Will Online Education Finally Replace Regular Schools Education Research Paper

Will Online Education Finally Replace Regular Schools Education - Research Paper Example , is not a future possibility for which higher education must prepare, it is a current reality creating opportunities and challenges for educational institutions; a reality offering students expanded choices in where, when, how, and from whom they learn; a reality making education accessible to ever larger numbers of persons† the benefits that accrue distanced education are numerous, and the critics’ sentiment that the system is doing more harm than good should be shunned. Distance education has seen enrolment increase over time, and the learners who are in underserved regions have the opportunity to access education. Education become assessable to the learners who found it difficult to attend a regular school due to time constraints and geographical issues. It is important to indicate that schooling in the 21st century strongly requires ICT techniques to be incorporated to the curriculum. Computer skill are well instilled to the students who practice distance learning as compared to the student in regular school. There are also very confined skills in matters such as critical thinking, independent learning, research, computer usage, creative thinking, problem solving, time management, and decision making (Barker & Wendel, 2001). Educationists have suggested that learning should be student centered rather than teacher centered, this is very achievable in distance learning since the student is much involved in the learning process as compared to the st udents in regular school system. There are numerous expansion in distance education technologies (Karaim). And for this reason curriculum developers have positioned themselves to make sure that the education system is better compare to regular education that is facilitated by a teacher. Distance education with the aid of technology is offering a similar interaction between a teacher and a student. It will be baseless to argue that teaching of subjects such as mathematics can only be done attained in a regular

Asian Contributions Essay Example for Free

Asian Contributions Essay Many years ago, the laws of the United States prohibited Asian immigrants from entering the country. This law was eventually revoked and in 1952 legislation passed that allows people of all races to become United States Citizens. According to the U.S. Embassy website (n.d.), â€Å"today Asian Americans are one of the fastest growing ethnic groups in the country, currently approximately fifteen million people of Asian descent live in the United States† (para. 2). This paper will examine the influences these growing Asian-American communities have on the social and cultural structure of American society. According to an article by Lam (2009), â€Å"Asian cultures have evolved and fully integrated into the American culture in the twenty-first century to the extent it is often non-Asian Americans who practice and promote Asian cultures† (para. 9). Asian Americans are individuals whose ancestries and backgrounds originate in the Far East and Southeast Asia. Asian American communities and their cultural influences have made their mark on the social and cultural structure of American society. From herbal medicine to acupuncture, the Asian American impact is visible in numerous aspects of American society. Medicine – Herbal medicine and acupuncture are an alternative medicine for pain management that originated in the Asian culture. This along with meditation and India’s yoga as well as herbal massage therapy are viewed as a holistic approach to health and stress management. Exercise – Tai chi chuan as it is known is an ancient Chinese exercise that has been adopted by Americans as a graceful form of exercise. Tai chi as it is known in America focuses on deep breathing and focused movements. This exercise that has been adapted to American societies is also used as a form  of martial arts. Martial Arts – Asian American’s have influenced American societies with the incorporation of martial arts into American culture. From Jiu Jitsu to Judo to Karate or Mixed Martial Arts all are types of defensive training that remains prominent in Asian American communities. Asian cuisine – It is difficult to travel in any part of the United States without encountering some type of Asian cuisine. Some of the most likely restaurants are Chinese, Japanese, Thai, and Vietnamese. This Asian style of cuisine has offered Americans such dishes as fried rice, chow mein, egg rolls and teriyaki. Not to mention that many American homes now have woks as part of their kitchen utensils in order to prepare Asian dishes at home. Religion – While the largest portion of the Asian American population is Christian there are still some members that continue to recognize the religion of their homeland. This religiously diverse ethnic group has contributed to the growth of Hinduism and Buddhism among American societies and cultures. As stated by Lam (2009) â€Å"according to a survey completed in 2003, thirty percent of Americans state they are familiar with the Buddhist teachings and twenty-two percent claim to be acquainted with Hinduism† (para 23). This author is unfamiliar with the concept of Asian American television networks, periodicals or magazines; however it is uncommon to tune into a Saturday morning cartoon network without seeing the Japanese animes dominating these stations. It is the consensus of this essayist that the Asian American communities have in the past throughout their immigration to the United States and will continue to influence the cultural and structural framework of American society. References Lam, A. (2009). From philosophy to food, Asian culture inspires americans. Retrieved: December 21, 2012. From: www.america.gov United States Embassy. (n.d.). Retrieved: December 22, 2012. From: www.usembasy.de/society-asians.htm

Ivan Denisovich Essay -- Social Issues, Poverty, War

The crimes of Stalinism in Europe are endless. The experience of the people who lived under the Soviet regime after the end of World War II lived in a time of terror, hopelessness and misery. For Soviet citizens and the prisoners life was miserable. One Day in the Life of Ivan Denisovich, a short novel written by Alexander Solzhenitsyn, is a story about the one day in the life of a person caught between the chaos of the war and the faceless entity that controls their lives. The story takes place somewhere in Siberia in 1951 at a â€Å"special† (forced labor) camp. Ivan is sent here after escaping from the Germans that captured him and some other men on the northwest front. Due to the control and paranoia of Stalinism, instead of being welcomed as a hero, he is accused of being a spy for the Germans and is forced to â€Å"confess† or be killed (71). During this one day of Ivan’s life the iron clad control Stalin has is apparent in daily life and there are little touches of humanity, faith and hope that give him and the others on the 104th the strength to get through each day at the camp. Ivan is representative of mainstream Soviet society; he is an uneducated, peasant Russian man. Ivan has an average name and does not aspire for much and his needs are fairly simple. The first suggestion of Ivan being uneducated is at the beginning of the story when Ivan goes to the dispensary in hopes of getting out of work for few days. From the masonry work that the squadron does during the day we know that Ivan is a skilled laborer. The other prisoners in his squadron long for freedom but Ivan views freedom as home. Ivan received a sentence of ten years but learns later that there is a chance that they could give him another term at the camp or he woul... ...world and after the work day ends continues to work. This is only space that Ivan feels he can claims as his own. The prisoners quietly fight the system by holding onto anything that makes them feel they still have individuality and control. Solzhenitsyn illustrates the life of an average Soviet citizen. Stalin controlled everything about a person’s private and public life. Individuality was taken away through various methods such as making giving numbers instead of names and taking away personal belongings. Families were torn apart by sending men away to camps and letters were censored. People were deprived of all things that made them feel human. The story emphasizes the importance of having faith to endure hard times and to keep the human spirit intact even in one of the most ominous regimes in history. Ivan concludes that it was â€Å"almost a happy day† (p 159).

India’s Nuclear Policy

The relationship between International Nuclear Regimes and developing nations is a matter of passionate debate. Debate is in process on certain issues like nuclear policy, on grand strategies, on basic political values etc. It is a debate with implications for our individual and collective existence and raises fundamental question about political preferences, approaches and pathways ahead. The end of World War II and use of nuclear bomb presented US with new kind of strategic dilemma. How could a potentially apocalyptic technology once discovered, permanently be kept out of the hands of competitors and in March 1963, President J. F. Kennedy warned the Americans public that 15-25 states would come to posses nuclear weapons by 1970. (Spector,Sanfrancisco,1990) Currently 09 states have successfully detonated nuclear weapons of which 05 are called Nuclear Weapon States- US, Russia, U. K, France, China and rest are India, Pakistan, North Korea, and Israel. The prediction of President Kennedy did not come to pass is not because of lack of technological know how but rather several states that could have developed nuclear weapon program chose not to do so and signed NPT (Nuclear Non-Proliferation Treaty) as non- nuclear weapon states. It is the most questionable treaty by International Nuclear Regime and posses direct criticism from developing nations. The discrimination is inherent in NPT as it allows some state to have nuclear weapons while others not and it is sidestepped by the inclusion of Article VI. It represents a diplomatic victory in the cold war era; success was almost destined from the outset due to simple strategic dynamic: nuclear armed states, as they didn’t want to nullify their strategic advantage by allowing competitors to acquire nuclear weapons. http://www. ippnw. org/Resourcelibrary/Treaties Brief. Pdf) CTBT banns all nuclear explosions, whether they take place in atmosphere or underground the earth. It was negotiated in Geneva between 1994 and 1996. The treaty has not come into force. Without the support from key players like US, China, DPRK, Egypt, to a lesser degree India etc. , it faces an uncertain future. India-Pak largely owing to their low-level nuclear arms race, have not signed the treaty. Though a lot of external pressure is constantly been made for it. (http://www. ocstoc. com/docs/5313084/CTBTO-Fact-Sheet-CTBT-Comprehensive-Nucl earTeat-Ban-Treaty) FMCT- Fissile Material Cut off Treaty similarly bans the production of fissile material for nuclear weapons or other nuclear explosive devices. Again it has faced similar results as of earlier treaties. There has been a nuclear non-proliferation regime since 1957, but its future is in doubt. Increasingly bilateral influences on the International Atomic Energy Agency (IAEA) programs indicate retrenchment from cooperative multilateral behavior. Restrictions on technology transfer, undertaken in efforts to prevent the creation of the unit veto-system have impelled developing countries to break out of the collaborative framework of the regime and pursue autarchic strategies. As far as norms like universality is concerned the developing countries mistrust proposed universal institutions because of disparities in power maintaing advantages for the developed states even under ostensibly universal rules. Also the developing states countering to the International Nuclear Regimes are reluctant to accept sovereignty costs without symbolic and material compensations. Brito, New York, 1983) The Nuclear suppliers states have historically been able to monopolize the supply of materials facilities and technology, because they have the leverage of monopoly suppliers, they have been able to make demands on other states that can’t be ignored. The developing states have had little of the power within the regime enjoyed by the nuclear suppliers. (Schiff, New Jersey, 1984) Along with these the other treaties and groups like outer space treaty, Sea bed treaty, London Group, Australia Group etc. hich form the international nuclear regime are known for their discriminatory policies especially for the concern of developing nations. So it becomes necessary to study their role in making of nuclear policy of India. The Indian Nuclear Program was started in mid-1940s as India gained independence from centuries of British rule, and after the use of atomic weapons against Japan by U. S. both these legacies have had an impact on Indian leaders. In 1948 the Atomic Energy Act was set up. Under it the Department of Atomic Energy was created in 1954. (http://www. world-nuclear. org/info/inf53. tml) Obduracy of Nuclear powers of the world compelled India to go nuclear. Legitimization of nuclear weapons by international community also contributed towards India going nuclear. Rising trends of intervention by the industrialized nations in the domestic affairs of developi ng nations, among which India is also one, also compelled India to direct its nuclear resources towards nuclear weapons. It was necessary for India to protect the autonomy of decision making in the developmental process in strategic matter which are inalienable democratic rights of one sixth of the global population residing in India. From the beginning, the Indian nuclear programme was ambitious, India developed facilities for mining Uranium, fabricating fuel, manufacturing heavy water, and reprocessing spent fuel etc. the program never lost sight of the military uses of atomic energy. During 1950s Homi Bhabha, the chief architect of nuclear program, was greatly interested in developing the technology for peaceful nuclear explosions, an interest that culminated ultimately in the 1974 nuclear test at Pokhran. Yet India was a champion of NAM. Even as its nuclear program was growing, India was at the forefront of several disarmament proposals including CTBT, originally suggested by Nehru in 1954. (Rajain, New Delhi, 2005) National Security considerations -During the negotiations of Nuclear NPT in 1967, India argued against the discriminatory aspect and called it nuclear colonialism. During the course of the CTBT negotiations, there was a crucial change in the Indian stance. As Salman Hyder said â€Å"We don’t believe that the acquisition of nuclear weapon is essential for our national security and we have followed a conscious decision in this regard†. This was completely in line with the traditional Indian view point of not using nuclear weapon for military uses. But on 20-June-1996 when the Indian Ambassador to the Conference on Disarmament, Arundhati Ghose, rejected the CTBT in the present form, she said that the CTBT was not in Indian security interests and our national security considerations have become a key factor in our decision making. This was a marked shift in Indian nuclear policy making. (Peimani, New Delhi, 2000) Domestic Trends- These shifts towards global disarmament and its increasingly strident criticism of any step by step measures towards nuclear disarmament influenced by domestic or internal trends on forces. Ever since the early 1960s, hawkish sections of the Indian policy making community have argued in the domestic media in favor of building a nuclear arsenal. The 1974 nuclear tests is in part, a display of their influences. The last few governments in India have been relatively weak and unstable, all formed by coalitions of various parties with different agendas. Hence there came a little slowdown in the the nuclear policy making as parties from the left-Marxist views turned out to be an obstacle dealing with the issue at international level and many other factors also pressurized the relatively weak governments. But governments managed to follow consistent opposition to any restraints on Indian nuclear and missile program. (http://www. meadv. gov. in/govt/inducld. html) In reality however, Indian leaders including Rajiv Gandhi, V. P. Singh, Atal Bihari Vajpayee- did the bare minimum to operationalize and institutionalize the nuclear option. Also the nuclear weapons are seen by political leaders essentially as a way to enhance their domestic standing and their nation’s international status. PM Indira Gandhi’s decision to give green light to 1974 PNE was domestic politics. Similarly after series of tests in May 1998, Home Minister L. K. Advani felt compelled to issue a nuclear threat to Pakistan. While China is cited as the motivation behind India’s Nuclear Weapons Programme, but that is irrelevant to most of the Indians for whom Pakistan is a bigger threat. Similar nuclear nationalism is also evident in the actions of Indian leaders at International level. The crossover of the external pressure into the domestic political arena was evident during CTBT negotiations. Both P. VNarsimha Rao and H. D. Deve Gowda governments showed unvandering support towards India’s strategic enclave (and opposition to CTBT). But on the other hand there was perception that after 1999 the doors would be closed to enhance India’s nuclear status so much so that Former PM I. K Gujral a nuclear dove admitted that had he continued in office until Sep. 999, the pressure to test would have been difficult to resist. But in spite of weak coalition government Indian hawks managed pressure imposed by the NWS and particularly USA. Also the economic liberalization program has contributed in an indirect way to the campaign. Hand in hand with the 5-10% increase in the Indian economy has been the rise of Indian elite group who insisted to make India a powerful nation. (Sidhu, NewDelhi, 2004). India has proved that it is capable of playing hard ball with the great powers and the time has come for the west especially USA to recognize India’s nuclear status. And was done also as Nuclear deal with US, Russia, France, Canada, Kazakhstan, Mongolia etc. Till December 2008 Russia’s Rosatom and French- Areva had contracted to supply Uranium. Where as January 2009- Kazatomprom signed a MoU for supplying 300tones Uranium in 2010-11. September 2009 Uranium supply agreement with Mongolia and Namibia. March 2010 Russia offered India stake in its Sakha Republic and agreed on a Joint Venture with ARMZ uranium holding. In July 2010 the Minster of Science and technology reported that India had received 868tU from France, Russia and Kazakhstan. http://www. meadv. gov. in/govt/inducld. html) Following the 2005 agreement between US and Indian heads of state on nuclear energy cooperation, UK indicated its strong support for great cooperation and France- Canada moved in similar direction. US department of commerce, the UK and Canada relaxed control on exports of technology to Indian staying under guidelines of NSG. In October 2008 US-Congress passed the bill allowing civil nuclear trade with India and also a nuclear trade agreement was signed with France. Erckel, London, 2008) As of now India has total 19 operating nuclear power reactors other than this 04 are under construction 39- are planned or firmly proposed. 05 new Nuclear Energy Parks under construction Uranium resources 54000 tones uranium is reasonably assured resources 2350 tones uranium estimated additional in situ. (http://www. world-nuclear. org/info/info80. html) All this proves India to be a big Nuclear State with accelerated growth in the nuclear sector. Also it becomes important to look into the matter that how in spite of not signing any disarmament or nuclear non-proliferation agreement and keeping a strong standing position against all the external pressures exerted by big powers, how India managed to officially mark its presences in the nuclear club. As doing various nuclear trade agreements with countries like US, France, Canada, Russia etc. in itself position India to be a nuclear weapon state which earlier these countries were not willing to agree with. The status of India as the head of developing countries against the International nuclear regime is also the matter to be studied in order understand Indian Nuclear Policy. The dramatic changes from a nuclear dove to a nuclear hawk behavior in the Indian policy making with regard to nuclear issues is another point to be studied. And the fundamental change in the domestic politics from single party government to coalition has also marked great influence in the nuclear policy making.

Ode to the West Wind versus Life Will

It Is amazing to see the slmllarltles between their poems â€Å"Ode to the West Wind† and â€Å"Life Will† despite the differences In times & cultures as well as the fact that Elshabby didn't know any other language than Arabic was thus Indirectly influenced by the romantic school through his assoclatlon with Apollo school. Both Shelly, in his â€Å"Ode to the West Wind† and Elshabby, in his â€Å"Life Will† follow the tradition of romantic poets in recognizing nature as a rebellious force capable of making a change in our life. Shelly both admires and fears the changes nature's rebellious forces can wreak.Elshabby, however, is consumed by the hope that people will take their cue from nature and become so fully rebellious against oppression till they eliminate all sorts of oppression. Shelley's â€Å"Ode to the West Wind† expresses the hope that its words will inspire and influence those who read or hear it. Perhaps more than anything else, Shelley wanted his message of reform and revolution spread, and the wind becomes the trope for spreading the word of change through the poet-prophet figure. The poem allegorizes the role of the poet as the voice of change and revolution.It discusses political change, revolution, and role of the poet. â€Å"Life Will† by Elshabby is one of the greatest revolutionary poems written in Arab's world. It still lives till now as it had recently inspired the Arab Spring Revolutions, just as it had inspired revolution against colonization throughout the Arab world in the previous century, when it was written at 1933. The poet uses his verses to evoke people to revolt against and get rid of their oppressor, as If he wants his nation to roar at and eliminate them till there Is nothing left to oppress the people.Sometimes, the poet feels as If his people are not as responsive to his outcry as he may wish, but he doesn't lose hope. He Is consumed by hope believing his nation will revolt at last b reaking the chains with a tremendous will that can't be efeated. Both poems are similar In their classical structure & romantic content. â€Å"Ode to the West Wind† consists of five stanzas written In terza rlma. Each stanza consists of four tercets (ABA, BCB, CDC, DED) and a rhyming couplet (EE). The structure & rhyme confirm to classical tradltlon & resembles Dante's â€Å"Dlvlne Comedy†.The poem follows the romantic tradltlon of glvlng nature and Its elements life. It begins with three stanzas describing the wind's effects upon earth, air, and ocean. The last two stanzas are Shelley direct monologue to the wind, asking for its ower, to lift him like a leaf, a cloud or a wave and make him its companion in its wanderings. He asks the wind to take his thoughts and spread them all over the Winter comes, can Spring be far behind? † â€Å"Life Will† consists of six stanzas with a mono rhyme; for each verse ends with an (R). Also, the verses are divided into t wo halves according to classic Arabic poetry tradition.The declamatory beginning of the poem is another feature of classic Arabic poetry. Then Elshabby introduces the elements of nature and their spirit as the speaker of the poem showing an indirect nfluence by Romanticism. â€Å"Almotaqareb† poetry â€Å"bahr† and the (R) mono rhyme lend a quick tempo to the poem absent from Shelly's Ode. The poem is full of certainty shown in the word â€Å"AN† which means â€Å"must† and stressed by the last verse: 131 As opposed tothe uncertainty at the end of Shelly's â€Å"Ode to the West Wind†: ‘If Winter comes, can Spring be far behind?Though both poems give life to nature ; its elements, each expresses this romantic belief in a different manner. â€Å"Ode to the West Wind† personifies the west wind both as a â€Å"Destroyer† and a â€Å"Preserver†. It is seen as a great power of nature that destroys in order to create, that kills the unhealthy and the decaying to make way for the new and the fresh. In â€Å"Life Will†, Elshabby introduces the wind as a link between inspiration and revolution. It is likened to the revolutionary wind insides him. He stresses that people's will to revolt is the real life that can change destiny and destroy the chains oppressing people.Shelly's Ode shows the effect of the Wild West Wind' on land, sky & sea. The first few lines contain sinister elements, such as ‘leaves dead'. These leaves haunt as ‘ghosts' fleeing from something that panics them. Other allusions to death are ‘chariotest' and ‘corpse within its grave'. He contrasts the west wind to the ‘azure sister of the spring a reference to the east wind – whose ‘living hues and odours' evoke a strong contrast to the colours of death. The sky's ‘clouds' are ‘like earth's decaying leaves'.They also are numerous in number like the dead leaves. Through this reference the landscape is recalled again. The ‘clouds' are ‘Shook from the tangled boughs of Heaven and Ocean'. The ‘clouds' can also be seen s ‘Angels of rain', like messengers bringing change. Here, the west wind is two things at once: first he is ‘dirge/Of the dying year'; singing a funeral song about the year coming to an end and second he is â€Å"a prophet of tumult whose prediction is decisive†; a prophet who does not only bring ‘black rain, and fire, and hail', but who Will burst' it.The ‘locks of the approaching storm' are the messengers of this bursting: the ‘clouds'. Elshabby doesn't describe scenery so much as recount what the elements of life advised him. The land speaks to him. She tells him she likes mbitious revolutionary people and curses dead people who want the status quo kept. The poet calls the land â€Å"mother† invoking an intimate relationship between them. He then declares what each element of nature advi sed; the wind roared among valleys, mountains and trees that achieving ambitions means discarding caution and expending the effort to reach the final goal.He contrasts this with people who won't try to climb up the mountains and thus live forever beneath their dreams. He talks about autumn, drinking wine, sea and seeds stressing revival and the cycle f nature and describing spring and its beauty. The turning-point in Shelly's poem is the third stanza. Whereas Shelley had began by accepting the cycle of nature ; death which brings life back, he now turns to â€Å"wistful reminiscence as an alternative possibility of transcendence†.He gives an image of nature ‘so sweet that one feels alludes to his fear of the revolution that would bring about change even while he is wishing for this change. Whereas the first three stanzas began with ‘O wild West Wind' and ‘Thou†¦ ‘ and were clearly directed to the wind, there is a change in the ourth stanza. The fo cus is no more on the Wind', but on the speaker who says ‘If I ‘ Shelley wishes to identify himself with the wind, although he believes that were a he cannot do that: ‘Oh, lift me up as a wave, a leaf, a cloud'.Because he suddenly remembers his inability as a human to soar, he fall upon the thorns of life' and ‘bleed'. Elshabby also aligns himself with nature. First, he calls earth as ‘his mother'. Then he states that the wind and thunder of revolution live in his heart allowing him to listen to the music of rain as if showing him how nature moves and works all round him to encourage people to do the same; to move and work to revolt against oppression. He then asks darkness about hope, but it doesnt answer. It is the lyre that answers.It says that winter brings death but the seeds hide under ground waiting for spring to come alive. There is another dialogue between destiny and elements of nature. Destiny asks when will hope come and spring comes to answ er her with his revival of life. All through this stanza, darkness, winter and death stands for oppression while spring and seeds stand for hope of coming free. He ends the oem with a repetition of the first stanza stressing the idea that destiny must & will respond to those who has ambition for freedom & change.Shelly ends his poem with a question: ‘If Winter comes, can Spring be far behind?. This is of course a rhetorical question because spring does come after winter, but the â€Å"if† suggests that it might not come if the rebirth is not strong and extensive enough. Thus the question has a deeper meaning and does not only mean the change of seasons, but is a reference to death and rebirth as well. Shelly's Ode is about the role of the poet as the agent of olitical and moral change.In this, it resembles Elshabby's poem which invoked the people to revolt against oppression. Both describe nature and its elements as alive, but where Shelly is both admiring and in owe of nature, Elshabby is more direct in invoking the power of nature and revoking caution and fear. Also, where Shelly wishes to have the power of the wind, even though he believes it is impossible, Elshabby aligns himself completely with nature and encourage others to follow his example as the only way they can attain â€Å"life will† which can achieve their dreams nd hopes.Elshabby's poem also evokes more hope & certainty of achieving this hope, ambition & bravery as well as disregard & rejection of caution & fear while achieving it in contrast to Shelly admiration & fear of change. I might be biased in my view that Elshabby's â€Å"Life Will† is stronger and livelier than Shelly's â€Å"Ode to the West Wind†, but in that I might be pardoned as Elshabby's â€Å"Life Will† has been revived with the current Arab Spring giving us renewed hope for change and freedom and coming more alive in the process than Shelly's ode can ever hope to be.

Yellow colour precipitate Essays

Yellow colour precipitate Essays Yellow colour precipitate Essay Yellow colour precipitate Essay This is used in our experiment. 2,4-DNP reacts with the carbonyl group for a condensation reaction with the elimination of a water molecule. Take propanone as an example, The product formed is a yellow colour precipitate, so we can easily distinguish the presence of C=O group. This can also help us to identify the carbonyl compound as the precipitate collected has a sharp melting point. By using the melting point test, we can find out the melting point of the crystals formed and compare the result with a data book to find out the carbonyl compound. 2. Tollens reagent (Aldehyde only) The formula of this reagent is Ag(NH3)2+.As this reagent is not very stable, it must be prepared freshly in laboratory. To prepare the reagent, aqueous ammonia can be added in a continuous fashion directly to silver nitrate solution. At first, silver oxide will be formed and precipitate out, but as more ammonia solution is added the precipitate dissolves and the solution becomes clear as diamminesilver(I) is formed. At this point the addition of the ammonia should be stopped. This reagent is used in the silver mirror test. In this test, when there is the presence of aldehyde group, there would be formation of silver mirror.The equation of this reaction is as below [Ag(NH3)2]+ (aq) + e- i? Ag (s) + 2 NH3 (aq) RCHO (aq) + 3 OH- i? RCOO- + 2 H2O + 2 e- The aldehyde acts as an reducing agent where [Ag(NH3)2]+ was reduced to Ag(S) , the formation of silver mirror. This reaction is very useful to extinguish aldehyde from ketone as ketone does not show this reaction. Silver mirror formed in a flask 3. Fehling reagent Aldehydes are also oxidized by the Fehlings solution. This reagent is also prepared freshly in the laboratory. It is made initially as two separate solutions, known as Fehlings A and Fehlings B.Fehlings A is a blue aqueous solution of copper(II) sulfate, while Fehlings B is a clear solution of aqueous potassium sodium tartrate and a strong alkali (commonly sodium hydroxide). Equal volumes of the two mixtures are mixed together to get the final Fehlings solution, which is a deep blue colour. The Copper (II) ion is reduced to copper (I) oxide which is a red ppt, and in some cases, to copper metal (copper mirror). This is also useful to distinguish aldehyde from ketone and aromatic aldehyde as both ketone and aromatic aldehyde does not show any reaction. Using IR spectrumUsing the IR spectrum, if the compound contains a carbonyl (C=O) group, there will be a stretch in the wave number 1670-1820 with high intensity. Below is the IR spectrum of propanone Other preparation methods of ketones and aldehydes Kornblum-DeLaMare rearrangement The Kornblum-DeLaMare rearrangement is a rearrangement reaction in organic chemistry in which a primary or secondary organic peroxide is converted to the corresponding ketone and alcohol under base catalysis. Geminal halide hydrolysis The reactants are a geminal dihalide and water or a hydroxide. The reaction product is a ketone or an aldehyde.The first part of the reaction mechanism consists of an ordinary nucleophilic aliphatic substitution to produce a gem-halohydrin. Ruzicka Large Ring Synthesis Formation of large ring alicyclic ketones from dicarboxylic acids by thermal decomposition of salts with metals of the second and fourth groups of the periodic table (Ca, Th, Ce) Nef reaction Carbonyl compounds can also be formed using the Nef reaction. The Nef reaction is an organic reaction describing the acid hydrolysis of a salt of a primary or secondary nitroalkane (1) to an aldehyde or a ketone (3) and nitrous oxide (4).Precaution of this experiment 1. Concentrated sulphuric acid is highly corrosive and oxidizing, so it must be handled with care. 2. Acidified potassium dichromate is also very oxidizing, so it should also be treated carefully. 3. If any concentrated sulphuric acid or acidified potassium dichromate are in contact with our skin, we should wash it with running tap water immediately. 4. During the oxidation of propan-2-ol, safety goggles should be worn as this reaction is highly exothermic.Reference: http://en.wikipedia.org/wiki/Chromic_acid.

Gold Rush essays

Gold Rush essays The California Gold Rush was one of the most important events in the 19th century. Without it America would not be as populated and economically strong as it is today. The California Gold Rush brought many foreigners into the United States and triggered migration to the Western Coast. The California Gold Rush taught people that failure was okay and made people take risks. The California Gold Rush was the Las Vegas of the 19th century. The California Gold Rush blew the United States economy sky high and gave America a very useful and attractive resource. The California Gold Rush started at John Sutters Mill in the beginning of 1848. The first gold, discovered in January, 1848. Now if Mrs. Wimmer California Gold Rush possesses a piece which has been found earlier than mine Mr. Marshall can tell, as it was probably received from him. I think Mr. Marshall could have hardly known himself, which was exactly the first little piece, among the whole. As soon as the first piece was discovered the word spread and many within the area joined. Within time many people came from many different places within and outside the United States. People came to California to escape poverty, become rich, to cover their debts, and to try to go into early retirement. Many Argonauts were left by their spouses for going to California and were criticized by many for not helping their family. From 1848 to 1852 Californias population grew from 14,000 to 223,856 . The spread of Gold Fever was extremely rapid due to the fact that the United States had just won the Mexican War. The press (media) also had a big part in the California Gold Rush because it made people believe that every single gold digger that came to California would become a millionaire in no time and with very little effort. The news spread outside of the United States and soon immigrants started coming from countries such as China, Chili, M...

How to Write an Art Critique Essay

How to Write an Art Critique Essay Writing an Art Critique Essay What is an art critique essay? How to start an art analysis Tips on how to start How to write an outline How to write a thesis for an art critique essay How to write an introduction Tips on how to write an introduction and thesis How to write body paragraphs Tips on body writing How to finish an art critique essay Tips on conclusion writing Tips on revision Art critique essay sample (Dance of Life) While in college students are expected to be professionally equipped with the necessary writing skills in order to be proficient in essay writing. Unlike high school, paper writing is a mandatory task in college. One cannot opt not to write since it is part of their academic progress and it reflects greatly on their performance. When writing an essay, every student is expected to know what type of paper they are writing and what is required for that essay. Though every paper has almost the same structure, it is essential to know and understand that they are written for different purposes. What is an art critique essay? Many students find writing rather challenging due to the difficulty of comprehending what the paper requires. Before you start writing any essay, it is important that you first know the kind of essay you are writing. An art critique essay is a paper comprising detailed analysis and evaluation of an artwork. Additionally, it is through the analysis that you comprehend the goal of the artist. When one is asked to analyze an artwork, the observations he would come up with will be different from that of another person. Writing an art critique essay might be rather problematic to some students but since its features are similar to that of any other paper, one can easily be able to handle writing one. The features of an art analysiss structure include: An introduction. This is where you give basic information about the artist, the art and the features of the artwork such as title, materials used and location. A thesis. This is where you come up with an argument about the piece of art. This will help reflect your vision on the piece of art. A body. This is where you fully describe the intent of the artist. You can also explain the artwork from your first impression and reaction. A conclusion. This is where you provide your evaluation of the piece of art. Through your analysis and interpretation, coming up with a final judgment is quite easy. How to start an art critique essay To start writing an art analysis, you need to understand its main features. Additionally, this will help you establish a clear and precise outline which simplifies the writing process. Below are some tips to consider before starting writing an art critique essay. Tips on how to start Identify the theme being communicated in the art. This is the first step when writing an art critique essay. It helps you have an idea of what the piece of art is about. Create an outline. This will help you recognize the artist and the features of his work; the materials used and the location. Develop a thesis statement. This is essential as it will help you have a guiding idea reflecting on your paper from your impression and reaction of the art. How to write an outline Writing the outline of an art critique essay is quite simple if you have an idea on how to start writing it. Establishing an outline enables you to easily write your essay and provide its smooth and easy flow. Creating an outline for an art critique essay is as simple as that of any other essay. It entails an introduction, a thesis statement, a body, and a conclusion. How to write a thesis for an art critique essay A thesis statement is essential in writing an art critique essay. The vitality of developing one is that it not only helps build up your essay but also guide you through writing the entire paper. Moreover, through the thesis statement, your audience will find it easy to read your whole paper. How to write an introduction The introduction of any essay is what shows the beginning of your paper. To write the introduction of an art critique essay, you should start with a strong hook which catches the eye of your audience. This will keep them enthused and interested in reading your writing. Tips on how to write an introduction and thesis The introduction of an art analysis shows your audience the beginning of your article whereas the thesis guides them through the entire essay. Below are some tips to consider when writing the introduction and thesis of an art critique essay: Start with a strong hook. This way, your reader(s) will focus on your paper and want to read more of it. Have a clear and specific introduction. This will help your audience understand what your paper is about. Develop a strong thesis statement. This will help you have a guiding notion which will reflect your vision of the artwork. How to write body paragraphs With the help of a thesis statement, you are able to come up with concrete body paragraphs detailing the analysis from the observation you have made. To write good body paragraphs you need to have a full description of the piece of art. Additionally, it is the body paragraphs where you embrace the analysis and interpretation of your work. Tips on body writing Below are some tips to ponder on when writing the body of an art analysis: Begin each paragraph with clear and precise sentences. This makes your article more appealing to your audience and easier to read. Denote your first impressions. This will help you explain the reaction you got from viewing the art piece. Study the features used by the artist. This will help you have the correct choice of words to use when writing. Identify the focus of the work. Identify what captures your most. This will help you discover the artist’s point of emphasis and the purpose of the art piece. Interpret the work. Having identified the purpose of the art piece, interpreting becomes easy. However, you ought to back up your interpretation with evidence from your description and analysis. This will help your audience comprehend your paper easily. How to finish an art critique essay When concluding an art analysis, always remember that you are providing your audience with the final judgment or evaluation of your work. To write the conclusion of an art critique essay, provide a summary of all the information you have gathered from the description, analysis, and interpretation of your art piece. Tips on conclusion writing Below are some tips to put into consideration when writing the conclusion of an art critique essay: Describe whether the art is successful or not. Use your first impression to do it. Explain how you have come up with your evaluation. This will enable your reader(s) understand how you make the judgment. Provide a summary of why you think the art is a success or not. Based on the analysis, interpretation and evidence explain to your audience why you have come up with that evaluation. Tips on revision Going through your paper once, cheking everything is indeed important. The significance of revising your paper lies in ensuring that you provide quality work to your reader(s). It helps you correct your paper and make it exceptional. The following tips are essential when revising your paper: Ensure that the details you have provided are based on the piece of art. Certify that the interpretation you have given has supporting evidence. Warrant that your essay has a smooth and easy flow and that your information is not contradictory. Art critique essay sample The Dance of Life The ‘Dance of Life’ art was painted in 1899-1900 by Edvard Munch. In his painting, Munch presents women dressed differently and seemingly dancing with different men. In the background, there is a sea. The women in the portrait seem to be in different stages of their lives with the one in black seemingly the oldest and thus the most experienced in life. These women, according to Munch, were drawn to symbolize portraits of his lover Tulla Larsen. The image is quite suggestive and seems to hold a hidden message. The different dressing used by the women in the picture symbolized different stages of their lives. The woman dressed in white represents the virgin, the one in red represented the carnal woman and the aged woman in black represents the satanic woman. Additionally, the sea in the background reveals something that is beyond reach. This could mean or represent the uncertainty that engulfs mankind as they live their lives. In addition, this clearly exemplifies the unknown; that which mankind does not know or comprehend about life or that which mankind does not know exists beyond life after death. This indicates that one did not know how far their lives were to go before their deaths. The portrait clearly shows or symbolizes the playing out of earthly life and the varying stages of the same. In the background, a lone woman stands in front of a symbol representing the reflection of the setting sun while multiple men hang around another woman in white. This represents or shows the stage in life where one is on the search for a partner but finds it hard to get one. Looking at the right middle ground, a male figure looks like his using force or trying to forcefully dance with the woman in white who appears to be leaning back. Most people who have analyzed this image seem to believe that the male figure embodies the caricature of the playwright Gunnar Heiberg. The male figure and the female figure in red in the foreground represent Munch and Larsen. They appear to be physically contiguous and symbolically entangled through the shapes of the lower part of their bodies. However, their faces seem to indicate their separation from each other. This clearly shows how separated they are from the moment. In conclusion, the art seems to be a good piece which clearly symbolizes the different stages of life.

Determining Your Perfect Position Essay Example | Topics and Well Written Essays - 1250 words

Determining Your Perfect Position - Essay Example It is natural for every business student to aspire to be a successful businessperson at a reputable organization. These positions could be of an entrepreneur, the chief-executive office, the departmental heads - marketing, sales, production, and finance or even the president and chief supervisor. Everybody has a different perfect position in mind; a different dream; I aspire to be an entrepreneur and start up a business of designer personal computers. The reason that I believe that the position of an entrepreneur and then the CEO of the organization once it is in existence is perfect for me is due to my personality and passion put together. The enthusiasm that I hold for designer personal computers is extraordinary; I want to pass on this fervor to other people too by opening up my own venture. An entrepreneur is somebody who takes major risks; he employs all the money that he has towards his business plan in the hope of earning profit. However, this profit could very well be major losses as well; the entrepreneur might be left with no capital by the end of the project. However, I am a very adventurous person by nature - risk taking and gambling is a part of everyone's life; taking risks for something one really desires is a positive risk. Also, I possess a high energy level, self-confidence and an awareness of passing time. I tend to make the best use of time that I have along with a managed awareness of my surroundings. These a re all the qualities that an entrepreneur should possess ideally, and with these qualities and commitment, I believe I can reach new heights as an entrepreneur myself. Leadership: The second prerequisite of a running an organization successfully at a certain position is 'leadership'; a leader is somebody who manages the entire organization and its operations, controls all activities, monitors each act and most importantly, motivates other employees to work for the progression of the organization. Employees tend to slack off and become uninterested in their job; it is the task of this leader to exhibit his leadership skills and talk these employees into working hard and become motivated. One of the most important jobs of the leader, who mostly is the manager, is to plan out a mission and then guiding and directing it to success (Thompson, Strickland, Gamble; 2008). Leadership Styles: The way a person plans to lead his organization of his subordinates depends on basically two things; firstly, his nature and personality attributes and secondly, the circumstances at hand and the type of organization he is running. There are several types of leadership styles - authoritative, participative, delegative, autocratic, charismatic, democratic, people oriented, task oriented etc (Glanz, 2002). However, the three main categories are 'authoritative/autocratic', 'participative/democratic' and 'delegative/free reign'. A leader can only be successful if he knows which side of this leadership to apply in which situations. 'Participative/democratic' is a style that focuses more on team work and building great interpersonal relationships with one's colleagues. Such a leader does not believe in ordering or bossing around his/her subordinates; this also gives birth to a level of respect among the team members. This strengthens the ease and comfort of sharing ideas and innovation techniques and negates the idea of suppressing one's suggestion in fear

Paraphrase Essay Example | Topics and Well Written Essays - 750 words - 6

Paraphrase - Essay Example However, misconceptions can arise from such ads that will affect the very lives of consumers. For example, the product being advertised claims or gives the impression that it can make the consumer become as fit as the model when in fact it has nothing to do with how the model looks like. Viewers who associate the product with the model’s great physique will then buy without actually researching further about the effects or importance of the product. Consequently, the issue on intelligent buying arises which makes the topic on advertising even more important. In Charles O’Neill’s The Language of Advertising, he presents how advertisers convey their messages in subtle ways that often trap the consumers in various ways. One of his points is that, advertisers often appeal to people’s emotions. For instance, he explains that in promoting the pick-up truck called the Ram, an ad that features the background of a farm and portrays hard-working farmers is used along with the reading of a poem entitled, â€Å"So God Made a Farmer† (323). Although the ad was simple and it did not use any attractive, naked men or women in the scenes, it was very successful because many viewers were emotionally touched by the ad, having them associate with the American culture that the ad reflects. Another means advertisers utilize is the use of sexual perceptions. They use men and women that are famous and beautiful which the majority would appreciate and desire to be associated with. Moreover, the advertisements adjust to the modern peo ple’s attention span. Since people are often busy, they do not have the patience to listen to long sentences that will appeal to their logic. Instead, they need short, simple sentences that may give them empty and often unreliable information. O’Neill argues that advertisers are making consumers stupid in many ways. For instance, because advertisements primarily aim to convince consumers that they need to buy their products,

Getting Prepared to Build Your Personal Brand and Make a Strong First Statement

Getting Prepared to Build Your Brand and Make a Strong First Impression - Personal Statement Example Being that I previously worked in a logistics firm the responsibility that I carried in my daily job was enormous. I had to maintain proper accounting records in terms of bookkeeping, accounts payables, accounts receivable and accurately making regular journal entries. The job also involved preparing invoices, attaching the correct PODs to the invoices and making database system entries all by myself. Previously before joining Y Logistics, I worked as a customer service attendant then got a promotion to a leadership role with more responsibility where I helped as a medical administrative assistant. Therefore, responsible workers and leaders help to steer any organization or company ahead in terms of success and reputation. I am detail-oriented, an aspect that is indispensable to all successful and aspiring persons in the business world. Detail-oriented persons view problems in a deep light which helps them understand not only the possible effects of the problem at hand, but also the causes. Perfection of details is a quality that is deeply ingrained in me and as such I make a perfect marketer. The experience at Y Logistics Incorporation has also helped me perfect my ingrained nature of being detail-oriented. I had to write very accurate details about every debtor and creditor of Y Logistics Incorporation. In a logistics organizations, simple mistakes can be viewed as accounting malpractices. Such details involve the amount to be received or paid out by the company therefore I always had to go through them at least twice after their initial recording to ensure accuracy. During my tenure as an employee of Y Logistics Incorporation I learnt to fully focus and devote both my time and heart to every single task I was assigned. My attention to detail has helped me perform audit trails that have not only helped my past employers, but helped improve my experience in the field. My devotion and attention to detail will be

Homework II Essay Example | Topics and Well Written Essays - 750 words

Homework II - Essay Example It is the hope of this author that such a unit of analysis will be beneficial to the individual with regards to seeking to understand the changes that the Affordable Health Care Act portends for the daily life and economic situation of the reader/stakeholder within society. Firstly, it must be understood that the federal agency tasked with ultimate implementation of this law is that of the Health and Human Services Department of the United States federal government. As such, this department has received a vastly increased budget as well as an increase in positions of individuals who will be responsible for the distribution and oversight of the Affordable Health Care Act. Ultimately the Health and Human Services Department is a cabinet level office that is tasked with seeking to impact upon â€Å"Improving the health, safety, and well-being of America† (Graham 1). As such, the docket number and RIN for the Affordable Healthcare Act is as follows: 0938-AR51. ... This is intended to be effected by mandating that the individual should integrate with at least some level of healthcare for themselves and for those within their family. Moreover, the Affordable Health Care Act also proposed a reconfiguration of the way in which the insurance industry within the United States sought to deal with â€Å"pre-existing conditions†; a hardship that formerly saw many tens of thousands of individuals denied coverage (Pipes 1). Finally, with regards to an overall summary concerning the basic interests for and against the legislation, it must be understood that the Affordable Health Care Act does not solve the issue of the uninsured within society. Due to exceptions and the possibility of â€Å"opting out† the uninsured can still exist; however, they will now be responsible for paying a yearly penalty for remaining uninsured. Another key shortcoming with regards to the proposed law is the fact that individual small business owners within society who might have otherwise continued to add jobs and higher more individuals since the economy has started to come back to life, are now hesitant to engage in any such action due to the fact that the healthcare bills that small firms will be saddled with, on the part of their employees, will be exorbitantly high (Avik 16). This is of course compared to the way in which healthcare costs were evidenced prior to the legislation being proposed and/or taking place. However, with regards the ultimate benefit and interest to society, it must be understood that the Affordable Health Care Act allows for a great reduction in the overall number of individuals who would have gone uninsured otherwise. By providing an incentive to become insured in reducing the overall level of obstacles that it formerly

Erosion on the Earths Moon, Venus and Mercury Assignment - 1

Erosion on the Earths Moon, Venus and Mercury - Assignment Example Its solid surface and thick crust also support this idea. The right reason why there is so less erosion observed in the surface of Mercury and Venus is that unlike Earth, these planets have no tectonic plates. Since there are no tectonic plates to move with respect to one another, therefore, there remains no room for the energy from the Mantle to escape. Instead, Venus goes through a repetitive process that makes the temperature of the Mantle rise to a critical point, beyond which the crust melts, though it takes quite long for it to renew itself, thereby dissipating all of the stored heat in the Mantle. Besides, Venus has no moons to produce a tidal effect and accordingly, no erosion results because of a lack of moons’ gravity. Erosion on the moon is very less / negligible because there is no wind or precipitation to cause erosion. A planets size and its distance from the Sun play a very important role in deciding the atmosphere a planet would have. Let’s take the example of the planet Earth. Earth is the fifth-largest planet among all and it is two planets (Mercury and Venus) away from the Sun. Unlike many other planets, the huge size of Earth leaves a lot of room for the heat to accumulate in its interior i. e. the core of Earth. The accumulated heat forces the tectonic plates to slide past one another so that the heat can be dissipated outside the earth into the atmosphere. â€Å"Earths geological activity also affects the average temperatures. As a simple example, if there is a massive volcanic eruption that sends large amounts of dust into the atmosphere, then the dust could block sunlight thereby cooling the Earth.† (Pandian, 2002).

Macro Economics Essay Example | Topics and Well Written Essays - 750 words

Macro Economics - Essay Example INFORMATION PRESENTED IN THE ARTICLE: The article summarizes current situation of the economy of United States and comment on the different policies and initiatives taken by the government. Writer, with the help of this article, wants to explain the changing attitude of the consumers in the market of United States. The ongoing decreases in the income level have resulted in generation of feelings against the government of United States. There has been around 9.8 percent decline in the national income, for the period starting from recession till June 2011, which is highest in previous some decades (Pear). Although there have been slight improvement in the unemployment rate, the overall wage rate has been stagnant or decreasing. Different factors have been identified for this by the writer like increasing number of people looking for jobs, people are ready to work at low wages, and the wage rate per hour is not able to cover the increase in the overall cost because of inflation (Pear). Along with this the writer has presented the ideas of different economists and analysts, who are of the view that recession has not yet ended for the economy of United States of America. People are facing serious issues because of the lack of jobs and reduced wage rates. As a result the overall spending has also decreased. EVALULATION AND EXPLANATION OF THE ARTICLE: In the article, Pear has provided different statistics in order to prove the decline in the overall household income and take home wages. Article presents different reasons behind the decline of this wage rates and national income. One main reason is the growing unemployment rate, there are increasing number of people who are looking for jobs out there. Owing to the increase in the unemployment rate, people working in different organizations cannot demand for salary increase. Unemployed people are ready to work at low wage rates, which further put downward pressure on the average wage rates in United States. This change can be explained with the help of the concept of supply and demand in the labor market. It has been known through the concept of the Marginal Productivity, that there is an inverse relationship between the wage rate and the demand of the labor. On the other hand the supply of the labor is directly related with the wage rate. If the supply of the labor is more than the demand of the labor, a situation which results in unemployment, the overall wage rates in the economy decrease considerably (Mankiw, 376-388). The decreased wage rate and increasing unemployment level has direct impact on the consumption and spending of the consumers which in turn influence the total GDP and output of any economy. The total output or GDP consists of different components namely: private consumption, government spending, investments, and net exports i.e. exports minus the imports (Leamer, 44-45). GDP = C + I + X – M Private consumption is related to the level of earnings of the people. The disposa l income is the income earned by people after paying the taxes (Arnold, 209). The consumption is equal to disposal income plus savings. C = Yd + S Consumption function describes the direct relationship between private consumption and disposal income. Slope of the consumption function is known as the marginal propensity to consume, which explains the change in consumption because of the change in disposal income (Wessels, 139-141). C = a + bYd Where: a =

Erosion on the Earths Moon, Venus and Mercury Assignment - 1

Erosion on the Earths Moon, Venus and Mercury - Assignment Example Its solid surface and thick crust also support this idea. The right reason why there is so less erosion observed in the surface of Mercury and Venus is that unlike Earth, these planets have no tectonic plates. Since there are no tectonic plates to move with respect to one another, therefore, there remains no room for the energy from the Mantle to escape. Instead, Venus goes through a repetitive process that makes the temperature of the Mantle rise to a critical point, beyond which the crust melts, though it takes quite long for it to renew itself, thereby dissipating all of the stored heat in the Mantle. Besides, Venus has no moons to produce a tidal effect and accordingly, no erosion results because of a lack of moons’ gravity. Erosion on the moon is very less / negligible because there is no wind or precipitation to cause erosion. A planets size and its distance from the Sun play a very important role in deciding the atmosphere a planet would have. Let’s take the example of the planet Earth. Earth is the fifth-largest planet among all and it is two planets (Mercury and Venus) away from the Sun. Unlike many other planets, the huge size of Earth leaves a lot of room for the heat to accumulate in its interior i. e. the core of Earth. The accumulated heat forces the tectonic plates to slide past one another so that the heat can be dissipated outside the earth into the atmosphere. â€Å"Earths geological activity also affects the average temperatures. As a simple example, if there is a massive volcanic eruption that sends large amounts of dust into the atmosphere, then the dust could block sunlight thereby cooling the Earth.† (Pandian, 2002).

MUSCULOSKELETAL Essay Example | Topics and Well Written Essays - 250 words

MUSCULOSKELETAL - Essay Example Factors such as doing heavy physical work may cause degeneration of discs. Obesity, which can be linked to the patient’s lifestyle and the family’s history, may as well cause disc degeneration (Rajasekaran, Venkatadass, Babu, Ganesh, & Shetty, 2008). A thorough understanding of the five factors and how they are interrelated is important in the treatment of the patient. I agree with Christopher Johnson on prioritization of treatment as the best thing to do. This is because it aims at relieving the acute nature of the patient’s injury thereby alleviating pain. This way, his good health will see to it that he can carry on with his activities of daily living. When treated, the patient will be capable of reaching out to his relatives and friends for assistance. The assistance may come I form of meal preparation and transportation to and from physical therapy (Fink, Gebhard, Fuerst, Berger & Schà ¤fer, 2013). The patient’s overweight could be caused by factors such as stress and depression, which can lead to overeating or poor food choices (Mikhael at al., 2013). The patient’s counseling will only be effective if the pain is relieved first. (2013, April). Management of newly diagnosed symptomatic multiple myeloma: updated Mayo Stratification of Myeloma and Risk-Adapted Therapy (mSMART) consensus guidelines 2013. In Mayo Clinic Proceedings (Vol. 88, No. 4, pp. 360-376).

A seminar on “Beginning For Beginnger” Essay Example for Free

A seminar on â€Å"Beginning For Beginnger† Essay A seminar on â€Å"Beginning For Beginnger† was held at DKU at Faculty of Business Managemnet. This seminar was held on 9 June 2012-06-24. This seminar was begin on 2.00Pm 5PM. It was jointly organised by all part three student who take Mgt538 in this semester. The purpose of the Seminar was to talk about lessons and challenges in facing currunt enviroment on studies and future working enviroment. It focused mainly on the attitutes, styles and action that should be take to faced all the situation. All part three students whose take this subject are compulsory to attented this seminar. The Programme is given at DKU that situated in Faculty of Business Management. The seminar was given by Cik Noor Syuhada,caunsellor Uitm Seri Iskandar Perak. AIMS AND OBJECTIVES The seminar was structured in a way that helped participants to walk through the issues, starting from the relevance of the organisational context, along the issues that have to be addressed, the intended or assumed and finally to the actual implementation. The objectives of the seminar were to provide insight in the issues, to identify the mistake ,and to discuss the possible approaches for formulating and implementing tools that can be take. In order to encourage discussion and a more focussed exchange of information practical sessions were scheduled .During these sessions participants could ask some questions and share thoughts with each other and the speakers. THE POSITIVE IMPACTS The seminar participants agreed that : 1. This programs will help them to improve their knowledge on facing their future enviroment especially during their working enviroment. 2. Many participants were given a chance to ask any questions and they also were give a chance to share some idea or tips that will give benefits to all participants. 3. It is important that all parties to attends,it will give a common understanding about what these and other key terms mean. 4. The seminar have give them a lot of tips on attending interviews and facing interviews session that will improve their confident to facing that. THE NEGATIVE IMPACTS The side impacts that can be conclude from the seminar : 1. Some participants not focus during the seminar. 2. They playing games on their mobile phone, chatting, talking and etc. 3. Not all students have confidents to ask questions even they have intention to do so. 4. Sessions for students to discuss among themselves was not held. RECOMMENDATIONS : Some recommendations that can be take are : 1. Small group discussion can be do in oreder to give participants share or discuss among themselves about the issues on the seminar. 2. Students should be ask to switch off their phone during the seminar. 3. Try to encourage students to build up their confident to share, ask or gine opinion during the seminar. CONCLUSIONS : The feedback of the participants confirmed that the seminar was very much appreciated as well as that there is a pressing need for more practical approaches and for other opportunities to discuss the many issues. The speakers came also from different backgrounds and presented the audience with different practical experiences, insights, and views, both at an organisational and national level. It gave a good impression and understanding of the many perspectives. The seminar have improve knowlegde among participant and will benefits to them in facing their future working enviroments.

Jackson as a President: Yesterday and Today :: American America History

Jackson as a President: Yesterday and Today The Andrew Jackson Administration, from 1829 to 1837, was very important in American history. A self-made man, Jackson exemplified republican virtues by restraining a centralized government and promoting the powers of the people. His administration left a lasting impact on American politics. With his extreme usage of the presidential veto, Jackson strengthened the executive branch and rendered it equal in power to the legislative branch. These Jacksonian ideals of decentralized government can still be seen in politics to this day. Jackson was the first American president to have come from the frontier society of the American West. He was a "one-generation aristocrat" (Hoftstedder, 58) whose ambitions were to be wealthy and receive military glory rather than have political power (although military glory is a good way to gain popular support and political power). Jackson gained 'national hero' status after his military victory at the Battle of New Orleans. This victory, along with wounds from his participation in the Revolutionary War, gave him the popular support he needed for a strong presidency. Although Jackson lost in his first attempt at the Presidency, he quickly learned from his mistakes and won the election of 1828 by 95 electoral votes (Norton, 359). During his administration Jackson was faced with many key issues, of which the Nullification crisis is an example. This was a crisis over the doctrine of nullification, which was being strongly pushed by South Carolina. According to this doctrine, the state had the right to nullify government legislature that was inconsistent with its own. This doctrine was not used until 1832 when a new tariff was imposed that would reduce some duties but retain high taxes on many imports. The south felt this tariff would make them pay for northern industrialism, and they did not want to succumb to the will of the North. Jackson was against this theory of Nullification because he was a strong supporter of the Union. He took action against this by publicly 'nullifying nullification' and by moving troops into South Carolina to help the federal marshals collect the unpaid duties. Finally a compromise tariff was passed in 1833 which increased the number of duty free items and reduced other duties. Jacks on's decisive actions in the Nullification crisis helped define the powers of the central government more clearly, they made it clear to the states that he would not suffer their tyranny, which might break up the Republic, just as the States would not tolerate a tyrannical central government.

History of the DIA :: essays research papers fc

History of the Defense Intelligence Agency   Ã‚  Ã‚  Ã‚  Ã‚  In the years following World War II, there were many turf battles fought between the intelligence agencies of the United States. The Central Intelligence Agency, which was created in 1947 with the passing of the National Security Act, won the initial battles. This agency had won both legislative status and budget authority and was to make recommendations for coordinating intelligence activities; and to correlate, evaluate, and disseminate intelligence (Laqueur, 17). The act was vague however, and the new agency quickly moved to the role of producer of intelligence and quickly grew in size(Laqueur, 17).   Ã‚  Ã‚  Ã‚  Ã‚  By 1953, while headed by Allen Dulles, the CIA reached its height of influence inside Washington. Dulles showed little interest in intelligence coordination, but was very close with President Eisenhower and with his brother, Secretary of State John Foster Dulles, he had great personal influence within the administration (Laqueur, 18).   Ã‚  Ã‚  Ã‚  Ã‚  Unfortunately, Dulles’s final years as Director of Central Intelligence (DCI) were strife with controversy. Overly pessimistic intelligence estimates gave way to controversy concerning the missile gap between the USSR and America. Another intelligence disaster was the Bay of Pigs invasion of Cuba. This operation further damaged the CIA’s reputation and led to Dulles’s dismissal as DCI (Laqueur, 18). These intelligence failures caused President Eisenhower to be dissatisfied with the intelligence he was receiving from the community. A new solution was needed and Eisenhower moved to create a Joint Study Group to â€Å"determine better ways of effectively organizing the nation’s military intelligence activities† (Raman).   Ã‚  Ã‚  Ã‚  Ã‚  This group recommended the creation of a single source to manage and coordinate all intelligence expenditure, production, analysis, assessment and dissemination functions within the Department of Defense (DOD). This agency would be responsible to the Secretary of Defense, and meet the intelligence needs of the Joint Chiefs of Staff (JCS) and military units fielded worldwide (Raman).   Ã‚  Ã‚  Ã‚  Ã‚  Eisenhower’s term as President ended before the group’s recommendations could be implemented, however the banner was carried by the next administration. Robert McNamara, Secretary of Defense under President John F. Kennedy, accepted the group’s recommendation and created the Defense Intelligence Agency (DIA) (DNSA). McNamara had many reasons for accepting the groups recommendations. First among them was the differing assessments of the missile gap by each of the services intelligence agencies. Another reason was McNamara’s cost-conscious attitude. He wanted to merge the intelligence directorates of the different services to avoid a multiplicity of intelligence agencies in the Pentagon (Raman).

Developing curriculum for the resident teacher program

Literature Review is the most critical portion of a thesis as it revolves about and builds upon the work that has been antecedently done in the topic being researched. There are several articles available on the subject of REP nevertheless non all of them concentrate on developing a course of study for the occupant as instructor plan. A systematic reappraisal of literature was conducted utilizing PubMed and Google Scholar. Keywords used for the hunt were: occupant as instructor, learning accomplishments, course of study. A list of 223 articles published from 1950 to 2009 was retrieved which was cross checked with the published updated selected bibliography on the occupant as instructors subject. Extensive reappraisal of the full texts of the articles available and the abstracts resulted in choice of 29 articles which chiefly focused on enterprises for bettering the occupants learning accomplishments. â€Å" Residents in all subjects serve as instructors and function theoretical accounts for pupils, co-workers, and other staff † . ( Residents-as-Teachers Programs in Psychiatry: A Systematic Review ) . Residents work closely with medical pupils in peculiar and have considerable chances to learn and act upon pupils ‘ cognition, attitudes, and behaviours. Since the early 1970s, the literature on the occupants ‘ learning function has emphasized the demand to develop occupants as instructors every bit good as to measure the content and results of instructional plans. Overall, the literature shows that occupants wish to educate ; they want to be qualified as ‘teachers and leaders ‘ . Most of the research available has been conducted in USA, UK and other developed states, where the government organisations are back uping this function of â€Å" occupants as instructors † . â€Å" Residency † is a medical preparation phase of graduation. AA † occupant doctor † A orA merely resident ; A is person who has already completed the needed grade in medical specialty. They are besides referred to asA registrarsA in the U.K and other â€Å" Commonwealth † states. They besides pattern medical specialty under the disposal of the to the full licensedA doctors, by and large in infirmaries and clinics. A residence frequently comes after the internshipA twelvemonth or at some points includes the internship twelvemonth as the ‘first twelvemonth ‘ of the plan. It can besides come after the phase ofA family. Here the general practician is trained or qualifies in a sub-specialty. â€Å" Surveies estimate that occupants spend up to 20 % of their clip on learning activities-regardless of their future calling programs † ( â€Å" Resident-as-Teacher † Course of study: Do Teaching Courses Make a Difference? ) as suggested by Maria A. Wamsley, MD, Katherine A. Julian, MD, Joyce E. Wipf, MD in their article. Harmonizing to the writers all occupants know and understand their duty and function every bit far as learning the medical pupils is concerned. Apart from the pupils they besides teach housemans and other fellow occupants. As these research consequences were based on studies ; they have besides demonstrated how occupants non merely bask learning but see it an of import portion of their ain survey. Second, they indicate how much the occupants prefer learning on call patients instead than go toing talks etc. Another study that had been conducted for the research above highlighted how the medical pupils anticipated that 1/3 of their cognition was attr ibuted to the instruction in the house. A study was conducted in 2001 that showed that '55 % of residence managers ‘ idea that the plans offered to occupants were official instructions sing learning accomplishments. It is noticeable how â€Å" resident as-teacher † course of study is going more widespread in the different residence plans, still the managers of these surveyed plans communicate that there is a demand for â€Å" more resident direction in learning † . Another point is that apart from holding published surveies available that describe the classs, many of these, need to be evaluated for their effectivity. Another cogent evidence is that these classs no uncertainty develop pupils ‘ rating of participants. There are 3 nonrandomized restricted surveies that calculate the evaluations for the pupils and they showed through statistics a noticeable betterment in resident ratings. â€Å" However, when impact is assessed by consequence size, the per centum alteration in ratings after the intercession is little ( 2 % to 11 % ) , in portion due to the concentration of rating tonss in the upper half of the graduated table. Yet in the largest controlled survey, these differences resulted in occupants being perceived as â€Å" first-class † instead than â€Å" really good † instructors. ( Maria A. Wamsley ; et Al ) We can further understand the importance of REP with the statement that these occupants are non merely specializer in their chosen Fieldss but they are besides learners or scholars i.e. â€Å" larning on the occupation † . ( Basuri ; et Al ) Majority of their acquisition takes topographic point while they are executing their clinical responsibilities and pattern. The latter can be farther illustrated by the undermentioned illustration. The infusion was taken from the article related to Mount Sinai Hospital and the Resident Education Program. The Institute for Medical Education at the Mount Sinai School had developed a â€Å" Resident Teaching Development Program ( RTDP ) † in the twelvemonth 2001. It was a 7 hr multidisciplinary plan that had been initiated in this country of module development. The intent was to concentrate on the significance of the occupants as â€Å" medical pedagogues † in IME. The chief aim of this plan was to construct learning accomplishm ents in the occupants who wished to learn the pupils at the school of Medicine at Mount Sinai. It would in bend prove beneficial for the betterment of the â€Å" quality of clinical instruction at the Mount Sinai Hospital and its affiliates † . The development portion of the plan had the squad reexamining all go outing work that had been done in the country. What were the other establishments making and how they were making it, and so on? They besides consulted pedagogues and conducted â€Å" needs appraisal † studies. After all the work they structured the class in a manner that it non merely included â€Å" active acquisition and chances for pattern, integrating of the occupants ‘ ain experiences, feedback on their usage of learning behaviours, and job resolution activities † . Another of import portion of all this is that the autonomous acquisition encourages the occupants â€Å" to self-assess and make individualised instruction ends for themselves â €  . The above clearly explains how of import the REP is non merely for any infirmary or medical school but for the practicing occupants every bit good as the housemans and pupils who are go toing these classs. A research done on the competence based construction ( B. Kanna ; et Al ) suggested in its decision that â€Å" Internal medical specialty occupants mentality in research can be significantly improved utilizing a research course of study offered through a structured and dedicated research rotary motion † . It is further demonstrated by the advancement that can be seen in the satisfaction of the occupants, the rate of engagement in assorted academic activities and result of the research for occupants since the beginning of the â€Å" research rotary motion † in different countries of the plans and preparations It is an established fact that occupants as pedagogues plan was a alone thought that has been at work since 1960 ‘s. It has resulted in a positive bend out of the occupants and the pupils who are both profiting from such acquisition and skill based plans. All the research that has been conducted resulted in the same thought that more and more chances should be given to these occupants and their accomplishments and capablenesss should be improved so that larning can increase. One interesting fact was frequently highlighted by different research workers in their studies. It was whether learning improves the accomplishments of the practicing occupants or non? A hypothesis for a research highlights the undermentioned by saying that whether a â€Å" skilled instructor has an increased likeliness of going a competent instructor † or is the instance face-to-face. Their probe and studies lead them to happen that their consequence supported the hypothesis. â€Å" learning improv ed the sensed professional competence of medical doctor. â€Å" ( Basuri et al ) . However it was mostly subjective with small quantitative grounds, still they did non happen any survey that disproved this point. In the first chapter we had established in the issues sing the function of the occupants that emphasis needs to be given on how to construction a more efficient REP plan that will heighten non merely the accomplishments of these occupants but in bend improve the quality of larning that takes topographic point. Another survey found in Medical Teacher ( Vol. 24, No. 1, 2002 ; Busari et Al ) indicated that the occupants non merely idea of learning the medical pupils as their chief duty but that they besides learnt in the procedure. However, it is noticeable that learning is limited due to clip restrictions that may be needed for the readying and conductivity of the class coupled with better instruction accomplishments. In this survey the positions of Stewart & A ; Feltovich ( 1988 ) were besides confirmed who stated that â€Å" occupants are in a alone place to learn and measure pupils because of their propinquity to the pupils † . Many of the positions by the occupants supported this impression and included the undermentioned points: They felt that the occupants were voluntarily available and had more contact clip with pupils They were in a better place every bit far as the rating of the pupils was concerned. They were easy to near as they were ever in the infirmary and on responsibility From the pupils point of position the occupants were better at explicating things. Even though there was a common understanding that instruction was the one of the chief functions that occupants had, there was a significant deficiency of the instruction clip and the know-how which caused hinderances in their function. This lowered their place to person merely as an attending staff member. Many a times it was noted by the occupants that while learning the pupils their ain accomplishments were tested and they has clip to critically reflect on their ain cognition. One should see it to be an of import motivational point which leads these occupants to constantly update themselves and therefore the procedure of acquisition goes on.2.4 DecisionFrom the treatment and positions presented above the decision is obvious. Before get downing the chapter it was established that work in this country was required for Pakistan as this construct is new to this portion of the universe. Although establishments like AKU and ISRA are sREPping up their work in the field of REP much more h as to be done. Developing a course of study for this country is so a challenge as to understand the significance of the attempts is required. From the above and many other treatments already published it is observed that occupants were non given the really accredited for the work that they have done or the occupation they perform. They have non been provided adequate clip to better their accomplishments and these consequences in certain oversights in the instruction of assorted plans. We can see this from the survey conducted in another article which stated that there was cogent evidence that â€Å" instruction classs improve resident self-assessed instruction behaviours, assurance as a instructor, and consequence in higher scholar ratings of occupants. † ( Wamsley et al. ) it can be stated â€Å" that based on the seen ‘positive effects ‘ , one might reason that all residence plans should necessitate occupant learning direction. † There are many obstructio ns nevertheless, sing the execution of the class. Teaching different plans prove to be ‘time intensive ‘ for both the occupants and module. It is besides a challenge to supply the occupants with uninterrupted larning clip. Majority of the clip there is no support for making and learning these classs. â€Å" Competing curricular demands for preparation may ensue in fewer time-intensive course of study. † Furthermore we can set up that these limitations might be a contributional factor towards the fact that about â€Å" half of all residence plans do non supply formal direction in learning. † We have at the beginning of this chapter highlighted the importance for REP with respects to Pakistan and besides have identified countries where work needs to be done. Pakistani universities particularly those covering with medical specialty and infirmaries like Aga Khan need to set in more attempt in bettering the position of occupants as instructors. Intelligibly we have sREPped into this sphere and no uncertainty worked increasingly but every bit compared to what other states have done we are still far behind. Thus we will reason our reappraisal here and further this research thesis to chapter 3 which will concentrate on the demand appraisal for the occupant as pedagogue plan and the development of the course of study for the said. Medical pupils often consider occupants to be their most of import instructors and look frontward to a teaching function during residence ( Barrow, 1966 ) . Another survey, conducted more than twenty five old ages subsequently, confirms these findings ( Bing-You & A ; Sproul, 1992 ) . Brown ( 1970 ) , in a survey of housestaff attitude towards instruction, found that occupants provide the bulk of clinical direction. Harmonizing to his findings, no 1 is more available to pupils and junior housestaff through all facets of medical attention, even through the dark. He argues that without occupants, clinical module would necessitate to be available 24 hours a twenty-four hours. He found that all occupants consider themselves to be instructors, and pass 20A ­25 % of their clip supervision, measuring, or learning others. Residents besides attribute 40-50 % of their ain instruction to other housestaff. These findings are in maintaining with more recent surveies. Undergraduate surgery pupil s credited housestaff for supplying about one tierce of the cognition acquired during their rotary motion ( Lowry, 1976 ) . In another survey ( Bing- You & amp ; Harvey, 1991 ) , pupils estimated that one tierce of their cognition could be attributed to housestaff instruction. Steward and Feltovich ( 1988 ) argue that â€Å" for learning medical pupils, no 1 is more available or better qualified than a occupant † ( p. 4 ) . Residents occupy an intermediate place between module and pupils in footings of cognition, authorization, experience, and are less intimidating to pupils. Their propinquity, in footings of degree of preparation, enables them to better understand the practical demands and jobs of pupils. Tremonti and Biddle ( 1982 ) emphasis that occupants ‘ functions as instructors are complimentary, and non redundant, with that of module. Residents concentrate on day-to-day patient attention issues on a big figure of patients and pass more clip on the ward and at the bedside. Faculty, on the other manus, emphasis in depth treatment, psychosocial issues, and job work outing accomplishments on a little figure of patients. The fact that occupants spend more clip with pupils and are â€Å" closer † to their degree does non needfully do them effectual instructors. Irby ( 1978 ) found that although pupils rated occupants as being more involved in their clinical instruction, occupants were thought to be less effectual than module. Merely 10 % of pupils in another survey ( Brown, 1971 ) â€Å" felt that housestaff instruction was peculiarly effectual when it was done at all † ( p. 93 ) . Wilkerson, Lesky, and Medio, ( 1986 ) studied the learning accomplishments of occupants during work unit of ammunitions. â€Å" The consequences aˆÂ ¦indicated that during work rounds the occupants exhibited few of the instruction behaviours that can heighten acquisition in a patient attention puting†¦ , that pupils and housemans were frequently inactive members of the work squad, with the bulk of clinical determinations being made by occupants Clinical logical thinking, job resolution and supervised determination doing were non recognized as acquisition ends that might be pursued while charts were being reviewed and patients were being visited†¦ .The occupant appeared to gestate instruction as a schoolroom activity and compare it to talking † ( p. 827 ) . Lewis and Kappelman ( 1984 ) noted that occupants most often use an autocratic talk manner in learning. Ironically, this was occupants ‘ least favorite attack as scholars. Medio, Wilkerson, Lesky, and Borkan ( 1988 ) observed occupants during work unit of ammunitions. Residents did non frequently deliberately use day-to-day patient brushs for learning. When they did mean to learn during work unit of ammunitions, they normally provided brief talks. Not merely did the survey show the limited repertory of learning accomplishments used by most occupants, but it besides delineated the many instruction chances that were being overlooked. For most occupants, learning had become synonymous with prepared talks and was, hence, incompatible with the unpredictable demands of patient attention ( p. 215 ) . Meleca and Pearsol ( 1988 ) impulse that occupants be made cognizant of and take advantage of their duties and â€Å" docile minutes † ( i.e. , learning chances ) . One survey ( Bergen, Stratos, Berman, & A ; Skeff, 1993 ) compared the clinical instruction abilities of occupants and go toing doctors in the inmate and talk scenes. Overall, occupants and attentions received similar evaluations. Where there was a difference, module were rated higher than occupants. Of note, evaluations for both groups were by and large low in each class proposing the demand for engagement in REPs by both groups. Residents by and large have a positive â€Å" attitude † towards their function as instructors. The huge bulk of occupants enjoy learning ( 89 % of 68 respondents ) ( Apter, et al. , 1988 ) . In this survey, enjoyment of instruction was positively associated with increased readying clip and perceptual experience of positive consequences of learning. Bing-You and Harvey ( 1991 ) are the first to turn to whether an association between a positive attitude towards learning and perceptual experiences towards learning are associated with better pupil ratings of learning. Twenty one ( of 24 ) occupants completed a questionnaire in order to study their attitude towards learning. They were later evaluated by 3rd twelvemonth medical pupils over a one twelvemonth period. Residents ‘ desire to learn was most strongly correlated ( 0.77 ) with active engagement of pupils and was the lone â€Å" attitude † correlating with overall learning effectivity ( 0.54 ) . Unfortunately, no correlativity was found between pupil evaluations of occupants as instructors and occupants ‘ self- appraisal of learning effectivity. Of note, occupants holding participated in a REP were more confident as instructors, were rated more extremely in actively affecting pupils and in supplying way and feedback, and were besides more confident as instructors. Although occupants have major learning duties, grounds exists that they may non have adequate support or readying for this function and that barriers hinder optimum instruction. A US national study of general surgical residence plan managers ( Anderson, Anderson, & A ; Scholten, 1990 ) posed three inquiries: ( 1 ) To what extent do surgical occupants Teach and measure medical pupils? ( 2 ) How are surgical occupants prepared for and evaluated on their instruction duties? ( 3 ) What are the surgical plan managers sentiments approximately occupants as instructors? Virtually all ( 98 % ) surgical occupants had learning duties. However, merely 36 % of plans provided occupants with written ratings of their instruction, and 60 % of plan managers did non believe it was of import for occupants to have formal preparation in learning accomplishments. Merely 14 % of occupants in this survey had attended workshops on learning. Two other surveies ( Callen & A ; Roberts, 1980, Brown, 1971 ) study similar findings. Thirteen per centum of 136 psychopathology occupants, and 15 % of 28 surgery occupants had anterior teacher preparation. A more favorable proportion ( i.e. , 38 % of 21 occupants ) is cited in one survey ( Bing-You & A ; Harvey, 1991 ) . This likely reflects the writer ‘s outstanding function in advancing and developing resident instruction accomplishments at his establishment. Schiffman ( 1986 ) asks: â€Å" How so do house officers learn how to learn? The obvious reply is that the house officer has had twenty old ages of observation of his or her ain instructors upon which to pattern his or her manner † ( p. 55 ) . This remains unequal. If most occupants do non hold prior teacher instruction, do they at least receive utile feedback on the instruction that they do? In 1978, the American Association of Medical Colleges ( AAMC ) surveyed sections of internal medical specialty, paediatricss, psychopathology, surgery, and household medical specialty ( Tonesk, 1979 ) . Merely 87 of 319 ( 27 % ) plans included learning public presentation as portion of occupants ‘ ratings, and those that did normally merely required a planetary appraisal of learning ability. The information on supervising of instruction is every bit black. Apter, Metzger, and Glassroth ( 1988 ) study that merely 13 % ( of 68 ) occupants felt that module supervising of their instruction was optimum, and 58 % indicated that they had ne'er been supervised. In one survey ( Callen & A ; Roberts, 1980 ) , 78 % ( of 136 ) psychopathology occupants thought that â€Å" the chief ground occupants are required to learn medical pupils is to liberate up clip, clip for module to make research and other things. † On norm, these occupants estimated that they spent 9 hours per hebdomad in learning activities. Despite this big learning committedness, merely 32 % of occupants thought that they should be required to go to REPs. When the inquiry of go toing a resident REP is posed otherwise, 53 % ( Apter, et al. , 1988 ) to 66 % ( Brown, 1 970 ) of occupants stated they would be interested in go toing a workshop if it were offered. In add-on to less than satisfactory support for their instruction function, occupants face other hindrances. Time and conflicting demands seem to be most of import. Eighty seven per centum of occupants cited either their ain or their pupils ‘ time- devouring ward responsibilities as the greatest obstruction to learning ( Apter, et al. , 1988 ) . Post call exhaustion was besides an of import factor ( 49 % ) doing learning hard. Kates and Lesser ( 1985 ) place what they consider to be major jobs faced by occupants when learning. They quote the AAMC study cited above ( Tonesk, 1979 ) and admonish station alumnus plans for the deficiency of accent placed on occupants ‘ learning function. Beyond this, occupants ‘ may be ill-defined about what their existent function is in footings of oversing – learning junior housestaff, and every bit mentioned, they are normally unprepared for their instruction map. Residents are normally unfamiliar with the larning aims of the juniors they supervise and teach. Despite this, they are normally called upon to assist measure them. The occupants ‘ ain supervisors frequently provide unequal supervising and support for occupants. This, in itself, may understate the importance of learning for the occupant. Finally, few plans make any specific attempts to organize instruction chances for occupants with a particular involvement in instruction. Admiting the many jobs faced by occupants when instruction, and their less than optimum readying for their instruction function, non much is known sing the demands of occupants in footings of planing a REP. Boule and Chamberland ( in imperativeness ) addressed this issue from a occupants ‘ position by inquiring them â€Å" What sort of preparation do you necessitate to learn more efficaciously? † Eighty occupants responded. Two tierces of their replies corresponded with demands normally addressed by REPs, while one third were concerned with medical competence and clip direction. Nine cardinal words were most often cited in their responses ( in order of precedence ) : ( 1 ) division of work / instruction clip, ( 2 ) instruction methods, ( 3 ) medical cognition, ( 4 ) aims, ( 5 ) synthesis accomplishments, ( 6 ) feedback, ( 7 ) motive, ( 8 ) psychological science applied to instruction, and ( 9 ) pupil jobs. More research needs to be done in the country of the instructor instruction demands of occupants. Other positions and other beginnings of information should congratulate that of occupants. Empirical Research on Resident REPs An extended reappraisal of the medical instruction literature was undertaken to place bing surveies of resident REPs. Twenty-six mentions were identified between 1963 and 1991. Of the 26 studies, one survey was described in three different publications ( Greenberg, et al. , 1984 ; Greenberg, Jewett, & A ; Goldberg, 1988 ; Jewett, et al. , 1982 ) , and two surveies were reported twice ( Camp & A ; Hoban, 1988 ; Camp, Hoban, & A ; Katz, 1985 ) and ( Lazerson, 1972 ; Lazerson, 1973 ) . Furthermore, chapter nine ( Edwards, Kissling, Paluche, & A ; Marier, 1988b ) of Edwards and Marier ‘s ( 1988 ) book, Clinical Teaching for Medical Residents: Roles Techniques, and Programs, outlines a resident REP used for two surveies ( â€Å" Phase I † and â€Å" Phase II ) that were reported elsewhere ( Edwards, Kissling, Brannan, Plauche, & A ; Marier, 1988a ; Edwards, Kissling, Plauche, & A ; Marier, 1988 ) . This plan was besides used for a 3rd survey ( Edwards, Kissling, Plauche, & A ; Marier, 1986 ) . Therefore, a sum of 21 different surveies and 19 different resident REPs were identified. Of the 19 resident REPs, two really depict undergraduate medical school electives: one offered as a 3rd twelvemonth elective ( Craig & A ; Page, 1987 ) , the other as a 4th twelvemonth elective ( Sobral, 1989 ) . Another plan ( Lazerson, 1972 ; Lazerson, 1973 ) can be more accurately described as a learning experience under supervising instead than a resident REP. This survey describes th e experience of psychopathology occupants given the chance to learn undergraduate psychological science at a community college. Although these occupants received feedback on their instruction accomplishments, no formal instructor preparation was undertaken. Consequently, merely 18 surveies described 16 plans in which occupants underwent a course of study with a specific end of developing learning accomplishments. A database was created pull outing information from all surveies for easy comparing. The information was organized into the following Fieldss: ( 1 ) Engagement ( voluntary or compulsory ) ; ( 2 ) N ( i.e. , figure ) ; ( 3 ) Forte ( of occupants ) ; ( 4 ) degree ( i.e. , postgraduate twelvemonth ( PGY ) of preparation of occupant ) ; ( 5 ) Goals & A ; Objectives ( of REP ) ; ( 6 ) Methodology ( i.e. , analyze design ) ; ( 7 ) Program Format ; ( 8 ) Instructor ( s ) ( i.e. , professional pedagogues or doctors ) ; ( 9 ) Consultation ( s ) ( i.e. , whether or non professional pedagogues were involved in plan development or execution ) ; ( 10 ) Timeline ( i.e. , figure of hours over what clip frame ) ; ( 11 ) Content ( of REP ) ; ( 12 ) Program Evaluation ( consequences ) ; ( 13 ) Study Results ; ( 14 ) Problems ( identified ) ; ( 15 ) Recommendations ( practical ) . The first occupant REP reported ( Husted & A ; Hawkins, 1963 ) dates back to 1963. This instance survey was initiated as a pilot undertaking. The research workers asked section presidents to ask for two occupants each to take part in the plan. Give the voluntary nature of the class, occupants could worsen the invitation. A sum of seven occupants participated in the six â€Å" lecture-discussion † Sessionss. No effort was made to measure outcome steps. Even the plan itself was non assessed with any asperity. The writers conclude that â€Å" participants were certain plenty that the pilot venture was of sufficient benefit to them to take to the suggestion that the orientation be repeated and the invitations expanded†¦ † ( p. 115 ) . The learning function of occupants has become progressively more prominent over the old ages, with 17 of the 26 mentions being published since 1985, and the recent publication of books on the topic ( Edwards & A ; Marier, 1988 ; Schwenk & A ; Whitman, 1984 ; Weinholtz & A ; Edwards, 1992 ) . A sum-up of the medical instruction literature on this topic will be the focal point of the balance of chapter two. Engagement Engagement in the REP was â€Å" voluntary † in 9 surveies, â€Å" mandatary † in 6, and non stated in the staying 7. Assorted statements can be made for and against both schemes, but no decisions can be drawn from these surveies. Leting occupants to â€Å" opt-out † of REPs, nevertheless, may ensue in pretermiting those occupants who need it most. Forte General internal medical specialty is the most represented of all fortes among the surveies reviewed. Internal medical specialty occupants were involved in 11 of the 22 plans. Those surveies ( e.g. , Edwards, et al. , 1988 ) looking for differentiations between fortes by and large found no important differences. I, evel No consensus exists as to when is the best clip to present a occupant REP. A speedy glimpse at the mark audience ( i.e. , station alumnus twelvemonth of preparation ) of the assorted REPs outlined makes this clear. Five plans were geared to PGY 1 occupants and four plans were geared to all degrees of residence. Two plans were undergraduate medical school electives. Other degrees were the mark in five plans and no information was available for the staying six. Merely one survey ( Bing-You, 1990 ) addressed plan results in relation to degree of preparation. Further surveies are needed to specify the best clip to implement REPs. â€Å" Readiness † to larn, degree of professional competency, viing demands / handiness, and cost effectivity ( e.g. , concluding twelvemonth occupants merely have a short instruction calling staying ) are merely a few of the factors to be considered. Goals and Aims Goals and Aims varied well between plans. Although none of the plans officially stated the theoretical underpinnings from which the ends and aims emanated, the linguistic communication used to depict them is uncovering. The desire to â€Å" transportation † information is outstanding. Programs instead wanted to â€Å" introduce occupants with † ( Husted & A ; Hawkins, 1963 ) , â€Å" supply information † ( Brown, 1971 ) , â€Å" introduce constructs † ( Lewis & A ; Kappleman, 1984 ) , or have occupants â€Å" gain cognition / become familiar with † ( Camp & A ; Hoban, 1988 ; Camp, et al. , 1985 ) . Standard behavioral aims were besides common. For illustration, one plan ( Husted & A ; Hawkins, 1963 ) expected take parting occupants to be able to â€Å" ( a ) select the appropriate ( learning ) technique and ( B ) Begin to develop accomplishment in self-appraisal of their ability to efficaciously work in their instruction function † ( p. 111 ) , while another ( Edwards, et al. , 1988b ) expected occupants to â€Å" give feedback to scholars † ( p. 159 ) . The diction in two farther surveies alludes to constructivism: ( 1 ) â€Å" The workshop ‘s purpose is non to learn â€Å" learning accomplishments, † such as lecture or running a tutorial, but to research the organisational facets of oversing a pupil such as the relationship between the occupant and their ain supervisor, and their apprehension of the aims of the clerk ‘s rotary motion † ( italics mine ) ( Kates & A ; Lesser, 1985, p. 418 ) , and ( 2 ) â€Å" to s pread out the occupants ‘ construct of learning † ( italics mine ) ( Medio, et al. , 1988, p. 214 ) . Finally, one survey ( Edwards, et al. , 1988b ) had increased assurance in instruction ( cf. , learning self-efficacy ) as a plan end. Methodology It is beyond the range of this thesis to discourse the methodologic defects of the surveies reviewed. The patient- centred gait of infirmary pattern and postgraduate medical developing do it hard to run educational experiments in this context. The writers of the reviewed surveies should be commended for their attempts and advanced efforts to present and reply inquiries. Of the 22 database entries, 19 are instance surveies. Two of these make an effort at an experimental design: â€Å" quasi-experimental † ( Snell, 1989 ) , and â€Å" case-control, pre- and post- observation † ( Medio, et al. , 1988 ) . Both of these surveies used occupants who did non go to the REP as a comparing ( i.e. , control ) group. The mere fact that they did non take to go to makes them different ; any differences found between the two groups may merely as probably be attributed to the features of the persons in the several groups as to the intercession ( i.e. , REP ) . Decision from these survei es should be interpreted with cautiousness. One of the database references is a simple plan description with survey consequences reported elsewhere. The staying two surveies ( one of which is reported three times ) ( Edwards, et al. , 1988a ; Greenberg, et al. , 1984 ; Greenberg, et al. , 1988 ; Jewett, et al. , 1982 ) have a randomised instance control design. Both have a comparatively little entire figure of survey topics, 22 and 53 severally. Format Overall, an effort was made to utilize instructional methods that actively involve occupants. For the most portion, nevertheless, this merely meant holding occupants take portion in group treatments ( cf. , reliable activities e.g. , Collins, et al. , 1991 ) . Lave and Wenger ( 1991 ) , in their treatment of discourse and pattern, stress the of import differences â€Å" between speaking about a pattern from outside and speaking within it † ( p. 107 ) . They argue â€Å" that for fledglings so the intent is non to larn from talk as a replacement for legitimate peripheral engagement ; it is to larn to speak as a key to legalize peripheral engagement † ( original accent ) ( p. 109 ) . As discussed in an earlier subdivision of this chapter, Lave and Wenger ( 1991 ) distinguish between a acquisition course of study dwelling of located chances and a instruction course of study constructed for direction. From their position, so, larning becomes a inquiry of entree to legalize pattern as a larning resource instead than supplying direction. Most of the plans described, it seems, hold small foundation in a societal / situated position of grownup instruction. A few surveies, nevertheless, did effort to stress the of import function of experience as portion of the REP: microteaching, with and without video playback ( Lawson & A ; Harvill, 1980 ; Medio, et al. , 1988 ; Pristach, et al. , 1991 ; Snell, 1989 ) , and function playing ( Edwards, et al. , 1988b ; Sobral, 1989 ) . Timeline In Jarvis ‘ ( 1992 ) treatment of larning in the workplace, he reminds us â€Å" that there are two basic signifiers of experience: primary and secondary experience. The former involves the existent experience people have in a given state of affairs ; this type of experience molds their self-identity to a great extent. The latter involves experiences in which interaction or instruction occurs over and above the primary experience † ( p. 108-181 ) . Although microteaching and function playing may be ( or come near to being ) reliable activities, they would still be classified as secondary experiences from Jarvis ‘ point of position. It must be remembered that whether or non residency plans decide to develop and implement REPs, occupants will still hold major learning duties ( and chances ) . Most plans did non take specific advantage of occupants ‘ current learning assignments as a acquisition resource. One plan ( Snell, 1989 ) did reference that occupants had â€Å" an chance to pattern the ( freshly learned learning ) accomplishments on the wards during the hebdomads between Sessionss † ( italics mine ) ( p. 125 ) . Another plan, dwelling of two three-hour workshops, separated both workshops by 5 months so that â€Å" the experimental group had an chance to use these ( learning ) accomplishments in their day-to-day activities † ( italics mine ) ( P. 361 ) . Unfortunately, without construction and followup, pupils ( including occupants ) do non ever take advantage of chances. None of the plans specifically structured and included such learning activities. The first determination when make up one's minding on a timeline for a plan is make up one's minding whether to offer a â€Å" one-shot † or a longitudinal experience. A 2nd determination besides involves timing: should occupants take portion in a REP merely while they have learning duties? A plan based on a longitudinal experience while occupants have learning duties can take advantage of Jarvis ‘ alleged primary experiences. The plan developed as portion of this thesis was specifically designed with these thoughts in head and included a â€Å" Undertaking for the Week † between Sessionss ( see chapter three ) . A learning â€Å" undertaking † was assigned at the terminal of the each seminar based on that seminar ‘s content. A lab-coat pocket sized reminder card was handed out to occupants. The undertaking became the focal point of a contemplation ( and reappraisal ) exercising at the beginning of the following hebdomadal session. Of involvement, none of the surveies were specifically designed to mensurate the impact of a instruction duty itself on results steps. This is one of the research inquiries addressed by this thesis. In those surveies noticing on timeline, about half provided a longitudinal experience while the other half offered a â€Å" one- shooting † exposure ( e.g. , 7 hr â€Å" Teachathon † ( Maxmen, 1980 ) ) . Content Program content, where provided, variably included the undermentioned subjects: ( 1 ) theories / theoretical accounts of instruction, ( 2 ) theories / theoretical accounts of acquisition, ( 3 ) big group learning / lecture, ( 4 ) little group learning / treatment, ( 5 ) one-on- one instruction, ( 6 ) bedside instruction, and ( 7 ) rating / feedback. Program Evaluation All plans were rated favorably ; there was a high grade of satisfaction with both direction and content. Residents considered the experience valuable and utile. Study Results Impact of resident REPs. All but one of the surveies designed to look into the impact of resident REP demonstrated a positive consequence. Brown ( 1971 ) used a pre- and post- 50 point multiple pick trial to measure alterations in occupants ‘ cognition of instruction and acquisition. No important difference was found at the 0.05 degree ( i.e. , average 24.0 vs. 24.7 ) . On the other manus, Edwards, Kissling, Plauche, & A ; Marier ( 1986 ) study that after one twelvemonth, 67 % of occupants could still remember specific points presented, and 61 % reported utilizing thoughts from the class in their instruction. Overall, cognition was non an of import results step in the surveies reviewed. Improvements in learning behaviors have been the chief focal point of most surveies measuring results. Beginnings of perceptual experiences have included occupants ( i.e. , self ) , pupils, equals ( i.e. , other occupants and module ) , every bit good as professional pedagogues. Improvements in self-concept and self-reported behaviors were demonstrated in four surveies ( Bing-You & A ; Greenberg, 1990 ; Edwards, et al. , 1986 ; Edwards, et al. , 1988 ; Snell, 1989 ) . Student evaluations of occupants who attended a instruction accomplishments workshop were significantly higher ( p & lt ; 0.05 ) on four of nine dimensions including â€Å" overall instruction effectivity † ( Edwards, et al. , 1988 ) . In another survey ( Edwards, et al. , 1986 ) an effort was made to analyze the consequence of a resident REP on pupil evaluations of occupant instruction ; unluckily, the information was excessively â€Å" bare † to be interpreted validly. Improvements in resident instruction behaviors have besides been studied by observation methods. One survey ( Camp & A ; Hoban, 1988 ; Camp, et al. , 1985 ) used direct informal observation of occupant instruction by pedagogues to measure alteration. Faculty perceivers â€Å" believed that the participants showed that they had put into pattern many of the accomplishments that had been discussed and demonstrated in the class on learning†¦ † ( p. 212 ) . More formal efforts to detect and step alterations in occupant instruction behavior, utilizing observation instruments, exist. A case-control pre- and post- observation survey ( Medio, et al. , 1988 ) demonstrated an betterment in the â€Å" intervention † group as compared to â€Å" controls. † Each occupant ( 6 intervention and 6 controls ) was observed during one work unit of ammunition while reexamining an norm of 10 patients. Unfortunately, the little sample size, and the fact that â€Å" controls † consisted of occupants non take parting in the plan ( i.e. , non-random ) make reading of the consequences hard. Snell ( 1989 ) , utilizing a similar experimental design with 9 topics and 5 controls showed that post-intervention tonss increased in all three countries measured ( i.e. , talk, tutorial, and treatment ( p & lt ; 0.05 ) ) . Observation surveies utilizing videotaped occupant instruction besides demonstrated a positive impact of REPs on learning behaviors ( Bing-You, 1990 ; Edwards, et al. , 1988a ; Greenberg, et al. , 1984 ; Greenberg, et al. , 1988 ; Jewett, et al. , 1982 ; Lawson & A ; Harvill, 1980 ) . Need for reinforcement / long term consequence. How long are betterments in learning accomplishments maintained after a REP? One group of research workers ( Edwards, et al. , 1988a ) noted that betterment in occupants ‘ accomplishments ( videotaped learning ) had declined when steps were repeated six months subsequently ; evaluations were, nevertheless, still higher than pre- direction. The writers suggest that occupants may necessitate periodic short â€Å" refresher † classs to reenforce learning accomplishments throughout their residence. Of involvement, another survey ( Edwards, et al. , 1986 ) utilizing the same REP found that station class betterments in self-rated instruction accomplishments â€Å" endured without decay for at least a twelvemonth and a half † ( p. 970 ) . Furthermore, â€Å" occupants could still remember and explicate major learning points and reported that they had used these learning points 18 months after the class † ( p. 970 ) . Similarly, Snell ( 1989 ) found that increased evaluations of learning behaviors ( based on observations ) were maintained for eight months after a REP. Overall, small is known about the rate of â€Å" decay † of occupants ‘ learning accomplishments after a REP. An interesting, and unreciprocated, inquiry is whether or non concentrating on â€Å" attitude † and â€Å" self-efficacy † ( cf. , specific learning behavior ) has any consequence on the rate of decay. â€Å" Assurance † / self-efficacy. Although the concept of self-efficacy has non specifically been used as an outcomes step, self-reported â€Å" self- assurance † has. Interestingly, those surveies measuring alterations in assurance did non seek to show an association with alterations in instruction behavior. Further, the impact of a instruction assignment itself ( i.e. , experience ) on assurance has non been explicitly addressed. All three of these issues are specifically addressed in the survey described in this thesis. Snell ( 1989 ) measured self-confidence pre- and post-course by self appraisal questionnaire. Significant additions in â€Å" assurance in learning † were found in the intervention group ( P & lt ; 0.05 ) . Snell goes on to notice that â€Å" eight months after the class, the occupants all thought that they were more confident in their instruction † ( p. 126 ) . Unfortunately, the information is non presented nor is the analysis. Besides, no reference of â€Å" control † group comparing is made. Bing-You and Greenberg ( 1990 ) assessed occupants ‘ assurance as instructors and perceptual experiences toward learning utilizing a pre- workshop questionnaire. However, no post-workshop questionnaire was given ; hence, no remark on the impact of the REP on assurance can be made. At the beginning of the plan, 25 % of occupants felt confident or really confident as instructors ( 68 % slightly confident, and 7 % non confident ) . Perceived feedback of their instruction was similar to assurance degrees, with 32 % describing positive or really positive feedback. Bing-You ( 1990 ) used a pre- and post-workshop questionnaire to measure occupants ‘ â€Å" attitude towards learning. † In add-on, trained raters assessed videotapes of occupant instruction at the terminal of the workshop and once more at a mean of 6.3 months subsequently ( 2-11 months ) . However, no illations can be made sing the relationship between learning attitude and instruction behaviors given the two different survey designs for each results step ( i.e. , pre-post vs. immediate and delayed station ) . After the workshop, both occupants and housemans rated themselves as more effectual ( p & lt ; 0.05 ) as instructors in the country of cognition ( utilizing mentions ) but merely the housemans felt more effectual in their proficient accomplishments ( P & lt ; 0.01 ) . Without direct entree to the questionnaire points, it is hard to find whether â€Å" usage of mentions † and â€Å" proficient accomplishments † represent attitude or self-reported behaviors. The most interesting and best designed of the surveies looking at assurance has been reported three times ( Greenberg, et al. , 1984 ; Greenberg, et al. , 1988 ; Jewett, et al. , 1982 ) . The research workers used a pre-test / post-test control design to analyze the impact of the workshops: random assignment of 27 in the experimental group attended workshop and audience Sessionss ; 26 in the control group had no intercession. Three results steps were assessed: ( 1 ) self-assessment: preA ­ & A ; post-questionnaires measuring occupants ‘ learning attitude and perceptual experiences of instruction, ( 2 ) equal, pupil, and module rating of occupant instruction, and ( 3 ) videotaped Sessionss of occupant instruction were analyzed by nonphysicians utilizing an instrument deigned to categorise occupants ‘ behavior every 3 seconds. Forty-nine of the 53 occupants completed both self-assessment questionnaires: 18 % of occupants were â€Å" confident † or â€Å" really confident † as instructors at beginning of survey. After the class, 42 % of the experimental group and 22 % of the control group ( P & lt ; 0.05 ) were â€Å" confident † or â€Å" really confident † as instructors. Besides, 87 % of experimental group felt their instruction accomplishments were bettering ( vs. 52 % control ) . After the class, module, pupils, and equals rated 52 % of experimental occupants as â€Å" effectual † ( vs. 27 % of controls ; nearing statistical significance ) . No effort was made to show an association of alteration in attitude with a alteration in behavior. The writers report that â€Å" a figure of important correlativities were found between the assurance of occupants in both groups ( experimental and control ) as instructors and their perceptual experiences of learning as a duty † ( p. 362 ) . Percept of learning as a duty was divided into 4 classs: ( 1 ) attitude towards instruction, ( 2 ) their function as a instructor, ( 3 ) instruction methods, and ( 4 ) bettering clinical instruction. The scope of reported correlativity coefficients ( absolute value ) was 0.26-0.58. If â€Å" assurance as a instructor † is accepted as a step of learning self-efficacy, it can be assumed that this one point step of grade of â€Å" assurance as a instructor † utilizing a Likert graduated table is neither as valid nor every bit dependable as a multi-item graduated table measuring the same concept. Therefore, one can contend that the â€Å" assurance as a instructor † point in this survey is a generic or planetary ( albeit progressive ) step of learning self-efficacy. Of involvement, many of the points in Greenberg, Goldberg, and Jewett ‘s ( 1984 ) instrument measuring occupants ‘ perceptual experience of learning duty could arguably be said to measure the assorted dimensions of learning self efficaciousness as described by Ashton ( 1984 ) . For case, â€Å" Teaching medical pupils is one of the primary duties of the occupant † ( p. 362 ) corresponds with the dimension of â€Å" Personal Responsibility for Student Learning † ( p. 29 ) of Ashton ‘s eight dimensions of learning self-efficacy. It is non surprising, hence, to happen so many ( and statistically important ) correlativities between â€Å" assurance as a instructor † and perceptual experiences of learning as a duty. Most of the points in the perceptual experiences of learning as a duty merely tap the assorted dimensions of learning self-efficacy. Further support for this statement will blossom in the meth ods and consequences chapters of this thesis, as many of the points from Greenberg, Goldberg, and Jewett ‘s ( 1984 ) instrument measuring occupants ‘ perceptual experience of learning duty were incorporated into the thesis ‘s survey instrument where good internal consistence dependability was found. Camp and Hoban ( 1988 ) identified the instruction scenes encountered by occupants: ( 1 ) Case presentations ; ( 2 ) Teaching on work unit of ammunitions ; ( 3 ) Teaching clinical accomplishments class to undergraduate medical pupils ; ( 4 ) Large group presentations / talks ; ( 5 ) Small group presentations / seminars. Although occupants are on occasion called upon to talk and make presentations, most of their instruction occurs in little groups utilizing a dynamic tutorial manner. Apter, Metzger, and Glassroth ( 1988 ) quantified the most frequent instruction scenes among occupants: patients ‘ bedside ( 45.5 % ) ; one-to-one supervising of junior squad members ( 25.5 % ) ; â€Å" sit-down † ward rounds ( 23.6 % ) .