Saturday, January 25, 2020
Identifying Leadership Theories And Applying Reflection Nursing Essay
Identifying Leadership Theories And Applying Reflection Nursing Essay There are almost as many different definitions of leadership as there are persons who have attempted to define the concept ( Stodill, 1974:p.259). Dubrin (2000) states that there 35,000 definitions of leadership in academic literature (Pye, 2005: p.32). Leadership is an art a performing art and the instrument is the self. The mastery of the art of leadership comes from the mastery of the self .                                                                                            Jim Kouzes Gary Yukl in his sixth edition of Leadership In Organizations hope that, his book has seeded many ideas and questions, which will grow in the classroom , but more importantly, will find fuller meaning and come to life when the reader is engaged in the practice of leadership at work. When thinking about leadership styles one thing to consider is what defines a good leader. Hood (2010) suggests that an effective leader influences and encourages others to achieve goal setting and goal attainment. A good leader recognizes that there is always something new to learn. Effective leaders set direction, build commitment and confront challenges through clear communication and soliciting staff feedback (http://www.oppaper.com/Leadership-Roles-In-Nursing). Carroll (2005) proposed the following six most important attributes for nursing leaders: personal integrity, strategic vision and personal survival attributes,, management and technical competencies, people skills team-building and communication skills , and. action orientation It is clear so far that the definition of leadership depends on whom you ask. Houser Player ( 2004 ) concluded in their study, amoung a dozen of nurse leaders as, nurse leaders did share common characteristics such as thoughtful, responsive, committed, creative, resilient, visionary, scholarly, courageous and innovative. Tan (2006) means the idea of leadership as, influencing followers to do what is necessary to achieve organizational and societal goals. Two types of leadership are particularly relevant for nurse leaders. Transformational leadership authentic leadership (Clark, 2009, p.17). In transformal leadership mainly three elements contribute to help nurse leaders to create a tone and standard of practice for healthy work environment are Effective communication, collaborative relationships and shared decision making among nurses (Heath, Johanson et al, 2004). American Association of Critical-care Nurses (2005) made a commitment to promote healthy work environment in the bias of authentic leadership are safe, healing, humane and respectful for patient, their families and nurses. They concluded in their study as it is not too easy to become an authentic leader, moreover, it needs higher levels of organizational support. Perhaps It is identified in their study that authentic leadership as one of the six standards that are crucial to creating and sustaining healthy work environment. Among health care professionals, nurses are especially aware of the importance of reflective practice (Duffy, 2007; Manthey, 2001 et al). Just as important is the practice of reflective leadership (Deutsch Sherwood, 2008). By Oestreich (2009) reflective leaders are critically aware of how they connect with others, where they are in the progress of their own and organizational goals and how they are opening paths for clear Communication and goal fulfillment. Drucker (1996, p.9) states that, great leaders have to walk alone sometimes. such aloneness can facilitate reflection. Qualitative researchers speak of participant observation as a method of more distant reflection. Reflection benefits the individual leader, but more than that, can become spread with in the organization. Transformal leadership has been evidenced to be positively associated with followers commitment to improvement and change (Herold, Fedor et al., 2008).One of the important characteristics of a transformal leader is reflection (Marshall Coughlin,2010). Reflective Practice was introduced by Donald Schon in his book The Reflective Practitioner in 1983. There are different models of reflection in practice. In that I would like to discuss about the two models of reflection Gibbs model, 1988 Johns model, 1995.  GIBBS MODEL OF REFLECTION 1988 Gibbs model is a cyclic process of reflection, in that a practitioner describes the experience and must evaluate and analysis of how they were feeling during the experience. By the evaluation and analysis of the emotions associated with the situation give the practitioner a chance to understand the situation and come to a conclusion of what else could be done, or what other options could have been taken. Most importantly,in Gibbs model of reflection the final stage is the formulation of action plan, that give an idea about what actions would be taken if the situation happened again (W http://en.wikipedia.org/wiki/Reflective_practice). JOHNS MODEL It is a structured mode of reflection that provides a practitioner with a guide to gain greater understanding. In this model of reflection, reflection carried out through the act of sharing of emotions with colleague or a mentor and it provides a faster rate of learning than reflection alone. In order to achieve reflection looking in on ones thoughts and emotions and looking out at the situation experienced are important steps in this model of reflection. Mainly five patterns of learning are included in to the guided reflection, that are the practitioners analysis about the aesthetic, personal, ethical, empirical, and the reflexive elements experienced through the situation. REASONS TO PREFER JOHNS MODEL OVER GIBBS MODEL I recommend Johns model of reflection is better than that of Gibbs model because, in Johns model practitioner get an opportunity to share with a colleague or mentor, about their thoughts and emotions of their own and about the situation experienced. It seems to me that by the sharing of emotions definitely, we will get a clear cut idea about the feelings of the self and about the situation in a faster rate. Looking in and looking out become easier when the structured questions shared between a colleague or an experienced person. But in Gibbs model of reflection, importance is for the evaluation and analysis of the emotions associated with the situation experienced and there is no sharing of ideas or emotions with anybody. I feel that with out the sharing of emotions reflection occurs in a slower rate. LEADERSHIP THEORIES Historical development of leadership theories (1900-Present) P.37 The Great man Theory / Trait Theories (1900-1940) Researchers give importance to certain characteristics or personality traits of some people and assume that these traits make them better leaders than others. Moreover the effect of followers and the impact of the situation were ignored. Behavioural Theories (1940-1980) During human relations era , researchers moved away from studying about the traits of a leader and give importance to their styles of leadership.  A major breakthrough occurred when Lewin(1951) and White and Lippitt (1960) isolated common leadership styles. Later, these styles came to be called authorisation, democratic and laissez-faire. Authorisation which is when the leader takes full control, Democratic is when the leader involves a team approach ; and Laissez-faire where the leader provides little to no direction (Hood, 2010). Situational and Contingency Leadership Theories (1950-1980)  In according to this theory leadership style should vary according to the situation or the individual involved. Authoritarian leadership results in well-defined group actions that are usually predictable, reducing frustration in the work group and giving members a feeling of security. Productivity is usually high, but creativity, self motivation, and autonomy are reduced. Authoritarian leadership, useful in crisis situations.  At the same time Democratic leadership, appropriate for groups who work together for extended periods, promotes autonomy and growth in individual workers. This type of leadership is particularly effective when coordination between groups is necessary. The Laissez-fair leadership is non directed leadership, the laissez- fair style can be frustrating; group apathy and disinterest can occur. Interactional Leadership Theories (1970-Present) The basic premise of interactional theory is that leadership behaviour is generally determined by the relationship between the leaders personality and the specific situation. To be successful, the leader must diagnose the situation and select appropriate strategies from a large repertoire of skills. Leadership effectiveness, according to Hollander, requires the ability to use the problem solving process; maintain group effectiveness; communicate well; demonstrate leader fairness, competence, dependability, and creativity; and develop group identification. Transactional and Transformational Leadership The transactional leader sets goals, give directions, and uses rewards to reinforce employee behaviours associated with meeting or exceeding established goals (Mc Guire and Kennerly,2006, p.180). Transformational leaders have a view of the future that will excite and convert potential followers (changingminds.org,2002-2006, para 3). Transformational leadership is defined as, One who inspires and empowers everyone with the vision of what could be possible (Hood,2010, p 460).  Although transformational qualities are highly desirable, they must be coupled with the more traditional qualities of the day-to-day managerial role. Both sets of characteristics need to be present in the same person in different degrees. According to Bass and colleagues, the transformational leader will fail without traditional management skills. Johns (2004) maintains that transactional traditional leadership is a deliberate process of seeking insight in self and practice in orde r to create conditions that foster the realization of desirable practice.
Friday, January 17, 2020
Ecuadorian Rose Industry
The Ecuadorian Rose Industry 1. What is the basis of Ecuador’s comparative advantage in the production of roses? Ecuador’s rose farms are located in the just about perfect position for growing long and straight roses or at least most of the farms. They are positioned at about 10,000 feet elevation in the Andes Mountains. This provides the roses with high altitude, volcanic soil that is very rich in ingredients, and located on the equator. This gives the roses about 12 hours of daylight every day. Graham) This provides an intense amount of sunlight, so farmers use plastic sheeting to create a greenhouse effect. I believe this helps keep the roses from burning up, being so close to the sun, and from freezing on the cold nights. (Hamilton) It creates a sense of perfect temperatures. (Thompson) 2. Most Ecuadorean roses are sold in the United States or Europe. Who in these countries benefit from the importation of Ecuadorean roses, and how do they benefit? Who loses? Do you think the benefits outweigh the costs?In 2006, the United States accounted for 61% of the Ecuadorean roses’ total sales. This made us the largest market in this rose industry. Europe accounted for 20% of the exports of Ecuadorean flowers, while these flowers accounted for 31% of the United States flower imports. (Alvaro) Both countries benefit overall because they can imports the roses at such a low price and most of the profits stay in the imported country. (Graham) I believe local growers are the ones who lose in this situation. If buyers can find them for a lower price, most will take it so they can keep more profits.This isn’t necessarily the best option for our country, but some companies do not care about the greater good of helping our own country. 3. How does the rose export industry benefit Ecuador? Do these benefits have any implications for the United States and Europe? With the increase of rose and other flower exportation from Ecuador, the country’s export revenue has increases and is increasing the stability of its economy. (Halberstadt) This is one of the effects of the fair trade agreement between them and the United States. Another effect is the extra money the people are getting.They are able to take classes to learn how to manage the extra money. (Hamilton) Ecuador has also been able to pave more roads, build sophisticated irrigation systems, and some schools with the taxes and revenues from growing roses. (Thompson) Developed countries, like the United States and Europe, have to understand that as developing nations, like Ecuador, become more developed they have to adhere to global standards and it is up to developed countries to help with this. 4. How should developed nations respond to reports of poor working conditions in this industry?Should importers in some way certify Ecuadorean producers, or only importing from those who adhere to strict labor and environmental standards? I believe the developed nations should h elp to encourage making the working conditions better. Although the average flower worker does earn more than the minimum wage of $120 per month, but it does not make up for the horrible conditions. I also believe importers should certify Ecuadorean producers for those following the labor and environmental standards and those who are trying to improve their operations. Plantations, like RosaPrima, have done this.Ross Johnson, a general manager of the plantation, said that they had made a lot of improvements over the years, from protective wear and equipment to cracking down of child labor. (Thompson) Works Cited 1. ) Alvaro, Mercedes. â€Å"Ecuador Flower Exports Require U. S. Trade Deal to Keep Growing. †Dow Jones Newswires Feb. 2006. 3 March 2013 . 2. ) Graham, Grace. â€Å"Five Reasons who you shouldn’t Buy her Roses†North by Northwestern Feb. 2010. 3 March 2013 < http://northbynorthwestern. om/story/five-more-reasons-why-you-didnt-buy-your-girlfrien/>. 3. ) Halberstadt, Jason. â€Å"Ecuador Foreign Trade. †Ecuador Trade Copyright 1997-2013. 3 March 2013 4. ) Hamilton, Cortney and Deb Tullmann. â€Å"Rough Cut. †Ecuador Flower Power Feb. 2008. 3 March 2013 . 5. ) Thompson, Ginger. â€Å"Behind Roses’ Beauty, Poor and Ill Workers†NY Times Feb, 2003. 3 March 2013 .
Thursday, January 9, 2020
Russian Vocabulary Question Words
The easiest way to ask a question in Russian is to pronounce an affirmative sentence with question inflection or by using the main question words ÃÅ¡Ã'‚à ¾, à §Ã'‚à ¾, Ã“à ´Ã µ, ÃÅ¡Ã ¾Ã ³Ã ´Ã °, and ÃÅ¡Ã °Ã º. However, there are other ways to formulate a question, including using the negative. In this article, we look at Russian vocabulary and question words, as well as the different ways that you can ask questions in Russian. Basic Question Words Russian questions can be formed by using one of the five basic question words: ÃÅ¡Ã'‚à ¾ (who)à §Ã'‚à ¾ (what)Ã“à ´Ã µ (where)ÃÅ¡Ã ¾Ã ³Ã ´Ã ° (when)ÃÅ¡Ã °Ã º (how) Question words are often found at the beginning of a sentence, just like in English. However, they can also be placed at the end or in the middle of a sentence. The positioning of a question word is used to change the meaning of a sentence or to add context and is often paired with inflection or stress on a particular word to convey the meaning. Russian sentence structure does not change when adding a question word and turning a sentence into a question. For example, in the following sentence, the pronoun à ¯ (I) is replaced with the question word à ºÃ'‚à ¾ (who), while the rest of the sentence remains unchanged in its structure (but not the conjugation): à ¯ à »Ã'Žà ±Ã »Ã'Ž Ã'‚à °Ã ½Ã'†à µÃ ²Ã °Ã'‚Ã'Å' - I like to danceÃÅ¡Ã'‚à ¾ à »Ã'Žà ±Ã ¸Ã'‚ Ã'‚à °Ã ½Ã'†à µÃ ²Ã °Ã'‚Ã'Å'? - Who likes to dance? This unchanging structure makes it very easy to form questions once you have learned the main question words: Russian Word Translation Pronunciation Example à ºÃ'‚à ¾ who ktoh ÃÅ¡Ã'‚à ¾ à »Ã'Žà ±Ã ¸Ã'‚ Ã'‚à °Ã ½Ã'†à µÃ ²Ã °Ã'‚Ã'Å'? - Who likes to dance? Ã'‡Ã'‚à ¾ what shtoh à §Ã'‚à ¾ à ¿Ã'ۈ ¾Ã ¸Ã' Ã'…à ¾Ã ´Ã ¸Ã'‚? - What's going on? à ³Ã ´Ã µ where gdye / hdye Ã“à ´Ã µ à ¼Ã ¾Ã ¶Ã ½Ã ¾ à ºÃ'Æ'à ¿Ã ¸Ã'‚Ã'Å' Ã' Ã'‚Ã'Æ' à ºÃ ½Ã ¸Ã ³Ã'Æ'? - Where can I buy this book? à ºÃ ¾Ã ³Ã ´Ã ° when kagDAH ÃÅ¡Ã ¾Ã ³Ã ´Ã ° à ½Ã °Ã'‡à ½Ã µÃ'‚Ã' Ã' Ã'„à ¸Ã »Ã'Å'à ¼? - When will the movie start? à ºÃ °Ã º how kak ÃÅ¡Ã °Ã º à ´Ã µÃ »Ã °? - How are you? Other Question Words To create more complex questions, use these question words: ÃŸà ¾Ã'‡à µÃ ¼Ã'Æ' (Why)Ãâ€"à °Ã'‡à µÃ ¼ (Why / What for)ÃÅ¡Ã'Æ'à ´Ã ° (Where to)ÞÃ'‚à ºÃ'Æ'à ´Ã ° (Where from)à ¡Ã ºÃ ¾Ã »Ã'Å'à ºÃ ¾ (How much)à §Ã µÃ ¹ (Whose)ÃÅ"à ¾Ã ¶Ã ½Ã ¾ (May / can) How to Say Why in Russian Russian Word Translation Pronunciation Example à ¿Ã ¾Ã'‡à µÃ ¼Ã'Æ' why pachiMOO ÃŸà ¾Ã'‡à µÃ ¼Ã'Æ' Ã'‚Ã'‹ Ã'‚à °Ã º à ´Ã'Æ'à ¼Ã °Ã µÃ'ˆÃ'Å'? - Why do you think that? à ·Ã °Ã'‡à µÃ ¼ why/what for zaCHYEM Ãâ€"à °Ã'‡à µÃ ¼ Ã'‚Ã'‹ à ¿Ã'ۈ ¸Ã'ˆà »Ã °? - Why did you come? / What did you come here for? ÃŸà ¾Ã'‡à µÃ ¼Ã'Æ' and Ãâ€"à °Ã'‡à µÃ ¼ are often confused by Russian language learners, but it is easy to tell the difference between these question words if you remember that à ¿Ã ¾Ã'‡à µÃ ¼Ã'Æ' means why while à ·Ã °Ã'‡à µÃ ¼ tends to mean what for, or have a context of incredulity, as in these examples: Ãâ€"à °Ã'‡à µÃ ¼ Ã'‚Ã'‹ à ¿Ã'ۈ ¸Ã'ˆà »Ã °? - Why did you come? / What did you come here for? (context: what for?)Ãâ€"à °Ã'‡à µÃ ¼ Ã'‚Ã'‹ Ã' Ã'‚à ¾ à ºÃ'Æ'à ¿Ã ¸Ã »? - Why did you buy that? / What did you buy that for? (context: incredulity) How to Ask Questions With Possessives Russian Word Translation Pronunciation Example Ã'‡à µÃ ¹ whose (masculine) chey à §Ã µÃ ¹ Ã' Ã'‚à ¾ à ´Ã ¾Ã ¼? - Whose house is that? Ã'‡Ã'Å'Ã' whose (feminine) chyah à §Ã'Å'Ã' à ¼Ã °Ã'ˆà ¸Ã ½Ã °? - Whose car is this? Ã'‡Ã'Å'Ã'‘ whose (neutral) chyoh à §Ã'Å'Ã'‘ à ²Ã ¾Ã ½ Ã'‚à ¾ à ¾Ã ºÃ ½Ã ¾? - Whose window is that one over there? Ã'‡Ã'Å'à ¸ whose (plural) chy'ee à §Ã'Å'à ¸ à ºÃ ½Ã ¸Ã ³Ã ¸ à »Ã µÃ ¶Ã °Ã'‚ à ½Ã ° Ã' Ã'‚à ¾Ã »Ã µ? - Whose books are on the table? The question word à §Ã µÃ ¹ (whose) is a pronoun and as such it agrees in gender, number, and case of the noun to which it refers. How to Use May/Can in Polite Conversation Russian Word Translation Pronunciation Example à ¼Ã ¾Ã ¶Ã ½Ã ¾ may / can MOZHnah ÃÅ"à ¾Ã ¶Ã ½Ã ¾ Ã' Ã'‚à ¾ à ²Ã ·Ã' Ã'‚Ã'Å'? - May I take this? ÃÅ"à ¾Ã ¶Ã ½Ã ¾ (may/can) is used in such question types as May I have... or Can I take this? It is part of the polite but not overly formal register. Using Intonation to Form Questions Russian is a very flexible language when it comes to word order and is referred to by many linguists as a free word order language. The intended focus of a sentence determines the word order chosen by a Russian speaker. This makes it easy for students of Russian to learn how to form questions by using intonation. In the following example, a simple statement is turned first into a neutral question, then into two more questions that focus on a different context of the sentence: Statement: ÃÅ"à °Ã'ˆà ° à µÃ »Ã ° à ºÃ °Ã'ˆÃ'Æ' - Masha was eating porridgeNeutral question: ÃÅ"à °Ã'ˆà ° à µÃ »Ã ° à ºÃ °Ã'ˆÃ'Æ'? Was Masha eating porridge?Focussed question 1: Ã•à »Ã ° ÃÅ"à °Ã'ˆà ° à ºÃ °Ã'ˆÃ'Æ'? WAS Masha eating porridge?Focussed question 2: ÃÅ¡Ã °Ã'ˆÃ'Æ' à µÃ »Ã ° ÃÅ"à °Ã'ˆà °? Was Masha eating PORRIDGE? In a Russian question, the intonation rises towards the end of the sentence before falling again at the very end. Note that in the focussed questions, the intonational stress is on the word that the speaker wants to emphasize. The voice rises on the emphasized word then falls straight after. Negation Questions Russian speakers use negation in questions when the conversation register is polite and formal. Negation is usually done by adding the particle à ½Ã µ (not). Using this question structure removes the need for the word please as these types of questions are sufficiently formal already. à à µ à ¿Ã ¾Ã ´Ã' à ºÃ °Ã ¶Ã µÃ'‚à µ, à ºÃ ¾Ã'‚à ¾Ã'€Ã'‹à ¹ Ã'‡à °Ã' ?Translation: Wouldnt you tell me what time it is?Meaning: Could you tell me what time it is, please? à à µ Ã'…à ¾Ã'‡à µÃ'ˆÃ'Å' à ºÃ ¾Ã'„à µ?Translation: You wouldnt like some coffee?Meaning: Would you like some coffee? à à µ à ¼Ã ¾Ã ³Ã »Ã ¸ à ±Ã'‹ Ã’Ã'‹ à ¼Ã ½Ã µ à ¿Ã ¾Ã ¼Ã ¾Ã'‡Ã'Å'?Translation: Could you not help me?Meaning: Could you help me, please?
Wednesday, January 1, 2020
Biography of Cotton Mather, Clergyman and Scientist
Cotton Mather was a Puritan clergyman in Massachusetts known for his scientific studies and literary works, as wells as for the peripheral role he played in the witchcraft trials at Salem. He was a highly influential figure in early America. As a leading scientific mind of his day, Mather was one of only two colonial Americans (the other being Benjamin Franklin) admitted to the prestigious Royal Society of London. Yet as a theologian, he also believed in non-scientific ideas, in particular the existence of witchcraft. Fast Facts: Cotton Mather Known For: Early American Puritan clergyman, scientist, and influential authorBorn: March 19, 1663 in Boston, MassachusettsDied: February 13, 1728, age 65Education: Harvard College, graduated 1678, received masters degree 1681Key Accomplishments: One of two American scientists named to prestigious Royal Society of London. Author of hundreds of works, ranging from pamphlets to massive works of scholarship and history. Early Life Cotton Mather was born in Boston, Massachusetts, on March 19, 1663. His father was Increase Mather, a prominent citizen of Boston and a noted scholar who served as the president of Harvard College from 1685 to 1701. As a boy, Cotton Mather was well educated, learning Latin and Greek, and was admitted to Harvard at the age of 12. He studied Hebrew and the sciences, and after receiving a degree at the age of 16, intended to pursue a career in medicine. At 19 he received a master’s degree, and he remained involved in the administration of Harvard for the rest of his life (though he was disappointed to never be asked to serve as its president). His personal life was marked by recurring tragedies. He had three marriages. His first two wives died, his third went insane. He and his wives had a total of 15 children, but only six lived to be adults, and of those only two outlived Mather. Minister In 1685 Cotton Mather was ordained in the Second Church in Boston. It was a prestigious institution in the city, and Mather became its pastor. From the pulpit his words carried weight, and he thus had considerable political power in Massachusetts. He was known to have opinions on just about any issues, and was not shy about expressing them. Title page of Cotton Mathers The Wonders of the Invisible World, a book on witchcraft.  Library of Congress / Getty Images When the notorious trials of accused witches began in Salem in the winter of 1692-93, Cotton Mather approved of them, and by some interpretations actively encouraged them. Eventually, 19 people were executed and many more jailed. In 1693 Mather wrote a book, Wonders of the Invisible World, which made the case for the supernatural, and seemed to be a justification for the events at Salem. Mather later recanted his views on the witch trials, eventually considering them to have been excessive and unjustified. Scientist Mather had a deep interest in science since his childhood, and as books about discoveries by scientists in Europe reached America, he devoured them. He also corresponded with scientific authorities in Europe, and though positioned in the American colonies, he managed to stay up to date with the works of men such as Isaac Newton and Robert Boyle. Over the course of his life, Mather wrote about scientific subjects including botany, astronomy, fossils, and medicine. He became an authority on common diseases, including scurvy, measles, fevers, and smallpox. One of the major contributions Cotton Mather made to science in early America was his support for the concept of vaccinations. He was attacked and threatened for advocating that the public receive vaccinations for smallpox (a disease which had killed some of his children). By 1720, he was the foremost American authority on vaccinations. Author Mather possessed boundless energy as a writer, and over the course of his life he published hundreds of works, ranging from pamphlets to hefty books of scholarship. Perhaps his most significant written work was Magnalia Christi Americana, published in 1702, which chronicled the history of the Puritans in New England from 1620 to 1698. The book also serves as something of a history of the Massachusetts colony, and it became a cherished and widely read book in early America. (The copy owned by John Adams can be viewed online.) Title page of Magnalia Christi Americana, by Cotton Mather. Cotton Mather / Public Domain / Wikimedia Commons His writings show his typical wide range of interests. A book of essays, Political Fables, was published in 1692; Psalterium Americanum, a work in which he set the psalms to music, was published in 1718; and The Angel of Bethesda, a medical manual, was published in 1722. Bonifacius, Or Essays to Do Good, which Mather published in 1718, gave practical advice for doing good works. Benjamin Franklin credited the book as having influenced him as a youth. Legacy Cotton Mather died February 13, 1728, at the age of 65. By creating so many written works, Mather left an enduring legacy. He inspired Benjamin Franklin, who pursued simultaneous careers as writer, scientist, and political activist. And later American writers, including Ralph Waldo Emerson, Henry David Thoreau, Harriet Beecher Stowe, and Nathaniel Hawthorne all acknowledged debts to Cotton Mather. Sources: Cotton Mather. Encyclopedia of World Biography, 2nd ed., vol. 10, Gale, 2004, pp. 330-332. Gale Virtual Reference Library.Mather, Cotton. Colonial America Reference Library, edited by Peggy Saari and Julie L. Carnagie, vol. 4: Biographies: Volume 2, UXL, 2000, pp. 206-212. Gale Virtual Reference Library.
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