Essay about Effective Communication and Team Building Efforts

Making a Change The leader has to learn and develop a sound knowledge in communication skill which will enable him or her to build an excellent team in his organization because without effective communication, they will be description in organizational goal, stress, confusion and frustration between the leader and the members of the team and can lead to reduction in organizational success. The leader has to have open communication skill to facilitate and support the change process because every staff will react differently to any organizational change. As this time, provide excellent training and make ensure every members of the team are pulling in the same direction because The major role of a leader is to guide and lead† according to†¦show more content†¦Despite the leaders’ best efforts to present the organizational changes in a positive way, they might encounter some challenges and resistance within team members because every team members might not perceive the organization al change the same way. As a result, the leader has to actively involving the team members who resist change by incorporating some of their input and feedback in the change process. This will help reduce their resistance, according to Dianna (2006). Application of Change Theory Due to recent problem identified in national staffing association Inc. (NSA) is a break in communication, that lead to lack of continuation of care some of the clients we serve. There was a change in clients plan of care (POC) as the Medicaid continue to titrate or reduce clients benefit that is ongoing now in any organization, the director of nursing (DON) got the intake from Lisa that is Medicaid representative, pass the information to case manager, pass it to case coordinator where it got lost. This vital information was never pass to the nursing supervisor, visiting nurse none home health aide (HHA) who will assist this client for activities of daily living (ADL). This problem was on unit client family called the Medicaid office and Lisa called the office. It was during theShow MoreRelatedTeam Building And Development Team1518 Words   |  7 Pages Team Building and Development It takes extraordinary leadership to assemble great teams. Leaders who are not reluctant to course right, making challenging choices and launch principles of implementation that are continually being met – and enhancing them at all times. 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Taken Hostage By David Farber - 1083 Words

The 1970s was a rough time for Americans. The economy was struggling and gas prices were doublings, sometimes gas stations even ran out of gas. While all this was going on, the media caught the attention of the American people on the story of the sixty six hostages that were captured in Tehran. Soon that became the center of attention. Both in Iran and America, people focused on what would happen and especially how President Jimmy Carter would respond. In his book, Taken Hostage, David Farber closely examines the events that led up to the hostage crisis. He informs us of America’s first encounter with radical Islam and what had caused the conflict between them. For four hundred and forty-four days, President Carter tried to put effort into resolving the issues but he failed on releasing the hostages. Since the American people paid close attention to this issue, they were highly disappointed with President Carter and his processes. 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Personal Narrative Never Forgetting Essay Example For Students

Personal Narrative Never Forgetting Essay As I have grown up, I have seen a lot of things. Some I have forgotten, others have been burned into my memory. I live in a community that is big on gang violence. I was born and raised by both BDs and GDs. I took on the life of the BDs from the time I could even say GDK. However, there was always this part of me that wanted out. But how do you tell the people who has raised you that you want no part of them anymore. It wasn’t until I turned 15 that I realized that this life that I was living wasn’t just affecting me; it was affect those I held close to me that had nothing to do with this life of destruction. As I watch those around me disappear from either a bullet or fear of the life I lived I started to rethink everything I had ever known. As the year went on, I questioned everything and one around me, and they all questioned my loyalty. The same people I called my brothers, sisters, uncle, ect. questioned if I was meant for their team still. So they tested me. I didn’t know anything about the test until it was too late. I had a brother, Amon, that knew the life of the BDs but never was one. Some say he was too scared; I say he knew he was worth so much more then what we were during with our daily lives. I loved Amon with all my heart and would kill anyone who even looked at him the wrong way. Even though he was my big brother, I was the one who was doing the protecting. Sometimes I just couldn’t protect him. The night of my 16th birthday my guys threw me a Super Sweet 16. It was turning out to be an awesome night. Then things went for the worst. I was inside the house with my friends when I saw Amon and his baby mama, Ashley, outside so I decided to join them. We were outside for about 30 minutes and then Ashley got cold so her and I decided to go inside. I asked Amon to come inside but he didn’t want to. Ashley and I hadn’t even made it to the door yet but we heard gun shots. Ashley and I hit the deck to be safe. It all happened so fast. Once the shots were done I called for my brother, but he didn’t answer. My guys came running out to see what happened. When I finally sat up, I saw what broke my heart in a million pieces. I ran to my brother, and as I laid my hands on him than became covered in his blood. He was barely breathing. I held him in my arms close to me telling him to hold and not to leave me. It wasn’t a minute later that he took his last breath and my brother was gone. This was my test. They tested my loyalty to them by taking away someone who I basically lived for. 16 shots on my sixteenth birthday determined who I would continue to live for. Amon was 19 when he died. He left behind a baby boy who will never know how it feels to have his father at his football games, or his high school graduation. They murdered my brother to lose my completely. I started to live me and my nephew. I started to live for the life my big brother wanted me to live. I will never forget the sounds of the shots, my brother struggling to breathe, or the screams of terror the came out Ashley’s and my mouth from that night. This will be that one thing that has been burned into my memory.

The Violets Gwen Harwood Analysis free essay sample

The Violets by Gwen Harwood was written during the late 1960s and was published in the anthology Selected Poems in 1975. As we know, Harwood’s poems explore philosophical and universal ideas. Harwood herself says â€Å"My themes are old ones – of love, memory, experience etc†, all of which are explored in this poem through the use of poetic and language techniques. Literally, the persona of the poem is outside when some aspects of the nature around her, like violets and a blackbird, trigger a memory from her childhood. The poem then flashbacks to a childhood memory of the persona as a young girl, which is shown through the indentation of the stanzas, where the girl wakes up in the afternoon thinking it is morning and becomes upset when she wonders ‘Where’s morning gone? ’. This continues until she falls asleep in the memory, and we are brought back to the present. The last stanza sums up some of her most valued childhood memories which continue to ‘drift in the air’ and remain with her. Figurative language and sensory imagery is used in the first stanza to create a tone of grieving, loss and nostalgia, through imagery of a dull ‘cold dusk’ and ‘frail, melancholy flowers among ashes’. The simile ‘the melting west is striped like ice-cream’ creates a sense of transition, reflecting the beginning of the persona’s introspective retreat into her thoughts. The use of an anaphora, which is the repetition of a word at the beginning of lines or sentences, in the line ‘Ambiguous light. Ambiguous sky’ also displays this transience. The symbol of ice-cream also represents childhood and a feeling of nostalgia for that time in the persona’s life. Her attempt at ‘whistling a trill’ may be an attempt to imitate her father’s whistling which is mentioned during the reflection of her memory, suggesting that she is trying to recreate her past experience but can’t properly do so. The persona’s direct speech in the line â€Å"Where’s morning gone? † is a rhetorical question that is questioning the passage of time, and the plaintive tone used by the child also conveys that past experiences can’t be relived. The poem is of a free verse form, and this paired with frequent use of enjambment allows Harwood to create a train-of-thought style of the poem and create a slower, more reflective pace, promoting the continuity of life and showing the growth of the persona’s journey from childhood to maturity and from innocence to experience. Iambic pentameter has been used to reflect a conversational flow with natural intonations that makes the memory appear personal. An irregular rhyme scheme keeps the reader engaged, but paired with the liberal use of full stops and commas, especially in the middle of lines, represents the irregularity and ‘bumpiness’ of time. The unchangeable passage of time is shown through the cyclical structure of the poem, which is created through the violet motif, the transition from dusk to morning to afternoon to dusk again, and through the starting and ending of the poem with un-indented stanzas. The violet is a motif throughout the poem and acts as a symbol for the binding and fusion of past and present. It acts as the trigger that transitions the persona from reality into her thoughts, just like the gull in At the Water’s Edge or Mozart’s music in Alter Ego. The violets also act as a symbol for the persona’s past memories and experiences. The flowers are ‘frail’ and ‘melancholy’ at the start of the poem, and are among ‘ashes and loam’. The ashes represent death, and loam is a fertile type of soil, and is therefore symbolic of life and growth. This use of dichotomy and juxtaposition suggests that her memories still have a place and will always be ‘alive’, but they will never be recreated in the same way and are therefore, in a sense, ‘dead’. According to English critic Alison Hoddinot, ‘the seamless binding of the past and present portrays the idea that valued memories remain with us always and transcend time and the ambiguous experiences of our existence within the world, even if they can’t be physically recreated. The violets give the young girl and her parents a sense of permanence as they appear in the present and past. The memories in the poem maintain a cohesiveness and continuity of experience through repeated motifs such as the violets and the ‘whistling’. Memories also give us a recovered sense of life, as shown through the final line of the poem ‘faint scent of violets drifts in air’. This example of sensory imagery also creates a rhythmic drifting sense linked closely to the â€Å"stone-curlews call from Kedron Brook†. It echoes images of the speaker’s mind drifting into reflection and aurally creates transience between the present and the past. Childhood is portrayed as a time of safety that is often looked back upon with nostalgia from an adult perspective. Monosyllabic words are used to show the simplicity of childhood life, for example in the line â€Å"the thing I could not grasp or name†. The ‘spring violets’ are ‘in their loamy bed’ and are no longer frail and melancholy, and the memory takes place on a ‘hot afternoon’ in contrast to the ‘cold dusk’ that represents the present. Childhood is represented as a joyful, vivacious time in one’s life, and the value of a stable family life is conveyed. The unexpected integration of Australian vernacular in the line ‘it will soon be night, you goose’, adds a sense of freedom and relaxation to the otherwise formal discourse and more rigid structure of the poem, once again reflects the simplicity and innocence that is associated with childhood. The use of enjambment, alliteration and long vowel sounds, such as in the lines ‘Towards nightfall waking from the fearful/ half-sleep of a hot afternoon’, creates a dream-like mood, further promoting this nostalgia for simplicity and comfort that is associated with childhood. The memories are also associated with light imagery, reflecting their importance in the persona’s life and also suggesting that they give her hope for the future. Light is another symbol used to represent valued memories. Memories are ‘hours of unreturning light’, and ‘years cannot move nor death’s disorienting scale distort those lamplit presences’. This almost shows that memories can bring light to our present realities no matter how harsh those realities are, and that valued memories are so strong and unambiguous they can fill and bring a melancholy world to life. Harwood suggests that the past is in our present and will consequently shape the way we see our future. The poem also creatively expresses that although childhood and life may pass quickly, it can still be reflected upon and relived through our memories. This transition from uncertainty to understanding emphasises the progression of life and illustrates the stages of a person’s life. Linked to the power of memory, the sense that love is a central and enduring force is also an underlying idea that Harwood has incorporated. This is primarily shown in the memory of the persona as the warm imagery and brightness of the setting gives a sense of happiness and bliss. Spring is used to represent these positive attributes. The â€Å"hot afternoon†, â€Å"spring violets† and ‘sweetness’ give a sense of freshness, vitality and comfort through their sensory imagery. It reflects the childlike serenity and innocence of the memory despite the obvious distress the persona feels when losing â€Å"those hours of unreturning light†. These images represent the love that was present between the persona and her parents as well as between her and the home. She describes her mother’s â€Å"long hair falling down to her waist†, again using long vowel sounds to make her mother seem almost angelic. Her mother’s maternal nature is shown in the line where she â€Å"dried [her] tearful face as [she] sobbed†. The memories at the end also show this love as she remembers â€Å"her father, bending down to inhale the gathered flowers, with tenderness stroking [her] mother’s goldbrown hair†. These flashes represent the beautiful connection she had with her parents as a child. The light of the memory is juxtaposed, however, to the present where the weather is cold. Although the violets are shown to be â€Å"frail† and â€Å"melancholy† the juxtaposing image does not necessarily show a death of the love that was there when she was a child, rather that the love that she had for this place is still there whenever she looks upon the landscape. It shows that despite the change that time has brought to the environment, the life and love that was once there will always be there. The first stanza is comprised of a selection of particular images such as the â€Å"whistling trill†, the flowers and the â€Å"ambiguous light†. These motifs are references to the simpler parts of the reflection that the persona has, leading to a realisation of everlasting memory, through which love has endured. Encompassing the power of memory, the durability of love, and the transition from childhood to adulthood, is the motif of time. Harwood’s consideration of the force of time is one that both changes elements of one’s life and tests the strength of others. Maturity, for example, changes with time as life experience is gained. Love and memory, however, is proved powerful enough to remain sound despite the movement of time. This is shown through the line â€Å"years cannot move nor death’s disorienting scale distort those lamplit presences†. The cyclical nature of the poem reflects the ambiguity of time but also the relevance of the past as it reinvents itself in the present. Gwen Harwood’s â€Å"The Violets† is a meditation that reflects a childhood experience that was perhaps a pivotal point in the growth and psychological development of the persona. Her first experience with the realisation that time can be lost is remembered with an adult perspective and the maturity of the present persona realises that although time can be lost, memory is what keeps the past alive. It defies time and therefore presents a subconscious immortality that comes with a person’s memories.