Provide a current example of a compelling news story considering the concepts of timeliness, proximity, unusualness, prominence, impact, conflict and human interest

After studying the assigned reading 21st Century Communication: A Reference Handbook: Chapter 65: The Changing Nature of “News” considering the concepts of timeliness, proximity, unusualness, prominence, impact, conflict and human interest, provide a current example of a compelling news story. Answer the following questions or prompts:

A) Why is it compelling? Which of the concepts does it exemplify?

B) In general, how have these concepts been challenged by the advent of immediacy in news release?

Support the responses with research from the Learning Resources. Use APA in-text citations where necessary and cite any outside sources. Create an APA Reference List or Bibliography at the end of the document.

Select two authors from the indigenous readings to compare and contrast. You may want to select one from each country and compare and contrast the Native American experience with that of the Aboriginal Australian experience.

Oodgeroo Noonuccal. (2008). In P. Minter, A. Heiss, & N. Jose, N., Anthology of Australian Aboriginal literature (pp. 40-47). Montréal, QC: MQUP.

Doug Nicholls. (2008). In P. Minter, A. Heiss, & N. Jose, N., Anthology of Australian Aboriginal literature (pp. 48-53). Montréal, QC: MQUP.

Select two authors from the indigenous readings to compare and contrast. You may want to select one from each country and compare and contrast the Native American experience with that of the Aboriginal Australian experience.

What did the two populations have in common?
How were their experiences different?
How did the authors represent their time period and their culture?
How did they represent mainstream society vs. the indigenous people?
What are common traits in both worlds?
How are myths and legends utilized by both indigenous populations?
In your initial post, submit your comparison by writing a full paragraph on each story or author you are examining. (As a reminder, a full paragraph consists of 5-8 sentences). Feel free to utilize outside resources for support to your posts, and be sure to acknowledge your sources.

After reading this article, identify the leadership styles that are synonymous with emotional intelligence

ABSTRACT
Aim: to investigate emotional intelligence (EI) and its relationship to nursing
leadership. Background: strong, effective leadership is core to organisational
competency and significantly influences care quality. EI is the ability to
understand one’s own feelings and to assess and respond to the feelings of
others. It is linked to self-awareness, self-management, social awareness and
social skills, all of which are vital in leadership roles. However, insufficient
research explores EI in nursing leadership from the perspective of nurse
leaders. Design: a qualitative study employed interpretive phenomenological
analysis methods, using a purposive sample of band 7 sisters/charge
nurses/team managers (n=5) from one Welsh health board. Semistructured
interviews were recorded and analysed in four stages. Findings: four clusters
of themes were identified, each with two to three subthemes. These were:
sensing others—the empathetic leader; experiencing the affected sense
of self; strategies employed to build the team; and reading the flux of the
organisation. Conclusion: although the nurse leaders were unfamiliar with
the concept of EI, their narratives reflected some core values of EI. However,
significant barriers around time, pressure and staffing levels impeded their
potential to use EI to become more effective leaders. Nurse leaders should
harness the power of emotions to influence others to achieve excellent care.
Key words: Emotional intelligence ? Nurse leadership ? Relationships
? Organisational behaviour ? Interpretive phenomenological analysis
Beryl Mansel, Senior Lecturer, Swansea University,
b.a.m.mansel@swansea.ac.uk
Alys Einion, Associate Professor, Swansea University
Accepted for publication: August 2019
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© 2019 MA Healthcare Ltd
complex background. While leading the provision of changing
healthcare services, nurses are expected to effectively
communicate with those they are serving and to positively
affect and influence them. During this process, nurses should
get to know and understand themselves as well as the emotions
and thoughts of the individuals they care for and interact with,
and exhibit appropriate behaviours. However, there are limited
empirical studies of EI among nursing professionals to support
this, despite putative links between EI and the quality of care,
which is core to organisational success in any healthcare body.
The literature on leaderships suggests that the unconscious
emotional activity of leaders can be related to followers through
leadership behaviour, which is based on how they perceive the
world and react (George, 2000; Macaleer and Shannon 2002;
Rao, 2006; Smith and Hughey, 2006). In a healthcare
environment, it is desirable to identify a leadership model that
leads to a long-term relationship between leaders and followers.
The association between EI and specific leadership styles has
received academic attention, predominately focused on the
transformational leadership style (Harms and Credé, 2010).
A positive related link between EI and leadership ability has
been described (Jin et al, 2008; Parker and Sorensen, 2008;
Harms and Credé, 2010; Cavazotte et al, 2012; Lopez-Zafra et
al, 2012). The need to enhance leadership capabilities with traits
or characteristics associated with EI is a paramount consideration
for the success of any organisation.
In high-risk industries, leadership is acknowledged to be an
essential characteristic of safety management (Zohar, 2000).
Leadership in health care is no different from other areas where
safety is crucial. In Safety First (DH, 2006) the predominant
message was about strengthening leadership to make patients
safe. Patient safety should never be assumed; it requires the constant
attention of leaders and continual support of the workforce.
Without that risk grows. Engaged followers work more effectively
and more productively, which leads to better outcomes for patients
and the organisation (West et al, 2011). However, engaging
followers is a significant leadership challenge, particularly in a
working context with increased demand on nurses.
Therefore, it is logical to explore and understand the depth
and breadth of nurse leaders’ lived experience. Interpretive
phenomenological analysis (IPA) is particularly useful to analyse
emotional intelligence in leaders because it focuses on
participants’ perceptions of their experiences and how they
attribute meaning to these (Smith, 2004; Prins, 2006; Smith
and Eatough, 2006).
Study aims
The purpose of this IPA analysis study was to explore EI in
nurse leadership.
Objectives
? To explore and understand how nurse leaders make meaning
or sense of their own emotional intelligence capabilities
? To explore how nurse leaders perceived or demonstrated
the essence of qualities and behaviours related to EI within
their leadership roles
? To explore the potential value of EI in nurse leadership, and
barriers to its realisation, within the current context of NHS
nursing
? To identify recommendations for future research, education
or training in relation to EI.
Design
To address the gap in qualitative studies on this topic, the study
used IPA (Smith and Osborn, 2003; Smith et al, 2009). This
approach to qualitative research involves exploring and
understanding the lived experience of a specified phenomenon
(Smith and Osborn, 2003). It considers the complex, multivariate
nature of individuals and social influences (Creswell, 2008;
Smith et al, 2009) and focuses on participants’ perceptions of
their experiences and their attribution of meanings (Smith,
2004; Prins, 2006; Smith and Eatough, 2006). This methodology
offers a unique insight into EI competencies that might
otherwise be missed in structured surveys or research and is
well suited for accessing tacit, taken-for-granted, intuitive
understanding of an experience (Tracy, 2013).
It is argued that qualitative research is too impressionistic
and subjective, with findings relying on researchers’ often
unsystematic views about what is significant and important
(Bryman and Bell, 2015). However, the strength of IPA lies in
drawing on experiences to achieve a better understanding of
how people think and of their individual behaviour. IPA is also
interpretative, and engages with ‘double hermeneutics’, in which
the researcher is trying to make sense of the participant who
is attempting to make sense of their experiences (Smith and
Osborn, 2003; Smith et al, 2009). It was this philosophy that
guided every stage of the research process from the choice of
setting to the process of analysis.
Participant selection
Various sample sizes have been used for IPA, typically from one
to 15 (Bramley and Eatough, 2005); there is no ‘right’ sample
size (Smith and Eatough, 2006). It is said that the difficulties in
analysis of large data sets may result in the loss of ‘potentially
subtle inflections of meaning’ (Collins and Nicolson, 2002:626),
and exploring data in depth from large samples can lead to
superficial understanding (Smith and Osborn, 2003). A consensus
towards the use of smaller sample sizes has emerged (Smith, 2004;
Reid et al, 2005), with five or six participants being recommended
as a reasonable sample size (Smith and Osborn, 2003).
This study sample consisted of registered band 7 sisters/
charge nurses/team managers; all were experienced senior nurses
who were responsible for a clinical area, including the leadership
of staff and delivery of patient care. Participants were invited
from a list of ward/team nurse leaders provided by the head of
mental health services and the head of nursing in a health board
in south Wales. An email invitation was issued to potential
participants (n=37) detailing the nature, purpose and process of
the study. Five nurse leaders volunteered to take part. All five
were women, four were aged 50-59 years and one was within
the 40-49-year age bracket. They had a combined total of 81
years of experience as nurse leaders. In line with IPA, this sample
was chosen as a defined group for whom the focus of the study
had relevance and significance (Bryman, 2012).
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Data collection
Semistructured interviews
Semistructured interviews were carried out, audiorecorded,
transcribed verbatim, then analysed using IPA as outlined in
Box 1 (Biggerstaff and Thompson, 2008). With semistructured
interviews, it is helpful to prepare an interview plan. This was
used purely as a guide to facilitate the natural flow of conversation
because it was important to follow the participants’ unanticipated
and unprompted accounts rather than getting answers to specific
questions asked in a sequence (Smith et al, 2009). The first
author adopted the usual approach in IPA, using a prompt sheet
to guide the semistructured interviews.
Data analysis
Transcripts were coded according to Biggerstaff and Thompson’s
(2008) analysis stages (Box 1).
Ethical considerations
Ethical approval was given by Swansea University’s College
of Human and Health Sciences’ ethics committee. Permission
was given by the health board where the study was conducted.
All nurse leaders received information about the aim of the
study and on how it was proposed that results would be
disseminated; confidentiality was assured, as was participants’
right to withdraw at any time.
Participant interviews were carried out in a private location
at times convenient to the nurses.
Rigour
In IPA studies, the analysis considers the interpretation of one
researcher and does not seek to find a single answer or validity,
but rather a coherent and authentic account that is attentive
to the words of the participants (Pringle et al, 2011). The use
of a reflective diary by the first author assisted in supporting
the decisions taken in the research process. It is recognised that
IPA is subjective as a qualitative research approach because it
is improbable that two researchers analysing the same data will
arrive at precisely the same clusters and themes. According to
Smith and Osborn (2008), the value of IPA is that the findings
are attuned to issues that could be usefully explored in existing
literature. The intention of this study was not to generalise
results but to gain a deeper understanding of experiences from
the perspectives of the participants (Maykut and Morehouse,
1994). However, the first author acknowledges that their own
position as a healthcare professional and academic may have
influenced interpretation of the findings and collation of themes.
Findings
The main themes that emerged from the analysis are presented
in Table 1.
Sensing others: the empathic leader
The data suggest that empathy is an inherent expectation and
should be a characteristic of all health professionals. Empathy
is a connection and is about letting people know they matter.
The emotional connection allows nurse leaders to be mindful
of what staff and patients are experiencing. Empathy is therefore
paramount to great leadership.
Understanding the feelings of others
Accurately reading emotions is an essential process in being
aware of the feelings of others (Arora et al, 2010). The nurse
leaders in this study were clear that their role involved supporting
colleagues through an awareness of what they were thinking
and feeling.
‘Because you do have to tune in to everybody’s
needs and be empathetic about what is going on
in their lives and that kind of thing. Again, the
strong points, if you are going to develop them
in a strong productive way, you have to be tuned
into those things.’
Participant 1
Empathy is an attitude of life that can be used to attempt
to approach someone, to communicate and to understand others’
experiences and feelings (Halpern, 2003). In this case, empathy
was valued as part of a relational approach to leadership. It is
interesting here that the distinction between leadership and
management was not made explicit by the participants but was
implicit in their comments.
‘Some do talk about their feelings and you
appreciate that, but you can also keep an eye on
them and just tell them, “well, look, you know
where I am, I am here, just let me know”, and,
once they know that, that makes a difference …
It’s the relationship you develop with them.’
Participant 2
This comment suggests that empathy, as a component of EI,
develops over time, which is in line with the idea that this is a
relational issue.
Cultivating the skills and values that people require
to care compassionately and effectively
This emerged throughout all interviews as a core theme. It was
clear that intrinsic aspects of role satisfaction were related to
the emotional engagement in caring.
‘If they [staff] are happy, they tend to look after
people with a lighter heart and it’s not a chore;
it’s, you know, caring is one of those professions
where it’s in us, you nurture, you want them
[patients] to get better.’
Participant 4
Box 1. Analytical model applied
The following criteria were applied as rooted within a
phenomenological hermeneutic tradition:
? Stage 1: first encounter with the text
? Stage 2: preliminary themes identified
? Stage 3: grouping themes together as clusters
? Stage 4: tabulating themes in a summary table
Source: Biggerstaff and Thompson, 2008
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The idea that EI and its components could be developed
actively in colleagues emerged during the analysis.
‘An awareness. You can nurture it in somebody.
If you can pick up that somebody is showing
these tendencies, that they can come [and] tell
you, “look something is not right with so and so
this morning, keep an eye, see if you can have
a word with them later”.’ Participant 2
This shows that a degree of compassion for colleagues is
required for teamworking and speaks to the context of care.
Perception of the lack of empathy from others
According to Goleman et al (2013), empathetic people are
outstanding at recognising and meeting the needs of followers.
However, two participants perceived a lack of empathy from
senior managers:
‘You want to take people with you and you care
for your team and my manager and manager
above. That I can’t fault, they are both excellent,
but [when] you go beyond that there does not
seem to be that empathy, does not seem to be
that caring.’
Participant 4
It was clear that these aspects of EI were viewed as desirable
by colleagues.
‘People in more senior positions don’t realise
how important it is to acknowledge other
people’s part in the process and make them feel
that they are doing a good job.’
Participant 5
The lack of perceived empathy from senior leaders could
be down to the absence of personal contact and leading from
a distance. This was interpreted by the first author as a need
for greater collaboration between senior managers and nurse
leaders, because a display of empathy makes people feel valued
and understood as individuals (Kellett et al, 2006).
Experiencing the affected sense of self
An understanding of the world people live in provides a rich
source of ideas and avenues for comprehending and exploring
their lived experience, which in turn informs and deepens our
understanding of reality (Smith et al, 2009).
Feeling overburdened
Chalmers Mill (2010) suggested that there should be a positive
correlation between leaders’ hard demands (tasks) and soft
skills (empathy and understanding of the development needs
of their staff). However, due to workplace pressures/demands/
competing priorities, staff appear to be losing out on
completing personal development reviews, reflective practice
and other opportunities to develop their careers:
‘Time is a huge issue—enough time to do
everything. All these audits to do: 9-10 every
month we have to do, and every 3 months
another four on top of that.’
Participant 3
This seems to indicate that the administrative workload
associated with a leadership role could restrict the manifestation
and expression of EI.
West and Dawson (2012) examined engagement scores in
an NHS staff survey and found that appraisals proved to be a
significant factor in predicting employee engagement.
Furthermore, patient satisfaction was significantly higher in
trusts with higher levels of employee engagement.
‘If you are going to be a leader, you have to
have time to be a leader really. Time, I think, is a
big problem. You are always pushed for time
and, of course, as always, if someone wants
something, it is always your staff who actually
do without, as you drop that to deal with
someone else, you know, because someone needs
these numbers by today.’
Participant 2
This is illustrated by The King’s Fund (2013), in its report
on patient-centred leadership, which was published after the
Francis report (DH, 2013). The King’s Fund found that 51%
of nurse leaders, when asked what they considered to be the
biggest barrier to improving care quality, stated ‘time and/
or resources’.
‘I do try and meet up with them [the team]
regularly and just see how things are going. But
it is hard because it means that if you do that
you have to put something else to one side. The
time I have to spend data collecting, I feel like a
glorified admin—I can’t do supervision as often
as I would like. The staff are losing out because
I have to crunch numbers or pull this together
or pull that together.’
Participant 4
Table 1. Main themes
Clusters Subthemes
Sensing others: the empathic
leader
? Understanding the needs of others
? Cultivating the skills and values that people require
to care compassionately and effectively
? Perception of a lack of empathy from others
Experiencing the affected
sense of self
? Feeling overburdened
? Awareness of feeling stressed and anxious
? A state of mind (feeling)
Strategies employed to build
the team
? Positive feedback
? Gathering people together
Reading the flux of the
organisation
? Leading from a distance
? Poor staffing levels
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This is an example of the dominant NHS leadership style
known as ‘pacesetting’ (Ham, 2014), characterised by setting
demanding targets, leading from the front and collaborating
little—and is a consequence of the health service focusing on
process targets. Nurse leaders related their experience of their
managers as being more focused on the delivery of targets than
engaging with patients and staff.
‘I don’t think senior managers understand the
pressure team leaders [are under] at the
moment to produce all this data collection;
most of the pressure comes from above really.
It’s about massive amounts of auditing, data
collection you have to report on, which takes
you away from actually driving the service
forward. And that is hugely frustrating.’
Participant 4
According to The King’s Fund (2012), a growing body of
research shows that the NHS needs to depart from the command
and control, target-driven approach. Time is identified as a
barrier to employing EI in healthcare leadership. There appears
a tendency to carry out urgent tasks at the expense of those
that are highly important.
Awareness of feeling stressed and anxious
Effective leadership places huge demands on the shoulders of
one person. According to Van Rooy and Viswesvaran (2004),
the effects of emotions and work in general are understudied.
This study identified that all participants experienced negative
emotions because of workload pressure. Stress and anxiety in
the workplace can be related to a number of factors, not the
least being the ability to manage the impact of the role
on the self.
‘I have been off on periods of stress as I have
bottled things up.’
Participant 2
It is interesting to see that the participant here allocates
blame for the stress to herself and her lack of effective coping
mechanisms, rather than on other factors that might be affecting
her response.
‘I was on leave last week and I didn’t sleep
Sunday night thinking … Oh! What am I going
into tomorrow morning.’
Participant 3
Again, the stress of the job is evident, and it extends into
other aspects of life. The participants noted that operational
and cultural factors may affect EI and their experiences in
leadership roles.
‘There is always a blame culture going on and
it is always someone else’s fault and that goes
through the whole organisation, and it does not
matter what they say, you can’t get away from
that, it’s true—it is there. I think that makes
people anxious and I think they are not going
to get supported if something goes wrong, they
are going to be blamed.’
Participant 1
Research in higher education indicates the lack of EI in
leaders is the root cause of stress and conflicts in the workplace
(Smith and Hughey, 2006). All participants in this study reported
having negative feelings associated with organisational pressures
and the perceived lack of support for their demanding leadership
positions. This may affect their ability to manifest EI and use
it in their roles.
Strategies employed to build the team
According to Goleman et al (2013), teamwork goes beyond
mere work obligations, which was evident from the data
collected. Informal rewards in recognition of a job well done
and saying thank you were identified. These relate to the
following themes of positive feedback, gathering people
together, reading the flux of the organisation, leading from a
distance and poor staffing levels.
Positive feedback
Positive feedback was seen as a means of supporting and
motivating colleagues and addressing the culture within the
clinical setting. Being able to recognise the need to offer staff
rewards of some kind is clearly a component of reading the
mood of the staff and using EI to foster a supportive culture.
‘Well done. So good feedback is very important.’
Participant 5
Feedback is viewed positively.
‘And I know that I am forthcoming with praise
quite a lot in the meetings. Loads of praise.
I don’t agree with criticisms either.’
Participant 1
The association of praise and positivity with the leadership
role may be linked to leaders’ awareness of needing to manage
people’s experiences within the clinical team.
Gathering people together
Cultivating social connections as a simple act of gathering
around the table helps builds bonds. Social connectedness has
been shown to increase happiness and a sense of belonging
(Mauss et al, 2011).
‘Another thing I like to do to encourage people,
is every so often have a team breakfast and I
will bring in nice things to eat … a reward for
hard work.’
Participant 5
Again, this demonstrates an awareness of the need to generate
a positive working environment.
‘I brought food in the other week because we
had a particular, heavy couple of weeks.’
Participant 3
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The underlying operational issues that bring about these
working conditions need addressing; major changes take
significant amounts of time. It is clear that elements of managing
staff feelings and experiences are related to their perception of
leadership, which suggests that EI is about more than addressing
issues when employees have problems. This is evident in the
following theme.
Reading the flux of the organisation
The participants were all politically astute and understood the
political forces at this time of austerity. Nevertheless, the lack
of perceived support they received was apparent.
Leading from a distance
‘Managers are leading from a distance. People
who manage the managers don’t do walkabouts
enough’.
Participant 5
Walkabouts are beneficial, and there have been calls for
health boards to do more to exercise clear and visible leadership
to improve the quality of care their organisations provide
(DH, 2013).
‘Quite often, you don’t see anyone from the top
until something has gone wrong. You’re the one
who is carrying the can—you’re the one who’s
held to account.’
Participant 2
This speaks to the two-way process of EI—as something
that benefits both the team and the leaders. Working in a punitive
culture can be difficult.
‘When something goes wrong, they come down
like a ton of bricks. It would be nice to see
them once a year—people do respond to it, it
means a lot, you know, and it is supporting the
leaders as well.’
Participant 1
The NHS Modernisation Board’s annual report 2000/2001
(DH, 2002) acknowledged that senior management in the
health services must increase their contact with frontline staff
to improve service delivery and effect change. Despite this, the
Francis report (DH, 2013) detailed some of the worst failings
in care that followed a lack of clear and visible leadership.
Poor staffing levels
It is difficult to maintain professional standards because of time
constraints and being under-resourced. The Francis report explicitly
stated that poor staffing levels at Mid Staffordshire led to poor
quality care (DH, 2013), and participants in this study agreed:
‘I think you need more nurses as well. Nurses
become paperwork heavy and, if people are
sitting writing up this, that or the other, really
time has been taken away from the patient.’
Participant 5
This speaks to the impact on practitioners as well as patients.
‘As a manager, I was there with the rest of them,
feeding people, bathing people because we did
not have the staff on the floor. Where is the
quality of care?’
Participant 2
Two participants reported being included in ward nurse
numbers because of employee shortages, which took time from
their leadership roles. This finding supports the Royal College
of Nursing’s (RCN, 2009) investigation into the pressure placed
on ward leaders and suggests that there may be scope to consider
how such demands would affect EI.
Discussion
It is evident that EI is a complex, bidirectional phenomenon
or quality that requires leaders to manage the self while
supporting and managing others. Empathy is regarded as an
inherent trait of EI (Austin et al, 2005). Empathy, expressed in
terms of joy, sorrow, excitement, misery, pain and confusion in
health care, enables practitioners and patients to work together
(LeCompte, 2000). EI in nurse leadership seems to be the buffer
between the frontline workforce and the organisational factors
that affect their roles, but this appears to place a considerable
burden on nurse leaders.
The NHS Leadership Academy, in Towards a New Model of
Leadership for the NHS, stressed that leaders in a healthcare
setting should seek to help create a climate that facilitates positive
emotional attributes such as compassion, commitment, empathy
and optimism (Storey and Holti, 2013). The findings of this
study support this, demonstrating a critical role for empathy,
part of the ‘social awareness’ of EI (Goleman et al, 2013).
Empathy is paramount to great leadership and management
in health care for at least three reasons. First, the ‘increasing use
of teams’, described by Goleman as ‘cauldrons of bubbling
emotions’; second, the ‘rapid pace of globalization’ (growth and
development in healthcare with miscommunications readily
leading to misunderstandings); and, third, the ‘growing need to
retain talent’ (Goleman, 1998). It is clear from this study that
operational and staffing factors require a skilful management
of the workforce, which in turn requires sensitivity and EI.
The NHS Leadership Model (NHS Leadership Academy,
2013) recognises that personal qualities such as self-confidence,
self-control, self-knowledge, personal reflection, resilience,
determination and self-awareness are elements of the foundation
of effective leadership. This study echoes this and highlights
that self-awareness, as a component of EI, is a bidirectional
quality that strengthens leadership. According to Goleman et
al (2013), characteristics of a self-aware individual include
emotional self-awareness, accurate self-assessment and selfconfidence.
The nurses in this study appear to use EI to mediate
between the organisation and the workforce in the light of
factors that are not easy to change. The personal impact of
working in this way needs further exploration.
One foundation of effective leadership is the development
of a deeper awareness of your own self through reflective
practice. Being insightful about emotions and their influence
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on management decisions and practice lends to the development
of the characteristics of self-awareness (Salovey and Mayer,
1990). It is clear that the participants in this study exhibited a
good degree of self-awareness, but only in relation to the impact
of their roles, particularly in terms of stress levels. It would seem
that the use of EI requires a certain degree of resilience towards
a multiplicity of organisational factors affecting staff, and the
drain on nurse leaders needs further investigation.
Good leadership is about having not only exceptionally high
levels of self-awareness, but also the ability to apply this
knowledge in practice. The organisational factors that impede
this may be addressed more proactively if leaders are able to
use EI, because it promotes the growth of reflection on, and
awareness of, influences that can affect leadership in health care.
Channelling this into team building seems important to
relationships between self, team and environment, and has
suggested how practitioners can consciously work with this
triadic relationship.
Although it is no surprise that working conditions and stress
emerged as a theme, the expression of core values of EI was
also important for these leaders. This echoes other research,
such as that by Slaski and Cartwright (2002), who reported
significantly lower stress and distress, higher morale, improved
perceived quality of working life and significantly better health
in managers who had high levels of EI. It was evident that the
narratives of nurse leaders’ lived experiences in this study
reflected some core values of EI within their leadership roles.
However, significant difficulties identified around time,
pressure and poor staffing levels appear to suppress their potential
in achieving emotionally intelligent leadership. This study
supports the views of the RCN (2009) and Ham (2014) that
pressure and competing priorities had a detrimental effect on
effective leadership, suggesting that changes in the context of
nursing are also required to ensure that organisations can
optimise the potential of their resources. Most importantly,
nurse leaders should take advantage of the great power of
emotions and their role in EI to positively influence followers
to achieve excellent patient care.
The findings of this study supports the findings reported over
the decades and, in response to many NHS failings of the perceived
lack of support for nurse leaders by senior managers, highlight
the need for a less hierarchical approach to managing healthcare
organisations. EI is important not only for the success of individuals
in a healthcare organisation but also as individuals rise through
leadership positions and, crucially, it appears to affect care quality.
It may mean that EI is a critical factor for developing effective
leadership in health care, and it becomes more significant in the
higher levels of an organisational hierarchy. The key challenge is
to develop leaders within health care with the right values who
will implement a culture of emotionally intelligent caring.
Aspiring leaders should consider improving levels of EI
competencies, which can be intentionally learnt by those who
are willing to learn and continuously work on them, which
would in turn enhance leadership effectiveness (Zakariasen and
Zakariasen Victoroff, 2012).
The ability to manage and read emotions is an important
skill for any health professional and has the potential to enhance
patient care. This study adds to the limited body of knowledge
on EI in nurse leadership. However, further research and
different methodological approaches are required to achieve a
deeper understanding of how EI is linked to nurse leaders,
followers and patient care, and organisations themselves should
prioritise action to overcome barriers to effective expression
of nurse leadership. The time and resources spent in this manner
are likely to result in greater efficiency and longer term savings
in the use of resources. At the same time, barriers between the
staff who work at the coalface and those in leadership positions
must be eroded.
High-achieving individuals often demonstrate high
intelligence, strong personality types and high EI. Their personal,
social and organisational effectiveness is often strongly influenced
by their self-awareness and social awareness as a foundation for
their skill and ability to

share strategies for effective communication strategies. The purpose of your presentation is to guide the conference attendees (your classmates) in successfully applying the content of your presentation to their current or future careers.

Business English Week 8 Communication Conference

This week, you are participating in a professional virtual Communications Conference. The purpose of the conference is to share strategies for effective communication strategies. The purpose of your presentation is to guide the conference attendees (your classmates) in successfully applying the content of your presentation to their current or future careers.

Deliver a professional presentation concerning “Team Work”

Focus on “Team Work” within the US Army military rather than general team work strategies for all professional fields. Choose a topic for your presentation that is practical and relevant to Army military career interests.

Your presentation must include the following:
– Ten-Eleven (10-11) Microsoft PowerPoint slides of information including visual aid. See “Presentations” file to follow the guidelines for Presentations.

– Two (2) professional research sources (not Wikipedia or Investopedia) correctly cited in APA 7th style. In addition to using in-text citations for specific sentences or bulleted items on each slide, include a references slide or section at the end of the presentation.

– One visual aid created by you IN ADDITION TO any other decorative visuals used. The original visual aid created by you might be a pie chart, bar chart, line chart, infographic, flowchart, etc.

– Audio delivery of the presentation. There is no time length requirement. MUST BE done in real FEMALE voice. Learn how to give audio delivery:
https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c

– To be courteous to your audience, your presentation must be accessible to all! Therefore, include captioning/subtitles OR provide a separate text transcript. Follow these instructions for presenting with real-time captions or subtitles
https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f
or adding closed captions or subtitles to a recording.
https://support.microsoft.com/en-us/office/add-closed-captions-or-subtitles-to-media-in-powerpoint-df091537-fb22-4507-898f-2358ddc0df18
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Once the Microsoft PowerPoint assignment is done….
– In Microsoft Word, copy the visual that you created for the PowerPoint.
– Discuss the development of your visual by answering the following questions (400 words minmum, no title page):
– What source(s), if any, did you use to collect information to be presented in the visual? Why is this information necessary to support the ideas of your presentation? (Cite the visual as explained in “Documenting Visuals” file)
– Why does the information need to be presented in a visual form? (For instance, why not just present the idea in text?)
– Why is the type of visual you used appropriate for the content? (For instance, why did you choose a bar chart and not a line chart?)
– What “Visual Media and Design” strategies (see file) did you use in your visual? (For instance, how did you employ Gestalt Theory? https://youtu.be/FryaH599ec0)

Critically discuss benefits and Added Value of Ergonomics and Human Factors within ‘Your Organisation’ Risk Management professional

Critically discuss benefits and Added Value of Ergonomics and Human Factors within ‘Your Organisation’ Risk Management professional

Analyze three types of business organizations Andrews and Brown might consider for their existing restaurant.

Read the scenarios and the questions that follow. Answer Scenarios 1 and 2, then select any two (2) of the remaining scenarios for a total of four (4) scenarios.

You must also provide an answer for the recommendations section. Identify and analyze the legal issue(s). Apply legal concepts and make potential arguments as directed using laws, cases, examples, and/or other relevant materials. Consider using short headings (consult APA materials) to separate the topics. Summarize the facts; do not copy the scenarios into the paper. Support your answers with information from the textbook and at least four scholarly sources in addition to the textbook or course lectures. By Day 7, prepare a 5 to 7 page paper that identifies the legal issues and potential solutions and answers all questions presented, supported by relevant legal authority. Do not exceed the page length by more than two pages.

Overview

Headquartered in Savannah, Georgia, ________________ operates two coffee shops in Georgia and one in Alabama. Approximately 30% of the employees work full time; however, ____________ primarily hires part-time employees as baristas, delivery drivers, cooks and dishwashers. The company experienced explosive growth over the last four years, but with the growth came increased legal issues. The owners seek your advice on the following legal and ethical issues.

Scenario 1 Business Organizations

Bailey Andrews and Danita Brown met while working at Starbucks and attending college in Georgia. Bailey studied business at South University, while Dania attended the Art Institute for culinary management. The two friends were tired of working for someone else and opened [SELECT A NAME FOR THE COFFEE SHOP] as a partnership after college. Now that the business has grown, the two partners are considering a new legal form for their business.

Analyze three types of business organizations Andrews and Brown might consider for their existing restaurant. Be sure to consider at least one limited liability option. Explain the advantages and disadvantages of each type.
Select one type of business for Andrews and Brown and provide support for your choice.
Select a name for the coffee shop and use it when answering the remaining scenarios.
Scenario 2 Employment Discrimination

Born in 1975, Juanita Mendoza immigrated from Mexico in 2005 and became a U.S. citizen in 2010. Mendoza speaks fluent English with a strong Hispanic accent. Her accent does not interfere with her ability to communicate with others. Mendoza worked as a cook and waitress for 20 years. Although she did not have any formal management experience, Mendoza applied for a shift managers job with [Restaurant Name]; however, she was not hired for the position. The restaurant currently employs 5 full time employees and 14 part time employees.

Analyze the possible grounds Mendoza might have for a discrimination lawsuit against [Restaurant Name].
Provide support for each ground selected and then provide arguments that [Restaurant Name] could make to counter each claim.
Explain how your answer might change if the restaurant only employs a total of 12 people.
Scenario 3 Secured Transactions and Bankruptcy

Bayside Restaurant Supplies agreed to sell 10 new commercial coffee makers and 5 freezers to [Restaurant Name] for $27,500. Bayside retained a security interest in the equipment. [Restaurant Name] agreed to pay for the equipment in equal installments over 48 months.

Evaluate Baysides rights as a creditor if [Restaurant Name] files bankruptcy 18 months after purchasing the equipment.
Discuss Baysides rights as a creditor if [Restaurant Name] sold the 2 refrigerators and 5 coffee makers for $750 approximately 30 days prior to filing bankruptcy.
Explain how a failure by Bayside to file a financing statement might impact the outcome of both scenarios.
Scenario 4 Insurance and Agency

Dylan is a delivery driver for [Restaurant Name]. While delivering orders within the scope of employment, Dylan rear-ended a car driven by Vickie Talley. Dylan was insured by State Farm and his policy contained the following information.

ExclusionsWhat is not Covered

State Farm will not pay for any damages an insured person is legally obligated to pay because of:

Bodily injury or property damage arising out of the use of your insured auto while used to carry persons or property for a charge, or any auto you are driving while available for hire by the public.

Analyze the liability on the part of Dylan, Vickie, State Farm and [Restaurant Name]. Be sure to cover issues related to both insurance and agency.
Scenario 5 Consumer Protection

[Restaurant Name] does not publish the prices of drinks on the menus. Nik Carlson, a customer of the restaurant filed a lawsuit claiming that failure to provide drink prices on the menu constitutes an unfair business practice because customers must make quick decisions about ordering drinks after asking about the price. Another plaintiff, Joe Swanson, claimed that he was not provided with a cost for his drink until after he ordered it, which constitutes consumer fraud.

Analyze the applicability of state and/or federal consumer protection laws that Carlson and Swanson can assert against [Restaurant Name]. Select which party should win and support your answer.
Scenario 6 Liability on Negotiable Instruments

Andrews and Brown hired a bookkeeper, Jenice, and gave her general authority to issue company checks drawn on SunTrust Bank so that Jenice can pay employees wages and other company bills. Jenice decides to cheat her employers out of $10,000 by issuing a check payable to the Bayside Distributors, one of the suppliers of seafood and fresh local produce. Jenice does not intend for Bayside to receive any of the money, nor is Bayside entitled to the payment. Jenice endorses the check in Baysides name and deposits the check in an account that she opened at Wells Fargo Bank in the name Bayfood Dist. Co. Wells Fargo accepts the check and collects payment from the drawee bank, SunTrust. SunTrust charges [Name of Restaurant] account $10,000. Denice transfers $10,000 out of the Bayside account and closes it. [Name of Restaurant] discovers the fraud and demands that the bank return the money.

Evaluate which party or parties bear the loss.
Scenario 7 Breach of Contract and Remedies

Andrews ordered 20 round tables to seat parties of two, 25 square tables to seat parties of four, 5 tables to seat larger parties and 175 chairs. The tables were specially ordered to contain the logo of the restaurant on the top of each table. Andrews paid for the entire shipment when placing the order; however, the supplier was responsible for making the shipping arrangements. The tables and chairs arrived three weeks later; however, five were scratched and damaged. Seven of the chairs were missing.

Analyze the restaurants options related to the damaged tables and missing chairs. Be sure to address the applicability of the UCC to the transaction.
Recommendations

Conclude your paper by justifying suggestions for [Restaurant Name] to help prevent future occurrences of these types of legal problems. Identify any ethical issues you find and present recommendations as applicable. Be specific in your recommendations.

Explain the controversy that surrounds dissociative disorders.

To Prepare
Review this week’s Learning Resources on dissociative disorders.
Use the Walden Library to investigate the controversy regarding dissociative disorders. Locate at least
three scholarly articles that you can use to support your Assignment.
The Assignment (2–3 pages)
Explain the controversy that surrounds dissociative disorders.
Explain your professional beliefs about dissociative disorders, supporting your rationale with at least
three scholarly references from the literature.
Explain strategies for maintaining the therapeutic relationship with a client that may present with a
dissociative disorder.
Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring
to your practice and why they are important.

What has been and is the impact of Covid-19, Brexit, the climate emergency on your chosen industry?

INDIVIDUAL REPORT 1
1,750 words max
You must choose an industry of interest, collect relevant industry-level data from Orbis and other data sources and analyse it using the economic concepts and theories discussed.

PART A – Technical report (1,500 words max) for an audience of economists
1. For this assignment you MUST choose one of the following options:

– Choose an industry and compare it across at least two countries or regions
– Choose one industry in one country/region and compare it over time
– Compare two industries within a same country

2. Analyse the industry(s) chosen using data you downloaded from Orbis as well as additional data and information gathered by you.
– You must address the following questions by analysing the data from Orbis:
– How important is the chosen industry for the economy of the region/country chosen?
– How many companies are there in total and what is the proportion of large, medium, small or micro firms?
– Are they part of a larger business group? And is this foreign owned?
– What’s the average turnover in the chosen industry/country? Are there significant differences across firms in your industry/country with respect to their turnover and are there any outliers?
– What’s the average and median number of employees? Is there dispersion and are there any outliers?
– What are the important markets for this industry and this country/region in relation to this industry?
NOTE: For this part you are expected to use tables and figures

2. Analyse the level of industry concentration using a combination of concentration measures.
– In the module we will look at various measures to assess the degree of concentration of an industry and we will look at different theories too, which will help you evaluate determinants, trends and future prospects of the chosen industry in the chosen regions/countries or over time.
– What is the level of industry concentration in this region/country. Have they changed over time?
– Are there any big players dominating the industry/market?
– What are possible factors explaining the observed level of competition/concentration?
NOTE: for this part you are expected to use tables and figures

4. Draw any conclusions and recommendations
– What has been and is the impact of Covid-19, Brexit, the climate emergency on your chosen industry?
– Provide any policy recommendations to support your industry of choice

NOTE:
1. Tables and figures: For part 2-3 you are expected to use tables and figures. Look here for information on table and charts position and numbering. Tables and figures are not part of the word count.
2. Referencing: References are not included in the word count. In-text referencing and a reference list are expected to be used. Refer to the library’s guidance and services to support your correct referencing. This will ensure you don’t commit an academic offence and lose marks.
3. Word count: You are allowed a +/-10% on the word count. After this, I will simply stop reading and won’t consider anything in excess.
4. Writing style: This is a formal report to be submitted to your employers (a large consultancy firm) and potentially to parliament and should be written using formal language, be rigorous, supported by evidence and must look professional
5. Font, style and margins: I will not be prescriptive, but make sure you choose something that looks professional and it’s easy to read and at least with 1.15 spacing.

For each country (or years) chosen, you need to provide what is the percentage of small, medium, large, very large firms.

ECON 1077
Step by step guide to the technical report (1,500 words)
IMPORTANT REMINDERS:
1. this assignment should be based on ana analysis of ORBIS industry-level data using Excel.
2. This is not a company report. This is an industry report. An industry is constituted by a group of firms (rather than just one firm) supplying the same product. Depending on the industry the group of firms could be small, with up to 10 firms, or contain hundreds of firms.
3. You must undertake each step of the analysis, rather than rely on a ready-made analysis.
4. Remember that the two countries (years) need to be analysed separately, as you need to compare them. The comparative element is an important criterion in this assignment. This means that if you have chosen, say the UK and Germany, you will have to calculate the measures below separately for each and then compare the results.
5. This is not a statistics module, so providing results without economic interpretation is not enough.
6. Don’t assume that I know what you are doing. This is an assessment. That is, the tool through which I will assess the extent to which you have acquired the necessary knowledge and developed the required skills. Be fully transparent on your choices about data and measures. Justify each choice you make, ideally on some objective ground.
Intro:
You may want to provide a brief intro about your industry worldwide before focusing on the two specific markets of your choice. Why is it important for the two markets chosen? Perhaps you could provide some figures that show its importance, for example how much it contributes to GDP in percentage terms, or to total employment, or total exports?
Industry identification:
Make sure your industry is clearly identified/identifiable based on the NACE Rev.2 Indicate exact digits and provide a description of that product category.
Firm size distribution:
1. For each country (or years) chosen, you need to provide what is the percentage of small, medium, large, very large firms.
2. Explain whether you are defining firm size based on number of employees or turnover. It would be preferable for this to be the number of employees, but there may be issues with your data. If you have some missing data there are a few things we can do, as discussed in the WK 11 tutorial (recorded and available in the Panopto section). However, if you have too many missing data in the employee’s column, then it may be better to use Turnover as a criterion to for firm size. Use an established criterion for firm size, such as the one provided by the OECD or national Statistical offices. You may even come up with your own classification to introduce some granularity in the case in which you only have very large firms, but also in this case demonstrate awareness of established approaches and explain in detail your classification also explaining why you are using it.
3. Use tables and figures to show in a clear and engaging way how the two countries (years) compare in terms of firm size distribution.
4. Interpret the results: Do the countries (years) differ in terms of their firm size distribution? What are the possible implications for the economy and society of having a larger percentage of larger (smaller) firms? For example see this blog entry by Dr Helena Vieira titled ‘In a recession large firms are more likely than SMEs to resort to personnel cuts”, LSE.
Descriptive statistics:
1. What is the max and min firm size in terms of both number of employees and turnover?
2. What is the mean turnover? The median? How much dispersion (use the standard deviation) is there?
3. What is the average number of workers, the median and the standard deviation?
4. Is there a correlation between turnover and number of employees? That is, do firms with more employees also tend to have higher turnover? (NOTE, correlation doesn’t imply causation, so we cannot establish based on a simple correlation whether, for example, having more employees causes the firm to have more turnover). Excel will calculate the correlation. Use a scatter plot to show whether there is correlation.
5. Are there outliers? What happens to your mean and standard deviation once the outliers are removed?
6. Is the distribution skewed (for example you tend to have a few very large firms and many very small firms)?
7. Use a table to represent in an effective manner all these descriptive measures and to allow comparison of these measures across the two countries (years)
8. Interpretation: Taken all together, what do these measures tell us from an economic perspective? Is the industry in one country experiencing higher revenues than the other? Are all the firms in a country equal when it comes to turnover? Do we have any firm that is significantly under-performing or over-performing?
Seller concentration analysis:
1. Calculate the total turnover in each country (year)
2. Calculate the market share for each firm in each country (year)
3. Choose a suitable CRn for your industry and calculate it for each country (year) separately
4. Calculate the HHI for each country (year)
5. Compare the CRN and the HHI in each market
6. Calculate the RE and/or the Variance of the logs in each country (year)
7. Interpret the results from these measures. Do the various measures provide consistent results? If not, could that be related to the way the different measures are constructed? What exact information is each measure conveying? Are they comparable?
8. What can we conclude with respect to the level of concentration of your chosen industry in each of the countries (year) chosen? Is this an industry with high, medium, or low concentration? What implications could this have for other firms, consumers, and society?
9. What factors could contribute to explaining the level of seller concentration in the industry?

Trends in the industry:
– What has been/will be in your view the impact of Covid-19/Brexit/climate emergency or any other event, trend or shift that may have a significant impact on your industry?
– Can you derive any policy recommendations from your analysis?

Should the U.S. Department of Homeland Security (DHS) recommend to the President and Congress to remove the Federal Emergency Management Agency (FEMA) from the DHS structure and make it an independent agency of the US Executive Branch?

Complete a briefing paper on the following:
Should the U.S. Department of Homeland Security (DHS) recommend to the President and Congress to remove the Federal Emergency Management Agency (FEMA) from the DHS structure and make it an independent agency of the US Executive Branch? Discuss challenges facing FEMA responding to
disasters. What strategies should be taken to lessen these challenges?
Provide a short legal brief you might submit to your superiors. The writing assignment should provide a balanced analysis of the issue assigned based on pertinent legal and other materials. The material for each assignment will come both from the required readings and outside research in order to fully
assess the issues.
Technical Requirements
Your paper must be at a minimum of 3-5 pages (the Title and Reference pages do not count towards the minimum limit).
Scholarly references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.