The Leadership Influence And Motivation

The Leadership Influence And Motivation Before I can describe how my understanding has evolved; it is important that I give one of my change experience. I was responsible for implementing and managing a change program within the logistical function. I was the change implementer and strategist within the change program. The scope of the change affected the engineering and logistical functions daily working. I initially thought about and planned for the negative effects on the logistical employees motivation, commitment and perception of job security. This transformational change was the outcome of economic factors within the far environment of the business cause by the global credit crunch, slow rate of economic growth and internally by the need to reduce cost. The garage at Harrow Weald (HD) failed to retain 2 contracts from Transport for London as the business was out bid by the competition, First bus. This resulted was a reduced work load for the Material Manager at HD. The Material Manager workload reduced from 9% in 2009 to 6% between January 2010 and May 2010. I made the decision along with the Head of Purchasing, with support from the Engineering Director to merge Edgware (EW) and HD store rooms because of the 5 miles distance between sites and the same bus types at their locations. The Material Manager at HD will be moving to Holloway (HT) to support HT as their current workload has increased to 25% and the Material Manager at EW will be running HD and EW store rooms. Personally this was needed to reduce cost at HD logistical function; if cost was not reduced, this might have led to redundancies. I felt I had to do something to protect my team while solving a manning issue at HT. However, I learnt as the change continued that it was not the Material Managers or the Trade unions (TU) unitary involvement which had the negative views caused by the uncertainty created by this change program. But the Engineering managers of EW and HD who were worried about their logistical cover for their repair programs. There were a lot of resistance from the Engineering managers which my change program did not take in account. I did not understand the reasons at the time. From that experience; I have learnt from reading about the range of stability Arnold et al., ibid and using the stakeholder analysis model. (The principles and practices of change Pg 16) That understanding behaviour and attitudes is vital in the change process. Using that methodology; more careful planning by using multiple change tools, frameworks and by providing information through sensitive implementation; while involving everyone affected by the changes; will help increase the success of the change. Any change program needs to be understood fully by providing information, which will strengthen the program and implemented in a way that people can cope effectively with it. I failed to inform and involved the Engineering managers within the change sufficiently before. I needed to show people that the change had integrity and benefits. I see treating people with humanity, honesty and respect will reduce the resisting forces, thats involves good leadership. Change I now see; can be unsettling to everyone within the program; managers and staff, nothing must be taken for granted within change. If change is forced on people problems and resistance normally arise. I have come to realize; that I can achieve my personal change if I follow the same format. Change must be realistic, achievable and measurable (SMART). Figure 1 How my understanding of change has evolved over the 5 weeks This is what I took for granted; as the Engineering managers were managers, I expected them to be committed to the change. I did not focus on their needs 1.2 McKinsey 7S Model The McKinsey 7-S model is an approach to planned internal change devised by Peters (1970). This method collectively analyzes the interdependence between 7 variables on how the change within business must operate. I really identify with this model because it focuses on internal relationships between systems and people. Figure 2 McKinsey 7S Model (The principles and practice of change Pg 11) If I had used this model during my pervious change program, I might have notice the interdependence between the Engineering managers and their repair program. Thus with this information, I could have created a clearer shared vision and involve them within the strategies. I will be using this in the future on my stores project to research the interdependence of systems and people to reduce resistances and improve communication. 1.3 Kurt Lewins Force Field Analysis This model from Lewin (1940) focuses on the individuals who resist change and do not want to change their status quo (The principles and practices of change Pg 278). According to figure 3; there are 2 types of forces within a change program. This model looks at internal and external forces; the change strategy looks to increase the change driving forces and at the same time reduce the resistance forces. This model would have being useful in my previous experience of change; as it focuses on peoples activities who are affected by the change in a negative or positive way. This is definitely a useful model for the future as it helps to formulate strategies used in reducing these resisting forces. Figure 3 Force Field Analysis Source: www.change-management-coach.com/images/force-field-analysis.jpg accessed 19-12-10 1.4 Kotter Model To me this is the most important model I have come across; it focuses on internal and external factors and forces to bring about organizational change. However to me it seems a little complex and time consuming. However this theoretical emergent approach to change known as the Kotter Model is great way of analyzing, planning and implementing change which involves 8 steps Figure 4 Kotter 8 step Model Source: www. downloadsoftwarestore.com/software_images/82/34/00053482/Software__Kotter_Change_Model-screenshot.gif Accessed 19-12-10 Personally, I really like this model compared to McKinsey 7-S model and Kurt Lewins Force Field Analysis, as this model focuses on the change drivers internally and externally and the reason for change. It looks at empowerment of staff and picking the right change leaders to make the change work. The model is complex as it entails focusing on the entire organization, the impact of the change and timing is critical between steps. What is beautiful about it; it also looks at the aftermath of the change and quick wins to encourage participation and visual simulation. However change is complex and I now see using one model or framework within a change program, something or someone will be missed. Over the last 5 weeks; I have learnt that organization does not exist in isolation, but its part of a complex 3 phases environment. These environments exhort pressure on businesses internally and externally. The organization has to change to meet these pressures in order to survive, adapt or seize opportunities. Thus its essential to use multiple frameworks, good leadership and evaluations to increase the sustainability of change. Part 2 2.1 Identify the aspects of change which you expect to follow up in later work in developing your EBI From my research; I came across Leadership and change in small firms and entrepreneurship http://learn.open.ac.uk/mod/oucontent/view.php?id=439879 accessed 02-01-11. The concept of Entrepreneurial Leadership illustrated in figure 5; which is leading through direct involvement by creating shared values for organizational stakeholders. Through flexibility, innovations and evolving concepts of organizational frameworks that can be constantly changed. Thus change is welcome and second natured within the business. Figure 5 Paradigm of keys to organizational excellence and leadership strategies Source: Darling and Beebe, 2007, p. 87 At this stage; I believe this course will enables me to review my current leadership style illustrated in figure 6. I will never become a perfect leader or manager, I acknowledge this now. But I am someone who likes order and I have chosen change tools which bring order to the change complexity. Now, I am going to step out of my comfort zone with the cognitive, affective and behavioural responses to change framework and identify ways to improve my leadership skills and effectiveness by contributing to an environment that empowers my managers by encouraging innovative thoughts. By allowing my managers to lead me to a vision within my stores project will improve our systems inside the logistical function. According to Gersick (1991) Change brings about positive and negative emotions caused by stimuli within the change, which affects our behaviour (The principles and practices of change Pg 185). Figure 6 My development of leadership and change at workUnderstanding emotional intelligence, as defined by Goldman (1998), is often associated with key social skills which includes self-awareness, trust and empathy which are also important in the workplace. Using the Goldmans five major factors of emotional intelligence model illustrated in figure 5 which involves intrapersonal and interpersonal components. I would like to explore more in the upcoming weeks at work. Gersick (1991)- stimuli Kotter (2009)- Leadership or Management Vera and Rodriguez-Lopez (2004)- Humility Baker (2009- Fellowship Goldman- (1998)- Emotional Intelligence Self discovery- Improve communication and relationships at work My Delivery- Making it happen Innovation and Design- Using My Emotional Intelligence My Vision- involves fellowship and humility leadership, allowing myself to be led My Discovery and Planning- cognitive, affective and behavioural responses to change framework http://www.infopeople.org/training/webcasts/webcast_data/203/FiveComponentsEmotionalIntelligence.pdf accessed 02-01-10 To achieve this concept, I have to be trusted and respected within the change program, which have to demonstrate integrity by doing the right things. This concept is very fascinating and I think this is the pinnacle of me evolving; this tie into my humility and emotional aspects of leadership I am trying to explore as part of my EBI. The concept of giving respect and providing meaning by creating a sense of worth to the change recipients will show my humility. Thus increasing the level of commitment to the change while keeping change recipients within their range of stability and (The principles and practices of change Pg 16) reducing the resisting forces. I do not see myself as a brilliant change agent; but I do understand how change can make people feel uneasy and the level of uncertainty that can be created from my past experience of change. In achieving successful organizational change, I must able to inspire and turn negatives into positives by finding innovative ways of doing things while working with the change recipients. Even if the change has bad news, being honest and open will help build trust through positioning; which will enable my reputation for future change programs to be viewed with honesty, confidence and respect. Over the 5 weeks I come to understand that organizing and communicating the possibilities of what can be achieve from the change is management and while giving meaning to change is leadership. Trust through positioning implies having predictability, accountability and reliability this provides the foundation for the change integrity. Now the question is how I would show this within my EBI and does this make any sense. 2.2 Give a brief summary of the scouting work (including key inquiries) you have undertaken on the options and opportunities for your EBI EBI name Key features Stores reorganisation -Current organisational change program Exploring differing leadership and management theories and concepts. Then putting them into practice 6 months to complete Work related Researching universities to study my MBA My personal goal Will have to involve friends and family Searching for a new job in China to further -Very challenging -Risky -My personal and situational goal Relevance, feasibility and ranking of EBIs which were identified during scouting EBI name Relevance1 Relevance to my organisation1 Feasibility2 Rank Stores reorganisation- 75% sure Probably very relevant Probably very achievable 1 Researching universities to study my MBA 20%- sure May be relevant, but cant quite tell Im pessimistic about my ability to do this 2 Searching for a new job in China to further 5%- sure Not very relevant to my organisation at first glance Im uncertain about whether it can be done 3 After the TMA 2; I spoke with my mentor about possible EBIs. We were both in agreement that the stores reorganisation project is a perfect inquiry for my EBI; as there are elements of change and leadership focusing on the emotional characteristic of humility within the project and the project deals with changes which I personally would like to develop, as I am too task- oriented. This will encourage me to reflect on my daily experiences, identify what I would like to learn about from the course materials and the Tutor group forums. In addition try to engage with the course materials and themes in the light of my experiences. This is essential for me to develop as a good leader and manager and I will be able to use this knowledge and notes, I have acquired via this process to advance to my EBI. Although the entire aspects of my EBI is still unclear with the problems of linking leadership and change together is still a little ambiguous. I still have some doubts of which EBI to choose and what area of leadership and change to focus on. In addition, if I am actually making a journey into a better leader or manager, but I am learning new theories and framework to deal with my day to day work problems. Additionally, the stores reorganisation is a very important project for me and my logistical team. I am trying to standardise the warehouses layout throughout 10 sites. The local material managers are already not happy with some of my ideas, but I need to win them over with the new warehouse layout which will test my own leadership skills, by letting go of my order and control and letting them lead me to a shared vision of the change. Thus, I might use my stores reorganisation project as one giant inquiry for my EBI. I have also spoken with my line manager; to check the feasibility of the stores project; he is happy for me to use the project as part of my studies. However, he added that the stores project was already complex without adding another dimension of things to do. I never thought about the stores project with this perspective, therefore, the following questions will need to be addressed: is it too complex to conduct an EBI with such an important work project? Can I test and report on any actual growth within my understanding of things I have learnt? His perspective has added a new dimension on my possible EBIs and created a level of uncertainty. Word count Part 1 1.1 My change experience and change issues- 568 words 1.2 McKinsey 7S Model- 117 words 1.3 Kurt Lewins Force Field Analysis-113 words 1.4 Kotter Model- 248 words Total: 1089 Words Part 2 2.1 Identify the aspects of change- 529 words 2.2 Give a brief summary of the scouting work- 544 words Total: 1073 words Part 1+ Part 2 = 2119 words 3.1 Appendix Stocktaking Week 16 What do you feel about the course so far? How have you found it? (You may find it helpful to look at some possible responses on page 8 of Study Guide 2.) What are the three most important things you have picked up so far? What have been the three most important things so far? Have you shared your work on B204 with colleagues at work? What do they think about what you are doing? After the scouting and the study you have done, how do you now feel about the EBI you will have to do? Do you feel you are in control of your learning on the course or are you just being driven along by the work and the schedules? What are the reasons for your answer? What things are you hoping to build on as your move into Phase 2? Looking forward, what things are you now feeling most anxious about? What are your real hopes and concerns about the next stages of the course? What issues have really struck you most? Any other thoughts

Wgu Hat Task 3

Environmental and Global Health EEEeeCommunity Health Nursing EE Community Health Nursing Environmental and Global Health- ­? HAT Task #3 Lynn Senfelds Western Governor’s University Environmental and Global Health Task A- ­? 1 The Communicable Disease Outbreak of Avian Influenza 2 Communicable diseases account for approximately 1/4th of worldwide mortality, contributing to more than 15 million deaths each year (Kierny, Exclor, and Girard, 2004). There have been three pandemics of Avian Influenza in the last century- ­? 1918, 1957, and 1968. There have been worldwide outbreaks of Avian Influenza among poultry over the years. It is ot easily passed from birds to humans. The first outbreak of Avian Influenza A (H5N1) in humans was in Hong Kong in 1997. In March through May of 1997, a die off of poultry was reported, due to a highly virulent disease. Research revealed it was from Avian Influenza (H5N1). In May, a three- ­? year- ­? old boy died of â€Å"complicationsâ⠂¬  from H5N1. In early December, three more deaths occurred as a result of Avian Influenza infection, ages 60, 54 and 13. Five more cases involving varying ages were confirmed by mid December. A two and three year old were cousins to a five year old who became ill. There were 18 confirmed cases and deaths related to the H5N1 strain of influenza by the end of the year. The age range was one to sixty. The infection was acquired by humans directly from chickens. According to Butcher and Miles (2004), on December 28, 1997, the Hong Kong Department of Agriculture Fisheries ordered a slaughter of all chickens for a total of 1. 3 million chickens. Exports from Mainland China were halted temporarily. A2- ­? The Epidemiological Indicators Associated with Avian Influenza Since the China outbreak of avian influenza H5N1, the virus has become endemic in Asia, and has caused outbreaks in Europe and Africa. Despite detailed study, ittle is known about the epidemiology of the virus. The freque ncies of human infection Environmental and Global Health have not been determined, and we urgently need seroprevalence studies. The expanding geographic outbreaks in Russia, Mongolia and Kazakhstan indicate that more human populations are at risk (Avian Influenza, 2005). The fatality rate in China in 1997 was higher in people over age 13. The case fatality rate was 44%. There was a 57% mortality rate in the patients over age 13 and all of those had 3 severe clinical disease. Patients younger than age five had mild symptoms with one death from complications from ReyesSyndrome. Of the seven patients over age 18, six died (88% mortality). Seven of the 18 cases had direct or indirect contact with poultry (Butcher & Miles, 2004). There are vaccinations for H1N1 and H3N2. Human trails for H5N1 are in progress. Qualitative indicators include awareness of available immunizations, early treatment with antivirals and prevention. Prevention includes chemical agents and physical environments su ch as soaps, alcohol and chlorination. Influenza A virus is readily inactivated by a variety of agents. Secondary prevention is available for those who have been exposed. The World Health Organization has a reserve mount of oseltamivir for a possible pandemic, which is an effective antiviral to extinguish or delay the spread of the virus. There are safe, inactive immunogenic vaccinations that have been developed (Avian Influenza, 2005). Awareness and availability will impact the incidence of an outbreak. The China outbreak was not well understood; therefore, preventative measures were not yet in place. Many were exposed and infected but were not developing clinical disease, and only seven of the 18 cases had direct or indirect contact with poultry. Universal precautions and practicing good hygiene is the best way to prevent the spread of nfluenza. Hand Environmental and Global Health washing for 15- ­? 20 seconds, covering the mouth and nose when coughing or sneezing and avoiding touching the mouth, eyes and nose will be effective in 4 controlling the spread of the virus. Accessibility to health care, health care facilities, and education will affect future outbreaks. Access to services, the percent of people who receive coverage and quality of service as defined by those that follow standard guidelines will be the best definers of qualitative indicators. Services must be equally distributed and compliance should be monitored. A3- ­? Analyze the EpidemiologicalData The Hong Kong outbreak of avian influenza resulted in 18 human cases and eight deaths. This represents a 44% case fatality rate. According to the World Health Organization (April, 2011), there has been a widespread reemergence in 2003 and 2004 and the virus has spread from Asia to Europe and Africa. This has resulted in millions of poultry infections and several hundred human cases with a high case fatality rate. This is consistent with the Hong Kong outbreak. Ongoing H5N1 viral infections in po ultry continue to pose a threat to public health. They have the potential to change into a form that is more easily transmissible mong humans. Outbreaks of avian influenza raise global health concerns. This is related to the virus’s potential to cause serious illness in people and it’s pandemic capacity. The risk factors associated with the Hong Kong outbreak were those who had direct or indirect contact with infected live or dead poultry. A contaminated environment was also a consideration. Possible human- ­? to- ­? human transmission was indicated because a two and three year old were cousins to a five year old who became sick. 100% of the patient’s over age 13 had severe clinical disease with a Environmental and Global Health 57% mortality rate (Butcher &Miles, 2004). Many more people were exposed and 5 infected but did not develop clinical disease. The data indicates that those at risk for contracting the virus and sustaining disease were people with com orbidity and those with an already compromised immune system. A4- ­? Route of Transmission Avian influenza is a viral infectious disease of birds. Most of these do not infect humans. Influenza viruses are believed to cycle from birds to swine then swine to humans. The H5N1 strain of the virus has infected humans. Direct avian to human transmission is the major means of infection. The exact mode and sites of viral acquisition into he respiratory tract are not fully understood. Handling of infected live or dead poultry during the week before the onset of symptoms appears to be the greatest risk factor. Most patients acquire the virus from raising poultry inside of outside of their homes. Consuming raw or undercooked diseased poultry, handling or preparing diseased poultry and playing with sick poultry have all been indicated as potential risk factors (Avian influenza, 2005). Some possible transmission routes include contact with virus- ­? contaminated fomites or with fertilizer th at contains poultry feces. The respiratory tract is then self- ­? inoculated or nhalation of airborne excreta may occur. Human- ­? to- ­? human transmission remains unclear, however, respiratory secretions and all other bodily fluids should be considered potentially infectious. Environmental and Global Health A5- ­? Graphic Representation of Outbreak 6 H5N1 infects foreign exchange student while visiting a China family farm 100% infection of poultry , 18 human infections Students mother has traveled to Africa for a humanitarian visit after contact with daughter 100 cases in Africa Student flys home and has a two hour lay- ­? over in Chicago, then arrives home in Madison. 10 cases in Chicago, 5 cases in MadisonWithin 9- ­? 10 days of contact with student, there is a 61% fatality rate of those between ages 10- ­? 19. Student goes back to university classes. Within 7 days student develops a fever & difficulty breathing Environmental and Global Health A6- ­? How the Outb reak Could Affect my Community The H5N1 virus does not currently spread from human to human efficiently. The fact that all influenza viruses have the ability to change leads health care 7 professionals to be prepared for a potential pandemic. There is little to no immunity against the virus because humans are not usually infected. If there were an outbreak in my community, steltamivir for people one year and older and zanamivir for people five years and older are two antiviral medications that may be effective treatment options. According to the CDC (2012), prophylaxis with these medications should be started within 2 days of known contact/exposure to a suspect case for a period of seven days. The community would need to assess high- ­? risk groups. High- ­? risk exposure groups are household members or close family members. Health care personnel who have contact within six feet of an infected patient are at moderate risk. The use of approved personal protective equipment will d ecrease risk of nfection. There are many people in the population at risk for complications that would need to be screened; diabetics, asthmatics, people with heart conditions, adults ages 65 and older, pregnant women and children under age two to name a few. Current knowledge in global health initiatives in order to protect our communities from communicable diseases is necessary. 60% of 600 human cases from 15 countries have died from H5N1 infection (CDC, 2012). This high mortality rate indicates a need for health care professionals to stay alert to early signs of potential infection such as fever and difficulty breathing. Screening questions uch as recent travel is a key factor in early detection. Protecting the vulnerable Environmental and Global Health populations, education and early diagnosis and treatment are also key factors to prevent the spread of avian influenza in any community. B- ­? Community Health Nurse/SARS The community health nurse has a responsibility to be awa re of communicable disease trends regarding incidence, prevalence and mortality in their areas due to 8 the potential for spread of disease worldwide. Health care providers are required to report cases of SARS to the state or local health department. Some communities have infection control

Implementing On Item Click / Double Click for TListView

Delphis TListView control displays a list of items in columns with column headers and sub-items, or vertically or horizontally, with small or large icons. As do most Delphi controls, the TListView exposes the OnClick and OnDblClick (OnDoubleClick) events. Unfortunately, if you need to know what item was clicked or double clicked you cannot simply handle the OnClick / OnDblClick events to get the clicked item. The OnClick (OnDblClick) event for the TListView is fired whenever the user clicks the control - that is whenever the click occurs somewhere inside the client area of the control. The user can click inside the list view, BUT miss any of the items. Whats more, since list view can change its display depending on the ViewStyle property, the user might have clicked on an item, on an item caption, on an item icon, nowhere, on an item state icon, etc. Note: the ViewStyle property determines how items are displayed in the list view: the items can be displayed as a set of movable icons, or as columns of text. ListView.On Item Click ListView.On Item Double Click To be able to locate the clicked (if there is one) item when the OnClick event for the list view is fired, you need to determine what elements of the list view lie under the point specified by the X and Y parameters - that is the location of the mouse at the moment of click. The TListiews GetHitTestInfoAt function returns information about the specified point in the list view’s client area. To make sure the item was clicked (or double clicked) you need to call the GetHitTestInfoAt and react only if the click event occurred on an actual item. Heres an example implementation of the ListView1s OnDblClick event: //handles ListView1s On Double Clickprocedure TForm.ListView1DblClick(Sender: TObject) ; var   Ã‚  hts : THitTests;   Ã‚  ht : THitTest;   Ã‚  sht : string;   Ã‚  ListViewCursosPos : TPoint;   Ã‚  selectedItem : TListItem; begin   Ã‚  //position of the mouse cursor related to ListView   Ã‚  ListViewCursosPos : ListView1.ScreenToClient(Mouse.CursorPos) ;   Ã‚  //double click where?   Ã‚  hts : ListView1.GetHitTestInfoAt(ListViewCursosPos.X, ListViewCursosPos.Y) ;   Ã‚  //debug hit test   Ã‚  Caption : ;   Ã‚  for ht in hts do   Ã‚  begin   Ã‚  Ã‚  Ã‚  sht : GetEnumName(TypeInfo(THitTest), Integer(ht)) ;   Ã‚  Ã‚  Ã‚  Caption : Format(%s %s | ,[Caption, sht]) ;   Ã‚  end;   Ã‚  //locate the double-clicked item   Ã‚  if hts [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] then   Ã‚  begin   Ã‚  Ã‚  Ã‚  selectedItem : ListView1.Selected;   Ã‚  Ã‚  Ã‚  //do something with the double clicked item!   Ã‚  Ã‚  Ã‚  Caption : Format(DblClcked : % s,[selectedItem.Caption]) ;   Ã‚  end; end; In the OnDblClick (or OnClick) event handler, read the GetHitTestInfoAt function by providing it with the location of the mouse inside the control. To get the location of the mouse related to the list view, the ScreenToClient function is used to convert a point (mouse X and Y) in screen coordinates to local, or client area, coordinates. The GetHitTestInfoAt return a value of THitTests type. The THitTests is a set of THitTest enumerated values. The THitTest enumeration values, with their description, are: htAbove - above the client area.htBelow - below the client area.htNowhere - inside the control, but not on an item.htOnItem - on an item, its text, or its bitmap.htOnButton - on a button.htOnIcon - on an icon.htOnIndent - on the indented area of an item.htOnLabel - on a label.htOnRight - on the right side of an item.htOnStateIcon - on a state icon or bitmap associated with an item.htToLeft - to the left of the client area.htToRight - to the right of the client area. If the result of the call to GetHitTestInfoAt is a subset (Delphi sets!) of [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] you can be sure the user clicked on the item (or on its icon / state icon). Finally, if the above is true, read the Selected property of the list view, it returns the first selected item (if multiple can be selected) in the list view. Do something with the clicked / double clicked / selected item ... Be sure to download the full source code to explore the code and learn by adopting it.

Rhetorical Analysis Of Ronald Reagans Speech To The Nation

Give me a challenge and Ill meet it with joy.† Ronald Reagan described the five astronauts and two payload specialists who died in the Challenger explosion, about six hours after the Space Shuttle Challenger exploded 73 seconds into its launch. Ronald Reagan’s Address to the Nation would be broadcasted on television and radio nationwide. In this speech, Reagan tells us that this is a day to remember and mourn the loss of the brave challenger crew. Reagan argues that we are pioneers on space travel, and while this is a tragic loss, we must continue to expand our knowledge of space and keep exploring the â€Å"Final Frontier.† In his speech, Ronald Reagan uses an abundance of pathos and a slight amount of ethos. to make his adress successful.†¦show more content†¦In the third sentence of the speech Reagan says â€Å"We know we share this pain with all of people of our country. This is truly a national loss.† He says this trying to bring together the people of the United States. He is uniting the people from different cultures on the common ground that we all can mourn the tragedy of the Challenger explosion. Reagan use the strategies of argumentation to get his point across. He compares the challenger crew to Sir Francis Drake, who was an English explorer, and the second person to circumnavigate the globe (Francis Drake). He compares them because they were both explorers of new frontiers in the time they were alive, and they died exploring new places. Reagan also talks about the Apollo 1 accident that had happened about nineteen years before. During the Apollo 1 accident, three crew members were practicing a launch simulation when a fire started in the cockpit, essentially burning the three astronauts alive (Larimer, Sarah). Reagan talks about how we have never lost an astronaut in flight, about how this is the first of this kind of tragedy. This speech is effective because it is short, sweet, and to the point. The vocabulary used in this speech is not very complex. A speech like this would have to be short or else the president would seem like he is going over the same topic repeatedly. The audience of this speech has a wide variety of people. People from ages five to ages eighty would be watching or listening inShow MoreRelatedAnalysis of Ronald Reagans Sppech, The Challenger Disaster1723 Words   |  7 PagesWhile seated in the Oval Office of the White house, January 28, 1986 President Ronald Reagan delivers his speech The Challenger Disaster; hours after the space shuttle The Challenger explodes while in take off. Thousands witnessed this horrifying event live in person and on television. This mission was very unique allowing the first civilian to ever be allowed in space during a mission. She was aboard The Challenger as an observer in the NASA Teacher in Space Program. 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