Transformational Leadership A Transformational Leader

Introduction The leader must manage the trust through consistency. Without mutual trust, the leader would not be able to delegate authority to others. In addition, the leader must be consistent and predictable, that the actions were consistent with the vision and values. Transformational leadership does subordinate leaders. Employees are given relative freedom so that they can independently control their activities within defined boundaries. They are involved in the process of solving problems and learn new ways of working, thereby increasing productivity. Transformational leadership puts the needs of employees with a lower physiological level (security, reliability) to a higher level of psychological (self-esteem, the realization of their†¦show more content†¦The leader seeks to establish cooperation, give meaning to the work of subordinates, and to involve them in the change process. Transformational leadership is based on personal values, beliefs, and as a leader, not on the interchan ge between the subordinates (Alimo-Metcalfe Alban-Metcalfe, 2001). It is significant that the needs of the lower level are met by decent wages and worthy working conditions. However, the transformational leader also provides opportunities for growth and development for each employee. The leader distributes tasks so as to increase the requests and the ability of employees, and match them with corporate objectives (Alimo-Metcalfe Alban-Metcalfe, 2001). It affects employees, involving them in the process of change. Transformational leadership inspires employees to refuse personal interests for the sake of the interests of the group. Transformational leaders motivate subordinates over fulfill their usual standards (Kotlyar Karakowsky, 2007). They explain to employees the value of goals and outcomes and convince them to give up personal short-term interests for the benefit of the mission of the organization. Subordinates admire such leaders, identify with them and imbue them confidence. However, transformational leaders are attracted not only to subordinate the personal

The Turn Of The Screw - 1265 Words

Henry James’ The Turn of the Screw has been described as one of the best ghost stories of all time. However, there is clear evidence that the main character, the governess, suffers from delusions. The strange events that occur throughout the story happen in the estate of Bly. The anomalies, described as horrors or ghosts, only come to light after the governess arrives. These events are due to creations of the governess mind, her controlling intent to protect and overrule the children, and her unstable mental state. In this way, her thoughts and her actions are the cause of the strange events at Bly. Douglas, the narrator, presents the book in the introduction involving two children to be another turn of the screw. This concept paints a†¦show more content†¦Every time the governess is conflicted, her mind turns and is unstable. Even before Miles arrives at Bly, the governess questions his demeanor and is paranoid about his reason for dismissal from school. She assumes that he has done something evil and that he s an injury to others. (page 10). Mrs. Grose tries to persuade her that he wouldn t be that way. However, she is yet unsure of Miles character and further discusses him with Mrs. Grose. The governess is still concerned about Miles wrongful ways, but when questioned if she s afraid of him, she gave way for the time to the apprehension of ridicule. (page 12). It is her paranoia that opens the door for negative thoughts and images to enter her mind. The governess becomes overwhelmed with taking charge of all the affairs of Bly. Her anxiety increases when Miles returns home after being expelled from school. The governess is left to make significant decisions without any assistance from her employer which begins her path of feeling disturbed. Her job involves being a parent to the children and this task tests her mental capacity. She feels unfit and awkward about being in charge, by announcing that â€Å"I was, strangely, at the helm!† (page 9). Being new to the job, she faces several tasks that make her feel anxious. The governess has no experience in making decisions of this scale. The governess is a proud, protective, boastful woman who wants to prove she can be in charge of Bly. AfterShow MoreRelatedThe Turn Of The Screw1443 Words   |  6 PagesHenry James’ The Turn of the Screw is an ambivalent novella, well-known for it’s disputable contents. The central character, known simply as the governess, is one that can be considered an unreliable narrator. She has experienced many interesting yet unusual encounters that can lead to a variety of interpretations regarding what’s actually taking place in the story. With all factors taken into account, it’s most plausible to assume that the governess is a victim of what appears to be a mental disorderRead MoreThe Turn of the Screw1300 Words   |  6 Pages Henry James novel The Turn of the Screw is twofold. In the first chapter, the story begins at a Christmas party where guests hear the governess tale of fright and fight. This story is referred to as â€Å"two turns† of the screw by an anonymous guest at the Christmas party because the reader asks if they want to hear a story about two children instead of only one (3). In the governess account, it tells about her duty as caretaker of two wealthy children, Flora and Miles, who live at Bly, a large estateRead MoreThe Turn Of The Screw2222 Words   |  9 PagesHenry James’s The Turn of the Screw has led to a great deal of discussion and analysis from scholars and students for over fifty years. James’s novella is a ghost story that is mostly told through the perspective of a young woman, a Governess, who is put in charge of taking care of two children, Miles and Flora, at an estate in Bly. The Governess adores the two children and considers them both charming, beautiful, and perfect, which is understandable given that Miles and Flora are portrayed as wellRead More The Turn of the Screw Essays1329 Words   |  6 PagesLove Between the Classes: An Analysis of Social Status Violation in The Turn of the Screw A Marxist reading of The Turn of the Screw by Henry James brings to light how social status differences and above all how the violation of these distinctions affect the story. The relationship between the governess and Miles is a clear example of this kind of transgression. As an unnamed character, the governess has an indefinite social status. She is neither an upper-class lady nor a simple servant. MoreoverRead More Turn of the screw Essay2734 Words   |  11 Pages â€Å"The Turn of the Screw† Henry James, the famous author of ‘The Turn of the Screw’ was born on April 15, 1843 to his wealthy parents Henry James and Mary Walsh. His father, also called Henry James, was an Irish immigrant and by the time his own children were born he had inherited a lot of money from his father; and at this time Henry James senior and his family were living in New York. Henry James author of ‘The Turn Of The Screw’ was one of five children and had an older brother William who wasRead More The Turn of the Screw Essay1076 Words   |  5 PagesThe Turn of the Screw I must take my horrid plunge from the opening line sets the tone of the passage. The novels gothic form is revealed very early on in the passage. There is a distinctive differentiation between horror and terror derived from the studies of Radcliffe. Terror is when one induces to action and horror is when one is powerless and freezes as a result of it. The Governess horrid plunge is a forced action, as she is powerless to combat the supernatural forcesRead MoreEnn315-Turn of the Screw2040 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly andRead MoreEnn315-Turn of the Screw2028 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly and intentlyRead MoreThe Governess in The Turn of the Screw Essay1110 Words   |  5 PagesOne of the most critically discussed works in twentieth-century American literature, The Turn of the Screw has inspired a variety of critical interpretations since its publication in 1898. Until 1934, the book was considered a traditional ghost story. Edmund Wilson, however, soon challenged that view with his assertions that The Turn of the Screw is a psychological study of the unstable governess whose visions of ghosts are merely delusions. Wilson’s essay initiated a critical debate concerning theRead MoreTurn of the Screw, Historicism Approach1330 Words   |  6 Pageswork, and how do t hese influences complicate the meaning of the work as a whole ? - Regarding The Turn of The Screw. The Victorian era consisted of moralistic, prudish ideals, a sexist point of view and therefore enforced etiquette and good manners as a way of life. Henry James demonstrates a lack of propriety for this time period’s strict code of conduct, with his written work, ‘The turn of the screw’. By doing so, and somewhat rebelling against the sexually restraining, low crime tolerance era that

Art Program Essay Example For Students

Art Program Essay At the University of Oklahoma there exists a student body diverse in culture, people working towards different paths in life, however the one common denominator betweeen them is their desire to succeed. Often students get siderailed through the course of there academic careers and lose focus of their ultimate goals and need direction in how to succeed. Innovators in any field do not think conventionally, they often stray from the flock conceptualizing their own set of ideals to challenge old ways of thinking and bringing forth new knowledge. This forward way of thinking is often refered to as thinking outside of the box. This simple slogan is the inspiration to my proposal. The public sculpture that I am proposing is the embodiement of this idea, a celebration of student body, and a guide and reminder to them. What I am proposing is sculpture to be located in the North Oval on the grass island bewteen the Fred Jones Fine Arts School and the Visitior Center. It will consist of a cube with a human brain next to it. The cube will measure 7ft x 7ft x 7ft and two oval hemispheres will be approximately 10 ft x 7 ft x 15 ft. The materials to be used are bronze for the cube, white marble for the brain and grey marble for the base that is to be 2ft x 20 ft x 20ft. Given the dimensions noone should mistake this for an ambigious sculpture, anyone will clearly be able to to identfy this as three dimensional artwork. Concise mehanical lines will form the absolute geometric shape of the cube. The brain however will not look exactly as a human brain does, but rather will be a minimal abstracted version, that will be acheived by the use lyrical lines to illustrate this organic form. The bronze of the cube will be painted black to contrast the white marble of the brain, and the gray marble of the base will serve to bring balance to the over all composition of the peice. Although the cube will be painted, the texture inherant to bronze will still be visible. The marble will be highly polished so that it has a high luster, but the striations and granulations of the stone will still be able to be seen. The high traffic location of the sculpture will allow many people to only get to glance at it in transit while driving around the oval. The use of this allegorical theme, the cube used as symbol for the Box and the brain as a symbol for Thinking, and the arrangement of the the two objects the brain outside of the box, should allow these casual viewers to to quickly grasp and accurately see the work for what it represents without requiring an in depth analysis. Other viewers that actually walk though the area on a regular basis will have the opportunity to dissect it further. Once the general theme of the peice has been established the next obvious thing will be that the scaling of the brain is larger than the cube, hence enforcing the idea that thinking outside the box is important. The use of hard mechanical lines and strict geometric order in the sculture represents conventional thinking. The lyrical line of the brain will represent innovative thinking. The Box itself is an object that we as people identify as archaic since it is one of the first shapes we learn as children and will represent a way of thinking that is fundamental to higher learning but only as a learning block. The simultaneous contrast of the muted black color of the box and the lustrous white of the brain will show the struggle between these two schools of thought. The Box in shape resembles a cage representing the ideal that thinking only with the boundaries of what you are taught is imprisoning yourself from further growth. Right next to this box the brain looks more free, an organic form that is free from the shackles that the box is bound by. The base is grey and combination of black and white, and represents the bridge between conventional and innovative thought. .ua297eaeae95ef7894b7372cbcf84d86c , .ua297eaeae95ef7894b7372cbcf84d86c .postImageUrl , .ua297eaeae95ef7894b7372cbcf84d86c .centered-text-area { min-height: 80px; position: relative; } .ua297eaeae95ef7894b7372cbcf84d86c , .ua297eaeae95ef7894b7372cbcf84d86c:hover , .ua297eaeae95ef7894b7372cbcf84d86c:visited , .ua297eaeae95ef7894b7372cbcf84d86c:active { border:0!important; } .ua297eaeae95ef7894b7372cbcf84d86c .clearfix:after { content: ""; display: table; clear: both; } .ua297eaeae95ef7894b7372cbcf84d86c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua297eaeae95ef7894b7372cbcf84d86c:active , .ua297eaeae95ef7894b7372cbcf84d86c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua297eaeae95ef7894b7372cbcf84d86c .centered-text-area { width: 100%; position: relative ; } .ua297eaeae95ef7894b7372cbcf84d86c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua297eaeae95ef7894b7372cbcf84d86c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua297eaeae95ef7894b7372cbcf84d86c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua297eaeae95ef7894b7372cbcf84d86c:hover .ctaButton { background-color: #34495E!important; } .ua297eaeae95ef7894b7372cbcf84d86c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua297eaeae95ef7894b7372cbcf84d86c .ua297eaeae95ef7894b7372cbcf84d86c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua297eaeae95ef7894b7372cbcf84d86c:after { content: ""; display: block; clear: both; } READ: The Homeless EssayAs stated earlier the intended audience for the sculpture is wide range of people, students who attend the university, casual drive-byers, prospective students and their parent, and other visitors or residents of the university. Since the sculpture has the potential to be viewed by so many people I chose simple shapes and an abstracted free forms, so as not to be offensive as well as having a universal appeal to it diverse audience. Where the sculpture is located, if you go further south walking towards the campus other smaller sculptures can be found as well. While the smaller scale scultures are engaing the do not jump out and demand atention from the v iewer. This is not the reaction that I am attempting to garner from the audience, i dont want people people to say Hey, look i found a sculpture. I want them to say You cant miss that sculture. For this reason the sheer size of it is very important to it, after what good is your meesage if it cant reach its audience.The other smaller scucltures will also serve as a transition to this larger sculpture. The environment itself, mostly grass and trees will serve as a stark contrast to this structure of stone and metal, but it will still blend in with the surrounding buildings and other stone structures. The reaon for my proposal is simple, i think that often a single idea or thought is enough motivation for someone to succeed. This sculpture will serve to remind students that they need to apply thinking outside the box to their pragmatic approach. It will serve as an invitation to those prospective students that while this is an established scholastic intitution with deep rooted traditions that we encourage free, forward thinking. It will serve those people only in transit, in a casual glance that small push in the right direction. as people we complicate things, and usually getting to the bare bones is the answer. Often in the face of adversity we are lost in how to approach a solution. This sculpture is the answer to all those questions, an it is my intention to provide that message by making it.

Kisses From Katie Essay Example

Kisses From Katie Paper Kisses From Katie by: Katie Davis Author, Katie Davis, started her missionary and writing career at the astonishing age of 18. Katie was no ordinary teen-aged high school graduate, she graduated as class president with other accomplishments throughout her high school years such as Homecoming Queen. She could have carved out a career and established a solid social-life, until God radically stepped in. l have absolutely no desire to write a book about myself. This is a book about a Christ who is alive today and not only knows but cares about the hairs on my head. Im writing this book to emind you of this living, loving Christ and what it means to serve Him And if He can use me, He can use you. , said Katie when an anonymous blogger inquired about her reasoning on composing Kisses From Katie. In this quote, Katie talks about God using her to serve Himself and others and that is exactly what she does. In December of 2006, Katie travels to Uganda for the first time. The love and compassion she felt for this impoverished African-American society was instantaneous. After her mission trip in the winter of 2006, Katie could not wait any longer as she had become more and more anxious to be back where she proclaimed Home. Following her first trip to Uganda, Katie returned as a Kindergarten teacher where she taught classrooms full of poverty-stricken kids. After observing these innocent childrens daily lives, she soon realized that something needed to change for them; God laid it on Katies heart to start a child sponsorship program. We will write a custom essay sample on Kisses From Katie specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kisses From Katie specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kisses From Katie specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Later that year, she established a non-profit organization called Amazima Ministries International. The native Luganda word Amazima means truth, a word Katie took from her favorite Bible verse John 8:32 And you will know the truth, and the truth will set you free. Not only did Katie ecome a founder of her own organization in 2008, she also became a mother of 3 which later became a prodigious number of 13. Adoption is a beautiful picture of redemption. It is the Gospel in my living room. ( a quote from Kisses From Katie on adoption). This book doesnt portray Katies life as perfect, or herself as perfect for that matter, she is also transparent about her own struggles, The first month, I loved living there; you have all this love from these children, the next month, I feel that Im tired of washing my hair in a bucket. Spiritually, I had to rely so much on God as He stripped away all things I was dependent on. (-Katie Davis). Ultimately this book, as previously stated, was to remind the privileged of a living and loving God. Personally, Katie achieved this greatly. After reading this very inspirational and respected book, I decided to further my walk with God by applying for an internship in Nicaragua with my best friend Abbey, who is a summer missionary. One of my favorite quotes from Kisses From Katie is on page 119 where Katie says, l dont always know where this life is going. I cannot see the end of the road, but here is the great part: Courage is not about knowing the path. It is about taking the first step. It is about Peter getting ut of the boat, stepping out onto the water with complete faith that Jesus will not let him drown. That is why this book was so inspirational to me, it showed me to get out chances. Like always, theres a great ending to the book Kisses From Katie. Katie decides to officially make Uganda her home even though her parents did not want her to do this, yet still fully support her. She organized and continues to organize numerous charities for the people in Uganda. The heart of young mother and permanent missionary, Katie J. Davis is truly inspiring. This book has influenced my life and the life of many others.

Deciding to Licence or Assign When Selling a Patent

Deciding to Licence or Assign When Selling a Patent After youve brought your new idea to full fruition, youve invented it; and after youve gotten your intellectual property protection, youve patented it. Like most independent inventors, the next task at hand will be commercializing your product, you make money from it. If the following conditions apply to you: You have decided for a variety of reasons that you shouldnt be the one to manufacture, market, and distribute your invention yourself, you invented a better mousetrap but you dont want to go into the mousetrap business.You were/are not an employee and your invention was/is not automatically assigned to your employer as specified in your contract. There are two common ways to profit from your patent: licensing and assignment. Lets take a look at the differences between the two and help you decide which path is better for you. The Licensing Route Licensing involves a legal written contract where you the owner of the patent are the licensor, who grants rights to your patent to a licensee, the person that wants to license your patent. Those rights can include: the right to use your invention, or copy and sell your invention. When licensing you can also write performance obligations into the contract, for example, you dont want your invention to just sit on the shelf so you can include a clause that your invention must be brought to market within a certain amount of time. Licensing can be an exclusive or non-exclusive contract. You can determine how long the licensing contract will be in effect. Licensing is revocable by a breach of contract, by preset time limits, or by a failure to meet performance obligations. The Assignment Route Assignment is the irrevocable and permanent sale and transfer of ownership of a patent by the assignor (thats you) to the assignee. Assignment means that you will no longer ever have any rights to your patent. Typically its a one-time lump sum total sale of your patent. How The Money Rolls In - Royalties, Lump Sum With licensing your contract can stipulate a one-time payment or/and that you receive royalties from the licensee. These royalties usually last up until your patent expires, that could be twenty years that you receive a small percentage of the profits from each product that is sold. The average royalty is about 3% of the wholesale price of the product, and that percentage can commonly range from 2% to 10%, and in very rare cases up to 25%. It really depends on what kind of invention you have made, for example; a brilliant piece of software for an application with a foreseeable market can easily command double-digit royalties. On the other hand, the inventor of the flip-top drink can is one of the richest inventors in the world, whose royalty rate was only a tiny percentage. With assignments you can also receive royalties, however, lump-sum payments are much more common (and bigger) with assignments. It should be pointed out that because licensing is revocable when someone doesnt pay you your royalties thats a breach of contract, and you can cancel the contract and take away their rights to use your invention. You would not have the same weight with assignments because they are irrevocable. So in most cases, it is better to go the licensing route when royalties are involved. So which is better, royalties or a lump sum? Well consider the following: how ​novel is your invention, how much competition does your invention have and how likely is it that a similar product will hit the market? Could there be a technical or regulatory failure? How successful is the licensee? If there are no sales, ten percent of nothing is nothing. All the risks (and benefits) involved with royalties are avoided with a lump sum payment, and with assignments, that lump sum payment you receive, you never have to refund. However, negotiations for a lump sum payment do acknowledge the fact that the buyer is paying more upfront because they are assuming more risks to gain themselves a greater profit in the long run. Deciding Between Assignment or Licensing Royalties should be the main consideration when deciding between licensing or assignment. If you choose to receive royalties, choose licensing. If you want the capital that the best lump sum payment will bring you choose assignment. Are you in debt from your invention project? Would the money advance other projects and erase your debts? Or is your invention ready for commercialization, ready to make and sell, and you have determined that sales would be good and that you want royalties, then licensing is probably the better choice for you.

Overview of United States v. Susan B. Anthony

Overview of United States v. Susan B. Anthony The United States v. Susan B. Anthony is a milestone in womens history, a court case in 1873. Susan B. Anthony was tried in court for illegally voting. Her attorneys unsuccessfully claimed that citizenship of women gave to women the constitutional right to vote. Dates of Trial June 17-18, 1873 Background When women were not included in the constitutional amendment, the 15th, to extend suffrage to black men, some of those in the suffrage movement formed the National Woman Suffrage Association (the rival American Woman Suffrage Association supported the Fifteenth Amendment).  These included Susan B. Anthony and Elizabeth Cady Stanton. Some years after the 15th Amendment passed, Stanton, Anthony, and others developed a strategy of attempting to use the Fourteenth Amendments equal protection clause to claim that voting was a fundamental right and thus could not be denied to women.  Their plan: to challenge limits on women voting by registering to vote and attempting to vote, sometimes with the support of the local poll officials. Susan B. Anthony and Other Women Register and Vote Women in 10 states voted in 1871 and 1872, in defiance of state laws prohibiting women from voting. Most were prevented from voting. Some did cast ballots. In Rochester, New York, almost 50 women  attempted to register to vote in 1872. Susan B. Anthony and fourteen  other women were able, with the support of election inspectors, to register, but the others were turned back at that step.  These fifteen women then cast ballots in the presidential election on November 5, 1872, with the support of the local election officials in Rochester. Arrested and Charged With Illegal Voting On November 28, the registrars and the fifteen  women were arrested and charged with illegal voting. Only Anthony refused to pay bail; a judge released her anyway, and when another judge set new bail, the first judge paid the bail so that Anthony would not have to be jailed. While she was awaiting trial, Anthony used the incident to speak around Monroe County in New York, advocating for the position that the Fourteenth Amendment gave women the right to vote.  She said,  We no longer petition legislature or Congress to give us the right to vote, but appeal to women everywhere to exercise their too long neglected citizens right. Outcome The trial was held in U.S. District Court.  The jury found Anthony guilty, and the court fined Anthony $100. She refused to pay the fine and the judge did not require her to be jailed. A similar case made its way to the U.S. Supreme Court in 1875. In Minor v. Happersett,  On October 15, 1872,  Virginia Minor  applied to register to vote in Missouri.  She was turned down by the registrar and sued.  In this case, appeals took it to the Supreme Court, which ruled that the right of suffrage- the right to vote- is not a necessary privilege and immunity to which all citizens are entitled and that the Fourteenth Amendment did not add voting to basic citizenship rights. After this strategy failed, the National Woman Suffrage Association turned to promoting a national constitutional amendment to give women the vote.  This amendment did not pass until 1920, 14 years after Anthonys death and 18 years after Stantons death.

Personal Financial Planning - The Pensions Environment Essay

Personal Financial Planning - The Pensions Environment - Essay Example Kingdom, United States of America, Japan, Sweden, Switzerland, France, Germany, Spain, Switzerland, Hong Kong, Singapore, Australia, Italy, Canada, New Zealand and others etc. have enormous resources, highly sophisticated and modernized technology, technical education and know-how that have enabled them to provide a safer and secure living environment to their citizens in comparison to poor third world, African and Asian countries such as , Zimbabwe, South Africa, etc. However, at one extreme, the governments of these developed countries are engaged in providing quality living facilities and standards that have dramatically increased the life expectancy rates and have resulted in a colossal increase in populations of elderly and retired personnel. On the other extreme, these governments are facing immense problems due to these constantly increasing average age statistics that have jumped tremendously in past 25 years in the wake of improving environmental conditions and other factors. More specifically, this paper aims to discuss the issue of increasing longevity that has placed severe strains on the pension system and has forced radical reform of pensions’ structures in developed economies. I will be focusing on the impact of longevity on United Kingdom’s pensions’ structure and pensions policy planning. John H. Fitzpatrick (2009) who is a Partner and Director of Pension Corporation revealed that there are six major forces that affect the size and ownership of Longevity Risk. The first factor is the fact that number of retired people will continue to grow with the passage of time because of the ‘increase in population amid baby boom and life expectancy’. This would place severe strain over the authorities that are responsible for development of pension policies and allocation of pension budgets. The problem is further aggravated when Economic growth in the UK creates more jobs every year thus reducing unemployment at one stage, while on the other,

MEMO REPORT(WAGE NEGOTIATIONS Incident Decision) Assignment

MEMO REPORT(WAGE NEGOTIATIONS Incident Decision) - Assignment Example The union has made it clear that if their demands are not met the employees will go on strike. The firm should avoid the strike scenario under all consequences. The proposed solution avoids the risk of a work stoppage caused by a worker’s strike. The optimal solution for the company is to settle with the union in order to resolve the incident. The negotiator send to talk will admit that the employees deserve a raise. The negotiator will explain to the union representatives that the increase in production of the company came due to a variety of factors including better equipment, optimal use of technology, and mastering the learning curve. The human factor also contributed directly to the increment in production. The firm will open its books to show the union that the company cannot afford such a high increment in salary. The proposed solution is to offer the employees an increase of $400 per

Networks classification Essay Example for Free

Networks classification Essay In the world of computers, networking is the practice of linking two or more computing devices together for the purpose of sharing data. Networks are built with a mix of computer hardware and computer software. Networking software applications are available to manage and monitor networks of all sizes, from the smallest home networks to the largest enterprise networks. Networks classification 1. Local Area Networks (LANs): These connect over a relatively small geographical are, typically connecting computers within a single office or building. In most cases they connect to a common electronic connection- commonly known as a network backbone. LANs can connect to other networks either directly or through a WAN or MAN. Most LANs connect workstations and personal computers. 2. Metropolitan Area Networks (MANs): These connect networks around a town or city. Short for Metropolitan Area Network, a data network designed for a town or city. In terms of geographic breadth, MANs are larger than local-area networks (LANs), but smaller than wide-area networks (WANs). An example of a Man is the Eastman (Edinburgh and Stirling MAN) network that connects universities and colleges. 3. Wide Area Networks (WANs) : These connect networks over a large geographical area, such as between different buildings, towns or even countries. 4. A campus area network (CAN) is a computer network made up of an interconnection of LANs within a limited geographical area. In the case of a university campus-based campus network, the network is likely to link a variety of campus buildings including, for example, academic colleges or departments, the university library, and student residence halls. 5. A personal area network (PAN) is a computer network used for communication among computer and different information technological devices close to one person. Some examples of devices that are used in a PAN are personal computers, printers, fax machines, telephones, PDAs, scanners, and even video game consoles. A PAN may include wired and wireless devices. The reach of a PAN typically extends to 10 meters Topology Network topology is the arrangement of the various elements (links, nodes, etc.) of a computer or biological network. Essentially, it is the topological structure of a network, and may be depicted physically or logically. There are two basic categories of network topologies: 1. Physical topology refers to the placement of the networks various components, including device location and cable installation, 2. logical topology shows how data flows within a network, regardless of its physical design. The study of network topology recognizes eight basic topologies: †¢ Point-to-point = the simplest topology is a permanent link between two endpoints. †¢ Bus = A linear bus topology consists of a main run of cable with a terminator at each end (See fig. 1). All nodes (file server, workstations, and peripherals) are connected to the linear cable. Advantages of a Linear Bus Topology †¢ Easy to connect a computer or peripheral to a linear bus. †¢ Requires less cable length than a star topology. Disadvantages of a Linear Bus Topology †¢ Entire network shuts down if there is a break in the main cable. †¢ Terminators are required at both ends of the backbone cable. †¢ Difficult to identify the problem if the entire network shuts down. †¢ Not meant to be used as a stand-alone solution in a large building. †¢ Star = A star topology is designed with each node (file server, workstations, and peripherals) connected directly to a central network hub, switch, or concentrator (See fig. 2). Data on a star network passes through the hub, switch, or concentrator before continuing to its destination. The hub, switch, or concentrator manages and controls all functions of the network. It also acts as a repeater for the data flow. This configuration is common with twisted pair cable; however, it can also be used with coaxial cable or fiber optic cable. Advantages of a Star Topology †¢ Easy to install and wire. †¢ No disruptions to the network when connecting or removing devices. †¢ Easy to detect faults and to remove parts. Disadvantages of a Star Topology †¢ Requires more cable length than a linear topology. †¢ If the hub, switch, or concentrator fails, nodes attached are disabled. †¢ More expensive than linear bus topologies because of the cost of the hubs, etc. †¢ Ring = A network topology that is set up in a circular fashion in which data travels around the ring in one direction and each device on the right acts as a repeater to keep the signal strong as it travels. Each device incorporates a receiver for the incoming signal and a transmitter to send the data on to the next device in the ring. The network is dependent on the ability of the signal to travel around the ring. When a device sends data, it must travel through each device on the ring until it reaches its destination. Every node is a critical link. †¢ Mesh = The value of fully meshed networks is proportional to the exponent of the number of subscribers, assuming that communicating groups of any two endpoints, up to and including all the endpoints Advantages of Mesh topology 1) Data can be transmitted from different devices simultaneously. This topology can withstand high traffic. 2) Even if one of the components fails there is always an alternative present. So data transfer doesn’t get affected. 3) Expansion and modification in topology can be done without disrupting other nodes. Disadvantages of Mesh topology 1) There are high chances of redundancy in many of the network connections. 2) Overall cost of this network is way too high as compared to other network topologies. 3) Set-up and maintenance of this topology is very difficult. Even administration of the network is tough. †¢ Tree = A tree topology combines characteristics of linear bus and star topologies. It consists of groups of star-configured workstations connected to a linear bus backbone cable (See fig. 3). Tree topologies allow for the expansion of an existing network, and enable schools to configure a network to meet their needs. Advantages of a Tree Topology †¢ Point-to-point wiring for individual segments. †¢ Supported by several hardware and software venders. Disadvantages of a Tree Topology †¢ Overall length of each segment is limited by the type of cabling used. †¢ If the backbone line breaks, the entire segment goes down. †¢ More difficult to configure and wire than other topologies. †¢ Hybrid = Hybrid networks use a combination of any two or more topologies in such a way that the resulting network does not exhibit one of the standard topologies (e.g., bus, star, ring, etc.). For example a tree network connected to a tree network is still a tree network topology. A hybrid topology is always produced when two different basic network topologies are connected. Two common examples for Hybrid network are: star, ring network and star bus network †¢ Daisy chain = Except for star-based networks, the easiest way to add more computers into a network is by daisy-chaining, or connecting each computer in series to the next. If a message is intended for a computer partway down the line, each system bounces it along in sequence until it reaches the destinati on. A daisy-chained network can take two basic forms: linear and ring. o The straight-through cables are used when connecting Data Terminating Equipment (DTE) to Data Communications Equipment (DCE), such as computers and routers to modems (gateways) or hubs (Ethernet Switches). The cross-over cables are used when connecting DTE to DTE, or DCE to DCE equipment; such as computer to computer, computer to router; or gateway to hub connections. The DTE equipment terminates the signal, while DCE equipment do not. †¢ RJ stands for Registered Jacks. These are used in telephone and data jack wiring registered with FCC. RJ-11 is a 6-position, 4-conductor jack used in telephone wiring, and RJ-45 is a 8-position, 8-conductor jack used in 10BaseT and 100BaseT Ethernet wiring. †¢ UTP stands for Unshielded Twisted Pair. It is the cabling system with one or more pairs of twisted insulated copper wires contained in a single sheath. It is the most widely used cabling system in telecommunications and data communications environment today.

Comparison of Ancient Greek Pottery :: essays papers

Comparison of Ancient Greek Pottery Throughout the history of Ancient Greece thousands of great works of art were produced. Works were created in many different media, ranging from life-size statues to larger than life architectural structures. One type of art that can sometimes be overlooked, though, is pottery. There are many examples of great Greek pottery, but the two that will be used as a sample are Artemis Slaying Actaeon and Woman and Maid. By considering the backgrounds of these works, and comparing them directly we are able get a taste not only of the artistic styles of the time, but also a taste of ancient Greek culture. Artemis Slaying Actaeon and Woman and Maid share many common characteristics, due to the fact that they came from Greece, around the same time in history. Both works were produced between 480B.C.E.-320B.C.E. , the classical period of Greek art. The first, Artemis Slaying Actaeon was made circa 470B.C.E. in the early classical period, during the transition from the more stylized art of the Archaic period. The other came from around 450 B.C.E., during the high classical period when Greek art was most prominent and produced some of its most refined works. Despite the artistic beauty of the two vases, both were made for more than just decoration. The vase depicting Artemis is what was called a Bell Krater and was used for mixing the popular Greek drink of water and wine. The other, called a Lekythos was used to pour liquids during elaborate burial ceremonies to honor the wealthy. Another main function of pottery in many cases is to tell a story, which is exactly what Artemis Slaying Actaeon intends. The vase depicts the goddess of the hunt, Artemis, slaying a hunter Actaeon, whom accidentally intruded on her bathing while on a hunt. On the other hand, Woman and Maid is intended as a remembrance of a wealthy woman, and depicts an offering of a chest of valuables from a slave girl to the deceased. Just at first glance of these two vases, one can tell that they were crafted in very different styles, giving a distinct look to each. The contrast of light and dark on the two vessels are what stand out to make each piece unique. Anyone can notice that while Artemis Slaying Actaeon is mostly black, the Woman and Maid is very a luminous white.

Global Strategy

Compare and contrast standardized, concentrated and differentiated Global Marketing. Critically evaluate each strategy with an example from a global company to illustrate the differences There is a tendency for international corporate-level strategies to be substituted for global marketing strategies; namely, multi-domestic strategy to concentrated marketing, global strategy to standardized marketing, and transnational strategy to differentiated marketing. However, the borderline lies as the former focuses broadly on firm’s operations while the latter narrowly involves factors within the marketing mix that directly influences the customer behavior. Although this distinction is used to promote accuracy across the paper, there will be instances that corporate strategies, at least in their concept, can provide the necessary platform of discussion. With respect to product, standardized marketing differs from its opposite extreme concentrated marketing as products are introduced to a foreign country without any change*. Although the strategy is cheaper due to absence of research and development and other operational modifications, it can be expensive and unprofitable in the long-run. . Campbell Soup Company lost millions of dollars in England by using this strategy. This is where customization and customerization become crucial wherein decentralization about product features and designs are made suited to local customers. Nokia adjusted the voice recognition capability of cellular phones in the Asian market to adapt to its crowded streets while Mister Donut’s coffee cup and donuts were made smaller and lighter for an average Japanese consumer. Also, the adaptation implemented by Hyatt Hotels in Singapore with regards to feng shui was deemed to boost the profitability business. Lying in the middle, differentiated marketing seeks to achieve both the efficiency of standardized and local responsiveness of concentrated. As a result, the necessity for product invention plays vital role not only for faster reaction to market needs but also permanent realization of profits. The National Cash Register Company adjusted to relativity of product life cycle across different countries which constituted backward invention. It sold crank-operated cash register at cheaper price compared to global pricing to anticipate the local response to relatively unknown machine. Forward invention, on the other hand, gave Toyota a rationale to design specific vehicles to suit the budget of less developed countries. Although this strategy is very promising in the long-run, start-up product innovation/ research and substantial financing connotes risky venture to partake. With respect to promotion, the three strategies can be distinguished in the methods of branding, product name, advertisement and the use of media. The cost-effectiveness inherent to standardized marketing differs from concentrated as the former can take one message to reflect its intention. Considered an inappropriate promotional tool due to unique cultural and language nation factors, there are few global firms that use the former absolutely. Exxon’s â€Å"Put a tiger in your tank† was internationally recognized with still minor variations. In the contrary, the latter adapt or limit taboos and language context in the local market to avoid discouraging meaning like Dairy Association’s â€Å"Mist Stick† translation to German as â€Å"manure stick†. To prevent futility of promotions even tendency to adversely affect behavior, Carlsberg adapted the copy to suit the culture not for the whole country but to cities and its close neighbors. Differentiated marketing is the broad version of concentrated particularly in geographical markets as it tends to be national-bounded. The best illustration can be observed in different country restrictions on advertising. Cigarettes and alcohol companies must select another kind of media aside from television in countries such as Norway, Belgium and France since the legal system does not allow such its airing. In addition, Saudi Arabia does not allow them to present women in advertisement. As a result, not only differentiated is costly compared to the other strategies it also requires resourcefulness on the part of promoters. On other hand, relative to counterparts, the cost of advertisement has its larger return on exposure (upper hand against concentrated) and flexibility (against standardized). With respect to pricing, standardized model will price the same-level across different countries while concentrated can obtain at varied pricing according to internal and external factors to the firm. Standardized pricing is more resistant to government scrutiny since it inhibits dumping practices which is considered an unethical business practice. As a result, concentrated and differentiated pricing are more volatile for policing firms or governments especially in the growing presence of dumping areas and gray market. Stelco sued dumping practices in 2000 in a Canadian tribunal to resolve unhealthy competition form cut-price steel imports allegedly from the United States. The profit-based motive of cross-country distributors enabled them to establish price distortion. However, there are times that distortion is fair translation of cost incurred. Standardized pricing would be impractical for firms who usually ships merchandize form different country locations. In effect, the exporting firms have the right to increase the price due to transportation and tariff expenses. On the other hand, technology-based firms have the opportunity to use standardized pricing and still be operationally healthy and ethical which can be difficult and doubtful from the other models. On-line training that can be shared through internet-connection can have the same service charge across different countries. On a different approach, General Electric Company maintained a standardized pricing to its top 100 customers by augmenting service-oriented activities to counter the call for commodity prices of its products. As a result, it was able to prevent devaluation of its produce and even increase its profit margin to a record high. With respect to place, the choice of marketing model depends on the capability of the firm to establish retailing stores abroad and the complexity/ simplicity of distribution channels in the local market. For non-commodity goods, standardized place will depend on the former to remain competitive, if not possible. McDonalds have been expanding to numerous countries, although the home office still dictated accreditation of franchisee or building a subsidiary. In commodity products, Procter & Gamble had to address the issue of huge mark-up in the price of its soaps due to complicated distribution system in Japan which has at least five stages of channels before selling it to end users. In this case, concentrated place is likely to gain success in the local market that will also necessitate price escalation. Multinationals in India, which is characterized by millions of independent retailers selling commodity products, will also gain advantage when it used concentrated place. On the other hand, in automobiles, the use of differentiated place emphasized both the importance of having controlled host country office and adapted structure of channels. General Motors had ordered its country managers to coordinate its actions to top-managers in the headquarters to monitor sales but still they can respond to local distribution patterns. As a result, the consolidated performance of the firm improved. Differentiated place involves flexible coordination with the home office and host distributions. As long as the latter follows the regulation of the headquarters, the model will still be operational. Consequently, to exploit the advantages and anticipate disadvantages of the three models, there is a need to describe the required/ existing organizational structure to determine the firm’s appropriate marketing strategy. Concentrated model is likely to have operational decisions decentralized to overseas units to comply with local requirements such as cultural, political, economic and legal issues. Country units focus in competition with local firms and can win such competition because of its higher attention to local desires and needs making them customized. However, the model undermines the cost-effectiveness of economies of scale while coordination problems may arise due to unique mind-set of local and home administrators. Second, the standardized model has a centralized and controlled strategy maker through the home office initiative. The home office aspires integration and interdependence among subsidiaries to intensify the efficiency in producing the same products using the same technology and machineries with little need of research or product modification. At the rare times it developed a new product, its value to the firm is positively disproportionate as subsidiaries would impart the products success if the market respond to this innovation. Due to sharing of resources, coordination costs that can have internal/ personal costs increases. The model also undermines the potential of securing higher profits through local responsiveness while products tend to be mass-produced. Lastly, differentiated model would likely have flexible coordination between home office and subsidiaries. This allows the communication lop to be completed making its possible for a responsive home and subsidiary offices. Reconciliation, both financial and business, is important to have optimal gain in global efficiency and local responsiveness. As standardize model requires cooperation, this model has great emphasis on collaboration. Global Strategy Compare and contrast standardized, concentrated and differentiated Global Marketing. Critically evaluate each strategy with an example from a global company to illustrate the differences There is a tendency for international corporate-level strategies to be substituted for global marketing strategies; namely, multi-domestic strategy to concentrated marketing, global strategy to standardized marketing, and transnational strategy to differentiated marketing. However, the borderline lies as the former focuses broadly on firm’s operations while the latter narrowly involves factors within the marketing mix that directly influences the customer behavior. Although this distinction is used to promote accuracy across the paper, there will be instances that corporate strategies, at least in their concept, can provide the necessary platform of discussion. With respect to product, standardized marketing differs from its opposite extreme concentrated marketing as products are introduced to a foreign country without any change*. Although the strategy is cheaper due to absence of research and development and other operational modifications, it can be expensive and unprofitable in the long-run. . Campbell Soup Company lost millions of dollars in England by using this strategy. This is where customization and customerization become crucial wherein decentralization about product features and designs are made suited to local customers. Nokia adjusted the voice recognition capability of cellular phones in the Asian market to adapt to its crowded streets while Mister Donut’s coffee cup and donuts were made smaller and lighter for an average Japanese consumer. Also, the adaptation implemented by Hyatt Hotels in Singapore with regards to feng shui was deemed to boost the profitability business. Lying in the middle, differentiated marketing seeks to achieve both the efficiency of standardized and local responsiveness of concentrated. As a result, the necessity for product invention plays vital role not only for faster reaction to market needs but also permanent realization of profits. The National Cash Register Company adjusted to relativity of product life cycle across different countries which constituted backward invention. It sold crank-operated cash register at cheaper price compared to global pricing to anticipate the local response to relatively unknown machine. Forward invention, on the other hand, gave Toyota a rationale to design specific vehicles to suit the budget of less developed countries. Although this strategy is very promising in the long-run, start-up product innovation/ research and substantial financing connotes risky venture to partake. With respect to promotion, the three strategies can be distinguished in the methods of branding, product name, advertisement and the use of media. The cost-effectiveness inherent to standardized marketing differs from concentrated as the former can take one message to reflect its intention. Considered an inappropriate promotional tool due to unique cultural and language nation factors, there are few global firms that use the former absolutely. Exxon’s â€Å"Put a tiger in your tank† was internationally recognized with still minor variations. In the contrary, the latter adapt or limit taboos and language context in the local market to avoid discouraging meaning like Dairy Association’s â€Å"Mist Stick† translation to German as â€Å"manure stick†. To prevent futility of promotions even tendency to adversely affect behavior, Carlsberg adapted the copy to suit the culture not for the whole country but to cities and its close neighbors. Differentiated marketing is the broad version of concentrated particularly in geographical markets as it tends to be national-bounded. The best illustration can be observed in different country restrictions on advertising. Cigarettes and alcohol companies must select another kind of media aside from television in countries such as Norway, Belgium and France since the legal system does not allow such its airing. In addition, Saudi Arabia does not allow them to present women in advertisement. As a result, not only differentiated is costly compared to the other strategies it also requires resourcefulness on the part of promoters. On other hand, relative to counterparts, the cost of advertisement has its larger return on exposure (upper hand against concentrated) and flexibility (against standardized). With respect to pricing, standardized model will price the same-level across different countries while concentrated can obtain at varied pricing according to internal and external factors to the firm. Standardized pricing is more resistant to government scrutiny since it inhibits dumping practices which is considered an unethical business practice. As a result, concentrated and differentiated pricing are more volatile for policing firms or governments especially in the growing presence of dumping areas and gray market. Stelco sued dumping practices in 2000 in a Canadian tribunal to resolve unhealthy competition form cut-price steel imports allegedly from the United States. The profit-based motive of cross-country distributors enabled them to establish price distortion. However, there are times that distortion is fair translation of cost incurred. Standardized pricing would be impractical for firms who usually ships merchandize form different country locations. In effect, the exporting firms have the right to increase the price due to transportation and tariff expenses. On the other hand, technology-based firms have the opportunity to use standardized pricing and still be operationally healthy and ethical which can be difficult and doubtful from the other models. On-line training that can be shared through internet-connection can have the same service charge across different countries. On a different approach, General Electric Company maintained a standardized pricing to its top 100 customers by augmenting service-oriented activities to counter the call for commodity prices of its products. As a result, it was able to prevent devaluation of its produce and even increase its profit margin to a record high. With respect to place, the choice of marketing model depends on the capability of the firm to establish retailing stores abroad and the complexity/ simplicity of distribution channels in the local market. For non-commodity goods, standardized place will depend on the former to remain competitive, if not possible. McDonalds have been expanding to numerous countries, although the home office still dictated accreditation of franchisee or building a subsidiary. In commodity products, Procter & Gamble had to address the issue of huge mark-up in the price of its soaps due to complicated distribution system in Japan which has at least five stages of channels before selling it to end users. In this case, concentrated place is likely to gain success in the local market that will also necessitate price escalation. Multinationals in India, which is characterized by millions of independent retailers selling commodity products, will also gain advantage when it used concentrated place. On the other hand, in automobiles, the use of differentiated place emphasized both the importance of having controlled host country office and adapted structure of channels. General Motors had ordered its country managers to coordinate its actions to top-managers in the headquarters to monitor sales but still they can respond to local distribution patterns. As a result, the consolidated performance of the firm improved. Differentiated place involves flexible coordination with the home office and host distributions. As long as the latter follows the regulation of the headquarters, the model will still be operational. Consequently, to exploit the advantages and anticipate disadvantages of the three models, there is a need to describe the required/ existing organizational structure to determine the firm’s appropriate marketing strategy. Concentrated model is likely to have operational decisions decentralized to overseas units to comply with local requirements such as cultural, political, economic and legal issues. Country units focus in competition with local firms and can win such competition because of its higher attention to local desires and needs making them customized. However, the model undermines the cost-effectiveness of economies of scale while coordination problems may arise due to unique mind-set of local and home administrators. Second, the standardized model has a centralized and controlled strategy maker through the home office initiative. The home office aspires integration and interdependence among subsidiaries to intensify the efficiency in producing the same products using the same technology and machineries with little need of research or product modification. At the rare times it developed a new product, its value to the firm is positively disproportionate as subsidiaries would impart the products success if the market respond to this innovation. Due to sharing of resources, coordination costs that can have internal/ personal costs increases. The model also undermines the potential of securing higher profits through local responsiveness while products tend to be mass-produced. Lastly, differentiated model would likely have flexible coordination between home office and subsidiaries. This allows the communication lop to be completed making its possible for a responsive home and subsidiary offices. Reconciliation, both financial and business, is important to have optimal gain in global efficiency and local responsiveness. As standardize model requires cooperation, this model has great emphasis on collaboration.

Beauty of Bangladesh

Q. 1:What is the title of your term paper? Ans:The title of our term paper is â€Å"Beautiful Bangladesh† Q. 2:Why do you want to work on the topic? Ans:The topic is so interesting to us we want to work on the topic Q. 3:How do you think this topic is going to help you? Ans:To collect materials on the following topic we need to research some book ,news paper & web link ,Which is so helpfull to increase our knowledge about Bangladesh Q. 4:How do you intend to proceed with this work and from where do you plan to collect the materials? Ans: Because of our curiosity we intend to proceed with this work. We collect data from internet,Some books & newspaper. 1. 1. Introduction 2. 1. heritage sites 1. shat gambuj mosque 2. MohastanGor, Bogra 2. 2. Country Of longest beach & World's Largest Mangrove Forest 2 Sundarban 3 Cox's Bazar 2. 3. Cultural beauty 4 Pohela Boishakh 5 Lalon Akhra 2. 4. Some Other Natural Beauty 7 River & River Side 8 paddy Field 9 Six Seasons are Six beauty 2. 5. The Potential Travel Services 2. 5. 1 The potential of the tourism industry 2. 5. 2. Future tourist demand 3. 1 Conclusion 1. 1 Introduction Bangladesh is a  sovereign state  located in  South Asia. It is  bordered  by  India  on all sides except for a small border with Burma  (Myanmar) to the far southeast and by the  Bay of Bengal  to the south. Together with the Indian state of  West Bengal, it makes up the ethno-linguistic region of  Bengal. It is the  eighth most populous country and among the  most densely populated countries  in the world. Bangladesh is in the low-lying Ganges–Brahmaputra River Delta or Ganges Delta. The Ganges unites with the Jamuna and later joins the Meghna to eventually empty into the Bay of Bengal. We have lots of natural elements. In this term paper we want to describe about the beauty of our country. 2. 1 Heritage sites 2. 1. 1. Shat Gambuj Mosque It is a Tughlaq styled mosque. Khan Jahan Ali  was the architect and  general contractor of this historical mosque. It is the largest  historical mosque  in Bangladesh. It is also one of the most impressive  place on the Indian Subcontinent. The mosque is situated on the eastern bank of the Ghora Dighi. The name Shat Gambuj Masjid means a mosque with sixty domes. But  actually the mosque has 77 squat domes with 7 four sided pitched  Bengali domes in the middle row. The mosque is constructed in 1449 with terracotta decoration. Around the doors you can see beautiful design. Inside of the mosque the walls are designed by former muslim cultural tradition. The full  mosque is a wonderful archeological beauty which is the signature of  the 15th century. 2. 1. 2. Mahasthangarh [Bogra] Mohasthangarh is one of the main attractions in north Bengal. It was the capital of Kingdom of the Mourjo, the Gupta and the Sen Dynasty. This is the ancient archeological and historical which was, established in 2500 BC. It is the oldest archaeological site of Bangladesh is on the western bank of river Karatoa 18 km. The spectacular site is an imposing landmark in the area having a fortified, oblong enclosure measuring 5000 ft. by 4500 ft. with an average height of 15 ft. from the surrounding paddy fields. This 3rd century archaeological site is still held to be of great sanctity by the Hindus. Every year (mid-April) and once in every 12 years (December) thousands of Hindu devotees join the bathing ceremony on the bank of river Karatoa. 2. 2 Country Of longest beach and World's Largest Mangrove Forest 2. 2. . Cox's bazar To the south of Chittagong, Cox's Bazaar is the tourist capital of Bangladesh. Having the world's longest unbroken (120 km) beach sloping gently down to the blue waters of the bay of bengal against the picturesque background of a chain of hill covered with deep green forests. Cox's Bazaar is one of the most attractive tourist spots in the world. Miles of golden sands, towering cliffs surfing waves, rare conch shells, colorful pagodas, Buddhist temples and tribes, delightful seafood – these are specialties of Cox's Bazaar. The beach is good for bathing, sunbathing and swimming. The breath-taking beauty of the sun-setting behind the waves of the sea is captivating. Visits to the fascinating picnic spot at Himchari, Teknaf are amazing. Buddhist temple at Ramu and nearby island of Sonadia, St. Martin and Mohaskhali are memorable experience of one's lifetime. 2. 2. 2. Sundarban The Sundarbans delta, at the mouth of the Ganges river, is the largest mangrove forest in the world, spreading across parts of Bangladesh and West Bengal, India. The Sundarbans features a complex network of tidal waterways, mudflats and small islands of salt-tolerant mangrove forests. The area is known for its wide range of fauna, with the Royal Bengal tiger being the most famous, but also including many birds, spotted deer, crocodiles and snakes. Tiger is the greatest parts of the Sundarbon and they are very powerful. Bengal tigers are very attractive in the worlds demand. So many tiger exist in the world but Rayal Bengal Tigers are very demanding here for their extra ordinary activities of their own. 2. 3. Cultural Beauty 2. 3. 1. Pohela boishakh: The first day of Bangla year is called Pohela Boishakh or Bangla New Year. It is the first day of the Bengali calendar celebrated in both Bangladesh and West Bengal and Bengali communities in Assam and Tripura. . â€Å"Celebrations of Pohela Boishakh started from Akbar's reign. It was customary to clear up all dues on the last day of. On the next day, or the first day of the New Year, landlords would entertain their tenants with sweets. On this occasion there used to be fairs and other festivities. In due course the occasion became part of domestic and social life, and turned into a day of merriment. 2. 3. 2. Lalon Akhra: Fakir Lalon Shah is also known as Lalon Shah (c. 774–1890), was a Bangladeshi philosopher poet. His poetry, articulated in songs, is considered classics of the Bangla language. Fakir Lalon Shah lived in the village of Cheuria in the district of Kushtia and to the Upazila(sub district) of Kumarkhali in Bangladesh. The details of Lalon's early life are made controversial mainly by urban-educated scholars representing communal tendenc ies among both Hindu and Muslim writers. Lalon also recorded very little information about himself. Depending on the source, some claim Lalon was born of Hindu Kayastha parents and during a pilgrimage to Murshidabad with other Bauls of his native village; . 4. Some Other Natural Beauty 2. 4. 1. River and river side: Bangladesh is a land of rivers. Many of these rivers are wide and long. The bank of the river presents an unbroken view of a variety of sights which entertain the eyes. Here men, women and children bathe, there women get down to water’s edge with pitchers in their hands and again there washer man wash clothes and cowboys graze their cattle. A river offers a grand spectacle on a moonlit night. All around there is a deep silence which is now and then broken by the splashing dip of oars and the songs of the boatman. . 4. 2. Paddy Field: A paddy field is a flooded parcel of arable land used for growing rice and other semi aquatic crops.. Paddies can be built into stee p hillsides as terraces and adjacent to depressed or steeply sloped features such as rivers or marshes. During the twentieth century, paddy field farming became the dominant form of growing ricePaddy field looks different in different colors. When it is green the land turns into a carpet of bright green rice shoots while the smell of drying jute invades the air. And when it is yellow then the paddy field looks like gold. . 4. 3. Six Seasons and Six Beauties: At an interval of every two months, there appears a new season in Bangladesh. Thus we have six seasons in Bangladesh. They are summer, the rainy season, autumn, the late autumn, winter and spring. March to May or in Bengali Baishakh and Jaistha are the Summer months. Summer is the season of scorching sun. It is the season of perspiration and thirst. Then comes the rainy season. The months of June to August or Asharh and sraban make the rainy seasons. In this season the sky remains cloudy and it rains day and night. Rivers, tanks, ponds and canals are full of water. The autumn rolls into Late autumn or Hemanto, which is the seasons of dew. Harvesting of crops begins soon. The golden paddy in the fields creates in the minds of the peasants many happy dreams. From mid-November to early January, the weather becomes more arid and less humid. The earth dries and dust forms. Warm clothes are pulled out. Young people play tennis, football, cricket and golf. The coolest days are from mid-December to February when the days are golden with light, the flowers are blooming and the nights and early mornings are chilly. Night guards wrap themselves up in shawls and blankets with scarves and hats are pulled down over their ears. 2. 5. The potential travel and tourism services in Bangladesh 2. 5. 1. The potential of the tourism industry The tourism industry is quite a young line of business in Bangladesh, where the development predominantly has been left to the local market forces. Today this market has both local and international tourist players competing for the small existing market, primarily composed of a local tourist market and a foreign business market. Bangladeshi government and private tourist sector are represented by organisations, nevertheless co-operation, strategies and policies aiming at developing a prosperous and sustainable tourist industry are rare – and not always implemented if they exist . To develop the Bangladeshi tourism industry successfully a local based strategy is crucial – without visions, missions, goals and policies for this line of business the development is largely uncontrolled. Here by there is a possibility that an undesired or destroying tourist development takes place, often being influenced by powerful foreign tourist players. . 5. 2. Future tourist demand Bangladesh is part of South Asia, which also includes Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. This major region is the most under represented region in tourism terms, with 23 per cent of the world’s population but less than 1 percent of staffers. We have lots of natural elements. We need to care our nature. We h ave lots of opportunities to increase our tourist demand. We can introduce our self as a tourist country. We have longest beach and mangrove forest and lots of natural elements of beauty. We can advertise our self as a most beautiful country in world 3. 1. Conclusion: It is not possible to describe the beauty of Bangladesh in some paper. We have lots elements of our natural beauty. I hope I will never find any country as Bangladesh. Reference http://en. wikipedia. org/wiki/Bangladesh http://www. thedailystar. net/newDesign/news-details. php? nid=177974 http://en. wikipedia. org/wiki/Sundarbans http://en. wikipedia. org/wiki/Jamuna_Bridge http://en. wikipedia. org/wiki/Paddy_field http://en. wikipedia. org/wiki/Pohela_Baishakh http://www. virtualbangladesh. com/ ttps://www. cia. gov/library/publications/the-world-factbook/geos/bg. html http://www. bbc. co. uk/news/world-south-asia-12650940 http://thequeenofnaturalbeauty. blogspot. com/2009/03/bangladesh. html#comments.. watch http://thequeenofnaturalbeauty. blogspot. com/2009/03/bangladesh. html#comments.. watch http://en. wikipedia. org/wiki/Cox's_Bazar http://www. discovercoxsbazar. com/coxs-bazar-the-longest-sea-bea ch-in-the-world. html http://www. discoverybangladesh. com/meetbangladesh/coxbazar. html http://www. sundarbanmannada. com/ http://en. wikipedia. org/wiki/Sundarbans Daily star New age

6 Resume Tips for Recent Graduates

6 Resume Tips for Recent Graduates School can feel like an intense bubble while you’re in it. Classes, papers, grades, and activities take up so much of your time and energy. But then graduation comes, and it’s time and put those skills and that knowledge to use for cash money and a satisfying career. That can be a tough transition, so if you’re high on potential and low on experience, don’t despair. To get yourself ready for the post-graduation job hunt, here are 6 great resume tips for recent graduates. If you already have some experiences from internship or part time jobs, you can also check out our guide on resume best practices 2016.1. Don’t stress about lack of experience.You’re a new grad- no one expects you to have experience beyond an entry level. What you do have already are skills. Your resume should be heavy on the skills you’ve been developing through your academic career: for example, software training and use, presentation skills, and problem solving skil ls. You also likely have part-time work, student employment, or volunteer experience as well. Definitely don’t forget those, even if they’re not obviously related to your future career.2. Think about what you need.It can also be stressful if you feel like your education hasn’t really prepared you for the job market. I’ve been there: I was an English major at a large state university. The school focused on academics and teaching as postgrad options- both of which I’d already ruled out as careers for myself. So I sat down researching what I could do with my English degree, and what my interests were. That led to publishing, and I came up with a plan to get extra training in editing and writing while working general office jobs to get experience and pay my postgrad bills.Thinking about what you really want, and having an action plan to get it can really help you refine your resume.3. Don’t forget the extracurriculars.If you have activities that have helped build skills (student government, Spanish Club, Future Accountants of America), you should take stock of those skills as well. As you get further into your career, you won’t need to lean as heavily on your school activities, but when you’re getting started those skills you picked up can help fill in for concrete experience. If you decide to use your extracurriculars in your resume, be sure to use examples of how they helped build your skills.4. You don’t need to write a novel.Again, no one expects recent grads to come up with a several-pages-long list of accomplishments. A clear, concise one-pager is fine.5. Be prepared to edit.Similar to #3, you don’t need to have one sacred resume doc that fits all. This means you should plan to do several stages of editing. The first round is to go through and figure out what’s necessary to include (skills, training, education, recent honors/awards, work experience) and what’s probably not cr ucial (specific classes you took, the spelling award you got in third grade, or the six months you thought you wanted to be a puppeteer- false alarm).The second round of edits should be specific to each job you’re applying for. Include related honors and awards, any experience you have in that area, and applicable skills. Be creative†¦if your thankless summer job included dealing with customers of (ahem) varying degrees of politeness, emphasize in your resume that you have strong communication and public service skills.6. Play with the format.If you’re following the traditional resume template of education/coursework, jobs, accomplishments, and then general skills, consider switching it up. Quality is more important than format, and you want the reader to be presented with your best side up front. If you feel more comfortable leaning on your skills over your experience, frontload those.For example, your resume could be: skills/training, education, awards, then job s and experience. As long as your resume is a coherent snapshot of you and is written well, you’re not stuck with any particular format.The best thing you can do for your postgrad rà ©sumà © is to put in the time and effort to figure out what you already have working for you, and how to spin it. â€Å"New grad† doesn’t have to mean â€Å"blank slate.† You can totally make it mean â€Å"building a new career on a great foundation.†

Daughter Chromosome

Daughter Chromosome Definition: A daughter chromosome is a chromosome that results from the separation of sister chromatids during cell division. Daughter chromosomes originate from a single stranded chromosome that replicates during the synthesis phase (S phase) of the cell cycle. The duplicated chromosome becomes a double-stranded chromosome and each strand is called a chromatid. Paired chromatids are held together at a region of the chromosome called the centromere. The paired chromatids or sister chromatids eventually separate and become known as daughter chromosomes. At the end of mitosis, daughter chromosomes are properly distributed between two daughter cells. Daughter Chromosome: Mitosis Prior to the start of mitosis, a dividing cell goes through a period of growth called interphase in which it increases in mass and synthesizes DNA and organelles. Chromosomes are replicated and sister chromatids are formed. Prophase - sister chromatids begin migrating to the center of the cell. Metaphase - sister chromatids align along the metaphase plate. Anaphase - spindle fibers separate sister chromatids by pulling them centromere first toward opposite ends of the cell. Once separated, each chromatid becomes known as a daughter chromosome. Telophase - daughter chromosomes are separated into distinct new nuclei. After cytokinesis, two distinct daughter cells are formed from a single cell. Daughter chromosomes are equally distributed between the two daughter cells. Daughter Chromosome: Meiosis Daughter chromosome development in meiosis is similar to mitosis. In meiosis however, the cell divides twice producing four daughter cells. Sister chromatids do not separate to form daughter chromosomes until the second time through anaphase or in anaphase II. The cells produced in meiosis contain half the number of chromosomes as the original cell. Sex cells are produced in this manner. These cells are haploid and upon fertilization are united to form a diploid cell.

Negotiation Journal Essay Example | Topics and Well Written Essays - 2500 words

Negotiation Journal - Essay Example The outcome of a negotiation will often depend on the manner in which the parties carry out the negotiations. In order to engage meaningfully in any negotiation, it is necessary to develop a multi-pronged strategy that seeks to address some of the major concerns brought out by the competing parties. A good negotiator must begin from a clear and concise understanding of the issues at the center of the conflict. In many cases, this necessarily involves an awareness of the points of strengths and weaknesses of all the parties involved. A moderation of factual analysis of the issues and the power of persuasion is one of the ways that have always proven resourceful in the course of any negotiation. The art and science of negotiation entails the adoption of flexible approaches. The methods to be used in any negotiations should, in most cases, be determined by the specifics of the problem. Depending on the level of complexity of any situation, the process of negotiation may require the incl usion of the counsel of experts on some specific matters. The inclusion of expert opinions could serve to increase the cooperation of the parties involved in a conflict or disagreement because professional facts are always neutral. This strategy has often worked in negotiations that involve the settling of some technical details, which may not be easily comprehensible to one or more of the parties involved in a conflict. Finally, all negotiators must guard against the temptations of succumbing to presumptions, stereotypes, prejudice, or open bias. Such tendencies usually compromise their levels of neutrality and incur the displeasure and non-cooperation of some parties involved in negotiations. All negotiations should be carried out in sensitive and delicate processes, which involve clear attention to the core issues and the underlying concerns. The use of timelines while carrying out negotiations is an important strategy of measuring the amount of progress and success. In some case s, the process of negotiation may require occasional revision of strategies in order to fulfill certain desired

Changing American colonial family Essay Example | Topics and Well Written Essays - 500 words

Changing American colonial family - Essay Example iod, the child protectors and family reservations condemned the dissolute, a lazy working-class father who dishonored every aspect of their male decency by beating or deserting their wives and economically abusing or exploiting their children. In response to this, eleven states made non-support and desertion of destitute families a crime and three states introduced whipping post, in which men who beat their wives are subjected to flogging (Ramirez, 242) However, to fight the financial abuse of children, activists pressed for certain laws which included the compulsory school attendance laws, creation of orphan trains and orphanages for accommodating the neglected and abused children and lastly child labor restriction statutes. In the meantime, campaigns to minimize the rates of divorces in the 1880s were underway. During that period, it was recorded to have the world’s highest number of divorces. Reducing was done through prolonging the waiting periods, creating family courts and minimizing the grounds for divorce, alongside efforts to remove segregated male-only improvements of recreation. After about a century, the way that the issue of men in families was culturally and socially constructed experienced a fundamental redefinition. Combined with amplified struggles to enhance the male’s remuneration, so as to allow him to support his family devoid of the support of children and wives. Additionally, anxiety about the i mmigrant father who represented old beliefs and obstruction efforts to Americanize his off-spring was on the rise (Shammas, 110) To enhance integration, self-conscious exertions were made to use schools, peer relationships and settlement houses to aid first-generation children and wives to break free from outdated cultural beliefs which was frequently represented by the foreign language-speaking, unassimilated, bearded adult man. The majority of the legal responsibilities and rights of the familys head comes from ancient studies of one or another

Buildilng Construction for the Fire Service Research Paper

Buildilng Construction for the Fire Service - Research Paper Example Also, this paper explains that the knowledge of the building collapses greatly impacted the revision of the building codes. Building design is typically the application of the engineering and architectural knowledge in the design of buildings. Building design begins as an idea (Allen & Iano, 2004). Thus, it is the creative architect who creates or manages the over-all building design works. The practical engineer, on the other hand, implements what is on the blueprint. In the modern era, building design has been highly specialized. Due to the multifarious demands (e.g., fire-proof structures) in building quality structures, different and specialized technical professionals are needed to get the job done. By and large, the activities and implementations of the building design greatly involve time, cost, and performance (Groak, 1992). Production time and cost, on the other hand, are to be harnessed without compromising quality result (Chan & Chan, 2002). In the designing a building, few parameters are considered: (1) the shape or structure of the building; (2) the forces inherent in the designed building; (3) processes in the assembly of materials; (4) the materials to be used; and (5) the connections from one material to another (Groak, 1992). First, the shape of the building largely shapes the design. It is primarily concerned with the relation between the whole building and its structural members (Groak, 1992). The principle is basically drawn from mathematics; the geometrical shape of an object determines its strength or weakness. In fact, the structural shape defines the motion of forces. For instance, the geometrical shape of bi-axial symmetry and cellular spaces are advantageous to earthquake phenomenon (Groak, 1992). Furthermore, shapes either expand or shrink space like the block design (Chang & Chang, 2002). And in times of calamity, the building’s space helps or dissipates the movement of fire within the

Research Process and Terminology Paper Essay Example for Free

Research Process and Terminology Paper Essay The aim of this paper is to address the linkage between foreign direct investment (FDI) flows and the number of natural disasters. By using the data of 94 countries in the period of 1984 to 2004 and applying a variety of empirical tests, the result appears that natural hazards have significantly negative effects on FDI of countries. A. Economic Effects of Natural Disasters and The Determinants of Foreign Direct Investment Economic Effects of Natural Disasters There are three patterns that concern with the economic effects of natural hazard. The first two strands concentrates on the primary or short-term effects and long-term effects of hazards on economy. While the short-term effect strand achieves abundant evidences of negative disasters’ impacts on GDP, the long-term effect strand cannot reach a clear conclusion. The third strand focuses on the capacity to mitigate the destructive effects of natural risks. A brief conclusion is that the negative impacts of risks can be diminished by country’s institutions. Determinant of Foreign Direct Investment There are three types of foreign direct investment, namely: (1) Operating new (2) Moving an existing (3) Moving a part of existing The first type is considered as location decision and categorized in pull factor, the latter two types are relocation decision and belong to push factor. Following this logic, propositional pull factors to put in models are the level of openness and the size of the economy. Obviously, the push  factor in models is natural risks. Other determinants which are mainly focused are institutions, such as government infrastructure, political freedom, corruption, etc. B. Data and Methods The data for analyzing impacts of natural disasters on FDI flows are taken from the EMDAT, which provides by the institution Center for Research on the Epidemiology of Disasters (CRED) and World Bank. Some observations were dropped because of missing data, the data which is used in this research contains an unbalance panel with 1,822 country-year observations from 94 countries (29 in Africa, 17 in Asia, 22 in Europe and 26 in Americas) in the period 1984-2004. Table 2 presents descriptions of dependent and independent variables. (TABLE 2) At this point, it is important to look again at two primary variables which devoted to results of empirical tests. The first key variable is FDI, which is measured by the total net inflows of foreign direct investment as a percentage of GDP. FDI is the dependent variable in all models. The second key variable relates to natural hazards. Since both recent and longerterm risks have its impacts on investors, the authors deliver four variables that are concerned with the number of natural risks happening in four time period: Total events in the prior year, total events in the prior 5 years, total events in the prior 10 years, total events in the prior 25 years. Table 3 shows the correlations between FDI/GDP and each of four variables referring to the measures of natural risks. (TABLE 3) It is undoubtedly true that both the counted measure as number of natural hazards and the monetary measure as the estimation of â€Å"dollar value of damages† affect decision makers. While it can be argue that result as the dollar amount of damages may have substantial influence on investors’ decisions, it is obvious that estimating the consequence of natural disasters is complex and not as accurate as â€Å"counts of disasters†. For this  reason, models will mainly focus on counts of disasters. Moreover, the research emphasizes on five types of natural hazards that severely devastate infrastructures, physical capital and labor forces. As such, these five types are earthquakes, floods, volcanoes, landslide and windstorms (include hurricanes). The following two variables which refer to the degree of openness and incentive in trade and investment are Trade and Investment. The former is taken from World Bank’s 2008 World Development Indicators and the latter is provided by Political Risk Services Group, assembled by the IRIS Center at the University of Maryland. Regarding to a country’s reliability for trade and investment, the investment variable is the estimation of three factors: contract viability/risk of exportation, repatriation of profits and delay in payments. These three factors are rank from 0 to 12 and the higher value illustrates the higher risk in investment. The final three variables in the base model are Inflation, Gov. stability and Rule of law. The Inflation variable is the inflation level of each country in a particular year and taken from 2008 World Development Indicators. The other two variables are collected from the International Country Risk Guide, with reflecting the level of stability of government and adhesion to the rule of law. The higher value implies the better environment for investors. Those variables contribute to the base model as this form: FDIit = ÃŽ ±0 + ÃŽ ±1Total events in the prior # yearsit + ÃŽ ±2GDP per capitait + ÃŽ ±3GDP growthit + ÃŽ ±4Tradeit + ÃŽ ±5Investmentit + ÃŽ ±6Inflation + ÃŽ ±7Gov. stabilityit + ÃŽ ±8Rule of lawit + ÃŽ ³i + ÃŽ ³t + ÃŽ µit This research also employs ÃŽ ³i as country fixed effects over time and ÃŽ ³t as year fixed effects for all countries. C. Results and Their Implications The below table indicates the linkage between foreign direct investment and natural disasters by applying the base model. It can be seen from Table 4 that all four natural hazard variables have significantly negative effects on FDI in each of models. Moreover, there is a decline trend in coefficients of disaster variables when measuring in Total events in the prior 1 year to Total events in the prior 25 years, which suggests that relatively recent risks have more significant influence than long term risks on investors’ decisions. The next two variables, which are GDP per capita and GDP growth, are positive as expected and significant. However, although both Trade and Investment variables have positive effects on FDI, only Trade is significant. The Inflation variable is negative and significant in all four models. Only Gov. stability variable has unexpected side and both Gov. stability and Rule of law are not significant in all models. The authors also employ the empirical tests to find out different effects of five particular types of disasters. The result is presented in Table 5. The outcome demonstrates that all other non-disaster variables have the same reaction and all damage variables are negative in side. However, Windstorms is significant in all three cases, Volcanoes is significant in two cases while Landslides, Earthquake and Floods are significant in only one case. Hence, there is evidence to support the view that each type of hazards has its effects on FDI, the clearest evidence is found on Windstorms. Regardless the inaccurate in estimation of dollar value of damages, the research generates the final test by using the base model with â€Å"dollar value of damages† in place of â€Å"counts of disasters†. The result is displayed in Table 6. Similarly with the above case, all non-disaster variables have the same result as the base model case. Though disaster variables are negative and significant in all case, they do not decline from recent to older events. A draw conclusion may be policy makers equally focus on relative recent and longer-term risks or maybe there is error in data. D. Conclusion To sum up briefly, there are four important conclusions. First and foremost, natural disasters have significant and negative effect on foreign direct  investment. Second, there are some evidences to support the view that decisions of foreign investors are deeper affected by relative recent events in comparing to longer-term events. Third, different types of natural hazards are considered to have different impacts on foreign direct investment, the most severe impact is found on windstorms. Finally, regardless the intricacy and inaccuracy in monetary measuring the value of damages, the model which focuses on dollar value of damages also addresses the same result with the base model: natural disasters discourage foreign direct investment.

Why did the Weimar Republic fail? :: World War II History

Why did the Weimar republic fail? After World War One ended and Germany was defeated, they returned to their country with heavy losses, a 6.6 billion pound reparation cost and a feeling of being let down. The country suffered huge economical losses and the country fell into poverty and starvation. Any government ruling a country like this already would have a very hard time keeping alive. At this point the Emergency Weimar Republic constitution was adopted by three parties, the Social Democratic Party, the Catholic Center and the German Democratic Party, in early 1919 they won 76 percent of the vote and began to govern Germany. The Weimar Republic was modelled around the imperial constitution and was written in Weimar. People had to blame someone and they blamed the republic for everything, for loosing the war, to the situation they were in now. One of the main reasons the Weimar republic fell from power was the treaty of Versailles, the German people thought all the bad things that had happened to them and their cou ntry were a result of it. In addition to this there were parties from the left and right challenging them. A bi product of the treaty of Versailles was the huge economic lose in their country; this gave the German people more reason to blame and loathe the Weimar republic. The third and final main reason was Hitler's raise to power, he offered the countries people freedom from the Weimar rule and they gradually accepted it. After world war one ended and the treaty of Versailles was signed, German troops returned home feeling angry. They felt that there was no need to call an end to the war, as it didn't seem as though they had the lower hand and Germany had not been invaded. They were bitter because they couldn't fight on and knew it had all been for nothing and they hadn't gained anything. In fact they lost a lot; during the peace conference they were forced to, most importantly; redefine their Western borders and give over a lot of land (13%), pay for damages amounting to $33 billion us dollars, hugely diminish their army and navy and destroy their air-force, donate some of their coal mines (26%) to France as compensation for destroying theirs and accept full responsibility for the war. The German people found the treaty hugely unfair and unjust.

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 % ) .