Cola Company are listed in reputed stock exchanges like the New York Stock Exchange (NYSE) and are major components of popular market indices like Standard & Poor 500, DJIA, the Russell 1000 Growth Stock Index and the Russell 1000 index. The Coca-Cola Company has strived to attain an adequate amount of sustainability in its operations across the world. However, the company has been involved in a number of lawsuits and criticisms related to many unethical practices and human rights violation over the years of its operations. The company has been alleged with discriminatory and monopolistic practices by many social activist groups, governments, and other stakeholder groups. The lawsuits filed against the Coca-Cola Company regarding these discriminatory and unethical practices have resulted in the company being forced to alter many of its business practices, indulge more into different kinds of Corporate Social Responsibility (CSR) activities and introduce new concepts and practices related to the business processes of the company across the world. There have been continuous criticisms against the relation of the Coca-Cola Company with the United States and Middle East foreign policies. A major area in which the Coca-Co la Company has faced severe allegations and criticisms is in its operations in the developed countries like India. The allegations like the presence of pesticide residues in the beverages manufactured by Coca-Cola and water wastage in the operations of the company led to the drop in sales of Coca-Cola products in India by more than 11%. The company has always faced a number of criticisms related to the environmental harms of its business activities.

Localize Management in a foreignInvested company in China from the Essay

Localize Management in a foreignInvested company in China from the practical, cultural and strategical perspective - Essay Example This questionnaire is on your views regarding aspects pertaining to the "Localisation of Management", a research topic. The information collected will remain totally anonymous and confidential. Please fill in all the required details. Effort and time spent on completing it is greatly appreciated. .. ____________________________________________________________ 13. Do you think that internal programs for developing managers produce a better grade ofmanagement talent than other measures ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 14. In terms of HR cost, is internal management development a more feasible means toacquire management talent ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 15. Is the ability of a manager to understand the customs, tradition and communication stylesin working with employees important ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 16. Does management in China require the understanding of the blending of Western stylepractices, where applicable, and Chinese principles ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 17. Has converting the staff to think in more progressive terms with regard to performanceand operational style been a big hurdle ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 18. It is the policy of our company to develop managers in the

Promoting Healthy Eating Habits in Second Graders Essay Example for Free

Promoting Healthy Eating Habits in Second Graders Essay This paper is geared toward promoting education of healthy eating habits of second grade students. According to Blais and Hayes, â€Å"Healthy People 2010 define Health Promotion as individual and community activities to promote healthful lifestyles. These healthful lifestyles include the improvement of nutrition in America† (p.120). The Center for Nutrition Policy and Promotion (CNPP), an organization of the U.S. Department of Agriculture, has provided the necessary tools to help guide and promote healthy eating habits through conducting research and evidence based analysis in nutrition. USDA Food Guidance System known as MyPlate, MyPyramid, or the Food Guide Pyramid are used to educate the public and offer information on the recommended nutritional guides on weight management, caloric intake, physical activity, and health tips for specific ages and health conditions. The Dietary Guidelines of Americans 2010 have set guidelines used to promote healthy eating to the American people of all cultures, traditions and socioeconomic background. These guidelines encourage the consumption of nutritional foods, which include fresh vegetable and fruit, whole grains, fat-free or low-fat milk and milk products, a variety of protein rich foods, which include lean meats, seafood, nuts and legumes (p.46). The emphasis of these principles will be used towards the promotion of health through the development, implementation and evaluation of a teaching plan on healthy eating habits to second graders, between the ages of 7-9 in a their classroom setting using the MyPlate educational teaching tools. Assessment of Learning Needs The second grade learning group consisted of fourteen children ages 7-9. An interactive class activity was presented using different items which  consisted of each food group using the MyPlate teaching concept. The children were asked to identify the food item they preferred unhealthy versus the healthy choice. The children’s knowledge on making healthy food choices was assessed at this time. It was assessed that 72% of the children preferred the food item that was unhealthy, while 28% made healthier selections. Although some of the children made healthy choices the majority of the group made unhealthy food selections. Prior to presenting the teaching plan the teacher reviewed the material to assure it would be understood by the second graders. Their developmental level was confirmed to be within the second grader learning ability in communication and understanding. None of the children required special learning needs. Two of the children wore corrective lenses, which did not inhibit their ability to participate in the activity. Cultural consideration was assessed by asking the children their race and the different kinds of food that is cooked at home. Two children were multicultural of Hispanic origin and specific food items commonly eaten at home were placed into its specific food group. The second graders first language was English. None of the children expressed specific spiritual practices as pertaining to eating habits or customs. The second graders preferred an interactive learning style which included: demonstration, answering and asking questions, and coloring activity. The second graders were enthusiastic and expressed eagerness to learn and share the information with their parents. The overall health status of the second graders was good. There were a few that expressed having allergies or respiratory problems. Learner Objectives The learning objectives for the promotion of healthy eating plan are as follows: A. Affective Domain: The students are willing to actively participate by listening and responding to the instructor’s presentation on healthy eating habits and engage in group activity. B. Cognitive Domain: Each student will be able to choose three healthy food items specific for each of the five food groups and describe three ways healthy eating nourishes the body and benefits of staying physically active. C. Psychomotor Domain: The students will select and identify the food item that is more beneficial for their health with given activity. Teaching Plan The teaching plan to be implemented includes the following presentation, which incorporates the current lunch menu offered to the students in school: A. MyPlate five food group and drink option was presented and the students are asked to choose which food item is eaten daily unhealthy versus healthy items included: 1. Fruit group: Selection of fresh fruit (banana, apple, orange strawberries, etc.) or a fruit cup 2. Grain group: Selection of French fries, potato chips, baked potato or wheat or white bread sandwich 3. Vegetable group: Selection of fresh carrots, salad, celery or canned carrots, corn 4. Protein group: Selection of fried chicken nuggets or baked chicken nuggets, burger or subway sandwich 5. Dairy group: Selection of whole milk or low fat milk, cheese or yogurt 6. Drinks: Water, Capri Sun or Juice box Each individual student will be encouraged to participate and other specific items not listed will be placed in the classified food group in order to address all individual needs. B. MyPlate nutritional guidelines reviewed with the students and open questions answered. 1. The School Day just got Healthier article discussion of the 10 tips for Nutrition Education Series includes awareness of healthier school meals for children, inclusion of more fruits and vegetables daily, along with whole-grain rich foods. The offering of a variety of low fat and fat free milk, reducing saturated fats and salt, increase in water intake. Meeting caloric needs through portion sizes, development of wellness programs, making better food choices and resources available to parents. 2. Emphasis on each food group with interactive group participation to name at least three healthy food items of choice 3. Name how healthy eating benefits the brain, heart and digestion, along with getting at least 60 minutes of exercise daily. C. Students will identify or select the healthier food items offered introduced at the beginning of presentation. 1. Choose MyPlate coloring activity will allow for a visual picture to reinforce the five food groups in a simple manner. 2. Draw three healthy food items on their MyPlate activity sheet. 3. Reinforce healthy eating habits with a take home pamphlet for the parents that describe 10 tips for healthy snacking. Evaluation of Teaching and Learning Evaluation of teaching and learning strategies were accurate, clear and appropriate for the second grade students. The teaching plan was simple and interactive to meet each individual learning need. The health promotion plan and activity outlined can be followed to teach other second grade students the importance of healthy eating habits using the free resources and information available on the website Choosemyplate.gov MyPlate Kid’s Place. The evaluation of learner objectives was measured by having the students re-evaluate their previous food item choice and compare it to the healthier food item. The scores were significantly higher were 92% the students identified and selected healthier food items listed. Open class discussion was used to determine if the teaching strategies used were appropriate for the students. The students expressed understanding and enjoying the class, the activities used and having a parent teaching the class. Positive feedback was given by the teacher present and students. The students were comfortable in their classroom setting, which is the appropriate environment for learning. The health promotion event was successful and effective in educating second grade students on healthy eating habits. The students expressed eagerness to share the resource pamphlet with their parents. The information shared would have been more effective and beneficial if the second graders parents were present, but studies show that second graders are influential in assisting parents make healthy eating choices for them with the information they learn. References Blais, K. K., Hayes, J. S. (2011). Professional nursing practice: concepts and perspectives (6th ed.), New Jersey: Pearson U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2010. 7th Edition, Washington, DC: U.S. Government Printing Office, December 2010 Jacksonville University College of Health Sciences (2012). School of nursing mission. Retrieved March 25, 2014 from http://www.ju.edu/COHS/Pages/School-of-Nursing-Mission.aspx Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services, May 2014. Retrieved from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. Color Sheet. Retrieved April 18, 2014 from http://www.choosemyplate.gov/kids/downloads/ColoringSheet.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. School Day Just Got Healthier. Retrieved April 18, 2014 from http://www.choosemyplate.gov/foodgroups/downloads/TenTips/DGTipsheet21SchoolDayJustGotHealthier.pdf

Change management in a police organisation

Change management in a police organisation This essay will analyse a change management situation in a police organisation, namely Strathclyde Police and will compare two approaches to leadership which could be used in the situation and select a suitable approach, drawing a reasoned conclusion on why it is likely to be effective in the situation. The two approaches to leadership under examination will be The Traits Approach and the Contingency Approach. It will select two different inter-personal skills, namely influencing and negotiating, which a leader could use and draw conclusions on how each skill could contribute to the effectiveness of a leader. Finally this essay will use relevant concepts to analyse the role of a leader and suggest and justify actions which a leader could take to ensure all aspects of change are effectively implemented, in doing so this essay will look at such methods as change implementers, Force Field Analysis and PESTEL analysis. Firstly, we must answer the question, what is the difference between leaders and managers? The leader is followed. The manager rules The Difference between Management and Leaders (online) Available at http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Intro/leader.html (accessed April 2010) This is a very simplistic definition that portrays an image of a leader making a stand and being followed, through choice by his subordinates or fellow workers whereas with management, subordinates have no choice but to follow him. Kotter (1990) argued that managers and leaders each have three main tasks but they undertake and complete them in entirely different ways. These tasks are: deciding what needs to be done, creating networks of people and relationships that can accomplish the agenda and trying to ensure that people actually do the job. However, Kotter goes on to say that managers and leaders deal with these tasks differently. Zaleznik (1977) thereafter identified 4 areas which followed on from Kotters ideas whereby managers and leaders differed. They are as follows; attitudes towards goals, conceptions of work, relations with others and senses of self, leaders when compared to managers appear to adopt a more personal role. Prentice (1961) stated Leaders achieve goals through their understanding of their fellow workers and their relationships of their individual goals to the groups aim. It should also be noted that managers can be leaders and vice versa. APPROACHES TO LEADERSHIP There are a number of approaches to leadership and this essay will focus on the Contingency Approach and the Traits Approach. The Contingency approach was a continuation of Tannenbaum and Schmidts Continuum of Leadership. It believed that there was not one single style of leadership which was appropriate for every situation a leader could face. Instead the contingency Approach argued that good leadership was dependant upon the situation at hand. The Contingency Theory is to analyse the situation you currently face and select the most appropriate style to deal with the circumstances. This will require the leader to adjust their managerial style with every situation they face. In a policing sense, no two situations faced by a leader will ever be identical and as such no two solutions will be the same. Therefore, a leader within the police service must be able to be fluid in his approach and be able to take cognisance of the situation at hand and be willing to change to deal with it. Situations and circumstances faced by police officers are also ever changing; a solution which was possible one minute earlier may no longer be suitable. Fiedlers (1967) argued that the behaviour of leaders rested on three main factors, known as Fiedlers Contingency model. The factors were; Leader Member relations, this involves the amount of trust between the leader and subordinate and how far team members were willing to follow their leader. Task Structure this covers the extent to which the task is clearly defined and whether there are standard procedures for carrying out the task and the power of the leader for example the power of the leader within the organisation and how they could influence team members. Another mode of the Contingency Theory is Situational Leadership by Hersey and Blanchard (1988) in this form, leadership style takes cognisance of the extent team members are ready to perform a task. There are 4 levels of readiness named R1, R2, R3 and R4. In a policing environment, the follower in R1 could be described as a probationer whereby the follower is unable or unwilling or unable and insecure to follow the task, R2 could be a less competent police officer who is wiling to carryout the task and confident in doing so but is unable to carry it out to the required standard, R3 could be the police officer who is able but unwilling or able but insecure, who perhaps lacks confidence in his own ability, whereas R4 is able, willing and confident in carrying out the task and could be described in a policing term as a senior man figure. Willingness refers to the followers commitment and motivation whereas as insecurity refers to team members who lack confidence in their ability. Hersey and Blanchard state there are two dimensions of leader behaviour, one of which denotes the amount of direction given by the leader to the followers, the other is how much support they offer their followers. There are four leadership styles derived from this which are S1, S2, S3 and S4. S1 is telling or directing little support is offered by the leader but he does offer a great deal of advice and direction. S2 is selling or coaching whereby the leader displays a lot of directing and supporting behaviour as well as support by telling followers what to do and offering them support and encouragement. S3 participating or supporting, the leader gives little direction but offers a lot of encouragement and support by way of communication with team members. S4 delegating, the leader does little in the way of supporting or directing. Different people will react differently to different forms of leadership, and a leader should tailor his style to the individual person he is directing. The Traits Approach argues that there are specific qualities associated with Leadership, whereby leaders can be differentiated from others by the possession of specific characteristics or traits. It is based on the assumption that leaders are born and not made and therefore you can not learn to be a leader but are born with these traits. Many people have attempted to conjure up a definitive list of personal qualities or traits that these great leaders possess. Typical traits include self-confidence, initiative, enthusiasm, integrity, decisiveness, judgement and imagination. The problem with the Traits approach is that it proved impossible to come up with a definite set of traits that could be applied to leadership. It also became apparent in research that successful leaders often had different personalities and traits. As a result of these short comings the Traits Approach fell into disfavour, however, the idea of successful leaders possessing certain qualities is still in survival. INTER-PERSONAL SKILLS AND LEADERSHIP Successful and effective leaders and managers require a range of interpersonal skills. Two particular aspects of inter-personal skills are Influencing trying to get someone to do or think something that they might not have ordinarily done and negotiating making a bargain with others to arrive at a mutually acceptable outcome. This essay will look at these two skills in more detail and draw conclusions on how these skills could contribute to the effectiveness of a leader. It should be noted that these two skills overlap each other however this essay will deal with them as separate entities. Influencing can be said to be the critical skill hat a leader must possess. Influencing is the process in which one person gets another person to do something. There are methods which a leader can use to exert influence, these are known as influence strategies, and there are 6 different ways of classifying influencing strategies Reason, assertion, exchange, courting favour, partnership and coercion. Within a policing environment Reason is probably used most often, whereby using reasoned and logical arguments to convince someone to act or think in accordance with the influencer. Another less positive action used within the police service would be coercion which is using or threatening to use some kind of sanction, either a positive or negative sanction. An example of this would be when Strathclyde police wished to implement a new shift system known as VSA, there was a lot of unhappiness and a refusal to change. As such Strathclyde officers were informed if they did not agree to VSA they would be put back on a very old shift pattern of 7 earlies, 7 lates and 7 nights which was worse than the proposed VSA, as such the Strathclyde officers reluctantly accepted the VSA shifts. Of the 6 influencing strategies all of them except coercion would be classed as pull strategies which mean that they aim to persuade or pull the other party into accepting what the influencer wants. Coercion is a push strategy which means pushing the other party into accepting. The second inter-personal skill we will look at is negotiating. Negotiating is a process of bargaining, the end result is where all the parties involved come to an agreement. Negotiating is a way of resolving differences between people of which there are two factors which can have a considerable effect on negotiations these are, the stages in the negotiating process and negotiating behaviours. The ideal outcome in any negotiation is Win Win this is where both parties win from the negotiations. However there is also Win Lose whereby one party loses and lose lose where both parties are worse off than before they started. There may be situations when the result is a Lose Lose situation where to reach an agreement both parties must compromise and give something up Fisher and Ury (1981) came up with a method called BATNA which stands for Best Alternative to a Negotiated Agreement. BATNA is where a leader chooses not to negotiate if the outcome was to lead to a less favourable outcome than they had hoped for or accept an outcome they feel is unsatisfactory. There are four main processes of negotiation and they aim for a Win Win outcome, these are; preparation, opening phase, getting movement to reach agreement and closing the negotiation. Good negotiators must also adopt behaviours which aid and help negotiations and lose traits which may hinder them. Good negotiators are clear on what they want to achieve and of the final outcome, they are flexible and not tied to one particular outcome and will consider other outcomes and ideas and they work towards a Win Win situation. In a policing sense, negotiations take place between the Police Federation in an internal and external fashion, an external negotiation could be with the Government or an internal negotiations could take place between the Police Federation and Senior Officers. Managers or leaders on a shift may have to negotiate with leaders of other shifts in the same office in order to look after their own staff, an example of this is a local agreement between supervisors that officers attending at work to go to court on their day off get to go home if the shift on duty has adequate numbers and it is not overly busy on their return from court. This is a Win Win situation for all involved. Another example of successful negotiations is CID officers allowing uniformed officers to borrow their unmarked police vehicles when they have spares and all marked cars are being used on the proviso that uniformed officers wash the unmarked CID cars on a Sunday early shift! THE ROLE OF LEADERS IN ORGANISATIONAL CHANGE All organisations have to respond to changes in society, changes in government and changes within society, the police service is no different. Richard Daft (1993) defines organisational change as The adoption of a new idea or behaviour by an organisation it can also be describes as Closing the gap, moving an organisation from its original state to a desired future state because there is a gap between where the organisation is at the moment and where it wants to be and change is needed to fill this gap. Kanter et al (1992) said that different people play different roles in organisational change. There are three different type of people; change strategists or initiators, those who initiate change and set direction for it, these people are normally leaders, there are change implementers those who co-ordinate and carry out the change and are normally managers and change recipients those affected by the change. Organisational change can take place on both a large scale and small scale. Senior (2002) identifies four main types of change; Fine tuning where minor changes are made to ongoing processes, incremental change this involves small scale modifications such as introducing new technology, an example of an incremental change in the police could be the addition of AIRWAVE, modular transformation is a major change centred on one or more departments or divisions such as the recent transformation in Strathclyde police where Divisions and Sub divisions were reshuffled which done away with E and C division and created new sub-divisions throughout the force to bring the beats and sub divisions in line with local council wards, and finally Corporate Transformation which involves a change in the whole organisation, perhaps the appointment of a new Chief Constable to a force or in Strathclyde police the creation of the Major Crime and Terrorism Investigation Unit as a direct response to the Glasg ow airport terror incident. There are different levels of change within an organisation, it can occur at individual, group or the whole organisation. The higher the level of change the harder and longer it will take to implement. Force Field Analysis and was devised in the 1950s by Kurt Lewin and is a technique used far analysing internal and external pressures that can influence any organisational change. It takes cognisance of both forces which may promote change and those which may oppose change. It is more often used in large scale transformative change. The idea of Force Field Analysis is that there will be forces for and against change. Where these forces are equal there will be no change in the organisation. This is called equilibrium. However, change will take place when the driving forces exceed the resisting forces. The advantages of Force field analysis are; it helps to identify all the forces that impact change, it highlights the fact that some forces may be stronger than others, it helps access whether or not an organisation is ready for change, it can be a quick and simple way of assessing whether a suggested change would be a success and it can be used as a guide to action. The disadvantages are it is subjective and it relies on who carries out the force filed analysis, it can be imprecise as the strength of a force can not be accurately judged and it is a snap shot at a point of time and by the time it is implemented it can be out of date. External forces which could lead to an organisational change can be identified using a PESTEL analysis which takes into account the following factors, Political, Economic, Socio-Cultural, technological, Environmental and Legal, however, no such analysis tool exists for internal forces. There can be a lot of resistance to change, the 4 main reasons are; parochial self interest, misunderstanding or lack of trust, different assessments and low tolerance to change. In a policing organisation the biggest resistance could be parochial self interest which means that people resist change as they believe that their position could be at threat and that they will lose out, another example would be misunderstanding or lack of trust, subordinates in the police can be very wary of senior management and may distrust or misunderstand the reasons for change. This can be as a result of a lack of communication between the parties involved. However such resistance can be overcome by education and communication and participation and involvement to name but a few. CONCLUSION To conclude, I feel that the traits approach to leadership is not very valid and suggests that a leader is born and does not learn how to become a leader, the qualities associated with the traits approach are very much needed by a manger in order to lead so there is some benefit to this approach. The contingency approach shows us that not one single style of leadership will suit every situation and that you must be able and willing to change. Situational leadership goes on to show that a leader must also be aware of the skills his officers possess and tailor the advice he offers them to their level, some officers may require more help and guidance than others and a leader must be aware of this. Both influencing and negotiating are vital interpersonal skills for any leader to have but both can be used for negative reasons such as influencing and negotiating another to accept a deal which is unfair to them and a leader must try and not fall into this trap. In order for any organisation to succeed in the future it must move to close any gaps a good tool for any leader to utilise when closing the gap is force field analysis there can be resistance to change but there are many ways in which a leader can move to remove this resistance with the use of education, involvement negotiation and agreement.

Madness and Insanity in Shakespeares Hamlet - Is Hamlet Mad? :: Shakespeare Hamlet Essays

Is Hamlet Mad? Perhaps the world's most famous mental patient, Hamlet's sanity has been argued over by countless learned scholars for hundreds of years. As a mere student of advanced-level English Literature, I doubt I can add anything new to the debate in 2000 words, but I can look at the evidence supporting or dispelling each argument and come to my own conclusion. Hamlet is obviously experiencing grief and despair right from the beginning of the novel, with the death of his father and his uncle's seizure of the throne and rapid weddign of Hamlet's mother, and we can observe his great grief bordering on irrational suicidal tendencies as early as Act II Sc I, where he gives his first soliloquy. He cries: "O that this too too solid flesh would melt, Thaw, and resolve itself into a dew! Or that the Everlasting had not fixed His canon 'gainst self-slaughter!" Macbeth wants his flesh to dissolve into a dew ("solid" contrasting with "melt" in the first line), and wishes that God had not forbade suicides from going to heaven. This is also the first glimpse of another recurring theme in the play, that of Hamlet's unhealthy obsession with the afterlife. This is one of the reasons that the ghost of his father has such an effect on him, which is a trigger for all the subsequent events in the play. Moving on to the fourth scene, the next interesting speech is on l. 23. It is a long and complicated speech, but its general gist is that if a person has one fault, no matter how virtuous they may be in other ways, they are soiled by "the stamp of one defect". This speech is quite ironic, because it is Hamlet's "one defect" (his hesitancy and inability to take action), regardless of his other qualities (such as honour and integrity), will be the main reason why the play ends so tragically. Although we are supposed to suspect that "something is rotten in the state of Denmark", as Horatio puts it, from the start of the play, it is only when Hamlet talks with the ghost of his father in Act I Sc V that we realise the full extent of his uncle's treachery. When he first sees the ghost, Horatio and Marcellus try to restrain him, Horatio saying: "What if it tempt you toward the flood, my lord, Or to the dreadful summit of the cliff That beetles o'er his base into the sea, And there assume some other horrible form, Which might deprive your sovereignty of reason,