Reflective Essay on Teamwork

Reflective Essay on Teamwork This essay will critically reflect on the process of teamwork, change management and leadership; all issues pertinent to the role of the SCPHN. Barr and Dowding (2008) assert the necessity for leaders to critically reflect effectively, in order to raise their awareness and effect change where needed. Densten and Gray (2001) support this view, adding that leadership development depends on active reflection. A peer learning group (PLG) of five was formed; their goal to identify an area for change within their practice, justified by available evidence, and to formulate a plan of implementation. Our group was a mix of School Health and District Nurse SCPHN students, which made it more difficult to identify a common change initiative. However, our group overcame this obstacle and identified low staff morale in the workplace as an area to consider for change. A literature search revealed this to be a feasible initiative. The work of the PLG was to be delivered to an audience of peers through a presentation. We aptly named our team The Motivators. Sullivan Garland (2010) distinguish groups from teams and discuss the concept of how groups are transformed into teams, and the necessity for a thorough understanding of this process for effective team leadership and management. Morhman et al (1995) define a team as a group of individuals working together to produce a product or service for which they are all mutually accountable. They have a shared goal and are interdependent in its accomplishment, their interactions producing the collective result. It is argued that groups differ in that they perform their tasks independently of each other and sometimes also competitively (Sullivan Garland, 2010). It has been proffered that working in small teams is conducive to effective learning and involves collaboration and co-operation (Will, 1997). Conversely, Topping (2005) adopts a cynical stance by implying that the application of peer learning strategies by educational establishments is simply gathering together a group of individuals and hoping for the best. Co-operative learning is said to reinforce learning amongst group members through discussion and peer review, while collaborative learning is socially constructed knowledge assuming the negotiation of the individuals different perspectives (Will, 1997). In order to achieve a goal it is essential that teams work cooperatively (Sullivan Garland, 2010). Further, Clements et al (1997) cite collaboration as the foundation of a healthy team and together with effective communication is key to producing high quality results. Parker (2008) suggests that working collaboratively requires a clear objective and a consensus of opinion when d ecision making; DFES (2004) reiterate the aspect of shared responsibility in collaborative working. My own PLG worked both collaboratively and co-operatively, facilitated and evidenced by: a readiness to assume roles within the team, maintaining communication links, regular meetings and the sharing of information resources and ideas. The perspective offered by Slavin (1996) is that of social cohesion; peers helping each other because they want each to succeed. This idea is applicable to my PLG as our presentation was assessed as a joint effort. Sullivan Garland (2010) maintain that strong group cohesiveness fosters greater personal support and cooperation amongst the group, which again was evident in our group. However, Slavin (1996) acknowledges the constraints of learning in this manner as each team member has limited time/exposure to the other members learning topic. Because our group had different timetables we experienced difficulties meeting up, however we overcame this by maintaining contact via e mail. Oliver (2006) acknowledges the complications that can arise in team-wor k and Eisenhardt (1997) stresses the need for stability when aspiring to produce optimum performance. Tuckman, (1965) offered a model comprising four stages, advocating this as the ideal group- decision making process. Adair (2004) purports it to be a problem solving toolkit. Forming: this did not present us with a problem as we all knew each other. From forming as a group we evolved quickly into: Storming: this stage enabled the team to grow. We identified an area for change, which was limited by our mixed professional group, and planned our immediate work schedule. We completed a SWOT analysis to identify the strengths and weaknesses we envisaged in implementing the change. No one was immediately willing to take on the mantle of leader so we unanimously elected the person who had initially proposed the change initiative. We exchanged contact details, agreed a time plan and arranged our next meeting. Norming: is said to occur when the team has developed trust and are working toward a common goal (Adair, 2004). At this time it is likely that some members will forgo their own ideas in order to progress the team function. In this stage all members assume responsibility for the success of the team goal. I was fortunate to belong to a group that worked well together and were well motivated. Due to this degree of co operation we passed through to the final phase quickly: Performing: At this stage we worked cooperatively on delegated tasks maintaining contact frequently between meetings. We offered each other support and encouragement throughout the process and our team leader encouraged contact and mutual support. Action learning (AL) has been defined as a continual process of learning and reflection which is supported by colleagues with the ultimate aim of accomplishing a goal (McGill Beaty, 2001). It has a bottom up approach and is said to promote innovation rather than simply change (Pryjmachuk, 1996). In essence this is what our group did; by coming together to focus on the issues of individual group members and reflecting on them, the group were enabled to proceed with their planned action. Pedlar (2008) describes AL as an approach to problem solving whereby individuals are enabled to develop and form relationships that contrive to enhance the change process. The relationship between research and innovation was highlighted by Lord Darzi (2007). Most organisations are concerned with effective team working and it is accepted that factors affecting team performance are multi-faceted (McGill Beaty, 2001). Empirical studies suggest the validity of Belbins Self -Perception Inventory (SPI) (Aritzeta et al, 2005). Belbin (1981) developed the SPI to identify the behavioural characteristics of individuals within a team, thus enabling the creation of effectively functioning teams through a creative and appropriate mix (Broucek Randell, 1996). An Observers Assessment (OA) which was later introduced has further increased validity (Belbin, 1994). . Although the tool has received criticism (Furnham et al, 1993), Belbins defence was that the tool was not intended as a psychometric instrument (Belbin, 1993b). Our group used a version of the tool (Foundation of Nursing Leadership, 2011) as a learning experience to identify our roles within the team. I emerged as Supporter and Questioner in equal measure closely followed by Finisher (Append ix ). In Belbins SPI this would equate to Team worker, Monitor Evaluator and Completer-Finisher. A supporter of Belbin theory suggests that greater control is achieved through the ability to forecast team attitudes (Fisher et al, 2000). I was surprised at how accurate this was for myself although I would not entirely agree. Although we didnt use the SPI to assess the characteristics of our team prior to beginning the project, it was an interesting and informative task to undertake. It happened that we had a mix of characteristics within our team which perhaps accounted for our collaborative cooperation. However, it has been argued that Maslows Hierarchy of Needs Model favours the management of organisational dynamics as it maintains motivation through the desire to achieve (Burnes, 2004). The current re-design of the health service requires a willingness and ability to adapt to change (Institute for Innovation and Improvement, 2011). Efforts to contrive change are unanimously said to be fraught with challenges (Parkin, 1997; MacFarlane et al, 2002), although McWilliam and Ward-Griffin, 2006; Darzi, 2007) argue that healthcare workers have both the mandate and the potential to lead and effect change initiatives. One of the major challenges to change is seen as resistance, which is said to have both positive and negative effects and to be expected by managers implementing change (Sullivan Garland, 2010). Waddell and Sohal (1998) insist that resistance to change should be utilised and viewed as evaluative material to reassess the proposed change. Pederit (2000) found resistance to reveal valid concerns about proposed change worthy of reconsideration. Bovey and Hede (2001) argue that resisting change is a natural human behaviour and unavoidable. Fisher Savage (1999) identify through Personal Construct Theory, a model of personal change The Transition Curve (Appendix ), which identifies a process individuals may go through in the transition period of change. Similarly, the stages of grief identified by KÃ ¼bler Ross (1969) (Appendix ) are also applied to the process of change, although Connor (1998) adapted the sequence in his Cycle of Negative Response as he argued the emotions involved in change are less intense. Change is recognised as unsettling so it is logical that the change agent be a settling influence. A theory Y style of management is thought to aid change through its liberating and developmental aspects; McGregor espoused the theory that control, achievement and improvement are accomplished through enabling, empowering and giving responsibility (Appendix ). There appears to be a lack of distinction between resistance and conflict in some of the literature (Parkin, 2009). Parkin differentiates the two by stating the more aggressive and emotional nature of conflict. Our PLG was fortunate in not encountering any conflict at all; DiPaola and Hoy (2001) suggest that large, diverse groups have a greater potential for conflict through the wider differences in objectives and perspectives. As our group was small with common interests and goals, areas for conflict should be minimal. Chuang et al (2004) supports this when arguing that the shared values of nurses promotes greater tolerance and respect, although it has been said that as a group, nurses are apt to avoid conflict to the detriment of effective change implementation (Valentine, 2001). However, Anderson (2005) argues the limitless potential for conflict amongst any group, small or large. Historically, conflict has been viewed as having a negative impact due to the tensions it creates (Medina et al, 2005) but it has also been asserted that conflict can also benefit team performance (Jehn, 1995). McAdam (2005) suggests that conflict can be both constructive, leading to innovative results or destructive, which hinders innovation. It therefore follows that conflict is better managed rather than resolved. Bruce and Wyman (1998) suggest conflict can be channelled by good management into creativity and positive outcomes. It is important that learning opportunities are not missed through avoiding conflict (Fagan, 1985). Working through conflict can create enhanced understanding, increased motivation and lead to more effective working (Sullivan and Garland, 2010). Crawley and Graham (2002) describe the benefits of healthy conflict as culminating in providing a driver for change. Nicholson (2011) asserts that leaders can create conditions to either hinder or aid innovation and Bruhn (2004) reiterates this when arguing that leaders set the limits of success by how they manage change. Innovation is currently the popular term within healthcare organisations, implying change with a positive thrust (Parkin, 2009), Pryjmachuk (1996) also supports this reasoning when stating that innovations are seen as welcome, while change is not. Reid (2009) stated the legal obligation on Strategic Health Authorities to promote innovation. Conversely, research suggests change in whatever form remains unpopular, causing stress and conflict (Stewart ODonnell, 2007). The literature abounds with a multiplicity of change strategies ranging from the dictatorial approach of controlling to those which embrace the involving paradigm (Dunphy and Bryant, 1996: 692). The Motivators identified Lewins ( 1951) three step approach to change management as an appropriate model to manage the identified change. The model has been dismissed as outdated and simplistic (Dawson, 1994), but according to Burnes (2004) criticism is based on a narrow interpretation of the model. The model should be viewed alongside the other elements of the planned approach: Field Theory; Group Dynamics and Action Research, which combine to create a robust model (Burnes, 2004b; Darwin et al, 2002) and involves: Unfreezing: is said to refer to reducing the behaviours that maintain the present situation and recognition of the need for change to effect improvement (Goppee Galloway, 2009). Good communication is a vital element at this stage; good practice would ensure those likely to be affected by the change agree, or at least are cognisant of the need for change (Kotter and Cohen, 2002; Curtis and White, 2002). Involving people in all aspects of the planning and implementation of the change discourages resistance (Curtis and White, 2002). A Gantt chart was developed as a tool to provide a timeframe/schedule for implementing and evaluating the proposed change as advocated by Borril et al (2001) (Appendix ). Moving: The Gantt chart would provide a framework for revision and review of the change. It would be advisable to check that all those involved with the change are clear and informed about the change and that all other professionals involved are fully aware (Goppee and Galloway, 2009). Refreezing: refers to the stage when the change has been accepted both emotionally and intellectually by colleagues. The change should be stabilised and reinforced through mechanisms of support such as policy and resources, as appropriate (Goppee and Galloway, 2009). Evaluation of the change is essential; evidence dictates that successful, well performing teams are characterised by the use of measurement in supporting improvement (Darzi, 2008). The use of measurement, benchmarking, and audit are recommended as a means of guiding local improvement and innovation (NHS, 2008., Care Quality Commission, 2009,. DH, 2008). Pre and post change data collection is also considered a valuable means of evaluating a change (DH, 2009; Cooper and Benjamin, 2004). For change to actually happen requires effective leadership (Darzi, 2009). As SCPHNs, cultivation of leadership skills is deemed essential to effecting change; NHS (2011) assert that leadership capacity and capability can be cultivated and is a core expectation of practicing professionals (Darzi, 2009). Hogan et al (1994) would refute this, stating the trait theory of leadership whereby people are born leaders with inherent leadership characteristics which cannot be learned. Borrill and West (2001) identify leadership as critical in developing effective team working and should maximise the benefits and minimise the weaknesses within the team. Transactional leadership has been commonly used in healthcare (Curtin, 2001), mainly as it lends itself to achieving targets. It is equated by some as being managerial in its style (Finkleman, 2006) with the focus being task and organisation orientated, with sparse attention to the needs of the followers. Conversely, transformational leadership is said to be universally applicable (Bass et al, 1987) inspiring followers to disregard their personal interests for the good of the group or organisation. We identified the transformational approach as the most appropriate one for both our team and in leading the change in the workplace, as this visionary style actively encourages and embraces innovation and change (Curtin, 2001). Bass (1998) also considers transformational leadership empowering, motivating colleagues to reach and perform to their maximum potential. Conversely Transactional leadership is thought to be inappropriate when teams are demoralised, demotivated or stressed (Stordeur, 2001) NOTES FOR CONCLUSION Nurses in the present working climate have to accept necessary changes Not only should they accept changes as they take place, but should also be constantly reviewing working practices and being proactive in implementing changes as and when necessary. If this does not happen, nurses will have to deal with the fallout of changes imposed on nursing by others Overall, although management skills are important and necessary, the future requires leadership to provide the dynamics essential to challenge and lead organisations into an era where management of rapid change is the necessary key for future survival. Nursing leaders are ideally positioned to influence these changes and to play a major role in facilitating the changes Transforming Community Services: dh 2009 Ambition, Action, Achievement Transforming Services for Children, Young People and their Families Developing and supporting people to design, deliver and lead high quality community services Actions to consider in developing a social movement approach to change owned and lead by local services and practitioners Transformational change happens when those delivering care are motivated and inspired to do things differently. The Next Stage Review emphasised the need for a high quality workforce to deliver high quality care and introduced the healthcare professional for the 21st century being practitioner, partner, leader. Contributors to the programme have built on the concept of practitioner, partner, leader to develop attributes for community practitioners that will generate radical improvement. Many good initiatives flounder because insufficient attention is paid to the staff themselves and the actions needed to create the climate in which the desired attributes can ensure success. Organisations implementing change will want to consider how they promote such attributes in their own workforce, and the action needed on a number of fronts. How staff are educated and trained, managed and led, how services are commissioned and regulated, and how performance is monitored, can all contribute to the creation of a positive, enabling culture in which staff constantly strive to improve safety, effectiveness and experience of care. Conversely, the same factors can mitigate against empowerment, motivation and personal accountability, reducing the likelihood of success. Social movement A group of people with a common ideology who try together to achieve certain general goals; features include: Energy Mass Pace Momentum Passion Commitment Spread Sustainability References ADAIR, J. 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Chief Executive of the NHS (2011) Institute for innovation and Improvement Available at: www.institute.nhs.uk/building_capability/general/building_capability.html accessed on 19/02/2011 PARKER, M. (2008) Team Players and Team Work:New Strategies for the Competitive Enterprise 2nd ed. USA: John Wiley PARKIN, P. (2009) Managing Change in Healthcare Using Action Research. London: Sage. PEDLER, M. (2008) Action Learning for Managers 2nd ed. Cornwall: Godwen PIDERIT, S. (2000) Rethinking resistance and recognising ambivalence: a multidimentional view of attitudes toward an organisational change. Academy of Management Review. Vol. 25. pp. 783-795 PRYJMACHUK, S. (1996) Pragmatism and change: some implications for nurses, nurse managers and nursing. Journal of Nursing Management (4) pp. 201-205 ROLFE, G. FRESHWATER, D. JASPER, M. (2001) Critical Reflection in Nursing and the Helping Professions: a Users Guide. Basingstoke, Palgrave Macmillan. SLAVIN, R. (1996) Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology (21) pp.43-69. SULLIVAN, E. and GARLAND, G. (2010) Practical Leadership and Management in Nursing. Essex: Pearson Education Ltd. STEWART, J. ODONNELL, M. (2007) Implementing change in a public agency leadership, learning and organisational resilience International Journal of Public Sector Management. Vol. 20 (3) pp.239-251. STORDEUR, S., DHOORE, W. and VANDENBERGHE, C. (2001) Leadership, organisational stress, and emotional exhaustion among hospital nursing staff. Journal of Advanced Nursing Vol. 35 (4) pp. 533-542 TOPPING, K. (2005) Trends in Peer Learning. Educational Psychology Vol. 25 (6) pp.631-645. TUCKMAN, B. (1965) Developmental sequence in small groups. Psychological Bulletin Vol.63 (6) pp.384-99. Available at: www.mph.ufl.edu/events/seminar/Tuckman1965DevelopmentalSequence.pdf accessed on 27/02/2011 VALENTINE, P. (2001) A gender perspective on conflict management strategies of nurses. Journal of Nursing Scholarship. Vol. 33 (1) pp.69-74. WADDLE, D. and SOHAL, A. (1998) Resistance: a constructive tool for change management. Management Decision Vol 36 p543 WILL, M. (1997) Group Learning in Workshops New Directions for Adult and Continuing Education. No. 76. Winter 1997. Appendix 5 Five stages of grief Elisabeth KÃ ¼bler Ross 1 Denial Denial is a conscious or unconscious refusal to accept facts, information, reality, etc., relating to the situation concerned. Its a defence mechanism and perfectly natural. Some people can become locked in this stage when dealing with a traumatic change that can be ignored. Death of course is not particularly easy to avoid or evade indefinitely. 2 Anger Anger can manifest in different ways. People dealing with emotional upset can be angry with themselves, and/or with others, especially those close to them. Knowing this helps keep detached and non-judgemental when experiencing the anger of someone who is very upset. 3 Bargaining Traditionally the bargaining stage for people facing death can involve attempting to bargain with whatever God the person believes in. People facing less serious trauma can bargain or seek to negotiate a compromise. For example Can we still be friends?.. when facing a break-up. Bargaining rarely provides a sustainable solution, especially if its a matter of life or death. 4 Depression Also referred to as preparatory grieving. In a way its the dress rehearsal or the practice run for the aftermath although this stage means different things depending on whom it involves. Its a sort of acceptance with emotional attachment. Its natural to feel sadness and regret, fear, uncertainty, etc. It shows that the person has at least begun to accept the reality. 5 Acceptance Again this stage definitely varies according to the persons situation, although broadly it is an indication that there is some emotional detachment and objectivity. People dying can enter this stage a long time before the people they leave behind, who must necessarily pass through their own individual stages of dealing with the grief. Based on the Grief Cycle model first published in On Death Dying, Elisabeth KÃ ¼bler-Ross, 1969. Interpretation by Alan Chapman 2006-2009.

Last Sacrifice Chapter Three

WELL, NOT GONE EXACTLY. Muted. Kind of like how it had felt immediately after she'd restored Dimitri back to a dhampir. The magic had been so strong then that it had â€Å"burned out' our link. There was no blast of magic now. It was almost as though the blankness was intentional on her part. Like always, I still had a sense of Lissa: she was alive; she was well. So what was keeping me from feeling more of her? She wasn't asleep, because I could feel a sense of alert consciousness on the other side of this wall. Spirit was there, hiding her from me †¦ and she was making it happen. What the hell? It was an accepted fact that our bond worked only one way. I could sense her; she couldn't sense me. Likewise, I could control when I went into her mind. Often, I tried to keep myself out (jail captivity time excluded), in an attempt to protect her privacy. Lissa had no such control, and her vulnerability infuriated her sometimes. Every once in a while, she could use her power to shield herself from me, but it was rare, difficult, and required considerable effort on her part. Today, she was pulling it off, and as the condition persisted, I could feel her strain. Keeping me out wasn't easy, but she was managing it. Of course, I didn't care about the how of it. I wanted to know the why. It was probably my worst day of imprisonment. Fear for myself was one thing. But for her? That was agonizing. If it was my life or hers, I would have walked into execution without hesitation. I had to know what was going on. Had she learned something? Had the Council decided to skip right over a trial and execute me? Was Lissa trying to protect me from that news? The more spirit she wielded, the more she endangered her life. This mental wall required a lot of magic. But why? Why was she taking this risk? It was astonishing in that moment to realize just how much I relied on the bond to keep track of her. True: I didn't always welcome someone else's thoughts in my head. Despite the control I'd learned, her mind still sometimes poured into mine in moments I'd rather not experience. None of that was a concern now–only her safety was. Being blocked off was like having a limb removed. All day I tried to get inside her head. Every time, I was kept out. It was maddening. No visitors came to me either, and the book and magazines had long since lost their appeal. The caged animal feeling was getting to me again, and I spent a fair amount of time yelling at my guards–with no results. Tatiana's funeral was tomorrow, and the clock to my trial was ticking loudly. Bedtime came, and the wall in the bond dropped at last–because Lissa went to sleep. The link between us was firm, but her mind was closed off in unconsciousness. I'd find no answers there. Left with nothing else, I went to bed as well, wondering if I'd be cut off again in the morning. I wasn't. She and I were linked again, and I was able to see the world through her eyes once more. Lissa was up and around early, preparing for the funeral. I neither saw nor felt any sign of why I'd been blocked the day before. She was letting me back into her mind, just like normal. I almost wondered if I'd imagined being cut off from her. No †¦ there it was. Barely. Within her mind, I sensed thoughts she was still hiding from me. They were slippery. Each time I tried to grasp them, they fell out of my hands. I was amazed she could still use enough magic to pull it off, and it was also a clear indication that she'd blocked me out intentionally yesterday. What was going on? Why on earth would she need to hide something from me? What could I do about anything, locked in this hellhole? Again, my unease grew. What awful thing didn't I know about? I watched Lissa get ready, seeing no ostensible sign of anything unusual. The dress she'd ended up selecting had cap sleeves and went to the knee. Black, of course. It was hardly a clubbing dress, but she knew it would raise some eyebrows. Under different circumstances, this would have delighted me. She chose to wear her hair down and unbound, its pale blond color showing brightly against the dress's black when she surveyed herself in a mirror. Christian met Lissa outside. He cleaned up well, I had to admit, uncharacteristically wearing a dress shirt and tie. He'd drawn the line at a jacket, and his expression was an odd mix of nervousness, secrecy, and typical snark. When he saw Lissa, though, his face momentarily transformed, turning radiant and awestruck as he gazed at her. He gave her a small smile and took her into his arms for a brief embrace. His touch brought her contentment and comfort, easing her anxiety. They'd gotten back together recently after a breakup, and that time a part had been agonizing for both of them. â€Å"It's going to be okay,' he murmured, his look of worry returning. â€Å"This'll work. We can do this.' She said nothing but tightened her hold on him before stepping back. Neither of them spoke as they walked to the beginning of the funeral procession. I decided this was suspicious. She caught hold of his hand and felt strengthened by it. The funeral procedures for Moroi monarchs had been the same for centuries, no matter if the Court was in Romania or its new home in Pennsylvania. That was the Moroi way. They mixed the traditional with the modern, magic with technology. The queen's coffin would be carried by pallbearers out of the palace and taken with great ceremony all through the Court's grounds, until it reached the Court's imposing cathedral. There, a select group would enter for mass. After the service, Tatiana would be buried in the church's graveyard, taking her place beside other monarchs and important royals. The coffin's route was easy to spot. Poles strung with red and black silk banners marked each side. Rose petals had been strewn on the ground the coffin would pass over. Along the sides, people crammed together, hoping to catch a glimpse of their former queen. Many Moroi had come from far off places, some to see the funeral and some to see the monarch elections that would soon follow over the next couple of weeks. The royal family escort–most of whom wore saleswoman-approved black velvet– were already heading into the palace building. Lissa stopped outside to part ways with Christian since he certainly had never been in the running to represent his family for such an honored event. She gave him another fierce hug and a light kiss. As they stepped away, there was a knowing glint in his blue eyes–that secret that was hidden from me. Lissa pushed through the gathering crowds, trying to get to the entrance and find the procession's starting point. The building didn't look like the palaces or castles of ancient Europe. Its grand stone farade and tall windows matched the Court's other structures, but a few features–its height, wide marble steps–subtly distinguished it from other buildings. A tug at Lissa's arm stopped her progress, nearly causing her to run into an ancient Moroi man. â€Å"Vasilisa?' It was Daniella Ivashkov, Adrian's mother. Daniella wasn't so bad as royals went, and she was actually okay with Adrian and me dating–or at least, she had been before I became an accused murderer. Most of Daniella's acceptance had come from the fact that she believed Adrian and I would split up anyways once I received my guardian assignment. Daniella had also convinced one of her cousins, Damon Tarus, to be my lawyer–an offer I'd rejected when I chose Abe to represent me instead. I still wasn't entirely sure if I'd made the best decision there, but it probably tarnished Daniella's view of me, which I regretted. Lissa offered up a nervous smile. She was anxious to join the procession and get all of this over with. â€Å"Hi,' she said. Daniella was dressed in full black velvet and even had small diamond barrettes shining in her dark hair. Worry and agitation lined her pretty face. â€Å"Have you seen Adrian? I haven't been able to find him anywhere. We checked his room.' â€Å"Oh.' Lissa averted her eyes. â€Å"What?' Daniella nearly shook her. â€Å"What do you know?' Lissa sighed. â€Å"I'm not sure where he is, but I saw him last night when he was coming back from some party.' Lissa hesitated, like she was too embarrassed to tell the rest. â€Å"He was †¦ really drunk. More than I've ever seen him. He was going off with some girls, and I don't know. I'm sorry, Lady Ivashkov. He's probably †¦ well, passed out somewhere.' Daniella wrung her hands, and I shared her dismay. â€Å"I hope nobody notices. Maybe we can say †¦ he was overcome with grief. There's so much going on. Surely no one will notice. You'll tell them, right? You'll say how upset he was?' I liked Daniella, but this royal obsession with image was really starting to bug me. I knew she loved her son, but her main concern here seemed to be less about Tatiana's final rest than it was about what others would think about a breach of protocol. â€Å"Of course,' said Lissa. â€Å"I wouldn't want anyone to †¦ well, I'd hate for that to get out.' â€Å"Thank you. Now go.' Daniella gestured to the doors, still looking anxious. â€Å"You need to take your place.' To Lissa's surprise, Daniella gave her a gentle pat on the arm. â€Å"And don't be nervous. You'll do fine. Just keep your head up.' Guardians stationed at the door recognized Lissa as someone with access and allowed her in. There, in the foyer, was Tatiana's coffin. Lissa froze, suddenly overwhelmed, and nearly forgot what she was doing there. The coffin alone was a work of art. It was made of gleaming black wood, polished to brilliance. Paintings of elaborate garden scenes in shining metallic colors of every hue adorned each side. Gold glittered everywhere, including the poles that the pallbearers would hold. Those poles were draped with strings of mauve roses. It seemed like the thorns and leaves would make it difficult for the pallbearers to get a good grip, but that was their problem to deal with. Inside, uncovered and lying on a bed of more mauve roses, was Tatiana herself. It was strange. I saw dead bodies all the time. Hell, I created them. But seeing a body that had been preserved, lying peacefully and ornamentally †¦ well, it was creepy. It was strange for Lissa, too, particularly since she didn't have to deal with death as often as I did. Tatiana wore a gleaming silk gown that was a rich shade of purple–the traditional color for royal burial. The dress's long sleeves were decorated with an elaborate design of small pearls. I'd often seen Tatiana in red–a color associated with the Ivashkov family–and I was glad for the purple burial tradition. A red dress would have been too strong a reminder of the bloody pictures of her that I'd seen at my hearing, pictures I kept trying to block out. Strings of gemstones and more pearls hung around her neck, and a gold crown set with diamonds and amethysts rested upon her graying hair. Someone had done a good job with Tatiana's makeup, but even they couldn't hide the whiteness of her skin. Moroi were naturally pale. In death, they were like chalk–like Strigoi. The image struck Lissa so vividly that she swayed on her feet a little and had to look away. The roses' scent filled the air, but there was a hint of decay mixed in with that sweetness. The funeral coordinator spotted Lissa and ordered her into position–after first bemoaning Lissa's fashion choice. The sharp words snapped Lissa back to reality, and she fell in line with five other royals on the right side of the coffin. She tried not to look too closely at the queen's body and directed her gaze elsewhere. The pallbearers soon showed up and lifted their burden, using the rose-draped poles to rest the coffin on their shoulders and slowly carry it out to the waiting crowd. The pallbearers were all dhampirs. They wore formal suits, which confused me at first, but then I realized they were all Court guardians–except one. Ambrose. He looked as gorgeous as always and stared straight ahead as he did his job, face blank and expressionless. I wondered if Ambrose mourned Tatiana. I was so fixated on my own problems that I kept forgetting a life had been lost here, a life that many had loved. Ambrose had defended Tatiana when I'd been angry about the age law. Watching him through Lissa's eyes, I wished I was there to speak to him in person. He had to know something more about the letter he'd slipped me in the courtroom. Surely he wasn't just the delivery boy. The procession moved forward, ending my musings about Ambrose. Before and ahead of the coffin were other ceremonial people. Royals in elaborate clothing, making a glittering display. Uniformed guardians carrying banners. Musicians with flutes walked at the very back, playing a mournful tune. For her part, Lissa was very good at public appearances and managed the slow, stately pace with elegance and grace, her gaze level and confident. I couldn't see outside her body, of course, but it was easy to imagine what the spectators saw. She was beautiful and regal, worthy to inherit the Dragomir legacy, and hopefully more and more would realize that. It would save us a lot of trouble if someone would change the voting law through standard procedures, so we didn't have to rely on a quest for a lost sibling. Walking the funeral route took a long time. Even when the sun started sinking down toward the horizon, the day's heat still hung in the air. Lissa began to sweat but knew her discomfort was nothing compared to the pallbearers'. If the watching crowd felt the heat, they didn't show it. They craned their necks to get their one glimpse of the spectacle passing before them. Lissa didn't process the onlookers so much, but in their faces, I saw that the coffin wasn't their only focus. They were also watching Lissa. Word of what she'd done for Dimitri had blazed around the Moroi world, and while many were skeptical of her ability to heal, there were just as many who believed. I saw expressions of wonder and awe in the crowd, and for a second, I wondered who they'd really come to see: Lissa or Tatiana? Finally, the cathedral came into view, which was good news for Lissa. The sun didn't kill Moroi like it did Strigoi, but the heat and sunlight were still uncomfortable for any vampire. The procession was nearly finished, and she, being one of those allowed into the church service, would soon get to enjoy air conditioning. As I studied the surroundings, I couldn't help but think what a circle of irony my life was. Off to the sides of the church's extensive grounds were two giant statues showing ancient Moroi monarchs of legend, a king and queen who had helped the Moroi prosper. Even though they were a fair distance from the church, the statues loomed ominously, like they were scrutinizing everything. Near the queen's statue was a garden that I knew well. I'd been forced to landscape it as punishment for running off to Las Vegas. My true purpose on that trip–which no one knew–had been to free Victor Dashkov from prison. Victor had been a longtime enemy of ours, but he and his brother Robert, a spirit user, had held the knowledge we needed to save Dimitri. If any guardians had found out that I'd freed Victor–then later lost him–my punishment would have been a lot worse than filing and landscaping. At least I'd done a good job with the garden, I thought bitterly. If I was execu ted, I'd leave a lasting mark at Court. Lissa's eyes lingered on one of the statues for a long time before she turned back to the church. She was sweating heavily now, and I realized some of it wasn't just the heat. She was anxious too. But why? Why was she so nervous? This was just ceremony. All she had to do was go through the motions here. Yet †¦ there it was again. Something else was bothering her. She was still keeping a cluster of thoughts from me, but a few leaked out as she worried. Too close, too close. We're moving too fast. Fast? Not by my estimation. I could have never handled this slow, stately pace. I felt especially bad for the pallbearers. If I were one, I would've said to hell with propriety and started jogging toward my final destination. Of course, that might jostle the body. If the funeral coordinator had been upset over Lissa's dress, there was no telling how she'd react if Tatiana fell out of the coffin. Our view of the cathedral was getting clearer, its domes shining amber and orange in the setting sun. Lissa was still several yards away, but the priest standing out front was clearly visible. His robes were almost blinding. They were made of heavy, glittering gold brocade, long and full. A rounded hat with a cross, also gold, sat on his head. I thought it was in poor taste for him to outshine the queen's clothing, but maybe that was just what priests did on formal occasions. Maybe it got God's attention. He lifted his arms in welcome, showing off more of that rich fabric. The rest of the crowd and I couldn't help but stare at the dazzling display. So, you can imagine our surprise when the statues blew up.

Prayer in School Essay

John Knox Press, 1996. 45-218. In this book the author gives an epic description of the controversy surrounding the debate on prayer in public schools. It touches on the legal aspects as well as the interpretation of among other articles the first amendment. Alley uses history and preceding events to bring out his argument against prayer in public schools terming the practice as an abuse and harassment of the minority by the majority who are keen on imposing their own definition of faith. He asserts that the law on first amendment religion issues has adequately and consistently clarified the differences that exist between church and state. He cited some cases such as Barnette, McCollum, Everson, Engel and Schempp to mention but a few as having set precedence thus preventing future conflict. However, one reads anti Christianity overtones which bring up the question of objectivity due to his obvious bias. He has successfully presented one side of the debate with a personal tone. The book strongly opines that any form of religious inclinations in public schools is incompatible with the constitution as well as with the principle of democracy. Murray, J. William. Let us pray: A plea for prayer in our school. New York: William Morrow & Co, 1995. 11-97. In the first pages of his interesting book, Murray tells of his atheist past that was directed by his mother Madalyn Murray and how he, as a 14 year old was a plaintiff against the Baltimore School system. The suit led to the Supreme Court’s decision that outlawed public school prayer and bible reading. Murray later converts to Christianity and embarks on a mission aimed at undoing the ‘damage’ done by his past. He becomes a strong proponent of prayer in Schools arguing that this is the one way of rooting out the moral decay in the society. Among other arguments, he presents the debate as conflicting discomforts. ‘The discomfort of minority faiths or nonbelievers at hearing prayer in school versus the discomfort of Protestant Christians at being prohibited from public prayer’. He allows that the drafters of the constitution are misinterpreted by those who claim that they intended to eradicate prayer from public institutions. Rather, he cites influential figures such as John Locke and Tocqueville as strong believers in the value of prayer in providing positive guidance to the society. His recommendations are however weak since the freedom he seeks could be confused with what is provided for in the constitution. Again the founding fathers he cites are understood to have given us the current laws and so his enlisting them undermines his very argument. Cookson, Catharine. Regulating Religion: The Courts and the Free Exercise Clause. New York: Oxford University Press, 2000. 54, 67-75. In this book, Catherine Cookson delves into the issues of the law and the authority of state as laid down in the constitution on one hand and the obligations of conscience on the other. She embarks on a project to provide the solution for a recurrent problem. She examines the history of the Christian tradition as well as more contemporary political development of religious freedom (186). Her argument on the free exercise clause is vivid and thought provoking as she seeks the balance between the majority’s right to religious expression and public prayer and the minority’s discomfort arising from that kind of expression. U. S Department of Education. Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools. Available on-line at: http://www. ed. gov/policy/gen/guid/religionandschools/prayer_guidance. html Accessed on 12. 04. 07. This article deals with the legal aspect of the debate on prayer in schools. The article endeavors to provide information on the current state of the law concerning constitutionally protected prayer in the public schools, and therefore spell out the extent to which prayer in public schools is lawfully protected. The Case against School Prayer. Available online at: http://209. 85. 135. 104/search? q=cache:RTckL_PUwSEJ:ffrf. org/nontracts/schoolprayer. php+prayers+in+school&hl=en&ct=clnk&cd=1&gl=ke. Accessed on 12. 04. 07. In this article the author delves into the arguments against school prayer. The author advances the argument that prayers are private and yet there is nothing private about a public school. Therefore the two are incompatible and should not mix. He/She asserts that public schools cater for students with varying backgrounds and religious inclinations and they should not be subjected to rules that promote one form of religious expression. According to the author of the article, Public prayer leads to discrimination of the minority and a denial of their right to worship. The article refutes the claim that prayer in school has any value in checking societal excesses. The conclusion calls for total separation of church and state arguing that this is one way of preventing divisiveness in the society. Works Cited Campbell, Ted A. Christian Confessions: A Historical Introduction. Louisville, KY: Westminster John Knox Press, 1996. Questia. 12 Apr. 2007 . Cookson, Catharine. Regulating Religion: The Courts and the Free Exercise Clause. New York: Oxford University Press, 2000. Questia. 12 Apr. 2007 . Murray, J. William. Let us pray: A plea for prayer in our school. New York: William Morrow & Co, 1995. U. S Department of Education. Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools. Available on-line at: http://www.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html Accessed on 12.04.07

Love and Hate in Since theres no help, come let us kiss...

Love and Hate in Since theres no help, come let us kiss and part. Theres a thin line between love and hate describes the theme of Michael Draytons sonnet Since theres no help, come let us kiss and part. Unlike most love sonnets, which talk about the many intricacies of love, Draytons poem discusses the end of love and its possible recovery. This Shakespearean sonnet consisting of 14 lines can be subdivided into 3 parts. In each part, the poet uses a different voice. He uses 1st person in the first part, 3rd person in the 2nd part and 2nd person in the last part. Each section of the poem has a different theme that contributes to the whole theme of the poem. The 1st section of the poem, lines 1 through 8, contains†¦show more content†¦Despite the austere appearance of this statement, the word Nay expresses the lovers apprehensiveness associated with his decision. Its as if hes attempting to convince himself as well as his reader that the relationship is ruined. Thus, giving an uncertain and doubtful impression. The third line reiterates this notion. After first assuring himself you get no more of me, the lover says And I am glad, yea glad with all my heart. Its as though he is forcing himself and us to believe that hes glad, glad with all his heart. Also, the word heart emphasizes the love-hate theme of the poem. A heart is the instrument by which humans feel love and hate. Its interesting that both extremes reflect themselves within the same place. The heart that once loved this woman wants desperately to hate and forget her. Furthermore, the word glad is a paradox in itself. In a situation where a relationship is ending, the l ast emotion anyone feels is glad. Here the poet grabs this emotion and molds it into an unexpected situation. As the poem progresses in this first section, the lovers tone becomes more acrimonious and less understanding. 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