Authentic Italian dishes.

After gaining enough experience and capital from my previous restaurant employment, I have decided to start my own restaurant offering Authentic Italian dishes. Stated below are the highlights of my idyllic Italian restaurant. My restaurant shall have six large tables complete with basic table amenities such as pepper, salt and a variety of well-picked sauces.   Tables will be large due to the prominence of Italian food and culture for entertaining families or large groups. Another four small tables however will be added for small companies or pairs. In compliment to this, the interior shall be well-ventilated and equally lighted for maximum space utilization. For my restaurant’s menu, I shall adapt the menu of the Via Carducci because they give special importance to pasta dishes, which are the marker s of Italian food.   Their menu, including wine choices are offered at very affordable yet reasonable prices, but not sacrificing the quality and the over-all effect of the products. Their specific cuisine is the Rustic Southern Italian which originated from the owner’s home town, Calabria. Their type of cuisine specializes in organic and fresh ingredients perfect for medium to heavy diets. My Kitchen shall adapt the open G-shaped layout. This consists of four walls, two pair of walls opposite each other; the, the sink, the refrigerator and the cooktop are located at one of the pairs such that creating an imaginary work triangle with the three as points.   This layout enhances the use of the three basic elements of the kitchen mentioned above. It also gives ample space for other cooking equipments to be located at the other pair of walls. The cleverness of the layout allows for even-trafficking in the work triangle. The said layout also makes room for one or two additional cooks for more efficient service.   The kitchen shall be open for the customers to view the brilliance of the cook(s). To add, a large over head mirror shall be ingeniously placed also for maximized viewing. I have only three specific kitchen equipments to mention (1) the World Cuisine’sLillo pasta machine: able to produce different kinds of pasta from any type of flour, with or without the use of eggs. The product comes with four durable pasta attachments for Spaghetti, Tagliatelle, Penne, and Macaroni. The item is ideal for fast-paced kitchens with just enough working space. The lillo pasta machine is also recommended for Italian kitchens serving quality pasta. (2) The Silex line of Knives. Qualities include; purity of metal achieved through the secondary melting process it underwent, unique hardness provided by the strength of the material used, the fineness and precision comparable to a surgical scalpel, special resistance to corrosion, easy to sharpen blades given by the hardness and purity, and the extraordinary length of time it remains sharp. Its handle is designed for comfort in working for long periods of time. It also has a polymer-based handle which is anti-bacterial. This line of cutlery provides proficiency in the work place due to its efficiency, durability and cleanliness in the workplace. This is ideal for busy restaurant kitchens which specialize in salads and fresh sauces. The next item (3) would be the World Cuisine’s Large oval cast-iron grill. This product is ideal for indoor-grilling. The heavy ridged cast iron surface preserves heat which equally and quickly grills. The item is suggested for class gourmet meals. Other kitchen equipments which were not mentioned will also be hand-picked with care. Costs shall also be given much attention. The above mentioned factors and elements were cautiously selected taking into consideration the availability, efficiency, monetary cost, and over-all quality. This, for me, is the ideal kitchen layout together with the visualization of the ideal Italian restaurant. References: Atlanta Home improvement, Kitchen Layouts, August 8 2007 From: http://www.homeimprovementmag.com/Articles/2004/04Dec_k&b_layouts.html      

Public transport

Are there more advantages or disadvantages to this change? In many countries around the world there is considerable debate about the role of public transport. One suggestion that is commonly put forward is that it should be made free of charge. My belief is that while this policy might be difficult to implement in practice, there are at least two strong reasons for considering it.The ne significant problem with making public transport free of charge is financial. Councils and local governments need sufficient revenue not only to pay bus drivers and other ancillary staff, but also to maintain the transport infrastructure. There is a real danger that allowing people to travel for free would deprive transport authorities of much needed funds and lead to a lower standard of service. This financial difficulty in free public transport is counterbalanced by a potential benefit to the nvironment.The fact that so many people use cars nowadays means that our cities are suffer from rising level s of pollution from car exhaust emissions. One way to address this problem would be to encourage more people to use buses and trains by abolishing fares. If more commuters chose to travel to work on public transport, our cities would almost certainly be cleaner places to live in. Another way in which free public transport could improve our quality of life relates to congestion.Currently, the trend is for increasing numbers of people to choose to drive to work. This means that in many cases the rush hour is several hours long and it is sometimes almost impossible to travel across a city. It is probable that this level of congestion would be reduced by making public transport free. My conclusion is then that there are more advantages than disadvantages to free public transport, but this policy may be financially impossible to implement.

Assess the Global Role and Local Impact of Multinational Companies.

Assess the global role and local impact of multinational companies. A multinational company is often defined as a corporation whose operations and investments are broaden across a number of countries. They are also referred to as transnational companies. Therefore given this definition it would be expected that if a company operates over such a large territory that it would indeed have many effects and impacts, locally and globally, and its role would also be quite significant as it can have a direct influence on an economy, the environment and general effects on society. However, changing the way they run things in order to accomidate society could break there business down and they could eventually have no impact on society so looking at the situation is they impacts worth the change? ‘Theory has evolved over the years regarding social concerns, society’s expectations and corporate responsibility. Indeed, early management and economic theorists viewed the corporation as having a strong fiduciary responsibility to shareholders, but stopped short of considering any real obligation to other stakeholder groups’ (Friedman 1962; Teece 1984) (Corporate social responsibility, Accountability and Governance; Istemi Demirag). This statement I think is very true, due to the fact that, as time continues people’s opinions of what is deemed socially responsible in both corporate and everyday society varies, as it is a sensitive topic that is very opinion based. Corporate social responsibility is when companies realise that their activities have economic, social and environmental influences. However, to put it simply it can be divided into two broad categories; one-off activities and larger issues of policy and strategy. One-off activities basically cover things such as charitable donations of money and time given to charities or community projects, all of which are at the discretion of the owners of the company. Larger issues of policy and strategy is where the company needs to have a much more devoted awareness to the firms moral, social, ethical and environmental acts within its operations. This requires the company to take a look at other external influences that directly affect the business, such as pressure groups. This could be seen as a type of contingency planning as it helps a firm avoid future conflicting interests with the outside world. Acting socially responsible brings many benefits to both the company and society, if the correct approach is used. So by a firm accepting social responsibility, everyday problems can be reduced such as unemployment and pollution. Therefore you would also see a vast improvement in the quality of life, as society would be factored into the day to day decision making process of the company. A business which includes this approach is most likely to see more of a tangible outcome, as they will probably benefit from increased financial performance from activities such as reduced operating costs from recycling instead of waste disposal. The company could also enhance its brand image from a good reputation and gain the ability to attract capital and trading, so will therefore see the benefits from increased sales and customer loyalty. However, this could also be a case for firms to not accept this responsibility, as they can suffer from lack of customer interest if they haven’t found the right approach for them. This is because various businesses see corporate responsibility being relatively constricting, as in some cases it has lead to products having a lack of sales, or makes the product less profitable. This is due to the fact that introducing some of these socially responsible policies into a firm is very costly, so this can lead to an increase priced products for the customers or a smaller profit margin on the product for the company. However, during the recent economic crisis companies are less likely now more than ever to not act socially responsible as they are more focused on profit and survival. On the other hand there could be a contrasting theory as corporate responsibility can just be used by a firm as a marketing ploy, as a company’s overall strategy is to make profit by responding to what their consumers want, so they may just use this method in order to maximise their product life cycle therefore increasing its revenue. Contradictions of corporate responsibility have been seen many times over the years within companies such as; ‘Barclays Bank CLAIM: We have the skills, resources and determination to make a positive and lasting contribution to the communities in which we operate. ’ (Barclays social review, 1999) ACTION: Barclays bank closed 172 branches in April 2000’ ‘Proctor & Gamble CLAIM: An employee should be able to answer â€Å"yes† to the questions: is this the right thing to do? With this action uphold p&g’s reputation as an ethical company? (Proctor & Gamble code of conduct) ACTION: Proctor & Gamble continues to trade in Burma, while other companies have pulled out because of the appalling record of the Burmese government on human rights. ’ ‘BAT (British American Tobacco) CLAIM: its corporate social responsibility report defines targets for reducing energy use, water consumption and waste products, and describes its commitment to enlightened employment practices. ACTION: it markets its tobacco products ruthlessly to young people – it was caught on television handing out packets of Benson & Hedges cigarettes to teenage volley ball players in the Gambia. ’ (All three examples used is from AQA AS Business studies, John Wolinski & Gwen Coates) Number of companies using corporate social responsibility reporting, 1994 – 2006 Source: EarthTrends, 2008 using data from UNPE, 2008 The chart above does in fact show that business are starting to realise the importance of corporate responsibility and meeting their customers’ needs by adapting to it. As the chart show continuous growth overall from 1994 to 2006 which does show the significance of the topic to society and the business world. Overall, positive externalities are created for society by companies that except corporate social responsibility as well as direct benefits to the firm. However, a lot of multinational companies are based in more of the westernised countries, so there main offices are seen as socially responsible some of which could be just due to the law in which it is governed by. Some of these companies may on the other hand have ‘back offices’ from outsourcing operations in counties such as China and India, where it is not ensured that these socially responsible factors are being kept, which is an increasing problem as more and more companies do it each year. Multinational companies also have to be aware of their global role in terms of business ethics. Business ethics can be defined as the entwining of ‘morals or a principle of what is right or wrong in human behaviour’ (business and society, Edmund Marshall) into a business’s activities. Every company starts with some kind of ethics whether intentional or portrayed by the owners or employees. These ethics are what help structure the way the business is run, even if they are not generally the right ones for society. However, all firms do have to have ethics which coincide with the law of which it is governed by. This does in fact make it trickier for multinational companies to obtain ethics which both abide by the laws of each country its company occupies, and have them be socially correct so that they are morally respected. Although, not doing so could have major effect on the businesses reputation, as multinational companies are more commonly known as they are generally larger. Therefore, it could result in heavy dents in their consumer base which would later affect the company’s revenue. Throughout recent years businesses have been forced to notice their participation and effects on the environment, mainly due to societies pressure to do so. However, responding to such pressures can give a firm many advantages such as, marketing opportunities, financial advantage and human resource opportunities. When a company is being ‘Environmentally friendly’ it portrays t its customers a very good reputation which is a very positive marketing tool. This can help achieve brand recognition more powerfully and even persuade a customer to choose them over a competitor. So could overall increase a business’s sales as well as give them stronger brand loyalty. This could even give a firm the opportunity to increase their products profit margins, so that the costs occurred from the change that would benefit the environment will be covered. However, although this change can have a beneficial effect on a company they do have to make vast changes on their operations so that it doesn’t have adverse effects on the environment. Such as, such as the use of raw materials and energy, many companies use finite resources like coal and oil as they are cheaper, but they will eventually run out and leave negative chemicals behind. So firms need to find more of a renewable energy resource that suits them. Another environmental impact that occurs often is the disposal of waste and by-products. Currently gases may be released into the atmosphere, liquids into rivers and solids into landfills all of which are extremely harmful to the environment. On the other hand, I do see that it is costly to find other ways of disposal so i think the company should focus more on changing the ways the waste is produced so that less is created. Also when obtaining environmental responsibility, a company needs to make a contingency plans, mainly so that negative externalities do not occur. By doing this if an environmental disaster occurs they can minimise risks and costs so that both the company and society will have less of an effect from t. However, if multinational companies are to take this seriously they are also to look at how their day to day operations effect the environment, such as using private jets instead of flying with normal airlines. They could also offer company cars that give out less carbon emissions. Therefore large companies like multinationals will most likely benefit from environmental audits. Overall, over recent years society has began to realise that all businesses have effects on the world locally and globally, even more for multinational companies. Although businesses already realised this, but have just began to take notice more increasingly due to the pressures of society and recent changes in the law. Every aspect of a business has a knock on effect and not just on the economy which some people is lead to believe. The ethics of how the company is run or the ethic they portray are being mirrored on to society. So for the general public to react is not that uncommon whether it is positive or negative. However, I do think that people should force a company to have corporate responsibility; so that they know their actions will not just be affecting society without any consequences. Finally, I think that multinational companies have one of the biggest influences on society as they are both global and local too many countries as they are transnational. Therefore they should respect the people of the community they are in and try there hardest to impact lives positively not negatively. . However, changing the way they run things in order to accommodate society could break their business down and they could eventually have no impact on society at all, so looking at the situation is they impacts worth the change? References Books Harvard Business school press, Harvard business review, business and the environment Edmund marshall, Business and society Hans, gunter, transnational industrial relations Istemi demirag, corporate social responsibility, accountability and governance, global perspectives Sally eden, environmental issues and business, implications of a changing agenda John wolinski & gwen coates, a2 business studies, aqa John wolinski & gwen coates, as business studies, aqa

'Power Point Project of ENGINEERING CLASS Essay

'Power Point Project of ENGINEERING CLASS - Essay Example As I look back on the memorable notes of that event, I noticed how some points expressed the excitement I felt particularly towards the last part of the game. Watching the replay of the 10th round’s highlight. Even the commentator bellowed â€Å"boom!† on one solid hit by P. Referee checked T’s wounds at 1:40 into the game but he did not stop the fight. Bell signals the end of round 11 and the crowd is going crazy. Final round! My hands are sweaty from excitement! P was sure easing off on T. T is really bleeding bad and no one is stopping the game! No one needs any tabulation of points. Everybody knows who is the winner! P!!! Replay of highlights. T needs hospitalization..FAST! According to Adler, momentum is a process involving style, effort, speed, intensity, and success (14). As I look back on that day, I realized some of these processes happened not only in the game itself, but also to me personally, right there on the chair as I sit and watch. The match star ted with me thinking it will be an uneventful first part of the fight, but one forceful jab sent me sitting up straight on the chair and the crowd in the arena howling their first in-game cheers. It happened so quickly that all I hear was the screaming crowd and the commentators trying to raise their voices above the noise. The scene kept on, with P throwing several jabs, yet landing a few. Every time T starts to back-up and stalk P around the ring, P throws a couple of his famous three-punch combination. The rise of the momentum for P happened so fast it literally made my heartbeat race with excitement. The attacks, back steps, and forward lunges were all done with swift poise and exactness I can almost imagine P being so sure he could knock T out any minute. I could say there was a steady rise of momentum right from the first round, and it was so contagious it was sent to where I was sitting, through the screen, from the boxing arena. T tried hard to match P’s momentum, or even dissuade it with his own series of punches and alert defense. T was surely able to land a few jabs on P, albeit deterring P’s movements, but only for a short while. These are momentum breakers (Adler and Scott 93), but unfortunately, since P started the activity so well and received â€Å"early positive feedback† (Adler and Scott 14), he was able to continue building up what he started early on in the match. Looking back on the first round, P was able to gain momentum immediately (Adler and Scott 78) that made it hard for T to counter it right after. In T’s attacks, one can feel his sedateness occasionally with the not-so-intense jabs that he threw at P during the next several minutes of the match (Adler and Scott 15). This was even made more obvious during the fourth round, when more powerful, unanswered punches gave the audience a view of a bleeding T. From there, I sensed another momentum breaker, unfortunately, for T’s momentum, which apparently has not even reached its peak yet. Adler mentioned that a momentum is largely dependent on the actor’s thoughts and feelings towards the situation (15). If this is the case, then T’s situation was not that hopeful to start with, as this could cause him to step back and assess the situation, which would have been another momentum breaker for him (Adler and Scott 93). By the middle part of the match, my hands were already clammy with cold sweat. I did not

An analysis of the movie Somewhere between Essay

An analysis of the movie Somewhere between - Essay Example An analysis of the movie "Somewhere between" Jenni is 14 years old and she lives in Berkeley California. She was adopted at age five she speaks mandarin she knows she’s a stranger to either country. Jenna cook is 15 years old lives in Massachusetts, Newburyport. She is an over achiever and a top student at an academy in New Hampshire. Butler is 13 years old, she lives in Tennessee Nashville and she has the ambition to be the first Chinese person to play in the grand ‘ole opry’. Ann Boccuti is 14 years of age and she lives in Pennsylvania, Lansdale. The girls are highly articulate, personable and self-aware as they know they belong to two adversely different cultures. The young women allow the viewers to grasp the experience of coming of age in America as trans-racial adoptees. Through these young women experiences and their exploration the viewers are able to consider themselves as individuals and as a nation of immigrant. The films structure weaves back and forth between the girls individual threads making it hard for the viewers to distinct and separate their narratives. The characters also had confusing names, Jenni and Jenna this gives the audience a hard time to follow and distinguish the two characters. It would have helped if the director had established the individual girls more firmly before moving back and forth in their threads.The directors should ensure that the lighting is sufficient to reveal the characters’ faces. This makes the movie more real and revealing.

Developing autonomous practise in mental health nursing Essay

Developing autonomous practise in mental health nursing - Essay Example In addition, I will explore the therapeutic efficacy of the current clinical environment or the services provided to service user and also discuss the appropriate alternative service options available to the service user by analysing the pros and cons of the alternatives to the user. George, 41 year old Irish man, had been diagnosed with schizophrenia and past depression. His first contact with mental health services was when his mother expressed concerns about him having the potential to harm someone. He was born by vacuum extraction and unlike other normal children he had experienced retarded mental health development accompanied with slow speech. At 6 years of age, he was admitted to a special needs school in London for two years. Joining at mainstream school, he was bullied and had difficulties in forming friendships with other children. At age 15, he was expelled from the school for fighting with other children in the school and since then he never turned back to school. At the age of 25, he started working with his father but again he was unable to build cordial relationships due to his aggressive behaviour. He began to consume drugs and alcohol that further acted as a source of conflict between the father and the son that often culminated in a physical al tercation. As a result of this event, he had to leave his family house. During the assessment, George describes that he hears a voice inside his head that others do not telling him to harm other people. It was reported that similar voice provoked him to harm local councillor and a person who worked in his borough housing department. On his observation by psychiatric doctor, it was reported that George’s presentation was unusual and believed he did experience regular psychotic symptoms. It was reported that he was suffering from schizophrenia disorder with the risk of violent and

This is a medical law problem question Essay Example | Topics and Well Written Essays - 2000 words

This is a medical law problem question - Essay Example She breached that duty of care by acting in a manner inconsistent with the reasonable standard of care which caused Paulo to suffer injury as a result of her breach of the duty of care. She knows that it is mandatory to obtain the valid consent of the patient before any medical or surgical treatment is performed on the patient. Hence, she must also be made liable for the damages, together with the doctor for the injury sustained by Paulo. The hospital also has a vicarious liability for the tort of battery and negligence committed by their doctor and nurse. As their employers, the hospital can be sued in the event their employees cannot compensate Paulo for the damage caused to him. Under the law, Paulo has the right to sue the hospital, and in return, the hospital has the obligation to compensate Paulo for the unsafe medical practice committed against him. Paulo should also file a case for negligence and damages against Doc Torr for his failure to warn him of the risks and side-effec ts of the surgical treatment before the actual operation. Clearly, there was a breach of duty on the part of the doctor for failure to inform his patient that there is a 0.5% possibility that he will lose his voice. Such material fact should be made known to the patient since the doctor knows that the patient is an opera singer by profession. Paulo has the right to request for his health record, â€Å"which consists of information relating to the physical or mental health or condition of an individual made by a health professional in connection to his care†( BMA Ethics). Before a medical practitioner examines and/or treats a patient, a valid consent must be given by the patient. If the said doctor proceeds with the examination without obtaining consent from the patient, whether express or implied, and done against that person’s will and without any statutory authority to do so, that surgeon may incur civil liability for violation of the tort of trespass against the per son and criminal liability in accordance with the provisions of Offences Against the Person Act of 1861. The truth is that most cases covered by this area are brought about due to negligence as the cause of action in the tort or damage committed by the doctor. However, in order for the action to prosper, the claimant must show proof that a valid consent from the patient to allow the medical treatment was absent. In this case, no valid consent was obtained by Dr. Torr from his patient Paulo. Thus, the doctor is liable for negligence. The term â€Å"consent† was best described in the case of Cardozo J, Schoelendorff v New York Hospital which provides: â€Å"Every human being of adult years and sound mind has a right to determine what shall be done with his own body.1† While in the case of F V West Berkshire Health Authority, Lord Goff has stated that: â€Å"Every human being of adult years and sound mind has a right to determine what shall be done with his own body†. 2 In the case at bar, Paulo is an adult who has the capacity to give consent to the medical treatment that will be done to his own body. The requirement of consent to treatment reflects the basic right to self-determination. The act of Doc Torr makes him liable for two things: 1.) Failure to obtain a valid consent from his client; and 2.)Non-disclosure of the vital information of inherent risk

Case Study 1-3 Example | Topics and Well Written Essays - 1750 words

1-3 - Case Study Example Due to the increase in the market pressure, the company focussed on its information technology (IT) department to provide information regarding the changing trend of the customers and increase the cross selling of the offerings. The key problem associated with the company is related to the use of different IT applications. The lack of importance towards customer relationship management (CRM) and IT system was the major factor which was critically affecting the company. Canyon Ranch had a conventional approach towards the use of information systems to ensure business effectiveness. Computerized Lodging Systems (CLS) was implemented in the company to keep a track of the customers. In order to monitor the customer preferences, Guestware software application was implemented. Correspondingly, the issue faced was that no proper integration was being established between the CLS and the Guestware. Moreover, the person who acts as a coordinator in the company was not being able to provide rel evant information on time and also did not have information related to the business ahead of time. Also, the firm did not have any Point of Sale (POS) in any of the restaurants and salons for the purchase of the goods. The key motive of the Canyon Ranch has been to increase the footfall and the level of customer satisfaction through efficient service deliverance. Therefore, the company needs to incorporate a management strategy to increase the customer relations effectively. The company through the development of IT would be able to enhance the service deliverance and tracking (Applegate & Piccoli, 2004). The company Canyon Ranch is renowned in the industry as gold standard and thus commanded a service rate of 25% to 30% greater than the other destination spas. The unique value proposition of providing health and healing in Canyon Ranch which was supporting its increased market presence, was being followed by other spas. The day spa was taking into consideration the features

Mental Health Article Analysis Essay Example | Topics and Well Written Essays - 250 words

Mental Health Article Analysis - Essay Example ly childhood has direct bearing on development factors later in the child’s life; as a result, more research is needed to investigate the interrelationship between these variables. The study found that boys indicated more statistically significant levels of later life external mal-adaptations than girls (d = 0.35 vs d = 0.03). The reasons for this occurrence may be because of biological issues related to gender, or that girls tend towards internalization of problems instead of externalization. Other arguments were that, â€Å"the reasons were not seeing differences is that were looking in the wrong place, and that girls have other problems..such as depression and anxiety.† While the researchers also acknowledge that the studies may not adequately account for genetic factors, they contend that there is a clear environmental correlation between insecure maternal attachment and later day externalization of maladaptive behavior. The parent’s mental health is also another variable that must be investigated as it may possibly contribute to the external behaviors. It seems that future research must investigate the underlining causes of insecure parental attachment. The research seems to predominantly place the agency on the child when it seems that the emphasis should be on everything except this variable. It’s also possible that these external behaviors are not direct an aspect of insecure attachment, but merely

Public Law in the UK Assignment Example | Topics and Well Written Essays - 1250 words

Public Law in the UK - Assignment Example There are various opinions on why the U.K does not have a written constitution. Some observers feel that the U.K does not have a codified constitution because it has been politically stable for too long. The royal families in other European countries like France and Germany have had to step down and draw up constitutions as a result of a revolt by the masses. In contrast, Great Britain never faced any revolt or rebellion against the crown during the 19th century. Instead, it has transformed itself into a democracy over the years. [Nigel Morris,2008] In the process of drafting a Bill of Rights and Responsibilities outlining citizens' rights and codifying the political system last year, Jack Straw, Secretary of State for Justice remarked that "The constitution of the United Kingdom exists in hearts and minds and habits as much as it does in law." This statement provides a good enough reason as to why there is no codified constitution on the U.K. He also points out that the passing of this Bill could bring U.K in line with the most progressive democracies in the world. [Nigel Morris,2008]. Morris, however, argues in favor of a written constitution stating that British democracy is in a crisis as citizens eye politicians with cynicism and the turnout in general elections has been falling over the years. This could be due to a lack of interest on the part of citizens as there is no written code of law stating their rights and responsibilities. The true essence of a democracy is the manner in which its elections are held. Since democracy is the rule by representatives of the people, a larger voter turnout could mean an active interest on the part of citizens in the affairs of the State. An alarming trend has been observed in the turnout in elections in Britain in recent times. Each time, the number of voters keeps decreasing from the previous one. Other than the general elections in 2001, where the turnout was 59.2%, only a miserable 23% of the population of U.K voted in the European elections in 1999. This was the lowest turnout among all European countries. The following table shows the voter turnout over time in British elections. While the turnout in local elections saw regular fluctuations between 1979 to 1992, it seemed to follow a downtrend from 1992 onwards. The General Elections saw a marginal decline in turnout from 1979 to 1983, though it was a respectable 75% till 1992, after which it appears to have declined to 70% in 1997 and crashed to below 60% in 2001. Similarly, while the turnout in bye-election was almost 55% in 1979, it had declined to almost 40% in 2001.

Othello Essay Example for Free

Othello Essay The language of sin is not just Ð ° theologically freighted way of talking about morally bad acts; it points to Ð ° deeper flaw within human life as we experience it, Ð ° perversion of outlook and desire that we may come to recognise but cannot fully evade. Overview According to Ð ° view going back to Aristotle (and probably earlier); someone who acts out of Ð ° mistaken belief about Ð ° relevant matter of fact may not be morally culpable for what would otherwise be Ð ° bad action. For example, Ð ° doctor who administers an antibiotic without realising that his patient is allergic to it is not guilty of murder if the patient subsequently dies, assuming that the mistake in question is Ð ° good-faith error which the doctor could not have avoided (perhaps the patient neglected to give the correct information about allergies when asked to do so). In this kind of situation, ignorance of relevant facts would seem to render the act in question involuntary in Ð ° qualified respect that is to say, precisely considered as an act of murder. (Travitsky 184-96) And since we presuppose that someone is morally responsible only for her freely chosen actions, it follows that in these kinds of cases, the agent cannot be regarded as morally culpable for what is objectively Ð ° bad action. In the tragedy of Othello, many animal references are made by Iago to the people he disrespects. The purpose of Shakespeare depicting Iago as Ð ° character who perceives others as animals is to show his dominance and his representation of mankind, illustrating his superiority over others. The interpretation of Iago signifying mankind reveals another side of him, his bestial nature. (David et. All 1335-38) Discussion Aristotle apparently did not believe that the same line of analysis could be applied to someone who acts out of Ð ° mistaken moral view, and Aquinas and most other scholastic theologians would have agreed, albeit not always on Aristotelian grounds. 2 However, in recent years Ð ° number of moral theologians and some philosophers have argued that moral mistakes do obviate moral guilt that is, someone who acts out of Ð ° sincere but wrong belief that Ð ° given kind of action is morally permissible cannot be regarded as morally culpable for what she does, even if the act in question is in every other respect voluntary. Of course, if this extension of the Aristotelian argument is to be plausible, one would need to add that the mistake in question is not itself the result of prior wrong-doing, and that the agent has taken due care to form his conscience appropriately and to determine what he genuinely owes to himself, to other persons, and (perhaps) to non-human entities or to God. Given these qualifications, however, one might say, for example, that Ð ° doctor who kills her patient in the sincere but (let’s assume) mistaken belief that she is justified in thus ending his suffering is not subjectively guilty of murder. The agent freely commits, and is therefore morally responsible for, Ð ° kind of action that (by hypothesis) meets the objective criteria for murder; yet given that she acts out of Ð ° mistaken belief that the act in question is not morally wrong, she does not commit Ð ° voluntary act of murder, considered precisely as an act of wrongful killing. (Straznicky 104-34) This is at least Ð ° plausible view. It seems harsh to regard someone as morally guilty for an action carried out under the mistaken, yet sincere and conscientious belief that an act of the relevant kind is morally justified particularly when we reflect that none of us can be certain that our own moral beliefs are correct in every respect. What is more, this line of analysis seems to correspond to at least some widespread intuitions. I believe most people in industrialised societies would be prepared to take this line with respect to cases involving widely controversial and difficult issues, as presented, for example, by an act of euthanasia. However, in other kinds of cases, we may well balk at the conclusion that moral ignorance justifies Ð ° particular line of action. Imagine Ð ° doctor who kills her patient because he is an extremely unpleasant old man who is tormenting his family for no good purpose; what is more, he has left Ð ° large sum of money to Ð ° charity which desperately needs it. The doctor sincerely believes that the needs of this man’s relatives and the demands of the common good override her obligations not to kill, and she acts accordingly. (David et. All 1335-38) Analysis In response, it might be said that some moral norms are so obvious that no one could make Ð ° good faith mistake about them; thus, Ð ° mentally competent adult who genuinely does not know that murder is wrong must be guilty of (at least) culpable neglect. This argument fits well with what came to be the dominant scholastic view on ‘ignorance of the law’ with respect to the natural law that is to say, since the fundamental precepts of the natural law are in some sense innate, Ð ° competent adult cannot fail to grasp them unless she is guilty of some kind of prior wrong-doing or negligence. Some contemporary theologians extend this line of analysis as follows: Admittedly, some moral mistakes are ipso facto evidence of prior wrong-doing, negligence, or bad faith. Yet, at least with respect to the difficult and complex questions we face today, genuine, non-culpable moral mistakes are both possible and exculpating. (Travitsky 184-96) This line of analysis, in turn, lends credence to Ð ° widespread view according to which one’s moral status depends exclusively on the orientation of the agent’s will as expressed through her freely chosen actions (considered either singly, or as comprising an overall pattern of behaviour). Straznicky 104-34) On this view, Ð ° mistaken moral judgment, while regrettable, has no moral significance in itself. In the words of John Coons and Patrick Brennan, ‘It is, then, plainly plausible that while humans have Ð ° primary obligation to seek correct treatment of others (and self), their honest pursuit of that ideal effects whatever moral perfection is possible to the individual’. Certainly, it is true that Othello acts as he does out of Ð ° mistaken belief about Desdemona’s infidel ity. But I want to argue that this mistake alone would not account for his act, were it not for other mistaken beliefs he holds, at least one of which clearly concerns Ð ° moral principle. Before moving to that point, however, is it worth spending some time over Othello’s factual mistakes (I believe he makes more than one), seen in the context of what we are shown about his overall character and disposition. Even if we bracket the special difficulties raised by moral mistakes, the moral significance of mistaken beliefs is not as straightforward as we may assume or so Othello’s example would suggest. (Jane et. All 19-47) Othello’s story is Ð ° tragedy, and not just Ð ° very sad story, because it is the story of the destruction of Ð ° noble, deeply admirable man brought about through his own weaknesses, systematically exploited by Ð ° malicious enemy. In order for this story to have the force that it does, Shakespeare must first of all make it clear that Othello really is noble and deeply admirable. This point is sometimes obscured by the vulgar racist slurs directed against him by Iago and at least tacitly accepted by some of the other characters (see, for example, I. 1, 88–89). Yet isn’t this the kind of thing that we would expect Iago to say? Shakespeare takes pains to show that Othello himself does not fit the stereotypes of the lustful, rash and unthinking black man on which Iago trades. On the contrary when we first see him, in the encounter with Brabantio (Desdemona’s father), it is the latter that is rash and unthinking, not to say hysterical, whereas Othello is Ð ° model of self-restraint under extreme provocation (I. 2, beginning at line 58). He defends himself before the Venetian senate in terms of great dignity and candour, and his account of his love for Desdemona makes it clear that he truly does love her, just as her love for him is no girlish infatuation, but an intelligent response to his past sufferings and his noble character (I. , 129ff. ). His subsequent behaviour is that of Ð ° devoted husband who also bears Ð ° public trust, to which he properly gives priority with his wife’s full understanding and consent far from jumping into bed with his new bride, he sails to Cyprus and sees to preliminary arrangements for the defence and governance of the island, apparently before his marriage is ever consummated (I. 3, 260–79, and espec ially 299–300). Even Iago admits that left to him, Othello will most probably make Desdemona Ð ° good, loving husband (II. , 284–85). What is more, Othello is Ð ° seasoned general of many years’ experience, the best military mind available to the Venetians, someone whom they regard as worthy of unrestrained public trust this is no unsophisticated fool, but Ð ° mature, intelligent man at the height of Ð ° vital and demanding profession. And yet, this dignified and loving man is first reduced to Ð ° state of near-dementia, and then brought to Ð ° cool determination to kill his wife, through the machinations of Iago. In watching this process, it is difficult not to get caught up in the sheer fascination of Iago’s deliberate villainy how could anyone be so callous to every human feeling, so cheerfully calculating as he plans the destruction of those around him, so irredeemably evil? Confronted by such Ð ° spectacle, it is easy to overlook the fact that Othello’s transformation from Ð ° loving husband into Ð ° relentless avenger is, in its own way, almost as disturbing. (David et. All 1335-38) How can such Ð ° transformation take place? Of course, Othello is the victim of Ð ° deliberate deception, but that fact alone does not really answer the question, because it is by no means clear how Iago manages to convince Othello of Desdemona’s guilt after all, he has no actual evidence whatever, and not very much in the way of circumstantial evidence. What is more, even granting Othello’s conviction of Desdemona’s guilt, it would not be necessary for him to kill her he could banish her, as she pleads (V. 2, 79), or divorce her and send her back to her family. He might even forgive her and try to retrieve his marriage. (Straznicky 104-34) Thus, Iago’s malicious deception, while troubling in its own right, should not be allowed to obscure the puzzles presented by Othello’s own behaviour. Why is he vulnerable to Iago’s designs in the first place, and why does he react to Desdemona’s adultery (as he believes to be the case) in the way that he does? We must look for the answers to these questions in Othello himself. (David et. All 1335-38) One starting point immediately suggests itself. Why is it so easy for Iago to persuade Othello that his beloved Desdemona has committed adultery with his lieutenant Cassio? Shouldn’t Othello’s love for Desdemona which I believe we should take at face value have inclined him to resist, or even just to ignore, Iago’s insinuations? It might be said that Iago gets away with his plan so easily because Othello is so trusting, as Iago himself suggests as he notes, Othello has ‘Ð ° free and open nature’ and will believe what he is told (I. 3, 396–400). And indeed, once Iago (seemingly) begins to respond to his demands for proof, Othello never doubts him until confronted with unmistakable proof of his treachery. (Travitsky 184-96) Certainly, Othello places Ð ° remarkable degree of trust in Iago but it seems inaccurate to say that he is trusting without qualification. He does not trust Desdemona at all. Admittedly, he catches her in Ð ° lie over the handkerchief he gave her, but had he been so disposed, he could have seen this for what it is the self-protective lie of Ð ° flustered young woman (II. , 45–94). More tellingly, he does not trust Emilia when she insists, repeatedly and strongly, that Desdemona has never betrayed him, even though Emilia (Iago’s wife and Desdemona’s personal attendant) is in Ð ° better position than anyone else to know about her intimate activities (IV. 2, 1–24). It begins to look as if Othello is prepared to trust some, but not others in particular, he trusts men but he does not trust women. This suspicion is confirmed by his remarks about women, remarks which we know to reflect general Elizabethan attitudes that women are naturally lustful, cannot be relied upon to maintain chastity without continual supervision, and are sly and deceitful to boot (III. 3, 264–80). Various comments, together with the whole tenor of his behaviour towards Iago, suggest very different beliefs about at least some classes of men, namely frank, hearty types such as Iago, whom he regards as honest and worthy of trust (III. 3, 124, and especially 245).

Personal Statement - Sample Essay Example for Free

Personal Statement Sample Essay I have a strong interest in business management as I was influenced by my family’s business from a very young age. The motivation of choosing this course is that I know my families do not have any business education background and they did it without any stress. Because of the consequence, I would like to take this challenge course and be the third generation to take part of my family’s business. This challenging area has always fascinated me to study hard and to graduate from college in order to fulfill my ambitions towards the business goal. Apart from this challenge, there is another consequence that causes me has a keen interest to this course Hong Kong richest man Sir Ka-Shing Li. He was able to start a business empire that includes: banking, construction, real estate and plastics with no business education background and up till now at the age of 65, he is still able to do well and leading the young generation towards the business market. I believe management is the key of success in business. I like reading articles and I have been updating all the business news day – by- day. The sub-prime crisis in 2008 as well as the fall of Lehman Brother had trigger off the economic crisis and lots of companies went bankrupt because of the crisis. I believe the reason behind is because many people didn’t manage well with their own company. From all the different angles, many things are not connect well to each other. In terms of my current studies, I particularly enjoyed learning all kinds of skill from different subject. My current studies are statistic, finance, mathematics and IELTS. Finance teaches me how to choose right financial products and this is a very important point for business management as if I chose the wrong product it might cause the loss from the business company. On the other hand, IELTS has shown me the academic skills to improve my writing and oral. Finally, Mathematic has taught me how to understand the concepts and practice all kind of skills. In doing mathematic practices, it always reminds me the quote ‘practice makes perfect†. This is also my favorite quote, it leads me not to give up easily whenever I encounter challenges I will keep on trying and do my best in order to make it prefect. When I have free time I will go to church to meet some new friends or spending a whole afternoon playing football with my friends. Playing football makes me feel excited as I really enjoy this competitive game and to play with my friend. Besides, it always reminds me the importance of teamwork. When I was in secondary school, I was a boy’s brigade in Singapore. Boy’s brigade always have to attend camping activity and as a team leader I have to know how to manage the best way in order to gain benefits for my team to win a game. However, if I am not clear enough, I might cause my team to loss and get punishments. Linking to business market, I think they are both competitive and we have to had a clear mind to think carefully what is going on or else it will just causing a big loss of money. The worst case will be causing the company bankrupt. Therefore I would like to learn more business management in university in order to avoid these incidents. During last summer holiday, I have gained some working experience from working as a waiter in a franchise of Starbucks. It was a brand new experience for me, I have learnt how the coffee shop runs from day to day and how to be a successful franchisee of Starbucks. In my working place, my manager has taught me how to do well in our job, not just making a simple cup coffee for our customers, it’s to aim a warm coffee with cheerful smile for every single customer. Also, it taught me to have a useful timetable for practicing a good time management. My personal qualities of being diligent, self-motivated, determined and the ability to think laterally allows me to solve and thrive the challenges that will be presented at university. †¦.

The Chimney Sweeper | Analysis

The Chimney Sweeper | Analysis William Blake was a famous writer of the Romantic Age which took place in 1832. William Blake wrote two poems called The Chimney Sweeper. The first poem had to do with innocence. The second Chimney Sweeper poem by William Blake had to do with experience. Even though both poems have the same title doesnt necessarily mean that theyre the same. They have a few things in common, but also have a plethora of items that are different. In both poems called The Chimney Sweeper, they share similarities and differences between narration, rhyme scheme, tone, and theme. Blake also shows how both poems are influenced Romantically, he gives the reader a visual and represents many symbols that are used in todays society. As far as rhyme scheme, they both have words that rhyme at the end of each line and stanza. The boy says When my mother dies I was very young, and my father sold me while yet my tongue. (lines 1-2 p. 85) In songs of experience, Blake writes A little black thing among the snow Crying weep, weep, in notes of woe! (lines 1-2 p90) Both poems are also expressed romantically in a few ways. In the Romantic days, writers felt there was a new literature being birthed. The poetry had to do a lot with humanity and nature. Poets tended toward emotion and child like perspective. Poets also showed much regard for the natural scenes and used words like child, imagination, and nature because they thought they were popular. (Mellown p. 1) In Songs of Innocence the young boy tells his story. The boy is about six or seven years old. Much of the imaginative power of the poem comes from the tension between the childs naivetà © and the subtlety of Blakes own vision. (Mellown p.1) In the first stanza, he talks about his way of life. He talks about how his mother dies. He was sold as an apprentice by his father. His present life revolves around working, calling through the streets for more work, and at the end of the day sleeping on soot, a realistic detail since the boys did indeed make their beds on bags of soot they had swept from the chimneys. (Mellown p.1) The second stanza introduces a young boy named Tom Dacre, who comes to join the workers and is initiated into his new life by a haircut. Tom cries as he gets his hair cut off, but the speaker makes him feel better by saying Hush, Tom! Never mind it, for when your heads bare, you know that the soot cannot spoil your white hair (lines 6-7 p. 85). What that means is all of the dirt from sweeping chimneys wont get in his hair. Tom takes the advice and goes to sleep happily. (Mellown p. 2) The next three stanzas give the substance of the dream. Tom dreams that thousands of sweepers locked in coffins are released by an angel. Suddenly, they find themselves in a pastoral landscape where, freed from their burdens, they bathe in a river and then rise up to the clouds. There, the angel tells Tom, if hed be a good boy, / Hed have God for his father never want joy. The dream is an obvious instance of wish fulfillment, and its pathos rests on the fat that while it reveals the childs longing to escape, the opening and closing of the poem make it clear that his only ways of escape are dreams and death. (Mellown p. 2) What this means for Tom is that maybe when he is dreaming he can escape what he goes thorough in life and just be happy. The last quatrain opens with a brutal contrast. Having dreamed of playing in the sun, Tom awakes, and the sweepers begin their days work, a day to be spent in the total darkness of the cramped chimneys. Yet, restored by his dream, Tom is happy, and the poem ends with the pious moral, akin to the angels speech, So if all do their duty, they need not fear harm. (Mellown p. 2) So he goes through the rest of his life knowing that heaven was in his future as long as he was good. In The Chimney Sweeper, songs of experience, Blake talks about some of the things a little black boy goes through. Using the same rhyme scheme as songs of innocence he says A little black thing among the snow crying weep, weep in notes of woe! Where are thy father and mother? Say? They are both gone up to the church to pray. (lines 1-4 p. 90) In the next stanza Blake describes how his parents are at church praying for him because he is so happy on the outside but not showing his true pain. He sings and dances because he is happy and his parents think that everything is ok and no damage has been done. He says And are gone to praise God and his Priest and King, who make up a heaven of our misery. (lines 11-12 p.90) Blake could have possibly used a bit of sarcasm in songs of experience. In songs of innocence some themes and symbols were the bags, abandoned in the dream and picked up again with the brushes the next morning. This says that the terrible burden of the childs life, which is the good indicates the corruption of a society that uses and abuses him. The coffins are like a symbol of death. They represent the chimneys that he sweeps and the actual death to which he will soon come. In contrast, the sun, river, and plain express the joys that should be natural to childhood, which is also a symbol of the way nature is appreciated in the romantic age. Yet, even symbols associated with happiness intensify the harsh facts of existence. The bright key recalls imprisonment; the harmony of the leaping boys emphasizes their isolation in the chimneys; and the lamb, whose curling fleece Toms hair resembles, is often, as is the sweeper, a helpless victim. (Mellown p. 2)

Art Exhibit on Brown Versus Board of Educaiton Essay -- African Americ

Like A Fish out of Water I’ll be the first to admit it: I cannot understand art for the life of me. That being said, I’m somehow always tricked into thinking I do. I’ve tried my hand at being one of those intellectuals who goes to art museums for recreation, and enjoys analyzing pictures, paintings and monochromic blobs. But every time I drag myself to a museum, I end up discovering the same three truths about myself: 1. I’m horrible at grasping the artist’s message. 2. I get frustrated with things I don’t understand. 3. When I get frustrated, I get mad. That being said, it was only natural that I go to the Krannert Art Museum to see the Brown v. Board of Education exhibit. I’ve never been to the Krannert Art Museum, and honestly did not expect very much. I mean, how much worthwhile art can a college museum in the middle of a cornfield house? I cautiously entered the building, trying to pretend like I had been there before. The golden rule of playing such a part is simple: never make eye contact. Once that happens, the jig is up. Somebody will realize I belong in the computer labs north of Green St. and immediately deport me back to the banks of boneyard. So I began calmly racing through the museum, never stopping to look at signs, (regular visitors don’t need to look at signs) hoping to find a giant Brown v. Board of Education sign somewhere. And after a couple of laps around the building, I found where I needed to be. I was actually impressed with the number of people who were checking out the exhibit. I expected to be the only one in the room, but instead saw a good number of people, mostly African-American, slowly inspecting every piece. I guess there are peopl... ...ny thing is, my parents came to America to raise a family in a better standard of living than India. They wanted all of their children to obtain a quality education and receive opportunities unavailable to them as youth. But without Brown v. Board, I would have been better off growing up in India. The message of Arundhati Roy’s portrait was simple: the civil rights movement affected more than Black America – it opened doors for all minorities. I took a step back from the portrait, and started walking out of the art museum. An as I left the museum, I did so with a little more gratefulness. While I may not understand the giant pile of bricks in the foyer, or why a man inside an imac keeps shouting â€Å"do you understand?†, I realized it doesn’t matter. Not everybody is cut out to be the art-connoisseur. But hey, at least I have the opportunity to give it a shot.

Charles Ruff: The Privacy Defense :: Essays Papers

Charles Ruff: The Privacy Defense Privacy was a big issue during the impeachment proceedings and the overall sex scandal. It was introduced as an issue by the House Managers who wanted to discuss how moral and appropriate the actions of the president and Monica Lewinsky were. The defense then used the same topic to argue that he should not be impeached. This was because, as the defense planned to show, a president should not be impeached for something that occurred during his private life. This is mainly based on the fact that impeachment, as defined, applies to the president and his role regarding the state and safety of the country. Privacy was introduced by the House Managers but widely used by the defense team. The defense focused on this so completely because private matters do not fit into the actions of high crimes and misdemeanors, which is required to impeach the president. The main purpose behind focusing on privacy was to show that matters in a personal life to not reach the level of impeachable regardless how immoral they were. The main goal, therefore was to prevent the impeachment of the president. Privacy is also an issue that Charles Ruff seems to live by. He is one of the most powerful attorneys in the country, and was a prosecutor of Richard Nixon during the Watergate scandal. However, it is very difficult to find a lot of information about him personally, or about his career. Typically it seems that there is more information available about someone with a powerful position such as Ruff, than others with less powerful opinions. When it comes to the issue of privacy and the impeachment, there are a few questions that come to mind. In the past, the private life of a president was not reported in the media. What has changed since then making it acceptable for the media to report on Clinton’s private life with such detail? What were some of the turning points? When it comes to the impeachment proceedings, are personal issues a reason to impeach a president? Why is it that Ruff never defends the president or denies Clinton’s activities? Isn’t that how a defense attorney usually proceeds? How does the issue of privacy fit into Ruff’s own life? Clinton is not the first sitting president to have a mistress or an affair. Multiple others have as well, but the media never broke the story to the public. Charles Ruff: The Privacy Defense :: Essays Papers Charles Ruff: The Privacy Defense Privacy was a big issue during the impeachment proceedings and the overall sex scandal. It was introduced as an issue by the House Managers who wanted to discuss how moral and appropriate the actions of the president and Monica Lewinsky were. The defense then used the same topic to argue that he should not be impeached. This was because, as the defense planned to show, a president should not be impeached for something that occurred during his private life. This is mainly based on the fact that impeachment, as defined, applies to the president and his role regarding the state and safety of the country. Privacy was introduced by the House Managers but widely used by the defense team. The defense focused on this so completely because private matters do not fit into the actions of high crimes and misdemeanors, which is required to impeach the president. The main purpose behind focusing on privacy was to show that matters in a personal life to not reach the level of impeachable regardless how immoral they were. The main goal, therefore was to prevent the impeachment of the president. Privacy is also an issue that Charles Ruff seems to live by. He is one of the most powerful attorneys in the country, and was a prosecutor of Richard Nixon during the Watergate scandal. However, it is very difficult to find a lot of information about him personally, or about his career. Typically it seems that there is more information available about someone with a powerful position such as Ruff, than others with less powerful opinions. When it comes to the issue of privacy and the impeachment, there are a few questions that come to mind. In the past, the private life of a president was not reported in the media. What has changed since then making it acceptable for the media to report on Clinton’s private life with such detail? What were some of the turning points? When it comes to the impeachment proceedings, are personal issues a reason to impeach a president? Why is it that Ruff never defends the president or denies Clinton’s activities? Isn’t that how a defense attorney usually proceeds? How does the issue of privacy fit into Ruff’s own life? Clinton is not the first sitting president to have a mistress or an affair. Multiple others have as well, but the media never broke the story to the public.

Daniel Elazar, Bogus or Brilliant: A Study of Political Culture Across the American States :: Politics Political Science Essays

Daniel Elazar, Bogus or Brilliant: A Study of Political Culture Across the American States American states each have individual political cultures which are important to our understanding of their political environments, behavior, and responses to particular issues. While voters probably do not consciously think about political culture and conform to that culture on election day, they seem to form cohesive clusters in different areas of the state, creating similar group political ideologies. Because of these similarities, it is possible to measure the dominant political culture within states or areas of a state, gaining insight into the mind-set of state residents. Whatever the state culture, whether liberal or conservative, participatory or exclusive, political culture identifies dominant, state-wide trends. The question remains whether there is an accurate way to measure this political culture phenomenon in the United States. Many studies try to measure political culture within states, but some political scientists are wary of assigning state political cultures because such measurements may be of dubious empirical grounding. While the process may not be entirely empirically sound, different state political cultures seem to exist and demand further analysis. In 1966, Daniel Elazar published his now famous assessment of United States’ political cultures. His evaluation of state cultures has been the focus of much study and criticism over the past three decades. Elazar proposes that the political culture in the United States developed in different regions due to east to west migratory patterns moving across the continent. Patterns of political culture were established during the Western frontier migration, as individuals followed â€Å"lines of least resistance which generally led them due west from the immediately previous area of settlement† (Elazar, 1966: 99). As a result, like-minded indivi duals migrated together and stayed together, causing similar political ideology to transform into a dominant political culture (Elazar, 1994). Political cultures are dominant in certain areas of the country due to westward expansion. Moralism characterizes communitarian-agrarian New England and the far northern states, while the agrarianism of the middle states is individualistic. Traditionalism dominates the South and its plantation agrarianism structure. Typically, moralistic political cultures focus on agrarianism, individualism on commerce, and traditionalism on aristocratic legitimacy. These differing foci help to categorize Elazar’s political cultures in the United States (Elazar 1984: 119, 122). Elazar’s political culture typology divides state political culture into three dominant categories: moralist, individualist, and traditionalist. Moralists measure government by its commitment to the public good and concern for public welfare.

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 % ) .