America as an Empire :: essays research papers

America as Empire: Global Leader or Rogue Power? Jim Garrison   Ã‚  Ã‚  Ã‚  Ã‚  Jim Garrison’s book addresses a poignant theme faced by American culture today. Garrison explains that America must tread carefully in the present as to avoid crossing the fine line of acting as a â€Å"global leader† and acting as a â€Å"rogue power.† To begin with, I found it necessary to look up the word ‘rogue,’ which dictionary.com defines as â€Å"vicious and solitary,† clearly a negative term. This being established, Garrison is attempting to address what it is that would make a country appear to be overbearing, overly aggressive and power hungry rather than as a respected, admired superpower.   Ã‚  Ã‚  Ã‚  Ã‚  Contrary to my belief upon picking up the book, Garrison quickly enlightened me to the other option. I had never thought of America as a â€Å"rogue power.† However, after giving it a few thoughts, and having Garrison’s input on the matter, it seems quite apparent that America has in fact become a rogue power. America, which was once seen as a picture-perfect place where dreams could be achieved and freedom be found, has indeed become a dominant solo power. It is the unmatched superpower of the world, unmatched by any foreign nation since the collapse of the Soviet Union. However, I found it quite strange to see in such black and white print, an assertion of America as a ruthless master in commander. Though the charm of living in America is that we have the ability and the freedom to criticize whatever we feel, it is rare for me to encounter an American with such a seemingly un-American point of view. Never the less is was quite informative. I also agree with Garrison that the principles and practices upon which America was founded 225 years ago have drastically changed. Garrison stated that America â€Å"used to represent freedom. It now represents power.† After reading that, I was forced to take a step back and really consider that statement. To my own dismay I could not think of any grounds to disprove this statement. I found it quite disheartening to suddenly realize that America had in all essences of the word, had come to define the word â€Å"power.† Garrison examines what makes a nation considered to be a republic, verses what makes a nation considered to be a republic. If a republic implies a democratically run single nation, then that term cannot completely apply to America. America as an Empire :: essays research papers America as Empire: Global Leader or Rogue Power? Jim Garrison   Ã‚  Ã‚  Ã‚  Ã‚  Jim Garrison’s book addresses a poignant theme faced by American culture today. Garrison explains that America must tread carefully in the present as to avoid crossing the fine line of acting as a â€Å"global leader† and acting as a â€Å"rogue power.† To begin with, I found it necessary to look up the word ‘rogue,’ which dictionary.com defines as â€Å"vicious and solitary,† clearly a negative term. This being established, Garrison is attempting to address what it is that would make a country appear to be overbearing, overly aggressive and power hungry rather than as a respected, admired superpower.   Ã‚  Ã‚  Ã‚  Ã‚  Contrary to my belief upon picking up the book, Garrison quickly enlightened me to the other option. I had never thought of America as a â€Å"rogue power.† However, after giving it a few thoughts, and having Garrison’s input on the matter, it seems quite apparent that America has in fact become a rogue power. America, which was once seen as a picture-perfect place where dreams could be achieved and freedom be found, has indeed become a dominant solo power. It is the unmatched superpower of the world, unmatched by any foreign nation since the collapse of the Soviet Union. However, I found it quite strange to see in such black and white print, an assertion of America as a ruthless master in commander. Though the charm of living in America is that we have the ability and the freedom to criticize whatever we feel, it is rare for me to encounter an American with such a seemingly un-American point of view. Never the less is was quite informative. I also agree with Garrison that the principles and practices upon which America was founded 225 years ago have drastically changed. Garrison stated that America â€Å"used to represent freedom. It now represents power.† After reading that, I was forced to take a step back and really consider that statement. To my own dismay I could not think of any grounds to disprove this statement. I found it quite disheartening to suddenly realize that America had in all essences of the word, had come to define the word â€Å"power.† Garrison examines what makes a nation considered to be a republic, verses what makes a nation considered to be a republic. If a republic implies a democratically run single nation, then that term cannot completely apply to America.

Difficult Teachers: Recent Development on how they can be dealt with

Competition as a factor plays an important role in shaping up nearly all sectors in the present operational environment. Competition is rife in all sectors and education is swimming within these tides. Success of the teaching staff is largely guided by results and having even two ineffective teachers could lead to a bad name to a principal and his administration (Brock, & Grady, 2003). Inefficiency of the teaching staff can lead to loss of accountability and even place a school at risk of losing its reputation or failing to develop any.Like in the result oriented business world the ability of the teaching staff to set standards of peak performance or be close to the top performers is important in ensuring that parents and hard working teachers remain motivated and always seeks the best for students. Such levels of motivation are bound to trickle down to students and the result may be improvement in the levels of performance and development of a culture of success (Hopkins, 2009).It i s thus upon administrators especially principals and head of department to ensure they develop creative, humane, supportive, tough and timely approaches to deal with teachers who are not performing for one reason or the other. This is further complicated if the teachers being referred to are difficult to deal with. Appreciation of the Problem In practical teaching, many principals confess of having dealt with difficult teachers in more than one occasion. It is generally believed that each institution has what can be referred to as troubled teacher (Hopkins, 2009).The fact that the teachers are difficult to deal with must not be assumed to be directly correlated to their performance. In some cases the best teachers can prove to be hard to deal with which presents a larger problem considering the impact they could have on a school if they were to quit or their problem addressed badly. It is generally true that troubled, exhausted and even confused teachers have multiple negative impac ts on morale and school environment.Such troubled teachers have the ability to single handedly break the team spirit that is critical to staff success which results in fragmentation that is a breeding ground to failure in issues relating to school improvement initiatives. Difficult teachers have been termed by some researchers as a proverbial elephant in the staff. All in the staff are often aware of the existence of such a character but none is willing to confront for the fear of losing or what most refer to as being ‘trampled'.Many low performing and even high performing (based on result) institutions are overrun by such teachers who appear to be operating within their own code. It has been observed that some principals are even scared of such troubled teachers and though they are aware of their existence they do little to address the situation (Wilmore, 2007). The reality is that ignoring the existence of such teacher does little to address the situation which is let to man ifest within the teaching environment and with time the negative effects may even be observed in the levels of performance that can be attained by a staff (Brock, & Grady, 2003).Failure in performance may not only result to the ousting of a principal but also affect the lives of students who may have had better futures had it not been for the failure of the administrators in addressing difficult teachers. Principals must be appreciative of the fact that their roles as leaders is worth the risk because the goals seek more than material gain or advancement. This should also involve appreciation of the fact that the lives of the people within the school community and even outside the school community thus the society is dependent on the school system to provide meaning and purpose.This appreciation must be reinforced by personal assessment of the administrators to determine if they have the ability to effectively handle difficult teachers. Principals as managers and leaders have the ro le to ensure that the school community is motivated by dealing with the challenges to high levels of motivation and ensuring that impediment or threats to achievement of educational goals are addressed (Brock, & Grady, 2003). Administrators have the ability to misjudge a straight or good teacher for a trouble maker. This is especially true for administrators who are still getting the feel of being in a new environment.Depending on the existing administration for support is cited as a possible avenue to ensuring that new administrators get a feel of the environment and therefore develop objective assessment of the staff including their own ability to effectively manage the challenges presented by the environment they are in (Wilmore, 2007). Difficult teachers can come in hordes or could be unique in a staff that is highly cooperative. Even in a dysfunctional school community, there are teachers who are considered difficult. Researchers have come up with values that they view as being important in dealing with difficult teacher in varied conditions.The values that must be inherent of administrators can be developed and play a role in ensuring that difficult teachers are dealt with in both functional and dysfunctional environments. Assertive administration is cited as one of the critical success factors in dealing with difficult teachers. The term difficult in difficult teachers is not out of their knowledge of martial arts or spiritual ability rather is assertiveness that manifests negatively. The level of assertiveness that such teachers display has been cited by some as being manifested in difficult to deal with but successful teachers in class.Disregard for the existing systems and rule on a regular basis that defines difficult teachers is a manifestation of a negatively developed assertive nature (Brock, & Grady, 2003). It is only an assertive administrator that can effectively manage such a teacher and even reform his ways into those accepted within the est ablished systems. Character building is an important quality that administrators should possess if they are to effectively deal with difficult teachers. Character building is the ability to mould the perception and thereafter actions of a teacher in a manner that leads to their entry or fit into an existing set of values.Character affects perception and therefore actions and should thus be developed in a manner that is positive if the actions are to lead to generation of value to both students and other teaching staff (Wilmore, 2007). Many researchers have come up with findings that blame the behavior of difficult teacher on the nature of their cognition. Such difficult teachers display their negative character irrespective of the nature of administration thus addressing the character issues appear to be the best approach to dealing with difficult teachers.Communication is considered one of the important tools that managers and leaders have in ensuring that goals are transmitted thr ough out a system and people are motivated towards achieving set goals. Under constrained teaching environment, teachers may take on repulsive behavior to gaining the attention of the administration to issues that may be affecting their efficiency in teaching. While a negative teaching environment is not a precondition for difficult teachers it is a possible cause of negative teachers (Wilmore, 2007).Communication is an avenue through which the nature of difficult teachers can be discerned and it is only from this understanding that suitable intervention measures should be developed. Administrators must study and personalize the art of affective communication if difficult teachers are not to arise from a teaching environment and to also ensure a proper understanding of the negative teaching behavior. Developing a positive school culture has come up as one of the critical success factors in reducing the prevalence of difficult teaching.Poorly performing schools have been recorded as being a breeding ground for difficult teachers (Whitaker, 2002). A poor school culture develops a negative picture of what is expected of a teacher and develops a breeding ground for negative perception and energy that could result in difficult teachers. Some researchers have tried to develop a theory in a bid of have a clear image of difficult teacher formulation in an environment which postulate that a negative culture direct the otherwise positive energy that could have been channeled into positive development to poor interaction with students and other members of staff (Wilmore, 2007).The role of developing a positive culture has been studied in business and involves interaction with positive people and promotion of positive norms and values. The role of managers and leaders is prominent in this phase and could be the defining factor between failure and success. Contribution of the administrators to teaching and addressing issues that teachers and students are faced with plays a n important role in ensuring that administrators are appreciated as part of the school systems.By contributing to issues relating to staff development administrators are placed in a position where they can effectively monitor events within their environment (Whitaker, 2002). This is in line with proactive approaches to issues where reporting systems are a formal or documentation systems and not an avenue through which leaders gain insight of problems. By actively contributing to the school community and being at the fore in addressing issues, administrators are put in a position where they can be effective in ensuring overall school development.Conducting assertive interventions and timeliness are the other important values that administrators must display to be able to effectively manage difficult teachers. It is generally believed that the most effective way to deal with students is addressing the teachers. A school in its basic definition takes on a hierarchical structure was the teachers act as a bridge between students and the administration (Whitaker, 2002). Assertive intervention systems are important in ensuring that other teachers whom are often aware of the existence of a problem become informed of strategies that are being taken to address them.Timeliness is a value that is of critical importance in minimizing the negative effects of difficult teachers in a school community. Procrastination has been cited as one of the avenues through which administrators let negative effects of difficult teachers affect existing systems with negative repercussion (Whitaker, 2002). Addressing procrastination is therefore a critical success factor and can only be attained if timeliness as a factor is ingrained within systems seeking solutions. Manifestation of Difficult TeachingThe ability to identify problematic teacher is important in ensuring that the effect that he has on other members of the teachings staff are mitigated. Difficult teachers come in different for ms according to a recent survey that seeks to develop a clear understanding of difficult teachers (Whitaker, 2002). Understanding the exact manifestation of difficult behavior in teachers and interaction with other staff members and administration is important in devising strategy that can be used in dealing with threats that they pose.Complaining and negative teachers have been cited as the most difficult to deal with. It is advisable that such teachers be directly and confidentially addressed (Waterman, & Waterman, 2006). Ensuring that teachers are aware of the effects that their behavior has on existing system and achievement of the educational goals and presenting a platform for them to raise issues that may be affecting them in a confidential manner is important in ensuring the interventions do not manifest negatively. Research shows that some principals however choose to ignore the negative comments from difficult teachers.Though success of the interaction in such a case is de pendent on the degree with which the administrators can focus on positive staff members, ignoring the negative staff members is misplaced and could be counter-productive. Stating expectations and offering assistance have for a long time been considered vital steps in dealing with difficult teacher; however, the change in environment and the need for leaders and managers to be proactively involved in day to day running of their systems has led to increased requirement on administrators (Whitaker, 2002).Noise makers and anarchist are considered the second most common characteristic of difficult teachers. Directly addressing their behavior groups is considered the first step to addressing issues they may be faced with. Stating what is expected of them including policies, behavior and expectation while monitoring progress are also considered success factors (McEwan, 2005). Research shows that if the initial intervention framework fails in developing observable change in the teachers pla cing them on an improvement plan is considered the next phase by many.In most cases, the intervention system for these behavior group end with a teacher being asked to leave a faculty after all measures fail in developing positive behavior change. Difficult teachers can also be defined by high propensity to gossip. While gossip may be considered a form of communication in any social setting if it continues to grow it could prove difficult for administrators to replace it with the truth. A factor that is widely appreciated as being a stumbling block to effectively addressing issues that an organization is faced with is gossip which affects the level of efficiency that can be attained in communication.Administrators must ensure that such members of staff are made aware of the negative effects that gossip could have to the attainment of school goals. Most leadership experts point to the fact that openly showing disgust and disapproval of gossip could lead to positive results (McEwan, 2 005). Institutions that are aware of the negative effects that continual gossips has on communication efficiency have in the past asked difficult teachers to consider leaving a faculty if they could not deal with their love for gossiping.Backstabbers are another problem group where the direct approach is cited as being most effective. In fact a more direct approach than in all other cases has to be used in confronting culprits with questions on the why, what, where and when regarding a case. Depending on the magnitude of a case the intervention systems may either involve letting the culprit be aware of the fact that his actions have been brought into light and citing insubordination which may also involve restating expectation of behavior and initiation of an improvement plan (McEwan, 2005).Research shows that most principals are aware of the existence of such backstabber but consider their actions less influential on attainment of goals. Backstabbing is viewed by principals as diff ering opinions rather than lack of appreciation of the input of other members. This is a negative perception that is reflective of the differences that exist between practice and research. Discussion There appears to be a wide appreciation of the extent of difficult teachers. Researchers have tried to dissect the problem from different dimensions to ensure that its emergence, manifestation and even approaches to its management are well understood.Behavior development; nature of experiences that a teacher has undergone; the nature of the operational environment and objectives of the teachers are factors cited as being vital in defining the extent and effect of difficult teachers. There is no doubt on the effects that such teachers could have on the levels of morale and even attainment of administrative goals. One of the most important developments in recent research is an effort to develop a clear understanding of the different behavior groups and how each group can be addressed.Dire ct measures and restatement of the vision have been stated as being vital in ensuring effective management of different cases. The role of the administrators and the critical success values are applicable in the measures that have been developed for different behavior groups. It is apparent that there is little that can be done by researchers to address individual cases however administrators can pick from the general guidelines that have been developed to come up with measures in management and leadership that can ensure difficult teachers are dealt with in a manner that leads to professional development.Critical review of success factors and steps involved in mitigating and addressing specific behavior problems points to the fact that effective leadership and management are important in identification and address of difficult teachers as a key problem in achievement of schooling goals. The art and science aspect of management have to be reinforced with appreciation of the potentia l effect that problem teachers have on attainment of a school's objectives and facilitation of communication and transmission of positive values in attaining efficiency.There is no doubt on the role played by innovation, creativity, skills, experience, coordination and overall strategic management in ensuring difficult teachers are managed and their effects addressed. Conclusion Difficult teachers have the potential of disrupt learning and lead to loss of morale in the teaching staff. Understanding the teachers which involve ensuring high levels of interaction with them and application of strategic management principles in addressing the challenge they present have widely been discussed by researchers.There however appears to be a gap between research and practice in that some principals and administrators despite the effects that difficult teachers have on attainment of school goals ignore their existence. Researches on how this appreciation can be developed are lacking and are one of the key areas that have to be addressed if the current state of research is to be helpful to practicing administrators. Little has been done with regards to difficult administrators who may in fact pose a greater threat to attainment of schooling goals.A further understanding of the cause of difficult behaviors among teachers must be developed to create a good platform for administrators to base their interventions. In a nutshell, the current researches provide a suitable platform for definition of strategic directions that can be taken in addressing difficult teachers; it is however upon administrators and the entire school community to develop specific approaches that are relevant to their cases which differ different owing to different values and expectations that characterize schools.

Bell Hooks Views Higher Education is Important

The United States provides our society with the undeniable right to learn. The right to higher education is not limited to the middle and upper classes; it allows the less privileged, minorities, as well as both sexes, to receive an equal education. Two arguments which present interesting views on higher education are bell hook†s â€Å"Keeping Close to Home† and Adrienne Rich†s â€Å"What Does a Woman Need to Know? † Hooks views higher education with a concern for the underprivileged, whereas Rich views it with a concern for women. Of the two works, I personally do not agree with Rich†s argument. Bell hooks views higher education to be a time in which we find ourselves and learn more about who we are. This concept remains difficult on the underprivileged because they do not want to be known for their background. They see themselves as less privileged, and therefore want to keep this hidden from their new society. These students face many obstacles in their lives; college presents a whole new and much larger challenge. The transition is also hard on them. They want to fit in and hide their past, but at the same time, they do not want to lose sight of their upbringings. Hooks felt that she was an outsider in college, because she herself came from an underprivileged background, while most of her peers came from privileged backgrounds. Hooks states, â€Å"I did not intend to forget my class background or alter my class allegiance†(88), but she felt that in order to succeed, she must change who she was. Society, peers, and educators make assumptions that label the underprivileged and minorities as † ‘lower class† people† who have â€Å"no beliefs or values†(88). Professors expect these students to perform badly because of their past and their reputation in today†s society. The students are not given the fair chance other students receive. Knowing the way society portrays them, the students keep to themselves. Even after they prove to be serious and capable students, they are still looked down upon. Hooks, at first, thought that in order to succeed in college, she must change who she was, to blend in with her peers. She said many â€Å"believe that assimilation is the only possible way to survive, to succeed. (89). After going through the transition and facing these obstacles herself, hooks came to the conclusion that this was not the case. She has maintained close ties with her family, knows where she came from, and has succeeded in life. Hook†s essay tells us that you can maintain close relationships with home and still succeed. Not only are the underprivileged discriminated against, but women are too. One extreme feminist side, Adrienne Rich claims that women are not getting what they deserve when it comes to higher education. Rich states, â€Å"There is no woman†s college today which is providing young women with the education they need for survival as whole persons in a world which denies women wholeness†(45). This, of course, is all due to male dominance. Rich believes women are outsiders in man†s world. She wants women to keep their outsider†s view and not think like men when they are placed in a prominent position. The sense of male supremacy discourages women from performing at an equal level. This goes along with the idea that â€Å"feminist studies are ‘unscholarly,† ‘biased,† and ‘ideological†Ã¢â‚¬ (46). Rich claims that the education women are receiving is leaving them powerless and vulnerable. She believes â€Å"that without such an education, women have lived and will continue to live in ignorance of our collective context†(45). Because of male dominance over women†s education, the chance for women to be educated the way women should be educated is one that Rich believes does not exist. Because of Adrienne Rich†s extreme views and harsh tone towards men, I disagree with her view on higher education. Just as Rich, I do believe that women have the right to an education. Men do not have a hidden agenda to keep women powerless in the world as Rich implies. Despite the fact that this argument was given almost twenty years ago when women†s rights were a controversy, her view of women, even then, is a bit demeaning. Her comment that motherhood deprives women of their power is ridiculous. Clearly, bell hook†s â€Å"Keeping Close to Home† and Adrienne Rich†s â€Å"What Does a Woman Need to Know? display a view of higher education in which people are being discriminated against. The underprivileged, as well as women, continue to be taken advantage of in our society. The right to higher education is given to all persons – rich or poor, black or white, man or woman. Some fail to realize the importance of higher education as a step in the right direction. This opportunity is one that should and can be taken advantage of by everyone who wants badly enough to achieve success and lead a successful life.

Case study of fostering team in nuneaton

Case study of fostering team in nuneaton The background to your involvement I am currently on placement with the fostering team in Nuneaton which has in excess of seventy five carers in and around the Nuneaton/Bedworth area. The fostering team consists of 4 full time social workers, whose role encompasses assessment work along with supervisory responsibility of foster carers in line with the Department for Children, Schools and Families ‘Working Together to Safeguard Children’ March 2010 which â€Å"sets out how organisations and individuals should work together to save and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004† ( (DCSF, March 2010) and to identify placements for children being accommodated under various sections of the Children Act 1989. While on placement I shadowed a social worker involved in supporting 14 yr old Philip’s foster carers to deal with particular behavioural issues that had led to his placement breaking down. The foster carers have 3 foster children currently in their care, Phillip 14, James 15 and David 16. The 2 foster carers Mike 49 and Jane 46 live in a 4 bedroom house in Hinckley. Philip had left the house and was refusing to return, stating that his foster carers did not like him and that he wanted to live on his own. Bed and breakfast accommodation was arranged for him for a few days while the situation was re-assessed and a meeting with the foster carers arranged. Fundamental to all relationships and particularly the interaction between Philip and his mother, Philip and his foster carers and social worker and foster carers, communication is a central component. Analysing how effective communication plays a vital part in this client’s circumstances will form the basis of this discussion. Good communication skills are a principle component of effective social work practice. They include active, attentive and empathetic listening, recognition of verbal and non verbal co mmunication and general formal and informal interview techniques, as Payne has suggested, the application of communication theory gives â€Å"practical help in controlling and understanding relationships and interactions with clients and a technology of interviewing and interpersonal skills† (Payne, 2005, pg 178). Over recent year the children looked after by foster carers have included an increasing proportion of distressed adolescences along with the disruption rate for these placements as being high (Farmer et al 2003). One of the aims of the fostering social worker is to conduct detailed assessments of parenting approaches and strategies used by the foster carers looking after a teenager in a long term placement and how these strategies can change and develop during the course of the placement. Research has been conducted into fostering task with adolescents by Farmer et al (2004), found that they were concerns about the behaviour and well being of children when they move into a new placements. The findings in this case study highlighted a number of factors that contributed to the breakdown in the relationship with the foster carers and Philip and finally the placement. In this situation I had found out the Philip’s social worker had not communicated the nature and context of behavioural issues associated with him to the foster carer’s social worker so that foster carers could have been better informed.

The Relationship between Portrays of Abraham and Portrayals of God in Assignment

The Relationship between Portrays of Abraham and Portrayals of God in Judaism, Christianity, and Islam - Assignment Example There are three Abrahams with one covenant; this is because all the three religions view Abraham from a different perspective but the covenant in all the three religions is between God Almighty and Abraham. Christians view Abraham in terms of his faith and obedience in God, to Christians Abraham had a lot of faith and obedience in God and hence the making of the covenant. This is evident in Genesis 12:1-20 where God commands Abraham to leave his country and move to an unknown destination. The birth of Isaac shows that God keeps his promises to the righteous, faithful and those that obey him. Since Abraham was righteous even before he was circumcised, both the Jews and the Gentiles can become his descendants only when they have faith in the almighty God The Christians believe these to be the pillars that hold their religion together. Faithfulness and obedience are also evident when Abraham reaches sachem, where Yahweh pledged to Abraham that he would give Abrahams descendants that land, faithfully Abraham responded by building an altar. The Christians hold on to the faith that to both the Jews and the gentile Abraham is the â€Å"father of all those that are faithful. According to Christians believe Abraham rested has a special status in the world of the dead, Luke 23; 43 states that when the righteous die they rest in Abrahams bosom, a place believed to be paradise. Abraham being the ideal patriarch them bosom means paradise. The believers in the Christian religion believe that they should follow into Abraham’s footstep as his colossus faith and obedience in God showed them how to embrace Gods word with a universalism spirit and how to live well before God. The Muslim refers to him as Ibrahim, a man they believe to be the progenitor of Israel.  Ã‚  

The Role of Leaders in Developing a Culture of Quality Essay

The Role of Leaders in Developing a Culture of Quality - Essay Example ity, outlines the stakeholders involved in the process of inculcating the culture, the difference between the role of a manager and a leader in applying the culture of change and how the leaders can assess if they have been successful. Leaders play diverse roles in establishing the culture of quality in health care institutions. First, they take an active role as the main communicators to all levels within an institution. This means that leaders reach out to customers and members of staff and other stakeholders (Swayne et al., 2012). Furthermore, they facilitate communication of information pertaining to the culture of quality. Leaders develop the communication methods fit for the various audiences (Kelly, 2011). Additionally, they are required to listen attentively to the employees and address their concerns in relation to the process of implementing the culture of quality. Secondly, leaders act as strategic thinkers in managing the culture of change within health care institutions. This is owing to the fact that they are the ones with the best understanding of how the organization functions. They are central in ensuring the organization responds to the internal and external changes aimed at improving on quality (Kelly, 2011). Leaders should be well aware of the strengths and weaknesses within health care institutions, and therefore, implement the culture of change in the areas of need. Leaders formulate the objectives of a health care institution that need to be aligned them toward achieving the culture of quality. Thirdly, leaders play the imperative role of decision making in health care institutions while implementing the desired culture. It is necessary to note that leaders are faced with various alternatives and are required to come up with the best option that improves quality within a health care organization (Kongstvedt, 2012). Leaders take into account the influence their decisions have on employees, patients and other stakeholders. Finally, they

Genetics and Cancer Assignment Example | Topics and Well Written Essays - 500 words

Genetics and Cancer - Assignment Example Fever and headache reveal that the leukemia cells have spread up to the spinal cord. According to McCance & Huether (2014) chemotherapy and drug administration are the most appropriate treatment for this patient (p. 392-401). The commencement of modern cancer treatment revealed that pediatric and adult cancers have a considerable degree of variation. A chief variation is the higher 5-year survival rate for common pediatric cancers, when compared to common adult cancers. Current therapy of pediatric cancer cases, for instance acute lymphoblastic leukemia, have revealed a 5 year survival rate of children; as compared to adults who have the same condition to have a lower than 5 years survival rate. Childhood leukemia was viewed as a fatal condition 50 years ago, but currently approximately 70% of children with this condition have been cured (Agabegi & Ring, 2013 p. 355). Medical improvements have been made in the treatment of childhood cancers; however, little advancement has been made in adult cancer. This explains why adult cancer victims’ survival rate has remained constant during the years. Thus, due to the improvements done on pediatric cancer, there is a survival divergence with adult cancer; m aking adult cancer a public health concern (McCance & Huether, 2014 p. 442- 446). Adult and childhood cancers differ by phenotype and genotype. In addition, the physiologic anatomy and co-morbid medical conditions varies between adults and children. A biological difference between adult and pediatric cancers is via the microscopic observation of the cells. On observation, adult cancers are carcinomas originating from epithelial tissue. This includes breast, lung, ovarian, prostate, colo-rectal, and uterine. Childhood cancers are sarcomas originating from non- ectodermal embryonal tissue; this includes nerve tissue, lymph glands, bone marrow, muscle, and bone. In addition, the dichotomies of adults are mature, and that of children are embryonic (Brashers, 2006 p.