Mending Wall Poetry Analysis Essay Example for Free

Mending Wall Poetry Analysis Essay The neighbour keeps resorting back to the same simple argument and point of his father’s saying, â€Å"Good fences make good neighbours. † The speaker continues to remain unconvinced and presses the neighbour’s old-fashioned stubborn claims to be overlooked despite his reluctance to be swayed. The piece remarkably is quite simplistic in the way that the vocabulary of the poem contains no real fancy words, most are short and the majority can be used in conversion in everyday life. There are no stanza breaks, obvious ending rhymes or overall rhyme scheme observed either. The repetition of whole lines is surveyed twice throughout the poem however. â€Å"Something there is that doesn’t love a wall,† is the opening line of the piece and is repeated on line thirty-six. This is a reoccurring idea that this wall should not be up standing in the first place as it is unnecessary. Frost says that there is a natural force that tears down these walls as they are unnatural. The repetition emphasises that it only separates us from being able to build last longing relationships from those who may be on the opposite side to that fence. The other replication noticed is of the motto of the neighbour’s father, â€Å"Good fences make good neighbours. † This phrase holds a very strong importance to the speaker’s neighbour. In no way, shape or form does the man over the wall want to change his sturdy built tradition of his father’s trusty and wise wisdom. Frost would rather the neighbour think for himself and for him to grasp the opportunity to do something different rather than continue to â€Å"move in darkness† and let go of the unneeded barrier between that lies between them. One interpretation is that Frost could be trying to convey is one of unnecessary barriers and dead-ends. Excuses not to alter their lives, not to form new friendships or develop and build even stronger ones. The title Mending Wall could mean anything but fixing the fence between the two blocks of land but refer instead to the broken relationship that exists between two human beings.

Steel drums :: essays research papers

The recording I listened to is called Carnival Favorites. It is Caribbean steel drum music. It is the majority of what people listen to and play in the Caribbean. It can be related to the genre of music known as techno. Usually a basic beat is repeated while a featured instrument such as steel drums plays a melody or song. Caribbean bands are mostly comprised of a drum set player, steel drum player, and a guitar and bass player. Other bands will add in other instruments such as a keyboard, bongos, or African drums. It is played so that people will be entertained, is played to keep people’s spirits high. Steel drum music is also about dancing. Any song that is played you will most likely be able to dance to it. The music makes you want to get into groove. Unless a band is playing a cover song, the band might not have a singer. Steel drum bands, in particularly, use the steel drums to â€Å"sing† to the audience. Steel drum players are fascinating to watch because of how difficult it is to play, and players can play every note perfect in the steel pan with ease.   Ã‚  Ã‚  Ã‚  Ã‚  It differs from any American music because there are usually not any words, and is different from techno because the steel drum is used as a voice instead of a sound machine. Most music that I listen to is based on the guitar and the vocalists. Being a drummer makes me focus more on the drum parts, which is why I like steel drum bands because they are percussion featured. The steel drums, and other percussion instruments are the main attractions. The tempos of what I listen to, and Caribbean music, differ greatly. The genre of music I listen to can be up to twice as fast as Caribbean music. Caribbean music is at a mild tempo so it is relaxing and so nobody is over worked, either dancing or playing. Most steel drum players could not play at a fast speed.

A Woman’s Place Essay

â€Å"Don’t read so much, he said, don’t study; get yourself good and tired out with homework, take exercise. He believes that her troubles would clear up if she got married. He believes this in spite of the fact that most of his nerve medicine is prescribed for married women. † The primary theme of Meneseteung by Alice Munro is the role of women in times of Victorian traditions and standards. The narrator, who is never identified, explains tasks and qualities that differentiate a real, marriageable woman from an outcast from society. The main character in this story is Almeda Joynt Roth, a respectable woman who has become famous in her small town for her poetry book. She has earned respect and admiration amongst others in the town for her works, but has also been criticized as a woman’s literary ambitions were thought to be hobby rather than vocation. Roth yearns to marry Jarvis Poulter, an idea that the rest of the town supports. Even Roth’s doctor, who prescribes nerve medicine to help Roth with her sleeplessness, says she would be much happier if she were married. However, Poulter does not find Roth to be a suitable wife and does not pursue her as such because she does not demonstrate the qualities that defined a marriageable woman of the times. The story, then, is not just about the role of women in the society but also about a lonely woman, an outcast of traditional society, and her search for companionship. Roth suffers from insomnia and goes to the doctor to get medication to help with her sleeplessness. The doctor suggests that Roth busies herself with things that are not considered womanly such as studying and writing. Her writing is considered an asset to the community, but not totally accepted as a woman is expected to marry and have a family. The town paper, the Vidette, which contains articles that would often be considered libelous by modern standards considers her young and fit enough to bear children, physically speaking she is marriageable material. The doctor suggests that she wear herself out by performing housewife tasks such as cleaning and exercising so that she may sleep. He also discourages her from reading and writing, as it is not required of her to do these things to ulfill her position in society. He suggests that marriage would solve most of her problems, though the medication he prescribes her is primarily prescribed to married women. The doctor is prescribing a remedy to her problems by becoming a housewife, while also prescribing medication that is given to housewives to treat the very condition she, as a single woman, had come to ameliorate. In the society portrayed in Meneseteung marriage is considered to be a cure-all for many of women’s problems. Why, asks the narrator, has Roth remained unmarried for so long? The narrator suspects that it is partly down to her desolate disposition. A caliginous personality is not one that is considered attractive and people tend to avoid developing social ties to her. Weighed down by burdens such as the loss of her family Roth is a loner with reading, writing, and the hopeless pursuit of Jarvis Poulter as her only aspirations in life and generally just does as she pleases. She dreams of marrying Poulter, an idea that the whole town supports, but he never showed an interest in her as she did not fit the imagine of a marriageable woman of the times. Despite this the narrator portrays Roth to be less of the â€Å"reckless hedonist† and more like a â€Å"tormented artist,† suffering as a result of her art. It is her particularity that makes her an eminent writer, but also not considered suitable to be taken as a wife. Women in this story are portrayed as weak and in need of men. One night, Roth is awoken by a drunk, abused woman at her fence. She is frightened and rushes to Poulter for help, and this is shown as being the first time in the story that she behaves like a typical woman of her time. She is no longer the poised, confident woman that Poulter has come to know her as and is attracted to her desperate vulnerability. Poulter was not attracted to her when she was poised and confident but once he had seen that she was weak, helpless, and in need of him he felt drawn to her as she finally fit the stereotypical image of a woman. Poulter deals with the drunken woman in a cruelly and insensitively and upon seeing this Roth loses interest in him. Poulter asks her to church and she declines and the two never pursue a relationship. Despite being portrayed as weak and in need of men, women are not powerless in marriage. One of a woman’s primary roles is to â€Å"create their husbands† by â€Å"ascribing preferences† to them. â€Å"This way, bewildered, sidelong-looking men are made over, made into husbands, heads of households. † Roth cannot see herself doing this, which urther separates her from the society in which she lives. After her rejection of Poulter’s interests Roth retreats into the vivid aberration brought upon her by the doctor’s nerve medicine and meets her death after becoming the target of menacing youths’ malevolent tormenting. This quote from the doctor, which I have chosen as the most profoundly meaningful, shows the thinking of the times. Women we re to marry to solve their own problems as well as to solve the problems of their husband. This short story is about a woman who is different from the social norm and her search for companionship and stability in her own life, as well as how breaking the norm had its own consequences. Her obsession with reading and writing, which was said to be more suitable as a hobby than profession, set her aside and earned her respect within her community while at the same time driving a wedge between her and a normal life because she did not spend her life marrying, becoming a wife, becoming a mother, and spending her days cleaning and caring for her family like a typical woman of the time. When Roth became vulnerable she became like every other woman and Poulter finally saw her as a possibility for marriage but his actions revolted Roth. The incident with the drunken woman disgusted her into a solitary existence with just her and her hallucinations brought on by the nerve medication prescribed by the doctor. The doctor suggested that by marrying, Roth would not require this medicine despite it being most commonly prescribed for married women. So, then, Almeda Roth could not live with herself as a normal woman yet not being a typical woman is what eventually led to her demise.

How does leadership culture impact on the delivery of quality patient care - Free Essay Example

Sample details Pages: 7 Words: 2207 Downloads: 3 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Did you like this example? What can a nurse do, in this context, to ensure that patients needs are met? The importance of leadership is now widely recognised as a key part of overall effective healthcare, and nursing leadership is a crucial part of this as nurses are now the single largest healthcare discipline (Swearingen, 2009). The findings of the Francis Report (2013) raised major questions into the leadership and organisational culture which allowed hundreds of patients to die or come to harm and further found that the wards in Mid Staffordshire, where the worst failures of care were found were the ones that lacked strong and caring leadership, highlighting the crucial role of nurses in leadership. Research into nursing leadership has shown that a culture of good leadership within healthcare is linked to improved patient outcomes, increased job satisfaction, and lower staff turnover rates (MacPhee, 2012). Don’t waste time! Our writers will create an original "How does leadership culture impact on the delivery of quality patient care?" essay for you Create order Although the NHS currently faces many challenges such as financial constraints and a growing elderly population, leadership cannot be viewed as an optional role. Previous research by Swearingen (2009) has suggested that educational programmes for nurses do not fully prepare them for leadership roles, and this gap between the demands of clinical roles and adequate educational preparation can result in ineffective leadership in nursing (Feather, 2009). It is important to recognise the critical role that nurses and nurse leaders play in establishing leadership for patient care and the overall culture within which they work (Feather, 2009). Themes explored in this essay will include defining leadership, leadership in nursing, factors that contribute to nursing leadership, and leadership preparation as part of nursing education. What is leadership and culture? Leadership can mean many different things and has clearly evolved in meaning over time (Brady, 2010). Common qualities associated with leadership are influence, innovation, autocracy, and influence (Brady, 2010, Cummings, 2010). A key factor which has remained part of leadership during its evolution has been the ideas that leadership can involve the influence of behaviours, feelings, and actions of other people (Malloy, 2010). Culture is different, and refers to the implicit assumptions that each member of a group or organisation perceives and reacts to different things (Malloy, 2010). Culture is often regarded as a good reflection of what an organisation values most: if compassion and safety are highly regarded, staff will assimilate this (Hutchinson, 2012). Interactions by leaders at all levels of an organisation have been identified as the most important aspect/component of establishing and maintaining a culture of leadership (Malloy, 2010, Hutchinson, 2012). The most senior lev el of leadership within NHS trusts often comes from the board of directors, who have overall responsibility for the overall leadership strategy (Brady. 2010). Nursing leadership Although there are many research articles and books about leadership and management, there has been relatively little research until recently into what nursing leadership entails. Cummings (2008) found that perceptions of nursing leadership were different from general leadership because it placed a greater emphasis on nurses taking responsibility for and improving and influencing the practice environment. Brady (2010) reported that anytime a nurse had recognised authority, they were providing leadership to others. By this argument, student nurses are leaders to their patients, a staff nurse is a leader to student nurses and patients, and the leader to all team members is seen in the ward manager (Brady 2010, Sanderson, 2011). It is also important to distinguish between a manager and a leader (Brady 2010, Sanderson, 2011). Mangers are seen to be those who administer, maintain, and control, whereas leaders are those who are seen to innovate, develop, and inspire (Sanderson, 2011). Wh ilst there is obvious need for managers within the health service, it is vital to realise that there is a clear distinction in the roles of managers and leaders (Sanderson, 2011), and that there are areas where these roles may not overlap (Sanderson, 2011). One of the key challenges facing the NHS is to nurture a culture which allows the delivery of high quality healthcare (MacPhee, 2012) and one of the most influential factors which can impact the delivery of quality patient care is leadership: ensuring there is a clear distinction between management and leadership, and that leaders are equipped with the necessary tools to inspire others to follow their example (Jackson, 2009). Factors which contribute to nursing leadership The systematic review by Cummings (2008) demonstrated that research into nursing leadership falls into two categories à ¢Ã¢â€š ¬Ã¢â‚¬Å" studies of the practices and actions of nursing leaders including the impact of differing healthcare settings, and the effects of different educational backgrounds of nurse leaders. The conclusion from the systematic review by Cummings (2008) suggests that leadership from nurses can be developed by a stronger emphasis placed on leadership in education, and by modelling leadership styles on those which have been seen to be successful in the workplace. Several studies also highlighted personal characteristics which were deemed to promote leadership qualities, such as openness and the motivation to lead others (Jackson, 2009, Brady 2010, Sanderson, 2011). Marriner (2009) also showed that contrary to popular belief, age, experience, and gender did not seem important factors when considering the effectiveness of leadership, and that interpersonal skill s were more important than financial or administrative skills. However this focus on financial and managerial skills seems to suggest an overlap between management and leadership, which has previously been shown to be two different areas (Richardson, 2010, MacPhee, 2012). They also showed that leadership was perceived to be less effective when leaders had less contact with those delivering care, highlighting the importance of nurses on the ward to also be effective leaders (Richardson, 2010, MacPhee, 2012). The emphasis which has been placed on interpersonal skills and relationships between healthcare workers is strongly suggestive that this is an important leadership skill, and could be a key part of leadership development programmes (Malloy, 2010). A recent review of the role of emotional intelligence and nursing leadership highlights the need for emotional intelligence in effective leaders and has been shown to be highly influential on healthcare cultures (Hutchinson, 2012). A lthough the impact of these factors can suggest how best to promote leadership in nursing, it is clear that a thorough understanding and overview of their interactions are needed to fully understand their effectiveness. Sorensen (2008) suggested that these effects can also be promoted through educational programmes, particularly at undergraduate level. Education It is clear that leadership is considered to be fundamental to nursing, and that nurses are now expected to act as leaders across a wide variety of settings (Richardson, 2010). If nurses are expected to undertake such roles it is important that they are adequately trained and prepared for this (Sanderson, 2011). Studies have found that many undergraduate nursing courses now view organisation and management to be fundamental parts of autonomous nursing practice, and it is widely part of the curriculum (Richardson, 2010, Sanderson, 2011). However it is unclear what is actually taught, and much of the content appears to be focused on the transition period from student to qualified nurse (Sanderson, 2011). However it seems that current expectations of leadership within the NHS are not suitable to be taught as isolated elements within the curriculum, and should instead be embraced throughout training and beyond (Richardson, 2010, Sanderson, 2011). The development of leadership skills sh ould also be continued through a nurses career to continually promote the importance of leadership, and to develop newly-qualified nurses into role models for others (Jackson, 2009). Collective leadership In collective leadership there are both individual and collective levels of accountability and responsibility (Cummings, 2008). There is a strong emphasis on regular reflective practice which has been shown to improve the standard of care given by nurses, and strives to make continuous improvement a habit of all within the organisation (Cummings, 2008, Cummings, 2010). This is in contrast to a command and control style of leadership, which displaces responsibility onto individuals and leads to a culture of fear of failure rather than a desire to improve (Feather, 2009). Leadership comes from both the leaders themselves and from the relationships among them and with other members of staff. Key to leadership is also the idea of followership à ¢Ã¢â€š ¬Ã¢â‚¬Å" that everyone supports each other to deliver high quality care and that the success of the organisation is the responsibility of all (Hutchinson, 2012). It is important to recognise that good leadership does not happen by chance , and that collective leadership is the result of consciously and purposefully identifying the skills and behaviours needed at an individual and organisational level to create the desired culture (Hutchinson, 2012). This is in contrast to more traditional leadership development work, which has focused on developing individual capacity whilst neglecting the need for developing collective capability (Cummings, 208, Cummings, 2010). This style of leadership has been linked to poorer patient outcomes, decreased levels of job satisfaction, and higher levels of staff turnover (Sorensen, 2008). The challenge of recruiting and retaining leaders at all levels must be recognised, as there is need for clinical leadership at every level (Cummings, 2010). Research has shown that where leaders and relationships between leaders are well developed, there is an increased quality of care due to all staff working towards the same goals and a well-established culture of caring (Sanderson, 2011). In addition to this, there is also an increasing drive to form leadership partnerships with patients (Sanderson, 2011, Hutchinson, 2012). Collective leadership with those receiving care functions in a similar way to multidisciplinary team working as this style of leadership with patients needs a redeployment of both power and decision making in addition to a change in thinking about who should be included in the collective leadership community (Hutchinson, 2012). Several authors (Cummings, 2008, Jackson, 2009, Malloy, 2010) recommended that NHS leaders should work with those seen as patient leaders to facilitate the changes outlined in the Francis Inquiry report (2013).   There have been frequent reports that staff working in healthcare settings are often overwhelmed by the workloads required and are unsure of their priorities, sometimes because there are too many priorities identified by senior managers (Cummings, 2008). This can result in stress and poor quality care for patie nts (Cummings, 2008, Cummings, 2010). Whilst mission statements about efficient and high quality care can be helpful for staff, they are only helpful when translated into objectives for individuals (Jackson, 2009). Establishing and maintaining cultures of high-quality care relies on continual learning and improvements in patient care from all members of staff, and thus taking responsibility for improving quality (Jackson, 2009, MacPhee, 2010).   Where there is a well-established mentality of collective leadership, all staff members are more likely to work together to solve problems, to ensure that the quality of care remains high, and to work towards innovation (MacPhee, 2012). Conclusion The importance of effective leadership to the provision of good quality care is firmly established, as is the central role that leadership plays in nursing (Cummings, 2008). It is now also clear that leadership should be found at all levels from board to ward and it seems obvious that the development of leadership skills for nurses should begin when training commences and should be something which is honed and developed throughout a nursing career (Feather, 2009). For health care organisations to provide patients with good quality healthcare there must be a culture that allows sustained high quality care at multiple levels (Francis Report, 2013). These cultures must concentrate on the delivery of high quality, safe health care and enable staff to do their jobs effectively (Jackson, 2009, Francis Report, 2013). Part of this is ensuring that there is a strong connection to the shared purpose regardless of the individuals role within the system and that collaboration across profession al boundaries is easily achieved (Cummings, 2010). Nurses can be a key part of this by using collective leadership to establish a culture where all staff take responsibility for high quality care and all are accountable (Malloy, 2010). This may require a shift in mentality of the way many see leadership à ¢Ã¢â€š ¬Ã¢â‚¬Å" from seeing leadership as a command-and-control approach, to seeing leadership as the responsibility of all and working together as a team to work across organisations and other boundaries in the best interests of the patient (Brady, 2010). References Brady, P. (2010). The influence of nursing leadership on nurse performance: a systematic literature review. Journal of Nursing Management, 18(4), pp.425-439. Cummings, G. (2008). Factors contributing to nursing leadership: a systematic review. Journal of Health Services Research and Policy, 13(4), pp.240-248. Cummings, G. (2010). The contribution of hospital nursing leadership styles to 30-day patient mortality. Nursing Research, 59(5), pp.331-339. Feather, R. (2009). Emotional intelligence in relation to nursing leadership: does it matter? Journal of Nursing Management ¸ 17(3), pp.376-382. Hutchinson, M. (2012). Transformational leadership in nursing: towards a more critical interpretation. Nursing Inquiry, 20(1), pp.11-22. Jackson, J. (2009). Patterns of knowing: proposing a theory for nursing leadership. Nursing Economics, 27(1), pp.149-159. MacPhee, M. (2012). An empowerment framework for nursing leadership development: supporting evidence. Journal of A dvanced Nursing, 68(1), pp.159-169. Malloy, T. (2010). Nursing leadership style and psychosocial work environment. Journal of Nursing Management, 18(6), pp.715-725. Marriner, A. (2009). Nursing leadership and management effects work environments. Journal of Nursing Management, 17(1), pp.15-25. The Mid Staffordshire NHS Foundation Trust Public Inquiry (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry: executive summary. London: Stationery Office (Chair: R Francis). Richardson, A. (2010). Patient safety: a literature review on the impact of nursing empowerment, leadership, and collaboration. International Nursing Review, 57(1), pp.12-21. Sandstrom, B. (2011). Promoting the implementation of evidence-based practice: a literature review focusing on the role of nursing leadership. Worldviews on Evidence-Based Nursing, 8(4), pp.212-223. Sorensen, R. (2008). Beyond profession: nursing leadership in contemporary healthcare. Journal of Nursing Manag ement, 16(5), pp.535-544. Swearingen, S. (2009). A journey to leadership: dsigning a nursing leadership development program. The Journal of Continuing Education in Nursing, 40(3), pp.113-114.