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 % ) .

What Children Really Need

Parenting is one of the hardest things to do. It can be a very stressful task to do in your life but it is one of the greatest things as well. Right from the time they are born, from infancy to adulthood, children have a vast array of growing needs and expectations from their parents. Apart from basic needs like food, shelter, and clothing, children look to their parents to fulfill their many essential needs. I feel that children need loving homes, parental guidance, and a feeling of security from the time they walk through the front door after school to when they awaken each orning. They deserve the stability that comes with discipline and well-placed expectations. Parental love should be special in two respects. First of all, it should be constant and unconditional, which means it is always present, even when the child is acting in an unlovable manner. In addition, parents should be open in expressing and showing love so that children are never uncertain about its presence. This means parents should hug and praise their children at every available opportunity. Parents can also occasionally review their strengths and eaknesses with them and work together on any difficulties in communicating or collaborating. The parents can also help children learn work skills. By not assigning responsibilities around the house, nor making certain that deadlines are met, they can become irresponsible and ineffective. Another thing is that all children need parental guidance. Parents need to actively teach basic values and manners in order for them to get along well in society. By offering guidance to children when they have problems, parents need to state their thoughts in a few sentences rather han giving a lecture. It is helpful to many children to understand that your door is always open. For example, instead of obsessing about the need to be admitted to a good college, talk to them about life beyond those years. A parent could discuss the pros and cons of their own c areer. Children often respond to the question, â€Å"What do you want to be when you grow up† as, â€Å"I don't know. † If you don't have that open communication to redirect their ideas, they could continue to have a cloudy idea for their future. Also, children need a range of authentic role models. Having regular family meal discussions about people the family knows is a great practice. If communication about appropriate role models are not discussed, a child could look up to members of their clique, rock idols, and unwarranted athletes. Finally children need to feel secure in their world. If the family feels safe, then the child feels secure. As they grow up this sense of security is then internalized. Life is like a roller coaster with many stresses and setbacks. Children should know how to deal with these feelings of uncertainty. They need to also learn how to solve problems as well as resolve conflicts. In our home we discuss and practice these skills in everyday life situations. Parents do not need to overindulge their children with the latest video games, extravagant vacations, or too many extracurricular activities after school to feel safe and secure. If a parent relentlessly tries this with their children, they will be creating inflated egos that will surely burst in later years. In conclusion, parenting is not a simple task, and it is easy to become frustrated and uncertain at times. It often means putting aside your own thoughts and feelings in order to understand the whole child. Children have a continuing need for parental support and encouragement from infancy throughout young adulthood. It is possible to build a future that is better than the past. Keeping this in mind, the most important thing is to remember to provide your children with unconditional, loving homes, guidance, and a sense of security.

Chokepoints Definition and Explanation

Chokepoints Definition and Explanation There are approximately 200 straits (narrow bodies of water connecting two larger bodies of water) or canals around the world but only a handful are known as chokepoints. A chokepoint is a strategic strait or canal which could be closed or blocked to stop sea traffic (especially oil). This type of aggression could surely cause an international incident. For centuries, straits such as Gibraltar have been protected by international law as points through which all nations may pass. In 1982 the Law of Sea Conventions further protected the international access for nations to sail through straits and canals and even ensured that these passageways are available as aviation routes for all nations. Gibraltar This strait between the Mediterranean Sea and Atlantic Ocean has the United Kingdoms tiny Gibraltar Colony as well as Spain on the north and Morocco and a small Spanish colony on the south. United States warplanes were forced to fly over the strait (as protected by the 1982 conferences) when attacking Libya in 1986 since France would not allow the U.S. to pass through French airspace. Several times in our planets history, Gibraltar was blocked by geologic activity and water could not flow between the Mediterranean and Atlantic so the Mediterranean dried up. Layers of salt at the bottom of the sea attest to this having occurred. Panama Canal Completed in 1914, the 50-mile long Panama Canal links the Atlantic and Pacific Oceans, reducing the length of the journey between the east and west coasts of the United States by 8000 nautical miles. About 12,000 ships pass through the Central American canal each year. The United States retains control of the 10-mile wide Canal Zone until the year 2000 when the canal is turned over to the Panamanian government. Strait of Magellan Before the Panama Canal was completed, boats traveling between the U.S. coasts were forced to round the tip of South America. Many travelers risked disease and death by attempting to cross the dangerous isthmus in Central America and catch another boat to their destination to keep from sailing the extra 8000 miles. During the California Gold Rush in the mid-19th century there were many regular trips between the east coast and San Francisco. The Strait of Magellan lies just north of the southern tip of South America and is surrounded by Chile and Argentina. Strait of Malacca Located in the Indian Ocean, this strait is a shortcut for oil tankers traveling between the Middle East and the oil-dependent nations of the Pacific Rim (especially Japan). Tankers pass through this strait bordered by Indonesia and Malaysia. Bosporus and Dardanelles Bottlenecks between the Black Sea (Ukrainian ports) and the Mediterranean Sea, these chokepoints are surrounded by Turkey. The Turkish city of Istanbul is adjacent to the Bosporus in the northeast and the southeast strait is the Dardanelles. Suez Canal The 103 mile long Suez Canal is located entirely within Egypt and it is the only sea route between the Red Sea and the Mediterranean Sea. With Middle East tension, the Suez Canal is a prime target for many nations. The canal was completed in 1869 by French diplomat Ferdinand de Lesseps. The British took control of the canal and Egypt from 1882 until 1922. Egypt nationalized the canal in 1956. During the Six-Day War in 1967, Israel seized control of the Sinai Desert directly east of the canal but relinquished control in exchange for peace. Strait of Hormuz This chokepoint became a household term during the Persian Gulf War in 1991. The Strait of Hormuz is another critical point in the lifeline flow of oil from the Persian Gulf area. This strait is closely monitored by the U.S. military and its allies. The strait connects the Persian Gulf and the Arabian Sea (part of the Indian Ocean) and is surrounded by Iran, Oman, and the United Arab Emirates. Bab el Mandeb Located between the Red Sea and Indian Ocean, the Bab el Mandeb is a bottleneck for sea traffic between the Mediterranean Sea and Indian Ocean. It is surrounded by Yemen, Djibouti, and Eritrea.

Coursework Writing

Coursework Writing Coursework writing tips will help the students write their courseworks effectively in an academic manner. Those who dont have time may contact our coursework writing service. What Is a Coursework? Coursework refers to writing essays and other types of papers such as reports, project writing, book reviews or other forms of case studies. It can include a varied range of undertakings such as hands-on practice, experimentation, and research work. Coursework is generally graded and there are exams periodically through the coursework cycle that test what one has learned. Sometimes instead of exams, educators allow students to complete the coursework over a period of time and can use study guides, notes, and the Internet to research the topics. Coursework writing is very important and requires a lot of preparation. Below are some course work writing tips that might be useful for college students. Coursework Writing Tips: Structure and Outline 1. Any assignment must be directly related to the educational track being undertaken and relevant to the learning objectives to be achieved. 2. Think about all the possible activities that could be utilized to achieve the most beneficial learning experience. 3. If coursework predominantly involves writing an essay, there should always be a clear understanding of the question being asked. The preliminary reading on the topic at hand is always a good first step. It will help to organize ideas and plan any relevant research to gather pertinent information. Ultimately the plan of work should include main points that will form the basis of the hypothesis to be proven or rejected. Taking notes will allow you to clearly list main points to be discussed, and comprehend what has been read.   4. Identify the page of the resource that the note was taken from for future references in your coursework. 5. Develop a system to store any research notes and other applicable documentation. A system of file folders or some other electronic filing system would work best. 6. When structuring a coursework essay, it should consist of an introduction that lays out the question to be examined and the direction the essay will go. Second, the discussion develops the logical argument to prove or disprove the question. Last the conclusion of the coursework brings together thoughts into a very succinct summary. Weve got a great and FREE  APA Referencing Tool. Check it out in case you are to write your coursework using APA referencing format. Coursework Writing: What Is Important? Coursework encompasses a general framework, that when followed will result in the best grades and the most efficient learning process to retain the information studied. When writing the  course works the following should be included: 1. Document Resources and Provide References Quality coursework requires that references and resources be fully documented which may include slides, relevant handbooks done by others, online studies and studies conducted in an academic setting. The more data that is sourced the more relevant and useful the coursework will be. 2. Evaluation and Study Evaluation of the materials gathered is of utmost importance to determine whether all the information is relevant to the coursework topic at hand. After proper evaluation, one must study the materials to draw out that which will be most beneficial in developing the final product to be produced. 3. Writing and Editing After proper evaluation and study, the writer can then begin to develop the actual essay or other written material to be produced. As the process unfolds, there will be revisions of what was written, with additions and deletions occurring regularly. 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Family Law Child Welfare Principle Parent Autonomy Essay

Family Law Child Welfare Principle Parent Autonomy - Essay Example UK has centuries’ long history of childcare legislation that began with the series of Poor Laws implemented from 16th to mid-20th century defining the powers and responsibilities of the children regarding childcare. These laws were followed by The Matrimonial Causes Act of 1857, Children Act 1948 and The Children and Young Persons Act 19692. The most comprehensive, integrated and far reaching reforms to the child care law were introduced in 1989 as The Children Act 1989. This consensus legislation combines public and private law provisions under one umbrella and the current child protection system is also based upon this law. The Children Act 1989 guides all the court proceedings and decisions regarding the matter of child upbringing or his property administration. The Children Act 1989 has decided the paramount considerations for the welfare of the child by clarifying that the welfare of child is supposed to be the first priority while making an order3. The law asserts that w hile making a decision the court has to consider the wishes and feelings of the child and efforts should be made to preserve the home and family links of the child. The core concept of parental responsibility was also defined under thus law. It has been explains that the parental responsibilities are "the rights, duties, powers and responsibilities which by law a parent of a child has in relation to the child and his property† (section 3). Since all the statuary laws have to be interpreted by the courts this legislation also guides the court while deciding different types of cases about child care and custody. This law possesses crucial importance within the England family laws because it determines the boundaries and authorities of the parents while dealing with the matters involving their children. The court is also supposed to use these guidelines and principles while making the decisions of the cases of the child custody and care. These principles also clarified that the w elfare of child automatically prevails over the rights of all other family members including parents4. Though these principles have been regarded as milestone in the legislative history of childcare but it also raises the question about the balance between child welfare and the rights of other family members. It places certain responsibilities and duties upon the parents while the rights of the parents are not explicitly defined and explained. Prior to these laws and principles, the fathers were given the rights to make the decisions for their child rather than court5. The father was deemed as the natural guardian of the child eligible for making the decisions for his legitimate child unless any sign of danger or cruelty is exposed. However, the changes in the family laws and welfare principles changed the earlier approach and concerns towards the childcare. The interest of the child was introduced by Court of Chancery as justification to interfering with the rights of the father.6 After these decisions, a gradual change occurred within the welfare principles and by early 1890s the welfare of child evolved as a dominant matter. The legislations asset that the courts have to give importance to the wishes and feelings of the children as it is the core principle of child welfare. It raises the questi

Fair Play Essay Example | Topics and Well Written Essays - 500 words

Fair Play - Essay Example 3. There was nothing wrong with Ward providing a letter of introduction if he was genuine and had interests of the organization at heart. However, the problem only arose when he sent an introduction letter on behalf of a friend. This indicates a conflict of interest where it can be seen that he wants to provide some favors to his friend. This is likely to compromise the integrity of the whole committee. Ward should not represent personal interests but should act in a professional and impartial way. The criteria for selection should be based on experience and integrity of the company not background information characterized by personal ties. 4. The CEO’s friend did nothing improper in this case. As long as they have the requisite experience to perform the task, they are also entitled to be considered for selection besides the fact that they know the CEO. As long as the principles of fairness and impartiality are taken into consideration, there is nothing wrong with the CEO’s friend being considered for the job. 5. The Ethics Oversight Committee did not operate effectively in as far as their mandate was concerned. They acted in solidarity while at the same time blocking investigations that would have unearthed certain unethical practices taking place within the committee. The committee’s major role is to ensure that ethical practices are upheld every time not to take a leading role in concealing some of the ethical practices taking place within the organization. 6. The ethics committee is not doing a great job in trying to balance the ethical breaches and the interests of the organization. By virtue of refusing to take part in the meeting that has been meant to resolve some of the issues that had emerged, it can be seen that the committee is not fully serving its purpose. This only created interests among other stakeholders since they believe that the

Explain your view of the role of television Essay

Explain your view of the role of television - Essay Example The primary purpose of television is entertainment and amusement. For many people, television replaces reading and theatre, movie and other forms of entertainment. The introduction of television into society seems to have an important effect on frequent hobbies and activities, according to research done in Great Britain in the early 1990s as television was being introduced into that country. An initial decrease in all activities, but most infrequent activities tended to "rebound" after the novelty of television wore off. Television has yet a different meaning to teenagers as its role is limited (Charlton 2001). Most adults watch television for entertainment and information -- and as a means of "unwinding" from a long day of work. The effect television has on adults is different than the effect it has on children, however, not only because they watch different kinds of programs but also because they have a different understanding of the world. Television has become our most powerful a nd pervasive mass medium. Virtually no home is without a TV, even if there is no telephone. Families watch television an average of seven hours a day. Television has rapidly permeated both our public and private spaces; as TV sets have multiplied inside the home, they have also moved into hospitals, train stations, airplanes, restaurants, and even parks and beaches. For instance, reality shows and soap operas are the main forms of home entertainment for millions of people (Signorielli & Bacue 1999). The most popular are the Castaway, Celebrity Wrestling, The Experiment, Hells Kitchen. Watching these programs, people rely on television for much of their information about the world. It has surpassed newspapers as the primary source of news for most UK viewers In national emergencies, TV is where people turn for information and reassurance. This dependency on television endows it with considerable power—to focus national attention on a single event, to make or

Managing organizations and people Essay Example | Topics and Well Written Essays - 2500 words

Managing organizations and people - Essay Example The external environment is hostile and it is a matter of survival from day one. Forces nearest to a company, which affect its capability of serving its customers are micro environmental factors. For example, customers, competitors, suppliers, marketing teams are some such factors (Kotler, et al, 2004, p.164). In perfect competition, there is no limit to the number of these different players and equilibrium is maintained in the form of reasonable profits and market share for each supplier. In this competitive condition, â€Å"Price changes act as the mechanism whereby demand and supply are balanced (Sloman et al., 2006, Ch.4)†, and a win-win situation is created for the seller and the buyer. However, such an equilibrium can be disturbed by any number of factors, When he started out his career, Mr. Will Chase, the promoter of Tyrrells Crisps was producing potatoes which, as a commodity with no added value and no differentiation from other suppliers, was giving him wafer thin margins. Terms could be dictated by the buyers, who play one supplier against the other to beat down the prices or set unjustified conditions. Chase decided to counter this situation by diversifying his business, converting the potatoes into a branded product namely Tyrrells Crisps and thus adding value to his produce. It was a right step, with the margins on chips being better than those on potatoes since he was producing the raw materials himself. His innovative modifications of the hand-fryer resulted in a dramatically successful product – hand fried crisps, made from potatoes from own farms. He continued with his innovative efforts adding new flavours and newer vegetables to his line of products. Branching out from local farm shops and delicatessens, he tapped the big stores like Harrods, Selfridges and Villandry (Hirchkorn, Telegraph, 2004) with their marketing strength and

The Robe of Love Myth, By Laura Simms Essay Example | Topics and Well Written Essays - 750 words

The Robe of Love Myth, By Laura Simms - Essay Example Because of the jealousy the other three somehow convinced the king that she the only source of all the troubles in the kingdom. One morning when she didn't agreed King's point of view, in a fit of rage he banished her from the kingdom by saying "Your ill will is the cause of all my problems. And, you have not born me a child after years of marriage!" (Laura Simms, p. 21). The Queen left to India. One night the Queen dreamed of a magnificent Golden Tree and by the next morning she became pregnant. The King also dreamed of the Golden Tree and went to India in search of her wife. Following the advise of a sage he went to find the Golden Tree, at last he found the Golden tree in the middle of the boiling lake. He risked his life and took a single branch from the tree and found his wife's face on every leaf. He wept until his heart was cleansed of selfishness. He found his wife and asked for her forgiveness, she gladly forgave him. 'The Magic Drum' is a story about a young Inuit woman who refuses to marry. No man or suitor was ready to marry her because she was too different. When the woman saw a handsome strange she decided to get married but the stranger never looked at her. She followed him wherever he went. She followed him until she became a skeleton. When she felt something was burning she woke up and realized she was still a skeleton. An old man came to her house and said her dance while he plays the drums and vice versa. Strangely she became younger and the old man too became younger. They danced and laughed and finally disappeared. The old man pitted her fate and wanted to show his love towards her when only her skeleton remains were left. When she came to know that someone do care about her she felt happy and regained her body in flesh. He to regained his body and love for each other made them young. Pure and selfless love brings happiness and joy back into their lives. 'Krishna and Radha' is the story of Lord Krishna and the reincarnation of goddess of love Maya as Radha. Lord Krishna was a young boy who falls in love with Radha. Radha was much elder to Krishna and was fascinated by his charm. Other girls in the village were also attracted by his charm and fell deeply in love with him. Lord Krishna knows that other girls were also in love and since he don't want to hurt their feelings allowed them to be in the fascinating dream world of pure and lust less love which is divine. Krishna and Radha were separated and later he became king and married, Radha waited for him all her life. He fought battles and had married more than once and was worshipped all over the country and still she waited for him. This story depicts the power of true and pure love that has immense patience and faith in his/her partner and willing to spend the whole life just waiting for them. Love has no boundaries and is there to be shared with everyone. 'Savitri' is a story of a woman who lost her husband. Princess Savitri was married to a king and both were happy. One day when she was worshipping the god she came to know about the demise of her husband. She was shell-shocked and was determined to get back her husband from the clutches of god of death. When God of death comes to earth to take the soul of her husband, she persuades him to bring her husband back alive. God of death denies her obligations and starts his journey. But the princess impresses him by praising his deeds and valor. He brings her husband back

Some historians feel that James VI was a successful king of Scots Essay

Some historians feel that James VI was a successful king of Scots before 1603 but that he sqandered that success after he became king of England. Do you agree - Essay Example His father Henry Stewart but widely known as Lord Darnley. Darnley, he lost his life in a mysterious explosion at his residence. Just seven months after this Mary Queen of Scots was forced to surrender her throne as she was beaten by rebels. Mary went away and James was left alone. James was given the throne of Scotland at the age of fifteen months this is when he became King James VI of Scotland (Harris& McDonald 2006 ). Today, James I of England also known as James VI of Scotland has addressed to Parliament on the divine right of kings. This was very disappointing to Parliament after many conflicts between it and King James. King James made a horrible statement to all religious eyes that kings are a figure like God himself. "Kings are fairly known as Gods, for that they use a manner of likeness of divine power upon this planet." This surprised the listeners as he spoke regarding the similarity of kings and God. This sent awe throughout the square where the speech was made. Many have said that this will send the king straight to hell with no judgment what so ever. The king made some over the edge of the earth similarities between the power of God and the power of kings. This is an exert from his speech showing the similarities: "God has the power to create, or destroy, make, or unmake at his pleasure, to give life, or send death, to judge all, raise low things, and to make high things low at his pleasure, and to God are both soul and body due. And the like power have Kings; they make and unmake their subjects: they have the power of raising and casting down: of life, and of death: judges over all their subjects, and in all causes, and yet accountable to none but God only." (www.thedukeofyork.org/files/pdf/jamesi) This statement surprised a lot of church officials at the time and numerous protesters were there in opposition to the King. One protester held up a sign

The Robe of Love Myth, By Laura Simms Essay Example | Topics and Well Written Essays - 750 words

The Robe of Love Myth, By Laura Simms - Essay Example Because of the jealousy the other three somehow convinced the king that she the only source of all the troubles in the kingdom. One morning when she didn't agreed King's point of view, in a fit of rage he banished her from the kingdom by saying "Your ill will is the cause of all my problems. And, you have not born me a child after years of marriage!" (Laura Simms, p. 21). The Queen left to India. One night the Queen dreamed of a magnificent Golden Tree and by the next morning she became pregnant. The King also dreamed of the Golden Tree and went to India in search of her wife. Following the advise of a sage he went to find the Golden Tree, at last he found the Golden tree in the middle of the boiling lake. He risked his life and took a single branch from the tree and found his wife's face on every leaf. He wept until his heart was cleansed of selfishness. He found his wife and asked for her forgiveness, she gladly forgave him. 'The Magic Drum' is a story about a young Inuit woman who refuses to marry. No man or suitor was ready to marry her because she was too different. When the woman saw a handsome strange she decided to get married but the stranger never looked at her. She followed him wherever he went. She followed him until she became a skeleton. When she felt something was burning she woke up and realized she was still a skeleton. An old man came to her house and said her dance while he plays the drums and vice versa. Strangely she became younger and the old man too became younger. They danced and laughed and finally disappeared. The old man pitted her fate and wanted to show his love towards her when only her skeleton remains were left. When she came to know that someone do care about her she felt happy and regained her body in flesh. He to regained his body and love for each other made them young. Pure and selfless love brings happiness and joy back into their lives. 'Krishna and Radha' is the story of Lord Krishna and the reincarnation of goddess of love Maya as Radha. Lord Krishna was a young boy who falls in love with Radha. Radha was much elder to Krishna and was fascinated by his charm. Other girls in the village were also attracted by his charm and fell deeply in love with him. Lord Krishna knows that other girls were also in love and since he don't want to hurt their feelings allowed them to be in the fascinating dream world of pure and lust less love which is divine. Krishna and Radha were separated and later he became king and married, Radha waited for him all her life. He fought battles and had married more than once and was worshipped all over the country and still she waited for him. This story depicts the power of true and pure love that has immense patience and faith in his/her partner and willing to spend the whole life just waiting for them. Love has no boundaries and is there to be shared with everyone. 'Savitri' is a story of a woman who lost her husband. Princess Savitri was married to a king and both were happy. One day when she was worshipping the god she came to know about the demise of her husband. She was shell-shocked and was determined to get back her husband from the clutches of god of death. When God of death comes to earth to take the soul of her husband, she persuades him to bring her husband back alive. God of death denies her obligations and starts his journey. But the princess impresses him by praising his deeds and valor. He brings her husband back

Iron production in sudan Essay Example | Topics and Well Written Essays - 3000 words

Iron production in sudan - Essay Example Providing a great opportunity for investors. According to a recent KPMG report, the continuing global urbanization is set to drive the demand of steel, effectively doubling it by 2050 and at the current level of demand the iron ore reserves in Brazil’s Minas Gerias and Australia’s Pilbara will generally be exhausted by then. It is predicted that as the world gradually runs out of hematite deposits, there will spring the need for new sources of iron. One of countries that is seen to offer an amazing opportunity for the iron ore industry. Sudan’s full iron ore production potential has never been fully exploited nor has it been completely analyzed but its location next to Congo and the iron ore reserves that are already being mined have shown promising results. By investing in Sudan’s iron ore industry, investors from the GCC stand to reap immense benefits from the virgin iron ore industry in the country Resources In a study conducted by Waldelnour, et al. (2 010), both the Western and Eastern parts of Khartoum have relatively rich iron ore deposits. The type of iron ore deposits that is seen to be available in these areas is generally found in the Mesozoic and especially so in the Upper Cretaceous. This iron ore is generally characterized by having a relatively high tonnage, in addition to its low-grade quality. However it is quite possible that if the country’s investment policy were to be reviewed so as to essentially favor investment in the iron and steel industry, this could have the potential resultant effect of entirely revolutionizing the steel industry in the country especially so in light of the fact that these deposits tend to cover vast expanses of land (Waldelnour, et al., 2010, pg. 2). Sudan’s rich mineral resources: Sudan’s rich mineral that could possibly be exploited by investors includes: According to Mann & Mendenhall, (1964), the Geological Department in Sudan published the Fodikwan Iron Deposits. Sudan’s Fodikwan group of deposits are found to be mainly located at approximately 21?-45’ N. latitude and between 36 ? -45’ E. Longitude this region is found to be in the areas around the north Red Sea Hills areas of the country, at an approximate distance of about nine miles inland from its Port Sudan-Halaiba Road. This is an estimated distance of about 167 miles from the country’s Port Sudan. The nearest harbor that can service any transportation of these iron ore resources is found to be at Marob, which is at a distance of approximately 12 miles from these deposits. It would be necessary for the country to develop a Jetty to support the loading of ships with the processed iron, steel or iron ore that has been mined from this region. The report also indicated that the iron deposits in the country can essentially be divided into the two categories of solid ore which is seen to constitute about 147,000 metric tons of relatively accessible ore containing about 60%Fe, while the mixed ore deposits were estimated to stand at 95,000 tons with an