tag:blogger.com,1999:blog-29253397520459321042024-03-08T11:42:15.492-08:00Essay paper writing servicesPersuasive Essay Topics On FashionDarren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-2925339752045932104.post-37161278835444254112020-08-24T00:30:00.001-07:002020-08-24T00:30:04.928-07:00Nursing Education Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-58235711332277575112020-08-22T00:08:00.001-07:002020-08-22T00:08:12.966-07:00Protestant Reformation :: Religion HistoryProtestant Reformation In the sixteenth century the Protestant Reformation separated the Roman Catholic Church. This change was driven by Martin Luther whose unique expectations were to change the congregation, however brought about a split among Protestant and Catholic. Before long the Protestant Church itself partitioned bringing about two additional places of worship, one Protestant, and the other changed church. The Reformed Church is otherwise called Presbyterian, whose prominent pioneer was John Calvin. John Calvin had numerous convictions which had been embraced by the Presbyterian Church. His thoughts were changed from those in the Catholic Church. Presbyterians do have confidence in the Trinity as Catholics do yet vary from Catholicism when managing thoughts like unique sin, salvation, and the possibility of atonement. Presbyterians accept that unique sin is established in irresoluteness which carried man to fall. The possibility of salvation to Presbyterians is that salvation is reached through the finesse of God, established in the profound confidence of an individual. Catholics have confidence in compensation for sins through compromise. Presbyterians accept that atonement is managed legitimately with God. At last, Presbyterians accept that Godââ¬â¢s truth was and is encapsulated in Jesus Christ, Lord, and Friend in need. One of Calvinââ¬â¢s convictions incorporated that of which God will be God of state and country and the state must be guided by his promise. This thought is encapsulated in the possibility of common government. The Presbyterian government was initially formen when John Calvin was in Geneva. In a Presbyterian type of government there are four distinct officials. There are ministers, instructors, 12 chosen older folks, and elders. The older folks are believed to be equivalent to the pastorate. Through this administration the Presbyterian faith in complete existence of the network is shown and incorporated. The Presbyterian meaning of a holy observance is an outward sign by which the Lord speaks to and affirms his cooperative attitude towards us. A holy observance is a declaration of Godââ¬â¢s effortlessness. Presbyterians recognize two holy observances. One is Baptism, and the other Eucharist. Absolution is an image of purifying, pardoning of unique sin permanetly, and makes every one of us share in the passing and restoration of Jesus Christ. It makes us one with God. The holy observance of the Eucharist is a memory of Christââ¬â¢s demise and an admission of confidence. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-14496529589725064702020-07-15T17:02:00.001-07:002020-07-15T17:02:03.510-07:00Strategies for Significantly Reducing Employee Churn Strategies for Significantly Reducing Employee Churn Employees in the modern world donât tend to stick around with a single company throughout their careers. Whilst there are many reasons for employees departing ways with an organization, high employee churn rate can be detrimental for a business. © Shutterstock | EpicStockMediaIn this guide, weâll explore why organizations should actively work to reduce the employee churn rate and explore the reasons behind it. Weâll also tell you how to analyze and assess the churn rate, and present five effective strategies for reducing employee churn.WHY IS IT IMPORTANT TO REDUCE EMPLOYEE CHURN RATE?Employee churn rate, which refers to the number of employees leaving the organization and being replaced by a new employee, is a serious issue for many of todayâs companies.In fact, the first reason organizations should care about the rate is simply down to it happening often in most companies and industries.Life Work Solutionsâ, a company providing retention and consulting services, research found in 2008, that half of recruits across sectors leave the organization within two years. One in four recruits pack their backs within six months. Furthermore, the study found around 70% of organizations struggling to replace these spots swift ly.The second essential factor in caring about the employee churn rate relates directly to the above. High employee churn rate and the difficulties in finding replacement also mean high costs for the organization.Right Management, a career and talent consulting firm, found in its research that it costs nearly three times an employeeâs salary to replace them. In another similar study, the Center for American Progress found it costs 1/5 of the annual salary of the employee. In fact, in the Life Work Solutions study, 70% of the organizations didnât only complain about the struggle of finding a replacement, but also the negative financial impact it has on them.What are the costs associated to employee churn?Finding the new recruit â" Including hiring a recruitment company, spending money on setting applications, etc.Severance â" In certain instances, the organization might be required to pay severance to the employee.Losses in productivity â" While the organization is looking for a replacement, it might suffer from decreased productivity.Lost opportunities â" The employee might have been highly talented and this can be a financial lost opportunity, for instance.Training the new recruit â" Whether the organization transfers someone to the new role within the company or hires someone new, the training process will add extra costs.Finally, higher levels of employee churn can pose an operational challenge for the organization. Continuous changes in the workforce can affect the company culture, which can suffer consequently. Itâs difficult to build a good team if the turnover is high. Furthermore, the overall morale of the remaining employees might drop if people around them are leaving. If they need to also take on additional responsibilities, then productivity and morale can be further impacted.In service industries, high churn rate can also impact client relationships. Building a strong relationship is harder if the manager of the relationship is constant ly changing.Read this worldwide trend report on employee retention.[slideshare id=13519368doc=worldwidetrendsinemployeeretention-120702131700-phpapp01type=dw=640h=330]WHAT ARE THE CAUSES FOR HIGH EMPLOYEE CHURN?There are numerous reasons for higher employee churn. Certain causes are easier to manage, but there are also those, which can be difficult to control.The hard to manage reasons for high employee churn rate include:Harsh economic conditions in the area or the industry.Local labor market conditions.Both of these can be difficult to predict and therefore, organizations can find it hard to manage or prevent them.But certain operational factors also influence the employee churn rate and can be managed by a company.Non-rewarding job positions â" Employees might feel pressure to leave for a more rewarding role.No route for career development â" Employees donât feel the organization offers the ability to âclimb up the ladderâ.Poor working conditions â" Health and safety con cerns are not taken seriously by the organization and this can damage employee relations.Ill-natured role â" The employee might also feel discouraged if the job is monotonous, dangerous or outright stressful.Poor employee and organization fit â" Sometimes the employee and the organization just donât have the same goals and work ethic.Poor communication or inadequate job training â" Inadequate communication within the organization can lead to loss of morale and if the employee is not properly trained for the role, they can also seek opportunities elsewhere.Poor leadership â" Itâs also important to examine the leadership and management style and culture within the organization, if turnover is high.Finally, it must be mentioned competition can also lead to increases in employee churn rate. If competitors offer better compensation packages or better career opportunities, employees might seek for positions in these organizations instead. It is important to stay on top of the com petition in order to keep the best employees within your organization.FIRST STEP TO DECREASE EMPLOYEE CHURN RATE: ANALYSE YOUR CURRENT SITUATIONBefore we examine the individual strategies your organization can implement to reduce employee churn, you first need to understand the current situation within your company. Understanding the current employee churn rate, as well as its effects, will make it easier to tackle them.There are three questions you must answer in order to understand your need for action.1. How high is your employee churn rate?You must first assess and measure the companyâs churn rate and situation. The churn rate can be calculated by dividing the annual termination number by the average number of employees in the organization.For a more detailed take on the calculation, check the below video tutorial: The higher the churn rate, the bigger your problem. The severity of the rate depends a bit on your industry, as well as the other points discussed below, but you de finitely donât want it to be above industry or the national average. For example, in the UK, the average churn rate is around 15% a year, but some industries might have higher churn averages.Once you know the churn rate, you should start examining the reasons behind it. Is it something specific within the organization making employees leave?2. What are the costs of your employee churn rate?Once you know the churn rate, you should calculate the cost of employee turnover. You need to look at your organization specifically and include any costs necessary for the calculation.For example, you need to count the cost of different strategies you might use to reduce the rate. If you increase employee benefits, then these need to be considered as part of the cost of employee churn rate.3. How can you decrease/prevent employee churn rate?Finally, you need to start considering the different ways to decrease and prevent employee churn rate. The above points will help you get started, as you un derstand the depth of the issue and the costs associated with it.Developing the right employee retention strategies involves an understanding of the company culture and often requires small or big changes within the organisation. Below weâll provide you with five different strategies, which can all help reduce employee churn rate.FIVE STRATEGIES FOR REDUCING EMPLOYEE CHURNLetâs now examine some of the most effective strategies used for keeping employees happy and wanting to remain in your organization.Strategy 1: Hire the right fitOne of the easiest ways to stop employees leaving is to ensure they are the right fit for the company in the first place. Therefore, you can significantly reduce your churn rate by focusing more on the recruitment process.Itâs important to clearly define the role and position you are recruiting for. You shouldnât just focus on the required skill set, but the kind of candidate that would excel in this role. Aim to talk about the benefits to the cand idate as well, since you want the right candidates to apply. You need to explain the company culture and the vision to ensure it matches the candidateâs career goals.The recruitment process shouldnât focus too much on skill testing. A proper recruitment process should instead include the following components:Behavior-based testingCompetency testingBackground checkOrganizational fit analysisFuture development analysisMotivational and goal oriented approachFurthermore, itâs beneficial to use trial periods on most roles, as they help you further assess the compatibility. This is not only beneficial to your organization, but also helps the candidate see whether they enjoy the role or not. Trial period will be less costly, even if the candidate decides to leave, than hiring someone and having him or her quit within a year.Finally, employee referrals should be a key tool in your recruitment process. Jobviteâs research shows HR executives consider referrals as the top source of qua lity hires. In addition, referral hires are proven more loyal, with 46% of referrals staying for over three years or more. For new hires from job boards, the rate is only 14%.Strategy 2: Improve career development and trainingYour organization also needs to continually motivate and challenge its employees. Improved career development and training can help employees feel more valued in their role. It can also give them a more positive outlook about future prospects. For example, training can tell the employee you are investing in them for the long haul.These training sessions and development plans are good at creating an environment of âlooking towards the futureâ. The skills the employees gain feel important and they have a specific purpose and need in the future within your organization.The following slides will some basic insights on developing employees.[slideshare id=32823092doc=trainingdevelopment-140327143238-phpapp02w=640h=330]But training also has the important role of e nsuring the job doesnât become too difficult for the employee. It provides support for the employee, as they feel they donât have to solve new problems or challenges alone.Positive feedback should be part of your career development objectives as well. It is crucial to continuously communicate with the employee about their role and to do so in a constructive and supportive manner. You definitely shouldnât only provide feedback when the employee does something wrong. In fact, itâs important to reward good behavior and support successes, even the smallest achievements.One auspicious strategy to consider is the implementation of a mentoring program. The mentoring program is a great way to provide support and create a goal-oriented feedback structure.Strategy 3: Focus on happy and flexible work cultureAn organization with an unhappy work culture is unlikely going to retain its employees. Even if the role is rewarding, the communication between co-workers and the general atmospher e at the company do play a major role in keeping employees motivated and excited to come to work.Itâs crucial to guarantee the work culture is respectful and supportive. Everyone should feel welcomed in the workplace and equal in terms of the respect they enjoy.The focus of creating a positive work culture should be in:Establishing effective communication strategies. Information should flow easily between different departments and within a team. Employees at all levels should also have a clear channel to raise concerns without the fear of punishment.Providing enough support, especially during challenging times. Every organization will face difficulties and employees can face challenges in their personal lives. There should always be enough support available during challenges to guarantee the employee doesnât feel alone.Creating a friendly and respectful work environment for all. Todayâs companies include people from all walks of life â" Workforce is often a mixture of men, wo men, young, old, and different ethnicities and religions also meet up at the workplace. It is essential to ensure there is no discrimination or bullying within the organization.Valuing employee effort adequately. This doesnât simply refer to financial rewards, but also to a culture of positive feedback and praise.Your organization should also embrace flexibility. A flexible work environment is much less likely to leave employees feeling burnt out. Employees are also much more likely to stay in flexible work environment rather than work in an inflexible company.When you are transforming your organizations work environment, pay attention to the following points:Offer the option of flexible working hours whenever possible.Provide employees with the ability to occasionally work from home (if possible).Create a flexible holiday plan, which allows employees a bigger voice in deciding when they take a leave.Discuss work/life balance issues within the workplace and provide additional supp ort for employeeâs who are struggling:This could be the option to share certain tasks with others.Receive medical help and consultation.Become a family friendly employer by offering different perks like:Corporate kindergarten, if your organization is big enough.Family flexible holidays around the time school holidays are.Proper parental leave options for both mothers and fathers.A study by the Boston College Center for Work Family found that 80% employees felt flexible workplace has positively affected retention rates. In another study, almost 40% of American adults surveyed said they have considered or left a job due to inflexibility.Strategy 4: Provide appropriate compensation and benefitsNaturally, there should also be enough focus on the financial compensation. Whilst a flexible and supportive work culture can be a great start for keeping employees happy, you also need to ensure the role is financially satisfying. Employees might find leaving a great work culture behind harde r, but if competitors are offering a lot more money, the better earnings potential might seal the deal.When considering the financial compensation, keep these two points in mind:Always aim to pay above the minimum wage. Employees will find it hard to stay motivated if they struggle financially, even though they put a lot of effort into the work they do.Consider competition as a benchmark. If your competition pays better, your best employees are more likely to leave.In addition, you should consider providing other long-term incentives for talented employees. These could be in the form of bonuses and different profit-sharing plans. Remember to regularly assess and adjust the compensation package to ensure you stay ahead of competition.Furthermore, financial compensation should also come in the form of different benefits and non-cash perks.For instance, you should offer appropriate health and welfare plans for the employees, including an adequate retirement plan. Other perks could be h elp with childcare or even house care. You could also offer different loyalty programs for travel or fitness schemes.Strategy 5: Embrace the wider communityFinally, your organization can reduce employee churn rate by being an active member of the wider community. Employees respect companies, which are focused on the common good and embracing a positive attitude towards helping local community groups.Your company should allow employees to partake in voluntary events, as this can improve the wider employee culture. For example, different voluntary events could include the families and local neighborhoods, which can help create a larger sense of belonging to a family.Embracing the wider community shows the employee that the company is doing something good. This can in return make them feel more appreciated. Corporate social responsibility can ensure employees donât feel they are just a member of a faceless corporation, but an active member of a company, which is trying to achieve som ething positive.IN CONCLUSIONEmployee churn rate is something companies in todayâs competitive business environment need to take seriously. Not only can high levels of employee churn result in knowledge and talent drainage, it can also have a dire financial effect on the company.It is therefore essential to properly understand the organizations churn rate and evaluate the reasons behind it. Organizations should focus on proactive strategies, which help create a more flexible and positive work culture and provide adequate support and financial compensation to their employees.By applying these strategies, companies can actively tackle the problems of employee churn. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-23392330090379118642020-05-21T13:07:00.001-07:002020-05-21T13:07:06.177-07:00Prayer and Religion in School Essay - 1055 Words Religion and prayer can benefit students in educational settings by positively contributing to better grades and behavior. Personal faith and prayer are important to people in many walks of life. Some individuals believe that this need for religious stimulation includes the youth in our school systems. There are different reasons why knowledge of religion and prayer can be important to students. For example, if students do not know about diverse faiths, it can be difficult for them to have a well-rounded knowledge and understanding of other cultures. There are oppositional sides to this issue as well. Some people believe that prayer in educational settings could be used as a way to persuade students into believing certain things that theyâ⬠¦show more contentâ⬠¦Some teachers may have a personal bias against certain faiths or religion in general. These problems can be dealt with. According to this article, ââ¬Å"To address the challenge of teaching about religion without pros elytizing, we must explore the assumptions and causes underlying each set of factorsâ⬠¦Ã¢â¬ (Passe, J., Willox, L. 2009). We should ask ourselves what lies beneath the problems of teaching religion. We should look to see if prejudice and impartiality are factors motivating against religious teachings. Achieving high grades and doing well in school has previously been attributed to knowledge of Biblical learning. In his article ââ¬Å"The relationship between Biblical literacy, academic achievement, and school behaviorâ⬠¦,â⬠William Jeynes talks about how a study was completed by 160 students who were grades 7th through 12th. The studentââ¬â¢s Biblical knowledge was tested. The end results proved to be that the students with the highest level of Biblical knowledge also had the highest grade point averages and portrayed the best behavior of students from both public and Christian schools (p. 102-106). Learning courses specializing in religion can foster open-mindedness, cultural appreciation and improve behavior among students. Students may be more apt to accept differences in people around them, and portray a positive attitude when they have access to learning about diverse religions. In the article ââ¬Å"How teaching world religionsShow MoreRelated No Religion or School Prayer in Public Schools Essay3018 Words à |à 13 PagesConstitution was adopted, the separation of church and state issue focused on preventing a government mandated religion (Davis 245). The framers of the Constitution knew first hand the harmful consequences of a government that has complete control over religion. Protecting the religious freedoms of the various religions seeking refuge in America also raised great concern. Each religion s hould be given the same rights when practicing their beliefs. For these reasons, the First Amendment of hteRead More Religion and School Prayer in Public Schools Essays1853 Words à |à 8 Pagespractice the same religion, Americas first legislators made certain that government intervention in religious matters was prohibited. Therefore, religious freedom was ensured in the First Amendment to the Constitution, as it states, Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof. . . (Whitehead, Rights 49). This statement allowed Americans to f reely express and practice or chose not to practice a religion. The two distinct partsRead More Religion and Prayer in Public Schools Essay1469 Words à |à 6 PagesReligion in Public Schools à The practice of religion has been a major factor in American culture for centuries. The religion clause of the First Amendment, which states Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof, was developed to preserve the freedom of religion (Haynes 2). The religion clause was designed to protect religion from the control of the government, but, consequently, it restricts the expression of religionRead More Religion and Prayer Must Not be Permitted in Public School Essay1823 Words à |à 8 Pagesthe inability to practice a desired religion or not to practice one at all. Since the newly formed country was made up of people from more than one religious background, the government had to come up with a way to accommodate all of its citizens. Understanding the countrys diversity, the writers of the Constitution of the United States of America included in the First Amendment the words, Congress shall make no law respect ing the establishment of religion or prohibiting the free exercise therofRead MoreThe Constitutionality of Prayer in Public Schools Essay698 Words à |à 3 PagesMany people agree against prayer in public schools, while others think that people should be able to express their religion in their own ways. In public schools, they are not allowed to hold prayers at all during the school day due to the mixed religion students that are attending the school. Over the past few years, this has become an extremely controversial issue in our nation. Many people find it proper to pray in school but many people also agree that it is extremely wrong and that if thereRead MoreThe Issue of School Prayer1009 Words à |à 4 PagesThe issue of school prayer has been a thorny one in the United States for many years now. In the beginning of the nineteenth century readings of the Bible and prayer were common practices in public schools. However prayer was banned in 1962 due to claims that it was viol ating the First Amendment right that the government was not allowed to support religion, and from then on the Supreme Court has ruled against any and all forms of prayer in schools. Schools cannot however ban students from prayingRead MorePosition Paper1680 Words à |à 7 PagesPosition Paper Introduction Looking back over the past two hundred and seven years, every session of the United States Senate has been opened with a prayer. Doing so has reaffirmed the Senates faith that God is the Sovereign Lord of our Nation. Barry C. Black currently serves as the spiritual advisor and counselor for the United States Senate with the title of Chaplin. Over the years, this position has ranged from part time, to now a full time position (United States Senate, 2011). EverRead MoreRuling Out School Prayer1276 Words à |à 6 Pagespeople argue that school prayer is needed in schools, but I think that it is not necessary. I believe that it is not necessary to have prayer during school to please people of one religion. If a person can pray to him/herself, then there is no need for a public prayer. It has already been established in the constitution that school prayer has been banned and it should remain that way. In my opinion it should remain unconstitutional because it interferes with other studentââ¬â¢s religion, the intention forRead MoreEssay on Prayer Should Be Allowed in Public Schools1727 Words à |à 7 PagesPrayer Should Be Allowed in Public Schools School prayer is a very controversial issue in todayââ¬â¢s society. The issue of school prayer is about whether the public school systems should let the students pray, at the start of the school day, as a class. The issue of school prayer began in the late sixteenth century when people in England did not approve of the way one religion was forced upon them, so the Puritans, known as the Pilgrims decided to come to the colonies. Even in the colonies theRead MoreThe Argument Of The First Amendment878 Words à |à 4 Pagesfreedoms such as freedom of religion, freedom of the press, free expression, freedom of association, and freedom of assembly (Michigan State University)â⬠. So with the first amendment preventing against government intrusions on religion could a football coach at a public high school lead the players in prayer before a game? Well the answer is no, it is against the law for schools to sponsor or endorse speech. Therefore a coach is not allowed to engage in a ny activity that the school itself is forbidden from Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-33696849581354973932020-05-06T23:21:00.001-07:002020-05-06T23:21:16.494-07:00Correlation Between Target / Filter Combinations - 1648 Words Introduction Currently, in the United Kingdom breast cancer is the most common type of cancer in women and early diagnosis is the key to reducing mortality rates (Skaane et al, 2007). The National Health Service breast screening programme introduced digital mammography as the preferred option due to its increased sensitivity and specificity for denser breasts. Additionally, it has the ability to manipulate the images produced (NHSBSP, 2012). The aim of this study is to investigate the relationship between target/filter combinations, kilovoltage (kV), radiation dose and image quality using a mammographic phantom which is currently used for the quality assurance programme in the breast imaging department. Digital x-ray technologiesâ⬠¦show more contentâ⬠¦As the kV is reduced, scattered radiation is less penetrating. Therefore radiation dose to other radiosensitive organs can be reduced. However the skin radiation dose can increase as the kV is reduced (Allisy- Roberts and Williams, 2008). So by taking images at a higher kV should give a low contrast image which may not show the low density structures within the breast phantom. If the kV is increased it is expected there are more photons reaching the detector resulting in an over exposed image which may possibly obscure small areas of micro calcifications and low density masses. However, digital mammography can compensate to some extent for over exposure. On the other hand over exposure should be avoided to comply with the ALARP (as low as reasonably practicable) principles (DoH, 2012). Filter material Filter materials in mammography are made of molybdenum or rhodium. The purpose of filters is to let through the useful photons and to absorb unwanted low and high energy photons so that they stop reaching the image detector thus contributing to the formulation of the radiographic image (Bushberg et al, 2002). With the use of filters there is an increase in the quality of x-ray beam but a reduction in the intensity (Ball and Price, 1995). Therefore filtration is necessary but photons from the low end of spectrum if they are not Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-12892569339092364072020-05-06T07:53:00.001-07:002020-05-06T07:53:43.052-07:00Foundation Course in Science and Technology Free Essays THE ESTABLISHMENT OF THE MUGHAL EMPIRE BaBUR The foundation of the empire was laid in 1526 by ahir al-Din Mu? ammad Babur, a Chagatai Turk (so called because his ancestral homeland, the country north of the Amu Darya [Oxus River] in Central Asia, was the heritage of Chagatai, the second son of Genghis Khan). Babur was a fifth-generation descendant of Timur on the side of his father and a 14th-generation descendant of Genghis Khan. His idea of conquering India was inspired, to begin with, by the story of the exploits of Timur, who had invaded the subcontinent in 1398. We will write a custom essay sample on Foundation Course in Science and Technology or any similar topic only for you Order Now Babur inherited his fatherââ¬â¢s principality in Fergana at a young age, in 1494. Soon he was literally a fugitive, in the midst of both an internecine fight among the Timurids and a struggle between them and the rising Uzbeks over the erstwhile Timurid empire in the region. In 1504 he conquered Kabul and Ghazni. In 1511 he recaptured Samarkand, only to realize that, with the formidable ? afavid dynasty in Iran and the Uzbeks in Central Asia, he should rather turn to the southeast toward India to have an empire of his own. As a Timurid, Babur had an eye on the Punjab, part of which had been Timurââ¬â¢s possession. He made several excursions in the tribal habitats there. Between 1519 and 1524ââ¬âwhen he invaded Bhera, Sialkot, and Lahoreââ¬âhe showed his definite intention to conquer Hindustan, where the political scene favoured his adventure. Conquest Of Hindustan Having secured the Punjab, Babur advanced toward Delhi, garnering support from many Delhi nobles. He routed two advance parties of Ibrahim Lodiââ¬â¢s troops and met the sultanââ¬â¢s main army at Panipat. The Afghans fought bravely, but they had never faced new artillery, and their frontal attack was no answer to Baburââ¬â¢s superior arrangement of the battle line. Baburââ¬â¢s knowledge of western and Central Asian war tactics and his brilliant leadership proved decisive in his victory. By April 1526 he was in control of Delhi and Agra and held the keys to conquer Hindustan. Babur, however, had yet to encounter any of the several Afghans who held important towns in what is now eastern Uttar Pradesh and Bihar and who were backed by the sultan of Bengal in the east and the Rajputs on the southern borders. The Rajputs under Rana Sanga of Mewar threatened to revive their power in northern India. Babur assigned the unconquered territories to his nobles and led an expedition himself against the rana in person. He crushed the ranaââ¬â¢s forces at Khanua, near Fatehpur Sikri (March 1527), once again by means of the skillful positioning of troops. Babur then continued his campaigns to subjugate the Rajputs of Chanderi. When Afghan risings turned him to the east, he had to fight, among others, the joint forces of the Afghans and the sultan of Bengal in 1529 at Ghagra, near Varanasi. Babur won the battles, but the expedition there too, like the one on the southern borders, was left unfinished. Developments in Central Asia and Baburââ¬â¢s failing health forced him to withdraw. He died near Lahore in December 1530. Baburââ¬â¢s Achievements Baburââ¬â¢s brief tenure in Hindustan, spent in wars and in his preoccupation with northwest and Central Asia, did not give him enough time to consolidate fully his conquests in India. Still, discernible in his efforts are the beginnings of the Mughal imperial organization and political culture. He introduced some Central Asian administrative institutions and, significantly, tried to woo the prominent local chiefs. He also established new mints in Lahore and Jaunpur and tried to ensure a safe and secure route from Agra to Kabul. He advised his son and successor, Humayun, to adopt a tolerant religious policy. How to cite Foundation Course in Science and Technology, Essay examples Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-10268029304721158322020-04-25T02:41:00.001-07:002020-04-25T02:41:03.347-07:00Who is to blame for slow Katrina response Introduction The United States military attack on the Middle East received widespread criticisms from all over the world. Human rights activists asserted that the United States concerted efforts on this war reflected the deep-rooted negligence of the important roles a government plays to its citizens. The slow response by the government to the Hurricane Katrina re-ignited criticisms, which is slowly becoming part of the American culture.Advertising We will write a custom research paper sample on Who is to blame for slow Katrina response? specifically for you for only $16.05 $11/page Learn More Who is to blame for the slow response towards the Katrina catastrophe? This paper carries out a research on the criticisms of the United States government on the war on terrorism and disaster response to test the hypothesis that, the former United States president, George Walker Bush, is to blame for the slow response to Hurricane Katrina. Research Method The resea rch will obtain relevant information from scholarly articles and electronic libraries. The study focuses on three areas viz. the opinion polls on war and disaster response by the government, the criticisms of war on terror, and criticisms of disaster response. Based on the opinion polls of the public on the war on terrorism, the research will establish whether the US people supported the government involvement in Middle East. The research will also seek to establish the public view and evaluate several arguments by the critics to the ââ¬Ëwar on terrorââ¬â¢ and the disaster response. In order to dispel or justify the stated thesis, the research shall carry out a qualitative evaluation to test the thesis. Findings Criticisms of the Response to the Hurricane Katrina After the devastating Katrina Hurricane that struck the Mexican Gulf and parts of Southern United States, observers, politicians, activists, and public pointed fingers to the government for its slow response to the di saster. The research found that most of the accusations targeted Department of Homeland Security and the President Bush administration for slow response because the research established that the slow response was a result of inadequate leadership within the Department. To demonstrate the DHSââ¬â¢ negligence on this matter, the research established that according to ABCââ¬â¢s Tapper (2005), ââ¬Å"More than 10,000 people died in Katrina Hurricaneâ⬠(7), whereas DHS reports showed that less than 2,000 people died. The discrepancy could be a result of the DHS slow response to establish the real effect and impact of the Hurricane Katrina. Critics also blame President Bushââ¬â¢s handling of the Southern United States before and after the Katrina. According to public opinion poll carried in September 2005, ââ¬Å"only 38% of the American citizens supported President Bushââ¬â¢s handling of the Katrina disasterâ⬠(Tapper 2005, 7). More than 60% of the United States cit izens expressed dissatisfaction by the Bushââ¬â¢s involvement in the issue.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Bush administration had ignored the various warnings issued by scientists, politicians and largely by media. Critics attribute the Bushââ¬â¢s neglect of the disaster to his concentration on the Iraqi invasion. New Orleans experienced understaffing of its military and disaster management officers, approximately by 65% hence; there was insufficient disaster response military. The research found that critics accuse the State of Louisiana for the slow response because Brown (2005) argues that, the state officials ââ¬Å"frustrated the efforts of the federal government and international agencies in providing aid, security, and relief, after the Hurricane Katrinaâ⬠(60). Due to the limitations of the Posse Comitatus Act, the Federal troops could not provide di rect security to the New Orleansââ¬â¢ citizens, hence slow response. Criticisms of War on Terror by the Bush Government Most critics of the war based their arguments on the morals, economics, ethics, and issues surrounding the American military attack on Iraq and other regions in the Middle East. Legal experts viewed the United Statesââ¬â¢ military actions in the Middle East as the extreme violation of the international law. In addition, these experts justified that it was against the United Nationsââ¬â¢ Security Council for United States to ââ¬Å"invade Middle East, particularly Iraq, without cognitive evidence that the region possessed threat to the peace of the worldâ⬠(Williamson 2009, 89). The Bushââ¬â¢s remarks of the perpetual war on terrorism exposed his focus on the military activities in Iraq at the expense of the needs of people of United States. As a result, the government did not prepare adequately for the breach of levees after the Hurricane Katrina d espite the perpetual warnings by the experts. Majority of the critics attributed the slow Katrina response to the governmentââ¬â¢s focus on the military actions in the Arab world. Therefore, Bush was to blame for the slow response to Hurricane Katrina. The research found that the majority of public believed that the government did not involve the public in the decisions of war on terror. Critics further argued that the government neglected the citizens who opposed its actions in Iraq. The media quoted President Bush saying, ââ¬Å"You are either with us or against usâ⬠(Taylor 2002, 1). By making such remarks, the president meant to engage whoever opposed his predetermined plans. Critics such as Johns A. Keaney observed that the slow response to the Hurricane Katrina was a means by the government to punish those who opposed its war on terror (Cook 2005, 13).Advertising We will write a custom research paper sample on Who is to blame for slow Katrina response? specificall y for you for only $16.05 $11/page Learn More With the principle of unilateralism, the United States government attacks in Iraq did not mean to achieve the goals of ââ¬Ëwar on terrorââ¬â¢. In fact, it enhanced poverty and undignified livelihoods of the Black American citizens. As a result, the victimsââ¬â¢ response to the Hurricane Katrina was slow due to their incapability to move out of the disaster stricken New Orleans state. The war on terrorism created more problems to the people of the United States. Apart from enhancing terrorist attacks to the US citizens, the war on terrorism made even the local officers to neglect their roles to the citizens. Since the president himself had neglected his role to the people, the local officers imitated him. Therefore, it was President Bush to blame for the failure of quick action by the local authorities. According to Brown (2005), if the government had allocated enough funds on disaster preparedness and ma nagement, the DHS would have quickly responded to the Hurricane Katrina (58). Based on the opinion polls that the slow response to Hurricane Katrina because of the government focus on war on terrorism, this research established that majority of the people who lived in the New Orleans blamed the government for their desperate conditions; the level of poverty and poor living conditions in that state. Some linked the neglect by the government to the heavy ââ¬Ëinvestmentââ¬â¢ the government had made in the war on terrorism. Therefore, it was President Bush to blame for the slow response by the local authorities to the Hurricane Katrina. Opinion polls The research established that 61% of American citizens proposed that the government should reduce the spending in Iraq and invest in reconstruction of the disaster hit New Orleans (Tapper 2005, 7). The opinion polls also revealed that 57% of the citizens had no trust in the governmentââ¬â¢s provision for relief services in case of terrorist attacks or occurrence of natural disasters. The polls showed that the citizens blamed everyone involved for relief problem during the Katrina disaster; 73% blamed the local government, 61% accused President Bush, 70% blamed the government agencies and 57% accused the Katrina victims.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the Iraqi war, 58% supported withdrawal of the US soldiers from the Middle East, with 77% of the democrats in support of the withdrawal while majority of the Republicans (59%) in opposition of the plan. Generally, the poll findings indicated that over 50% of American did not support the issue of terrorism and blamed the government for slow response to disaster of Hurricane Katrina. Qualitative Analysis The opinion polls bring about an important aspect of the study-the slow response to the Hurricane Katrina has direct link with the President Bushââ¬â¢s war on terrorism. As depicted by the public opinions, the government had allocated many resources for the Iraqi war. The public outcry to the government for reduction of investment in terrorism evidences President Bushââ¬â¢s extensive expenditure on Iraqi war. With 61% of the American citizen accusing Bush for the slow response in the Hurricane Katrina disaster, it is clear that people believed that the government had devoted all its resources for the war on terror. Basing on the criticisms concerning terrorism and disaster response, the government did show partiality in dealing with two issues that affected the lives of Americans. Conclusion In the view of qualitative analysis, President Bush is to blame for the slow response to Katrina because the local government had the upper hand to respond to the Hurricane Katrina before the federal government. On the ââ¬Ëwar on terrorââ¬â¢ critics argued that, the victims and the citizens should blame the president for investing too much to the extent of neglecting crucial needs of the Americans. Moreover, the critics argue that the government was too busy in the Iraqi war such that it disregarded the action against the natural disasters. In addition, the government reduction in financing of the disasters such as Hurricane Katrina frustrated the efforts of the local authorities to respond effectively to the disasters. Reference List Brown, Michael D. 2005. H urricane Katrina: the first seven days of Americaââ¬â¢s worst naturalà Disaster. US: Lulu Publishers Cook, Robin S. 2005. The struggle against terrorism cannot be won by military means. London:à The Guardian, July 8. Holmes, Stephen M. 2006. The Torture Debate in America. Greenberg: Cambridge University Press. Kellner, Douglas. 2003. From 9/11 to terror war: the dangers of the Bush legacy. New York: Rawman Littlefield. Meggle, Georg. 2005. Ethics of terrorism counter-terrorism. Frankfurt: Ontos Verlag Publishers Peterson, Scott L. 2004. Why the U.S. granted ââ¬Ëprotectedââ¬â¢ status to Iranian terrorists. Theà Christian Science Monitor 10, (June/July): 130-145. Piszkiewicz, Dennis. 2003. Terrorismââ¬â¢s war with America: a history. US: Greenwood Publishing Group Tapper, Jake. 2005. Amid Katrina Chaos, Congressman Used National Guard to Visit Home and opinion polls. ABC News. September 13. Taylor, Martin S. 2002.With us or against us? Mideast is not that simple. S t. Petersburg Times, May 9. Williamson, Myra. 2009. Terrorism, war and international law: the legality of the use of force against Afghanistan in 2001. US: Ashgate Publishing Ltd. This research paper on Who is to blame for slow Katrina response? was written and submitted by user Ruth Eaton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-77961325664569304682020-03-18T00:59:00.001-07:002020-03-18T00:59:03.287-07:00Seven Writing Tips from Stephen KingSeven Writing Tips from Stephen King Seven Writing Tips from Stephen King Seven Writing Tips from Stephen King By Daniel Scocco You probably know Stephen King from his novels and fiction books. While King might not be as renowned as some other contemporary writers, he does know how to sell books. The Positivity Blog recently published an article with Seven writing tips coming from Stephen Kings On Writing. Here is a quotation from point four: King has an honest voice in his fiction and in his memoir. He tells it like it is and makes us relate to him and his characters. Since Kingà ´s fiction often is of an odd kind with strange plots that seldom happen to normal people I think one of his strengths as a writer is being able to write relatable content anyway. One of the keys to doing that is to have an honest voice and honest characters with both bad and good sides to them. People we can relate to with all of their faults, passions, fears, weaknesses and good moments. Kingà ´s characters seem human. That creates a strong connection to the reader who starts caring about the characters. Another key to being honest and relatable is keeping a conversational style. Keeping it simple and using language that isnââ¬â¢t unnecessarily complicated. Using the words that first come to mind. If you are wondering, the seven writing tips are: Get to the point Write a draft. Then let it rest Cut down your text Be relatable and honest Donà ´t care too much what others may think Read a lot Write a lot Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:100 Idioms About NumbersTime Words: Era, Epoch, and EonDozen: Singular or Plural? Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-12898011934090562262020-03-01T16:44:00.001-08:002020-03-01T16:44:03.102-08:00Why the Causes of Terrorism Are so Hard to IdentifyWhy the Causes of Terrorism Are so Hard to Identify The causes of terrorism seem almost impossible for anyone to define. Heres why: they change over time. Listen to terrorists in different periods and youll hear different explanations. Then, listen to scholars who explain terrorism. Their ideas change over time too, as new trends in academic thinking take hold. Many writers begin statements about the causes of terrorism as if terrorism were a scientific phenomenon whose characteristics are fixed for all time, like the causes of a disease, or the causes of rock formations. Terrorism isnt a natural phenomenon though. It is the name given by people about other peoples actions in the social world. Both terrorists and terrorisms explainers are influenced by dominant trends in political and scholarly thought. Terrorists- people who threaten or use violence against civilians with the hope of changing the status quo- perceive the status quo in ways that accord with the era they live in. People who explain terrorism are also influenced by prominent trends in their professions. These trends change over time. Viewing Trends in Terrorism Will Help Solve It Viewing terrorism as the extreme edge of mainstream trends helps us understand, and thus seek solutions, to it. When we view terrorists as evil or beyond explanation, we are inaccurate and unhelpful. We cannot solve an evil. We can only live fearfully in its shadow. Even if it is uncomfortable to think of people who do terrible things to innocent people as part of our same world, I believe it is important to try. You will see in the list below that people who have chosen terrorism in the last century have been influenced by the same broad trends that we all have. The difference is, they chose violence as a response. 1920s - 1930s: Socialism In the early 20th century, terrorists justified violence in the name of anarchism, socialism, and communism. Socialism was becoming a dominant way for many people to explain the political and economic injustice they saw developing in capitalist societies, and for defining a solution. Millions of people expressed their commitment to a socialist future without violence, but a small number of people in the world thought violence was necessary. 1950s - 1980s: Nationalism In the 1950s through 1980s, terrorist violence tended to have a nationalist component. Terrorist violence in these years reflected the post-World War II trend in which previously suppressed populations committed violence against states that had not given them a voice in the political process. Algerian terrorism against French rule; Basque violence against the Spanish state; Kurdish actions against Turkey; the Black Panthers and Puerto Rican militants in the United States all sought a version of independence from oppressive rule. Scholars in this period began seeking to understand terrorism in psychological terms. They wanted to understand what motivated individual terrorists. This related to the rise of psychology and psychiatry in other related realms, such as criminal justice. The 1980s - Today: Religious Justifications In the 1980s and 1990s, terrorism began to appear in the repertoire of right-wing, neo-Nazi or neo-fascist, racist groups. Like the terrorist actors that preceded them, these violent groups reflected the extreme edge of a broader and not-necessarily-violent backlash against developments during the civil rights era. White, Western European or American men, in particular, grew fearful of a world beginning to grant recognition, political rights, economic franchise and freedom of movement (in the form of immigration) to ethnic minorities and women, who might seem to be taking their jobs and position. In Europe and the United States, as well as elsewhere, the 1980s represented a time when the welfare state had expanded in the United States and Europe, the agitation of the civil rights movement had produced results, and globalization, in the form of multi-national corporations, had gotten underway, producing economic dislocation among many who depended on manufacturing for a living. Timothy McVeighs bombing of the Oklahoma City Federal Building, the most lethal terrorist attack in the U.S. until the 9/11 attacks, exemplified this trend. In the Middle East, a similar swing toward conservatism was taking hold in the 1980s and 1990s, although it had a different face than it did in Western democracies. The secular, socialist framework that had been dominant the world over- -from Cuba to Chicago to Cairo-- faded after the 1967 Arab-Israeli war and the death in 1970 of Egyptian President Gamal Abd-Al Nasser. The failure in the 1967 war was a big blow- it disillusioned Arabs about the entire era of Arab socialism. Economic dislocations because of the Gulf War in the 1990s caused many Palestinian, Egyptian and other men working in the Persian Gulf to lose their jobs. When they returned home, they found women had assumed their roles in households and jobs. Religious conservatism, including the idea that women should be modest and not work, took hold in this atmosphere. In this way, both West and East saw a rise in fundamentalism in the 1990s. Terrorism scholars began to notice this rise in religious language and sensibility in terrorism as well. The Japanese Aum Shinrikyo, Islamic Jihad in Egypt, and groups such as the Army of God in the United States were willing to use religion to justify violence. Religion is the primary way that terrorism is explained today. Future: Environment New terrorism forms and new explanations are underway, however. Special interest terrorism is used to describe people and groups who commit violence on behalf of a very specific cause. These are often environmental in nature. Some predict the rise of green terrorism in Europeviolent sabotage on behalf of environmental policy.à Animal rightsà activists have also revealed a fringe violent edge. Just as in earlier eras, these forms of violence mimic the dominant concerns of our time across the political spectrum. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-24319536096942297152020-02-14T08:10:00.001-08:002020-02-14T08:10:03.587-08:00Understanding Luther Essay Example | Topics and Well Written Essays - 1000 wordsUnderstanding Luther - Essay Example Understanding Luther Luther tried also to point that James considered the perfect law as a way to liberate men from bondages (James 1:25), However, Luther believed that Paul considered the law as the law of slavery, wrath, death and sin. In this ground, Luther was confident in his stand that James opposed Paul and the scriptures and whatever the apostles were able to accomplish by stimulating people to love. It is therefore evident that Luther was comparing both James and Paulââ¬â¢s epistle on the ground of faith and work. His stand was evident on Paulââ¬â¢s writing and he used this as his basis to consider Jamesââ¬â¢ stand between faith and work as completely contradictory. Paulââ¬â¢s teaching about works and faith in Galatians Paulââ¬â¢s teachings about works and faith in Galatians are evident. His very example was the faith of Abraham which was considered righteousness before God. He would offer his son, by believing in God and that certain faith moved the hands of God on him. In this e xample, Paul pointed out that Abraham had faith and because of that, he would be willing to offer his son, as God commanded him. Paul depicted that real faith certainly would result to action that would justify it, just like what Abraham did. In the same way, Paul pointed out that it is only by faith we are justified in Christ. ... it is an act considered by Paul which results to having its fruit such as love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Galatians 5:22). Therefore, Paul was clear about its message that having faith in Jesus is about living in righteousness guided by the Spirit. Thus, there is an act involved in here to be initiated by man, combining the real essence and power of both faith and work. Jamesââ¬â¢ teaching about works and faith in James James was also bold and clear about his stand on faith and works. ââ¬ËYou foolish man, do you want evidence that faith without deeds is useless (dead)?ââ¬â¢ (James 2:20). James wanted to emphasize that faith is made complete by what the person does (James 2:22). Abraham was made righteous and was remarkably remembered of his faith because of his ability to obey God to the fullest even if it would mean the life of his dear son. James just wanted to emphasize that a genuine faith would result to doing great things, no matter how hard they might be for as long as it is pleasing before God and in accordance to His will. Evaluating Luther Luther was exactly missing the real point of what righteousness is all about. He did not consider the fact that faith and works are interrelated which was elaborately shown by the epistles of Paul and James. However, compared to Paul, James was very bold in saying that genuine faith results to works that are acceptable and pleasing to God. Luther had a point believing that works cannot justify a person before God. It is absolutely true because the scripture is clear about it. ââ¬ËFor it is by grace you have been saved, through faith ââ¬â and this is not from yourselves, it is the gift of God ââ¬â not by works, so that no one can boast (Ephesians 2:8-9). However, Luther is Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-65653696373822025402020-02-01T18:25:00.001-08:002020-02-01T18:25:02.594-08:00Social media plan Coursework Example | Topics and Well Written Essays - 1250 wordsSocial media plan - Coursework Example E-communication is a computerized system that enables financial transaction be able to be completed in a fast manner and with proper confidentiality. It is mostly used by customers while paying for a particular service (Kevin, 2011).In our case study which is the Jet Chatter Company the role of social media will be to target the market by ensuring the information about which service is open and when the arrival and departure time is for the next plane The plan is to understand how the jet company can use social media to its advantage without missing it. It can use it to inform passengers on the delayed or also on the new packages that the business has. It is important to note that the solution of the social media is to ensure that communication is efficient and received in a far wider area. It is for this reason social media should be embraced. Social media canals be used as an inquiry desk and complains area this can help lessen the time taken by customers and employees in going to the offices physically and this will help in adjusting and ensuring that information is received in a timely manner. It enhances customer education regarding the issues facing and going on in the jet chatter company. When customers are aware of what they are doing it is easier to update them on other issues and this will boost on the companies transparency. In the Jet Chatter Company it is important to understand the services that should be offered by the social media unit. Through the use of social media they can use to empower customers to interact and also understand other services that are needed for the business to include. Feedback are important for any business to grow and it for this fact that the management of the Jet management group should be serious enough to ensure that a lot is considered so as to receive as many complaints as Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-79388856126178976342020-01-24T14:49:00.001-08:002020-01-24T14:49:02.952-08:00Theories of Justice in Medieval Philosophy :: German Philosophy PapersTheories of Justice in Medieval Philosophy ABSTRACT: I discuss the reception of the classical definitions of "the just" in the philosophy of Plato, Aristotle, Cicero and Ulpian by the authors of Latin Medieval philosophy. In the twelfth century we can see an emerging differentiation between philosophical and theological discourse, for example in the work of Peter Abelard. In the thirteenth century, in the philosophical writing of Thomas Aquinas, we find the most important philosophical definition of "the just." Aquinas avoids some of the aporias in which the Aristotelian theory on justice was involved. 1.) Ich gehe im Anschluß an die Thesen von Charles Haskins von der Beobachtung aus, daß sich im Zuge der Herausbildung der scholastischen Methode als einer Tendenz zur "Verwissenschaftlichung aller Theorie" entscheidende Umbrà ¼che in der geistigen Welt des Mittelalters vollziehen, die die Zeitgenossen veranlassen, die à ¼berlieferten Konzepte der Weltinterpretation einer Revision zu unterziehen; in deren Verlauf bilden sich die tragenden Begriffe und die sozialen Organisationsmuster heraus, die wir rà ¼ckblickend als die Bestandteile des Prozesses der okzidentalen Rationalisierung und Aufklà ¤rung identifizieren kà ¶nnen. Diese Zusammenhà ¤nge sollen hier nur illustrativ verdeutlicht werden durch den Hinweis auf die Entstehung der Kathedralschulen und die Neugrà ¼ndung der Università ¤ten, auf die Ablà ¶sung der Methodik der "artes liberales" durch die Wiederentdeckung des Konzepts der "scientia" sowie auf die eindeutige Tendenz zur Entsakralisierung der Sicht der pol itischen Herrschaft. Das sich in den Bahnen der Scholastik artikulierende Interesse an Rationalità ¤t verà ¤ndert von Grund auf das Selbstverstà ¤ndnis des Bildungssystems; ein Prozeß, der sich im 12. und 13. Jhdt. deutlich bemerkbar macht. Dieses betrifft alle à ¼berlieferten Wissensformen: Von der neuen Gestalt der Medizin in der Schule von Salerno bis zur "Entdeckung der Natur" in der Schule von Chartre (Thierry von Chartre, Wilhelm von Conches), von der methodisch neue Wege gehenden Bearbeitung der "Digesten" in der Schule von Bologna (Gratian) bis zur Entfaltung der rationalen Theologie eines Anselm von Canterbury oder Peter Abaelard). Dies schließt auch im 13. Jhdt. inmitten der Artistenfakultà ¤t in Paris das Erwachen eines neuen Konzepts von Philosophie als Wissenschaft eigenen Rechts ein. Nicht eigentlich ausgelà ¶st, aber begleitet und verstà ¤rkt wird dieser Wandlungsprozeß durch die Wiederentdeckung bzw. Neulektà ¼re von Texten der griechischen und latei nischen Antike, allen voran Aristoteles materiale Schriften, die nicht unerheblich zur Entfaltung einer akademischen Kultur der Disputation und der intellektuellen Suche nach Auflà ¶sung von Widersprà ¼chen beitragen. Im Zuge dieser Verà ¤nderungen kà ¶nnen wir unschwer auch eine neue Weise der Behandlung des Begriffs des Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-53747771813224688082020-01-16T11:13:00.001-08:002020-01-16T11:13:02.987-08:00Apple Tows Matrix EssayPestel Analysis Political Factors : * War, terrorism, geopolitical uncertainties; issues beyond companyââ¬â¢s ability to control. * 52% of the companyââ¬â¢s net sales in 2007 coming from countries outside America. * Manufacturing or logistics might be interrupted by political events in the manufacturing countries. Economic Factors : * Overall global economy outlook is not good. * Inflation reduced consumerââ¬â¢s expenditure on luxuries. * Economic crisis influencing Appleââ¬â¢s retailââ¬â¢s business. Social Factors : * A variety of regulations & law for health and Safety may adversely affect companyââ¬â¢s financial condition. * It is reported that the improper use of iPod may lead to hearing loss for users. * Technological Factors : * Fast technological changes. * Frequent introduction of new products and the continual improvement in product performance. Legal Factors: * Employments laws nationally and internationally * Tax laws in the U.S. and other countries * Foreign trade laws * Environmental Factors * Apple products are made from a high grade titanium which is to reduce pollution during the making and be recyclable as well * Products are also energy star qualified so they do not burn as much energy as traditional laptops do Porter Five Forces Threat of New Entrants-Low * As the Apple leads the market with the different products like Pc, iPhone, iPad and iPod which are full of the features. * As the Appleââ¬â¢s customer are loyal and they are ready to pay even the premium price to the company. * Apple has no debts. New entrants will not affect them initially. * The leaders of the market already capture the major distributors like * AT&T and Verizon in U.S which gain the 60% of theà market. Same thing with Hp, Toshiba, etc. Threat of Suppliers: Moderate * The supplier of the products like, memory, chips, disks and drive are not the same. * The products that are provided by the companies are standardized and had no substitute. * The companies are going to use the standardize products to reduce the cost hence the suppliers products essential for the industry. * As they are many suppliers in number, so the switching cost is low. * The products that are provided by the companies are standardized and had no substitute. * The industry is the growing industry and for the suppliers it is very profitable. Bargaining Power of Buyers: Moderate * The buyers are few and the customers are now moving towards the big stores like superstores, electronic retailers and web based retailers. * The buyers are seemed more concern about the product features and availability. * The products like PCââ¬â¢s and the mobiles phones are very individual and the brand is definitely critical for the success. * As there are many suppliers of the products like the * Apple, HP, Dell etc in the market and they all struggle for the distribution. The switching cost for buyers is low. Competitive Rivalry: High * The industry is fastest growing industry as the product lifecycle is not long. * The business has a high cost as in the case the all the players fight for the market share by cutting their cost. * The products are highly differentiated, because all are branded. * * The brand is definitely is critical for the success that is why the * Apple has a larger profit margins. * The competitors in the industry are using the different strategies. * The companies in the industry are in the market with the different strategies Threat of Substitutes: Low * There are many substitute of the technologies * Switching brands sometimes is costly but sometimes is easy. It may depends on the how much the product is standardized with the demanded features. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-82133200269254878662020-01-08T07:36:00.001-08:002020-01-08T07:36:03.033-08:00How to Create an LSAT Study Schedule That Works for You Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-4085281537864568792019-12-31T04:02:00.001-08:002019-12-31T04:02:03.410-08:00The Strangers That Came to Town Essay - 878 Words In his short story, ââ¬Å"The Strangers That Came to Town,â⬠Ambrose Flack is showing that true freedom is about being accepted. It shows that true freedom is about being accepted because of the way that the Duvitch family is placed in a community where they are not accepted at first but then do become accepted. Mr. Duvitch didnââ¬â¢t talk much to anyone because of lack of freedom to be who he was, Mrs. Duvitch didnââ¬â¢t have the freedom to also be who she was because people talked about her and the Duvitch children to were quiet ones who didnââ¬â¢t have freedom in the sense that they couldnââ¬â¢t just go out and play with the other kids. Mr. Duvitch gains freedom through the power of acceptance by those around him. At first Mr. Duvitch has trouble beingâ⬠¦show more contentâ⬠¦At first, people would talk about Mrs. Duvitch and say rude things about her. Mrs. Duvitch could never really feel accepted when people were constantly talking about her and making assumptions about her which is why she too never really had contact with anyone, ââ¬Å"But this gave rise to the rumor that she was the victim of an obscure skin disease and that every morning she shook scales out of the bed sheetâ⬠(3). When someone gives you reassurance that what youââ¬â¢re doing is okay and become engaged and interested in what youââ¬â¢re saying that allows you to open up and feel accepted which is what happened with Mrs. Duvitch when Andyââ¬â¢s family went over for dinner, ââ¬Å"Saying very little, he managed to make us feel a great deal and he constantly sought his wifeââ¬â¢s eyes with glances of delight over the wonde r of what was happeningâ⬠(14). Mrs. Duvitch is finally accepted into her community when others see that she has much more to offer them then they had thought. Her special nursing skills became very important to her community, ââ¬Å"The community presently had reason to be grateful for Mrs. Duvitchââ¬â¢s presence. It turned out that she had a great gift for nursing, and no fear of death, no fear of disease, contagious or otherwise.â⬠(16). Her acceptance into the community shows that this story is about freedom. The Duvitch children are very shy and quiet at first probably because they never really had the chance to be who they were with negative andShow MoreRelatedAnalysis Of The Strangers That Came To Town967 Words à |à 4 Pageshis short story, ââ¬Å"The Strangers that Came to Townâ⬠, Ambrose Flack is showing that true freedom is about being accepted. This short story shows the Duvitch family who donââ¬â¢t fit into a small town. The Duvitches receive lots of hate and harm from the small town with a friendly faà §ade. They donââ¬â¢t fit in because they are different, like mant minority groups. ~ The first proof of this is in the title: The Strangers That Came To Town, which refers to the Duvitch family as strangers instead of neighborsRead MoreThe Strangers That Came to Town Essay828 Words à |à 4 PagesThe Strangers That Came to Town Essay The story ââ¬Å"The Strangers That Came to Townâ⬠is primarily a story about freedom. In his short story, ââ¬Å"The Strangers that Came to Townâ⬠, Ambrose Flack is showing that true freedom is about being accepted. In the beginning of the story Mr. Duvitch and his family couldnââ¬â¢t walk around the town being judged or feeling uncomfortable. This was also a big problem for Mr. Duvitchââ¬â¢s children. They deal with bullying and not being welcomed as well. Although at theRead MoreThe Strangers That Came And Town By Ambrose Flack1074 Words à |à 5 Pages Freedom is a birthright for all humans, we should always feel accepted to speak our minds and be who we are. In his short story, ââ¬Å"The Strangers that Came to Townâ⬠, Ambrose Flack is showing that true freedom is about being accepted. He shows this through the characterization of Mrs. Duvitch, Mr. Duvitch and Andy. Mrs. Duvitchââ¬â¢s quiet and reserved nature made her the ideal victim of rumors. The less people knew about her the more room left for their imaginations. For example she is said toRead MoreA Uniting Theme Of The Strangers That Came To Town, A Dolls House And A Lesson Before Dying1884 Words à |à 8 PagesSacrifice- A Uniting Theme Of The Strangers That Came To Town, A Doll s House and A Lesson Before Dying All of the books that we have read this summer have in common stories where characters are forced to make sacrifices. This is first seen in The Strangers That Came To Town by Ambrose Flack. The Duvitch family sacrifice everything to provide for their family. Andy and Tom endure harsh conditions while fishing to repay Mr. Duvitch for the fish they poisoned. In the play A Doll s House by HenrikRead MoreThe Appearance Of A Stranger1162 Words à |à 5 PagesThe Appearance of a Stranger in a Small Kansas Town The appearance of a stranger in a settled small Kansas town, while unsettling to some, can be a rewarding experience, as long as there is a mutual desire to communicate. The course readings accurately depicted and reflected the stranger from various perspectives. Consequently, in order for the small town to thrive, there is a necessity for the appearance of strangers. Out of town travelers contribute to the local economy that provides income forRead MoreEssay on Vanity In The Man That Corrupted Hadleyburg by Mark Twain1213 Words à |à 5 Pageshave on a person almost parallels that of Twainââ¬â¢s brilliant story of vanity, greed, revenge, and honesty, or should I say dishonesty. The story displays how much an entire town is willing to forsake in order to obtain that which has been known to destroy families, careers, lives, and in this case, the good name of an entire town ââ¬â money. Yes money ââ¬â that age-old evil that causes men to cheat, lie, steal, and even kill to consume its pseudo sense of security and power, is at the very root of the themeRead MoreThe Devil And Miss Prym By Paulo Coelho1408 Words à |à 6 Pageswhere humans came from. These theories consist of origins that start with basic evolution, everything starting from one cell, and ranges to religions that tell stories of a greater being that watches over us. In all of these origins rises the concept of why good and evil exists. In the book The Devil and Miss Prym, Paulo Coelho uses a mysterious character, referenced as ââ¬Å"the strangerâ⬠, who enters the town of Viscos to desperately answer if humans are initially good or evil. So the stranger sets up anRead MoreAnalyzing Twainà ´s The Man that Corrupted Hadleyburg and The Mysterious Stranger1137 Words à |à 5 Pagesof his works such as The Man that Corrupted Hadleyburg, and The Mysterious Stranger. In both stories are set in small towns whos residents are oblivious to their own moral hypocrisy. The sudden appearance of a stranger spreading a sort of knowledge, initiates a chain of events the leads to certain residents to self-evaluate their own character and that of the whole human race. Its is through these Mysterious Strangers and the events they trigger that Twain is able to depict his unfiltered cynicalRead MoreA Lesson Before Dying Literary Analysis1450 Words à |à 6 Pagesthemes and symbolism used in the stories Lesson before Dying, The fun they had, The strangers that came to town, and Dolls house through the median of three major unsuccessful relationship: racial tension between the African Americans and the caucasians in the novel Lesson before Dying, Dollââ¬â¢s House demonstrates a controlling relationship can be detrimental for both individuals and The Stranger That Came To Town along with The Fun They Had show that when an individual is suppressed by majority theyRead MoreTaking a Look at Albert Camus831 Words à |à 3 Pagesyear later. While attending college he worked two jobs and played soccer as goal keeper. Camus joined the communist party to help promote Fascism, but later wanted to be kicked out but his reason are unknown. Unfortunately, his educational journey came to an end because of his illness, he developed tuberculosis. In the year of 1939, Camus attempted to enlist in the military after several attempts, he was rejected due to his history of tuberculosis. Camus and his wife Simone divorced in late 1936 Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-67988159719575777062019-12-22T23:49:00.001-08:002019-12-22T23:49:04.395-08:00Public Health Paper - 12265 Words From past to present; the changing focus of public health by Maria Joyce Key sections include: Environment, infectious disease, locating public health, the enlightenment, the Sanitarians, national provision of services, the inception of the National Health Service, ââ¬Ëcrisis in healthââ¬â¢, The New Right, The Third Way, new public health. Public health, the new ideology may be taken to mean the promotion of healthy lifestyles linked to behaviour and individual responsibility supported by government action; whereas traditionally the description tended to relate more to sanitary reform and ââ¬Ëhealthy conditionsââ¬â¢. The chronological development of public health is mapped out, supported by the outlining and discussion of the emerging themesâ⬠¦show more contentâ⬠¦The onus on notification of infectious disease is still seen today in the Control of Disease Act 1984 and the Regulation of the Infectious Diseases 1988. This may have positive benefits to public health, limiting illnesses such as food poisoning and rapid identification of outbreaks of bacterial meningitis, measles and other illnesses through prompt notification and medical or environmental intervention. The role of ââ¬Ësocial conscienceââ¬â¢ however and its manifestation in social control may have been responsible for dividing communitie s through encouraging individuals to report their apparently ill neighbours. Locating public health The tradition of public health and inherent understanding of the term, dates back as early as pre-Christian times, classified in five periods or bodies of thought: The Graeco-Roman period with emphasis on water and sanitation, the Medieval emphasis on epidemics, the Enlightenment emphasis on disease prevalence, the Industrialisation emphasis on working conditions and Modern era emphasis on bacteriology and virology (Rosen 1993 cited in Costello and HaggartShow MoreRelatedPublic Health Policy Paper1548 Words à |à 7 Pages Abstract This public health policy paper will discuss and outline the Affordable Care Act (ACA) as well as barriers and controversies surrounding the policy and its relevance in nursing profession. The ACA will eventually affect everyone. Statistics reflecting United States health outcomes have proven the need for the initiation of policy formation within the United States healthcare system. ââ¬Å"In March 2010, President Obama signed into law a comprehensive health reform, the Patient ProtectionRead MorePublic Health Reaction Paper1008 Words à |à 5 PagesAssignment #2: PH Reaction Paper Chasiti Reid PUBH 102 Dr. Corwin December 1, 2012 (a) Public health is preventing injury and disease, prolonging life and protecting populations by promoting health through product safety and in physical, social and economic environments. Responsibility for promoting the health of the public is shared between the government and communities. Public health focuses on the health of populations, rather than individuals. It is concerned with wide-ranging strategiesRead MoreAgency Of Public Health Paper Based Health Management Information System711 Words à |à 3 PagesThe Ministry of Public Health paper based Health Management Information System (HMIS) has been established as an emergency solution to lack of a data collection system in 2002. However, the increasing need for various type of data and accumulation of large dataset over past 16 years has resulted in severe inefficiency of the system. In addition, the paper based system takes unacceptably long time for health decision making. Therefore, an online data management system will provide unlimited data storageRead MoreMoving Canadian Governmental Policies Beyond A Focus On Individual Lifestyle Essay981 Words à |à 4 Pagesorder for health promotion to achieve its goal, programs that promote and support change have to be implemented before individual health issues arise. The individual based treatment and lifestyle programs that are predominant in Canada often do not contribute to social change and have limited societal effect. The paper by Alvaro entitled ââ¬Å"Moving Canadian governmental policies beyond a focus on individual lifestyle: some insights from complexity and critical theoriesâ⬠argues that Canadian health policyRead MoreEvaluation Of The 10 Essential Public Health Services1696 Words à |à 7 PagesThis paper is about the evaluation of the 10 essential Public Health Services and how they can be helpful in the prevention of HIV in communities across the nation. In addition, the paper depicts how the Chicago Department of Public Health (CDPH) has been able to incorporate the 10 essential public health services in its fight against HIV disease. The paper will discuss the assessment of the HIV disease situation in Chicago neighborhoods; policy development by the Chicago Department of PublicRead MoreProfessional Public Health Associations. Essay724 Words à |à 3 Pages Professional Public Health Associations Patti Maisner Kaplan University Public Health Professional Associations There are several Public Health Professional Associations/Organizations that can be accessed whether a student or MPH (Masters in Public Health) graduate. The number one organization is APHA (American Public Health Association) who has services like: membership, newsletters, a professional journal, meetings, and webinars (American Public Health Association, 2015).Read MoreHealthcare Systems Of The Healthcare System Essay1541 Words à |à 7 Pagesthese systems include home health care, hospice care, and palliative care and assisted living. This paper will focus on three healthcare systems of interest and discuss the relevance of 5 Ps of healthcare marketing. Additionally, the paper will also elaborate the potential impact of these marketing Ps to the healthcare system and evaluate the health system that is most promising. Therefore, the three areas of interest to be covered in this paper are hospice care, home health care, and primary care.Read MoreWhat Can A Person Do With A Health Science Degree?1453 Words à |à 6 Pagesperson do with a health sciences degree?â⬠most people couldnââ¬â¢t answer that question without looking it up. So lets first start with explaining what health science actually is; health science is a wide variety of disciplines, which are determined ââ¬Å"through the application of science, engineering, mathematics and technologyâ⬠(Health Science Careers, 2016) Itââ¬â¢s the area of knowledge and science, which is then applied to ââ¬Å"practical and clinical practices to maintain and improve the health of living beingsâ⬠Read MoreA View Into Social Media And Healthcare1581 Words à |à 7 Pagestogether, and encouraging social networking and communication regarding health topics, and it supports in this way patient empowerment, i.e. it brings patients into the position to take control of their healthcare needs (Denecke et al 2015). But with this rising technology comes many possible disadvantages of putting personal h ealth information into the public domain such as breach in patientââ¬â¢s privacy, untrustworthy and unreliable health information and education, and the possibility of damaging professionalRead MoreNational Public Health Performance Standards Program993 Words à |à 4 PagesIn 1994 the Core Public Health Functions Steering Committee at the Center for Disease Control (CDC) released a list of 10 Essential Public Health Services (ââ¬Å"The Public Health System,â⬠2014). This was an essential step towards making established public health organizations accountable and giving new programs a framework on which to develop from. This list outlines the foundation for the National Public Health Performance Standards Program. The ten essential public health services provide a way to Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-67417545787444656182019-12-14T20:18:00.001-08:002019-12-14T20:18:06.360-08:00Developing curriculum for the resident teacher program Free Essays string(89) " feedback on their usage of learning behaviours, and job resolution activities â⬠\." 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. We will write a custom essay sample on Developing curriculum for the resident teacher program or any similar topic only for you Order Now 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. ââ¬Å" Residents in all subjects serve as instructors and function theoretical accounts for pupils, co-workers, and other staff â⬠. ( 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 ââ¬Ë cognition, attitudes, and behaviours. Since the early 1970s, the literature on the occupants ââ¬Ë 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 ââ¬Ëteachers and leaders ââ¬Ë . 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 ââ¬Å" occupants as instructors â⬠. ââ¬Å" Residency â⬠is a medical preparation phase of graduation. AA â⬠occupant doctor â⬠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 ââ¬Å" Commonwealth â⬠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 ââ¬Ëfirst twelvemonth ââ¬Ë of the plan. It can besides come after the phase ofA family. Here the general practician is trained or qualifies in a sub-specialty. ââ¬Å" Surveies estimate that occupants spend up to 20 % of their clip on learning activities-regardless of their future calling programs â⬠( ââ¬Å" Resident-as-Teacher â⬠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 ââ¬â¢55 % of residence managers ââ¬Ë idea that the plans offered to occupants were official instructions sing learning accomplishments. It is noticeable how ââ¬Å" resident as-teacher â⬠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 ââ¬Å" more resident direction in learning â⬠. 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 ââ¬Ë 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. ââ¬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 ââ¬Å" first-class â⬠instead than ââ¬Å" really good â⬠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. ââ¬Å" larning on the occupation â⬠. ( 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 ââ¬Å" Resident Teaching Development Program ( RTDP ) â⬠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 ââ¬Å" medical pedagogues â⬠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 ââ¬Å" quality of clinical instruction at the Mount Sinai Hospital and its affiliates â⬠. 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 ââ¬Å" needs appraisal â⬠studies. After all the work they structured the class in a manner that it non merely included ââ¬Å" active acquisition and chances for pattern, integrating of the occupants ââ¬Ë ain experiences, feedback on their usage of learning behaviours, and job resolution activities â⬠. You read "Developing curriculum for the resident teacher program" in category "Essay examples" Another of import portion of all this is that the autonomous acquisition encourages the occupants ââ¬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 ââ¬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 â⬠. 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 ââ¬Å" research rotary motion â⬠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 ââ¬Ës. 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 ââ¬Å" skilled instructor has an increased likeliness of going a competent instructor â⬠or is the instance face-to-face. Their probe and studies lead them to happen that their consequence supported the hypothesis. ââ¬Å" learning improv ed the sensed professional competence of medical doctor. ââ¬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 ââ¬Å" occupants are in a alone place to learn and measure pupils because of their propinquity to the pupils â⬠. 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 Decision From 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 has 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 ââ¬Å" instruction classs improve resident self-assessed instru ction behaviours, assurance as a instructor, and consequence in higher scholar ratings of occupants. â⬠( Wamsley et al. ) it can be stated ââ¬Å" that based on the seen ââ¬Ëpositive effects ââ¬Ë , one might reason that all residence plans should necessitate occupant learning direction. â⬠There are many obstructions nevertheless, sing the execution of the class. Teaching different plans prove to be ââ¬Ëtime intensive ââ¬Ë 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. ââ¬Å" Competing curricular demands for preparation may ensue in fewer time-intensive course of study. â⬠Furthermore we can set up that these limitations might be a contributional factor towards the fact that about ââ¬Å" half of all residence plans do non supply formal direction in learning. â⬠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 20Aà 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 pupils 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 ââ¬Å" for learning medical pupils, no 1 is more available or better qualified than a occupant â⬠( 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 ââ¬Ë 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 ââ¬Å" closer â⬠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 ) ââ¬Å" felt that housestaff instruction was peculiarly effectual when it was done at all â⬠( p. 93 ) . Wilkerson, Lesky, and Medio, ( 1986 ) studied the learning accomplishments of occupants during work unit of ammunitions. ââ¬Å" The consequences aÃâ à ¦indicated that during work rounds the occupants exhibited few of the instruction behaviours that can heighten acquisition in a patient attention putingâ⬠¦ , 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 visitedâ⬠¦ .The occupant appeared to gestate instruction as a schoolroom activity and compare it to talking â⬠( p. 827 ) . Lewis and Kappelman ( 1984 ) noted that occupants most often use an autocratic talk manner in learning. Ironically, this was occupants ââ¬Ë 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 ââ¬Å" docile minutes â⬠( 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 ââ¬Å" attitude â⬠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 ââ¬Ë desire to learn was most strongly correlated ( 0.77 ) with active engagement of pupils and was the lone ââ¬Å" attitude â⬠correlating with overall learning effectivity ( 0.54 ) . Unfortunately, no correlativity was found between pupil evaluations of occupants as instructors and occupants ââ¬Ë 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 ââ¬Ës outstanding function in advancing and developing resident instruction accomplishments at his establishment. Schiffman ( 1986 ) asks: ââ¬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 i nstructors upon which to pattern his or her manner â⬠( 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 ââ¬Ë 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 neââ¬â¢er been supervised. In one survey ( Callen A ; Roberts, 1980 ) , 78 % ( of 136 ) psychopathology occupants thought that ââ¬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. â⬠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 % ( Br own, 1970 ) 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 ââ¬Ë 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 ââ¬Ë learning function. Beyond this, occupants ââ¬Ë may be ill-defined about what their existent function is in footings of oversing ââ¬â 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 ââ¬Ë 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 ââ¬Ë position by inquiring them ââ¬Å" What sort of preparation do you necessitate to learn more efficaciously? â⬠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 ââ¬Ës ( 1988 ) book, Clinical Teaching for Medical Residents: Roles Techniques, and Programs, outlines a resident REP used for two surveies ( ââ¬Å" Phase I â⬠and ââ¬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 the exp erience 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 ââ¬Å" lecture-discussion â⬠Sessionss. No effort was made to measure outcome steps. Even the plan itself was non assessed with any asperity. The writers conclude that ââ¬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 expandedâ⬠¦ â⬠( 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 ââ¬Å" voluntary â⬠in 9 surveies, ââ¬Å" mandatary â⬠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 ââ¬Å" opt-out â⬠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. ââ¬Å" Readiness â⬠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 ââ¬Å" transportation â⬠information is outstanding. Programs instead wanted to ââ¬Å" introduce occupants with â⬠( Husted A ; Hawkins, 1963 ) , ââ¬Å" supply information â⬠( Brown, 1971 ) , ââ¬Å" introduce constructs â⬠( Lewis A ; Kappleman, 1984 ) , or have occupants ââ¬Å" gain cognition / become familiar with â⬠( 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 ââ¬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 â⬠( p. 111 ) , while another ( Edwards, et al. , 1988b ) expected occupants to ââ¬Å" give feedback to scholars â⬠( p. 159 ) . The diction in two farther surveies alludes to constructivism: ( 1 ) ââ¬Å" The workshop ââ¬Ës purpose is non to learn ââ¬Å" learning accomplishments, â⬠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 ââ¬Ës rotary motion â⬠( italics mine ) ( Kates A ; Lesser, 1985, p. 418 ) , and ( 2 ) ââ¬Å" to spr ead out the occupants ââ¬Ë construct of learning â⬠( 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: ââ¬Å" quasi-experimental â⬠( Snell, 1989 ) , and ââ¬Å" case-control, pre- and post- observation â⬠( 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 ââ¬Å" between speaking about a pattern from outside and speaking within it â⬠( p. 107 ) . They argue ââ¬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 â⬠( 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 ââ¬Ë ( 1992 ) treatment of larning in the workplace, he reminds us ââ¬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 â⬠( 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 ââ¬Ë 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 ââ¬Ë current learning assignments as a acquisition resource. One plan ( Snell, 1989 ) did reference that occupants had ââ¬Å" an chance to pattern the ( freshly learned learning ) accomplishments on the wards during the hebdomads between Sessionss â⬠( italics mine ) ( p. 125 ) . Another plan, dwelling of two three-hour workshops, separated both workshops by 5 months so that ââ¬Å" the experimental group had an chance to use these ( learning ) accomplishments in their day-to-day activities â⬠( 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 oneââ¬â¢s minding on a timeline for a plan is make up oneââ¬â¢s minding whether to offer a ââ¬Å" one-shot â⬠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 ââ¬Ë alleged primary experiences. The plan developed as portion of this thesis was specifically designed with these thoughts in head and included a ââ¬Å" Undertaking for the Week â⬠between Sessionss ( see chapter three ) . A learning ââ¬Å" undertaking â⬠was assigned at the terminal of the each seminar based on that seminar ââ¬Ës 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 ââ¬Å" one- shooting â⬠exposure ( e.g. , 7 hr ââ¬Å" Teachathon â⬠( 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 ââ¬Ë 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 ââ¬Å" overall instruction effectivity â⬠( 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 ââ¬Å" bare â⬠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 ââ¬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 learningâ⬠¦ â⬠( 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 ââ¬Å" intervention â⬠group as compared to ââ¬Å" controls. â⬠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 ââ¬Å" controls â⬠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 ââ¬Ë 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 ââ¬Å" refresher â⬠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 ââ¬Å" endured without decay for at least a twelvemonth and a half â⬠( p. 970 ) . Furthermore, ââ¬Å" occupants could still remember and explicate major learning points and reported that they had used these learning points 18 months after the class â⬠( 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 ââ¬Å" decay â⬠of occupants ââ¬Ë learning accomplishments after a REP. An interesting, and unreciprocated, inquiry is whether or non concentrating on ââ¬Å" attitude â⬠and ââ¬Å" self-efficacy â⬠( cf. , specific learning behavior ) has any consequence on the rate of decay. ââ¬Å" Assurance â⬠/ self-efficacy. Although the concept of self-efficacy has non specifically been used as an outcomes step, self-reported ââ¬Å" self- assurance â⬠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 ââ¬Å" assurance in learning â⬠were found in the intervention group ( P lt ; 0.05 ) . Snell goes on to notice that ââ¬Å" eight months after the class, the occupants all thought that they were more confident in their instruction â⬠( p. 126 ) . Unfortunately, the information is non presented nor is the analysis. Besides, no reference of ââ¬Å" control â⬠group comparing is made. Bing-You and Greenberg ( 1990 ) assessed occupants ââ¬Ë 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 ââ¬Ë ââ¬Å" attitude towards learning. â⬠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 ââ¬Å" usage of mentions â⬠and ââ¬Å" proficient accomplishments â⬠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: preAà A ; post-questionnaires measuring occupants ââ¬Ë 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 ââ¬Ë behavior every 3 seconds. Forty-nine of the 53 occupants completed both self-assessment questionnaires: 18 % of occupants were ââ¬Å" confident â⬠or ââ¬Å" really confident â⬠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 ââ¬Å" confident â⬠or ââ¬Å" really confident â⬠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 ââ¬Å" effectual â⬠( 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 ââ¬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 â⬠( 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 ââ¬Å" assurance as a instructor â⬠is accepted as a step of learning self-efficacy, it can be assumed that this one point step of grade of ââ¬Å" assurance as a instructor â⬠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 ââ¬Å" assurance as a instructor â⬠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 ââ¬Ës ( 1984 ) instrument measuring occupants ââ¬Ë 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, ââ¬Å" Teaching medical pupils is one of the primary duties of the occupant â⬠( p. 362 ) corresponds with the dimension of ââ¬Å" Personal Responsibility for Student Learning â⬠( p. 29 ) of Ashton ââ¬Ës eight dimensions of learning self-efficacy. It is non surprising, hence, to happen so many ( and statistically important ) correlativities between ââ¬Å" assurance as a instructor â⬠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 ââ¬Ës ( 1984 ) instrument measuring occupants ââ¬Ë perceptual experience of learning duty were incorporated into the thesis ââ¬Ës 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 ââ¬Ë bedside ( 45.5 % ) ; one-to-one supervising of junior squad members ( 25.5 % ) ; ââ¬Å" sit-down â⬠ward rounds ( 23.6 % ) . How to cite Developing curriculum for the resident teacher program, Essay examples Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-52497395021131007222019-12-06T16:41:00.001-08:002019-12-06T16:41:04.684-08:00Scrapbooking Essay Example For Students Scrapbooking Essay As I sit on my bed, with nothing to do, my mind is suddenly filled. What can I do with all my JUNK? I search in old dusty boxes, underneath my bed, in my closet and take a look at old picture frames, memories that have been sitting aside for years. What can I do to make it all come together? As I think, look around, and think again, I say quietly to myself, Why dont I create a scrapbook? Scrapbooking is a great way to preserve memories and pass them down in a creative and unique way. When a person thinks of scrapbooking, what do they think? I think of all the pictures and memorabilia that I have saved to create a portrait of my life which I can cherish forever. Scrapbooking is more than making cute pages. Scrapbooking is a unique craft and strange hobby that is rapidly changing (What). One wants to make sure all the photos in the scrapbook are safe and wont be destroyed. As the science of photography is changing, the life of the pictures is being increased, as long as all the safe materials are being used and precautions are taken in what they are doing and how it is being done (What). Scrapbooking can capture the special people and events we encounter in life. Many people like to take pictures of family traditions, favorite things and accomplishments (Braun 11). When creating a scrapbook, a person is able to pass down memories from when they were younger. Scrapbooking is a creative way to relax and have fun. Scrapbooking has become popular over the years because people are able to create something that will last forever. Many people want to transform their old photo albums into scrapbooks because there is more room for creativity (Brown). But a person has to remember that scrapbooking can become costly and very time consuming. The first thing to consider before creating a scrapbook is to gather all of the information to include. Doing this will cause less hassle when creating pages and will allow for more time in doing so. Collecting photographs, treasures, certificates, brochures and documents (Organizing). Keep anything that has great significance in a persons life, so that they are able to reflect back on it. Newspaper articles are a good thing to save because they help explain whats going on. Talking to family and friends will often uncover information one doesnt have and would like to cherish (Braun 12). The second thing the scrapbooker wants to do is organize everything. A clean work area, with enough space to spread many pictures and paper out, is helpful. Putting pictures, paper, and tools in stacks and containers is also helpful because its easier to find things, so that when something is needed one can go right to the box and get what they needed, instead of having to search for it (Organization) . After getting organized and gathering all of the information, its time to decide which kind of album to use. Many different types and styles of albums are available to choose from. The spiral-bound album does not allow pages to be removed or added, so pages cant be rearranged. This type of album would be reliable for a person who is precise and has little work to do. The 3-ring binder is more like a photo album, not a scrapbook, so it is not often recommended (Preserving Memories). Another type of album is the strap-hinged album. These albums are most common because they allow one to add and remove pages and rearrange them (Brown Before). Above all, when considering what album to buy one would want to make sure not to buy from a department or discount store because they might not be high quality (Choosing). One should buy from a scrapbook store or a place that sells quality scrapbooking necessities such as paper and stickers. Three sizes of albums can be chosen from when considering buying an album. The first size is 57. This size does not allow for much creativity because the space is so small. This size of album would be good for a gift, fitting very few pictures. The next size is the 8.511. This size is bigger than the 57 but still does not allow for much creativity; the pages being small are harder to work with. The next size, 1212, is the most common. This is the biggest size, allowing more pictures to be added as well as embellishments. This album would be good for creating a family album or a high school album. Scrapbook albums can cost anywhere from $10.00 to over $100.00 dollars. The average album cost is around $40.00 (Choosing). My favorite is the 12 x 12 strap-hinged. I like working with this size because it allows me to work with more space and create more on a page. If I mess up, I can also remove the page and then replace it with a new one. Procrastination EssaySome things that one wants to know when beginning to make a scrapbook. A person should follow this plan as a guide to help them through their first couple of pages. One must lay out the pictures. Discard the blurry photos and pick out the ones that best tell a story (Brown; Corneil). Next a person wants to look at the pictures again to see if there is anything distracting the view of an object. If there is, then one should crop them out using the cutters. When cropping, make sure not to cut too much because once cut one cant go back. After cropping, a person wants to pick out the picture that stands out the most to be the focusing point (How). Again lay out the pictures, but this time lay them out on the page to see if there is a chronological or special way that the pictures should go on the page. After figuring out what pictures go where a person can begin to mat and glue. One wants to mat pictures so that they stand out. Matting also gives color to the page (Naylor). Once everything is cropped, matted, and arranged, we can glue it all down (Brown and Corneil). Once everything is glued down one wants to journal. Pictures are worth a 1000 words. But only if you can read the words (Brown and Corneil). Journaling is an important part in contributing to a scrapbook. One wants to make sure they answer the questions of who, what, where, when and why. Another important part is to make a headline or title for the page. One wants people to know whats going on and the stories behind the pictures (Braun 19-21). There are many questions one can ask when going to journal. Why was this picture so important that it was taken? Whats happening in these pictures? Why are all these people together? The answers to these questions are what makes your scrapbooks so special only you have these answers and stories (Brown and Corneil). Many people think that scrapbooking is easy, but in reality it can be difficult. According to Helen Naylor of Scrapbooking.com she believes that there are many lessons that one can avoid, to make scrapbooking a little less difficult. 1. Use decorative scissors for matting photos, not cutting them. 2. Only use the shapes of circles and ovals. Cutting the photos into shapes makes it harder to work with. 3. Only crop a picture if there is a negative or a copy of the picture. 4. For older photos use the photo corners for adhesives. For the newer pictures one can use the mounting squares (Naylor). I have learned that their can never be too many pictures. I have also learned that cropping pictures can be dangerous if I dont have another copy. Another thing that I have learned is that when going to journal one needs to write what theyre going to say before writing it on the page. Because if one messes up then they have to redo the page. Creating a scrapbook is a fun and exciting project that will capture memories to last a lifetime, if it is constructed correctly. Scrapbooking can become stressful, but when considering making a scrapbook as a way to preserve and cherish memories the stress can be well worth it. To me, my scrapbook has been well worth the time, money and the stress. I had a wonderful time completing my scrapbook. I always find myself well occupied and always having something to do now that I have taken on the hobby of scrapbooking. The only problem I can see is not having my pictures developed when I want to create a new page or two in my album. Works CitedAdhesives. Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 17 Oct. 2001. Braun, Bev Kirschner. New Ideas for Crafting Heritage Albums. Cincinnati: Betterway Books, 2001. Brown, Gina. Personal Interview. 24 Oct. 2001. Brown, Gina and Tracy Corneil. Before You Jump in Get the Basics! 14 Oct 2001. Choosing an Album. Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 17 Oct. 2001. Corneil, Tracy. Personal Interview. 24 Oct. 2001. How do I make my First Page? Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 12 Oct. . Naylor, Helen. Head of the Class: Lets Get Back To the Basics. Scrapbooking.com: Memories Can Last a Lifetime. 17 Oct. 2001. Organizing Your Photos. Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 12 Oct. 2001. Photo Organization. Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 17 Oct. 2001. Preserving Memories: Caring for Your Heritage. Aug. 1996. Clarke HistoricalLibrary Preservation. 17 Oct. 2001. What is Scrapbooking? Learn 2 Scrapbook: Information for Beginners. 8 May 1999. ShopA-Z.com. 12 Oct. 2001. Words/ Pages : 2,515 / 24 Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-68525373859311300222019-11-29T05:01:00.001-08:002019-11-29T05:01:07.065-08:00Aravind Eye Hospital Essay ExampleAravind Eye Hospital Essay Example Aravind Eye Hospital Essay Aravind Eye Hospital Essay * What is Aravindââ¬â¢s mission? How successful is Aravind at achieving its mission? The mission is to bring eyesight to the masses of poor people in India, Asia, Africa and all over the world. To provide quality care as a non-profit eye hospital. To spread the Aravind model and offer hope in all parts of the world. Aravind has grown from a 20-bed hospital in 1976 to 1224 beds in 1992 as one of the biggest hospitals of its kind in the world. The Aravind organization consisted of main hospitals that charged for fees, free hospitals, eye camps, IOL factories with sponsors and volunteer organizations from all over the world. * What are the key factors that have led to Aravindââ¬â¢s success? What has Dr. Vââ¬â¢s role been in creating that success? What challenges does Aravind currently face? * Key factors: Dr. V was inspired by Mahatman Gandhi and philosopher Swami Aurobindo, dedication through professional lives to serve humanity and God * Dr. Vââ¬â¢s spiritual belief and committed to the mission of the hospital * Dr. V inspired his family and professionals to push the mind and body to its highest effort levels, worked twice as hard for half of the salary. * Dr.V has been the driving force behind the hospital * 90% of annual budget is self-generated, 10% from sources around the world, such as Royal Commonwealth Society for the Blind (UK) and the SEVA Foundation (USA). * Expend all surplus on modernizing and updating equipment and facilities with the generosity support from local business community * Spiritual approach sustaining the mission at Aravind * Challenges: franchising the model and spreading it around the world. * What type of customers do the free and paying hospitals serve? What are the similarities and differences in the service and care provided at the free and paying hospitals? Free Hospitals: * Outpatient facilities were not as organized, crowded and cramped rooms * Poorer patients, more commotion, longer wait * ICCE type surgeries, not as well equipped * No beds to recuperate and recover, 6 x 3 bamboo/coir mat spread out on the floor as a bed and small sized pillow. 20-30 patients with self-contained bathroom facilities * Detailed records were kept of all post-operative complications, such as iritis Paying Hospitals: * Patients paid for the services, Rs 500 to Rs 1000. With IOL implant total cost Rs 1500 to 2500 * Operation rooms were conducted in an efficient manner, well-paced, routine way The customers at the free hospitals are poorer compared to the paying hospital * What issues does Dr. V. face in achieving his goal of ââ¬Å"mass-marketingâ⬠cataract surgery throughout India and to the other parts of the world? What recommendations would you make to Dr. V. to help him achieve his goal? * India has the second largest population after China, with 20 million blind eyes and another 2 million added annually. With the per-capita income Rs 6800 who couldnââ¬â¢t afford private treatment, $200 million would be required to overcome the blindness problem just in the country. * Despite the effort in eye camps and surgery camps in remote areas, villagers are not responsive to treatment due to various reasons, such as fear of surgery, canââ¬â¢t afford food and transportation. Lack of organizational skills, creating propaganda, organizing logistics. Recommendations: * I would recommend that putting a protocol in place by establishing step by step procedures and instructions. Assign a training sector for building eye camps, surgery camps, sponsors and volunteer groups. Regulations and rules must be applied to all areas in order to provide standards and consistencies in quality eye care. Well run group such as the Dindigul group can assist other camps and lead the initiative. To reach the general audience and promote the Aravind mission through public media, such as TV, internet and newspaper or publications in remote areas. * Establish brand recognition as a marketing tool for the Aravind group and present the mission with the brand signature. As you prepare the case for discussion, please consider the following: Business Model and Financial Analysis: How central is cataract surgery to Aravindââ¬â¢s ââ¬Å"businessâ⬠? What percent of all procedures at Aravind are for cataracts? (Exhibit 5) * 850 million population in 1991, second highest after China * 20 million blind eyes, another 2 million being added annually * Cataract was the main cause in 75-80% of the cases * Annual per-capita income was Rs 6800 ($275) over 70% below the Rs 2500 ($100) poverty line * 800 ophthalmologists performed nearly 1. 2 million cataract operations/year * 42000 eye hospital beds, free eye care and cataract surgery to people who couldnââ¬â¢t afford private treatment * 30% of cataract surgeries were performed in government sector * 40% for a fee, 30% free of cost by volunteer groups and NGOs * Allocation of Rs. 60 million ($2 million) annually for blindness prevention programs * $200 million would be required to overcome countryââ¬â¢s blindness problem * Cataract was the major cause of blindness in developing countries, 75% of all cases in Asia. 80% were age-related, over 45 years age group * By 1992, the hospital group had screened 3. 65 million patients and performed 335000 cataract operations, 70% free of cost * What is Aravindââ¬â¢s gross margin? What does this mean? How much financial flexibility does this give them? (Exhibit 6) * Net surplus $18319363, 52% * Cash flow and marginal issues, not financially sufficient at Tirunelveli How does Aravind finance its operations? How sustainable is this financing model? * 90% of annual budget is self-generated, 10% from sources like Royal Commonwealth Society for the Blind in UK and SEVA Foundation in USA. What are Aravindââ¬â¢s biggest expenses? How well does Aravind manage its costs? * The three highest expenses: Stipends and staff salaries, IOL and Camps. The total expenditures are 48% which is still profitable for the Aravind to maintain the mission. Which of Aravindââ¬â¢s costs are variable and which are fixed? * fixed costs (for salaried labor, buildings, and equipment) * Variable costs (for medication and supplies) Operations: How efficient is Aravind (in % terms versus ââ¬Å"industry standardsâ⬠) at performing cataracts surgery? (Hint: look for information that will tell you how fast Aravind performs procedures versus the standard, and/or how many operations per doctor, or operations per bed, they perform versus the national average. ) Aravind had performed around 335000 cataract surgeries, 150 operations performed in 6 hours at the eye camp. 70% were free of cost for the poorest of Indiaââ¬â¢s blind population What are the occupancy rates at the various facilities for free patients and paying patients? The occupancy rate for paying patients is 58% at the various facilities and for the free patients is 88%. How important is Aravind in terms of the number of cataract surgeries it performs each year? (in relation to the total number of cataract surgeries performed in India each year? i. e. what is Aravindââ¬â¢s ââ¬Å"market shareâ⬠? (exhibit 5 and page 3) 41013 cataract surgeries were performed vs. total 1. 2 million cataract operations performed in India. 40% were performed in the private sector for a fee, 30% in the government sector free cost to the patients, and remaining 30% were performed free of cost by volunteer groups and NGOs. Aravind in the 30% of the market share. How are its satellite hospitals at Tirunelveli and Theni doing? How are its eye camps performing? What problems, if any, exist, and why? The satellite hospitals are managed by Dr Vââ¬â¢s sister, brother and close families. Some fundamental management problems exist due to cash flow issues. At Tirunelveli, they were unable to re-pay the cost-of-capital. The physical design are improved and the free sectionââ¬â¢s exam rooms are more spacious than at Madurai. Operating room capacity is better utilized with a central surgical facility, yet Tirunelveli is still not financially self-sufficient. Attracting quality people may become an issue due to the fast expansion. Training is provided on site and recruited by the hospital. Common challenges for eye camps: organizational skills, creating propagandas, organizing the logistics. Lack of consistency on principles and procedures. The Dindigul camp was well run and organized with trained teachers and involved sponsors. Marketing: Aravind divides its customers into paying and nonpaying. What does it promise to each? Quality eye care is delivered to both sections. At the non paying section, the outpatient facilities are not as organized, more crowded and cramped. Longer wait due to the number of patients. No beds to recuperate and recover, but a 6ââ¬â¢ x 3ââ¬â¢ bamboo mat in a large room and self-contained bathroom facilities. At the paying section, the operation rooms are conducted in an efficient and well paced, routine manner. Detailed record are kept on all patients in both areas. IOL implants are offered for paying patients due to cost. How does Aravind differentiate its marketing plan to its different types of customers? For each, consider: communications, pricing, type of service and delivery of service. Transportation and food are provided for poor patients in the eye camp, with free counsel offered to the patients. Eye camps are sponsored by local business enterprise or social service organization. Public announcement, pamphlets and advertisement were distributed 1-3 weeks in advance. What proportion of Aravindââ¬â¢s patients are paying versus non-paying? (Exhibit 5)? What is the trend in terms of the proportion of free vs. paid? Are free patients an increasing or decreasing percentage of total patients? (Hint ââ¬â use #ââ¬â¢s from exhibits 4 and 5) 38% of the surgeries are performed for the paying patients vs. 62% for free patients. There is a 1% increase in 1991 for paying patients, and a slight decrease of 0. 5% in non paying patients. Free patients are a decreasing trend comparing 1991 to 1990 but overall trending is still on the rise throughout the years. 40% of the patients are paying vs. 60% are non-paying. Organizational Behavior: How has Dr. Vââ¬â¢s leadership style contributed to his success? Dr. V attracted his family and professionals to his Aravind group with his philosophy. To serve humanity and God through your dedication in the profession. What is Aravindââ¬â¢s corporate culture? What practices and/or policies have created this culture and contribute to its sustainability? Aravind provides continuous training to its ophthalmic personnel, research and training collaborations with St Vincentââ¬â¢s hospital in NYC and University of Illinoisââ¬â¢ Eye and Ear Infirmary in Chicago. Ophthalmologists are sent to those institutions to do their residency. Through the unfailing support of his family members, the Aravind has a strong alliance built on devotion and dedication. How does Dr. V. attract and motivate the best eye doctors in the world to work with him? Dedication and devotion to the practice. All doctors in residence were gradually conditioned physically for long hours of concentrated work. The doctors at Aravind are trained to work double than the government hospitals. They dedicate themselves for helping people through a spiritual experience. Doctors were encouraged to attend conferences, publish papers, buy books, and are encouraged to do anything to advance their professional standing in the field. Despite the fact that their salaries are consistent with their reputation in the field, the doctors work twice as hard for half the salary. How essential is Dr. V. to Aravind? What will happen to the company after he is gone? Dr. V has established the structure for Aravind. His philosophy has embedded in the mind of his staff . His legacy will be carried on through dedication to the mission of the hospital. As they implement structure to the organization through policies and procedures, improvements will be made through eye camps and surgery camps continuously. As the mission spread around the world through marketing the Aravind model, Dr. Vââ¬â¢s philosophy will be remembered and celebrated. The mission is to bring eyesight to the masses of poor people in India, Asia, Africa and all over the world. To provide quality care as a non-profit eye hospital. To spread the Aravind model and offer hope in all parts of the world. Succession plans are in place for Tirunelveli Hospital and Coimbatore Hospital. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-21751591616896728002019-11-25T12:36:00.001-08:002019-11-25T12:36:02.785-08:00A Critical Review of _Dueling Eagles_, Francaviglia et al. essaysA Critical Review of _Dueling Eagles_, Francaviglia et al. essays In a reading of sources regarding the U.S.-Mexican War, the reader is struck by certain portrayals of the U.S. and Mexico, the former as a powerful nation and the latter as underdeveloped, weak, and disorganized. These portrayals are apparent in both secondary and primary sources dealing with the war, for varying reasons in each case. In the primary sources, most of which are American (at least those used by researchers from the U.S.), the presentations of American greatness and Mexican weakness are closely tied with American chauvinism of the time period, which pervaded most writing and documentation. The secondary literature seems to have fallen victim to this pervasive chauvinism, echoing the idea that the U.S. was not plagued by the same kinds of problems as Mexico: political disorganization, spatial disparity, and varied (even dissenting) mindsets. The notion that Mexico lost the war to the U.S. because of political infighting is simplistic at best. Likewise, the assumption of U.S. unity and hegemony (or hegemonic interests/goals) may reflect a taking at face value of primary source material and also reflects an understanding shaped by modern points of view a projection of todays ideas onto a war that occurred over 150 years ago. A positivist construction of a historical timeline has led to a chain of events leading up to a U.S. victory, showing the reader a sort of history written by the victor, rather than a real understanding of the events of the time or a very credible picture of life during the U.S.-Mexican War. Dueling Eagles, co-edited by Richard V. Francaviglia and Douglas W. Richmond, is an attempt at a re-evaluation of the war, through the collection of various essays presented at a conference whose intent was to gain a more comprehensive understanding of the causes and effects of the war. This book (and the conference out of which the book grew) is a self-proclaimed re-evaluation because of its... Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-20937585048668608762019-11-21T20:00:00.001-08:002019-11-21T20:00:03.421-08:00The American Healthcare System Essay Example | Topics and Well Written Essays - 750 wordsThe American Healthcare System - Essay Example This is due to the fact that of all the developed countries in the world, the United States does not have Universal Health Care program for its citizen (Battista and McCabe). Instead of obtaining benefits from funds coming from mandatory taxes for health care purposes, US labor force receives health coverage from employer sponsored means. According to Alliance for Health Reform, in 2005, 159.5 million non-elderly US workers and their dependents were under workplace health coverage. Other means of coverage provides healthcare for the rest of 63.3 Americans (7). The issue on workplace coverage is its escalating cost. Employer-based health insurance premiums rose by 7.7 percent in 2006. Small employers witness an increase of, on average, 8.8 percent on their premiums. Enterprises having less than 24 workers experienced an increase of 10.5 percent (National Coalition on Health Care). In a country spending 16% of its gross domestic product (GDP) on health care (2005 figures) and continuing increase in health care premium cost while, concurrently ranking poorly on vital health statistics, such as infant mortality, life expectancy for women, life expectancy for men, in immunizations, among others, there is a clear evidence of ineffectiveness and inefficiency on health care coverage in the most powerful nation in the world (Battista and McCabe). Looking at it in a broader perspective, the Uni... true that this system provided impetus for innovation and growth in technological breakthroughs in the United States, the same system also jacks up inflation and other inefficiencies. To obtain funding for this universal multi-payer healthcare system, the government should do the following: Impose a tax that would fund universal health care. To soften its impact to American laborers, a portion of taxes of other nature (withholding, income, etc.) that could be sacrificed for this healthcare system should be sliced off. Provide efficient methods, particularly on the use of modern technology, to maximize use of funds in administrative and maintenance use. Results of studies garnered by American Hospital Association pointed out that workers almost 30 minutes on paper works, resulting into less effective use of time for actual healthcare purposes (American Health Association). A task force or a newly formed commission can be formed to oversee this problem. Being a multi-payer system, private insurers for those who can afford can still operate as usual. A new task force or agency should act as a channel of information and communication and will handle issues concerning the collaboration and interaction between the government healthcare insurer and private ones. Possible Issues Issues concerning the fear of socializing the US healthcare service, and thus lowering the quality of US health services by implementing the universal system; the presumed high cost of enforcing and maintaining it; and the possible lack of necessary services will most probably surface out from those opposing the move for its implementation (Battista and McCabe). Democracy and free market rests on the principle of equality and equity. Rising costs of health care in the United States greatly Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-41364900693135046312019-11-20T16:54:00.001-08:002019-11-20T16:54:05.110-08:00Paper Essay Example | Topics and Well Written Essays - 250 words - 22Paper - Essay Example The sculptures were to serve as funerary shrines to the Medici. The strength of curved Michelangelos sculptures reflected on an intricate symbolism of Human Life. Based on the symbolisms, contemplative life and active life interact to liberate the soul after death. The philosophical concept was closely linked to Michelangelos own spiritual beliefs. The architectural prowess displayed by Michelangelo, within the new sacristy was simply amazing. In the new sacristy is where one can see Michelangeloââ¬â¢s prowess as an architect rather than a sculptor or painter. The construction of the structure was inspired by the design of pantheon dome located in Rome. The domed ceiling in the new sacristy was a replica of a scaled down version of the pantheon dome. Michelangelo admired the beauty, harmony and elegance displayed within pantheon dome and this he used as an inspiration in the new sacristy construction and design. It is at the entrance of the new sacristy where the tombs of Lorenzo the magnificent and his brother Guiliano lie in a simple stone Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-33506679529465217762019-11-18T16:09:00.001-08:002019-11-18T16:09:05.313-08:00Healthy Grief Essay Example | Topics and Well Written Essays - 750 wordsHealthy Grief - Essay Example ââ¬Å"Grief is an emotional processâ⬠as what Hood, Hill & Spilka (2009, p. 198) quoted. In literature, the discussions that are common are about stages of grief, models of grief and ritual grief (Hood, Hill & Spilka, 2009, p. 198). Kubler-Ross & Kessler (2005, p. 7) stated that there are five stages of grief. These ââ¬Å"five stages are denial, anger, bargaining, depression, and acceptanceâ⬠(Kubler-Ross & Kessler, 2005, p. 7). These are the process in which each person should undergo once they experience the loss of someone. According to them, these are only identifiers for which a person feels when in time of grief, but it does not conclude that a person will experience all of these stages (Kubler-Ross & Kessler, 2005, p. 7). Also, Kubler-Ross & Kessler (2005, p. 7) state that it does not need to be exactly the same order as how they presented the stages of grief. These are only tools for people to identify easily what they are going through in times of grief. The firs t stage, which is denial, does not literally mean that the people who lost their loved ones do not know it. This denial is ââ¬Å"more symbolic than literalâ⬠as noted by Kubler-Ross & Kessler (2005, p. 8). The second and third stages are anger and bargaining. Anger, according to Kubler-Ross & Kessler (2005, p. ... After that, depression is the next stage. A person who lost someone feels empty and alone during this stage. Hence, it does not mean that when a person feels this way, it is a sign of mental illness (Kubler-Ross & Kessler, 2005, p. 20). Depression is normal to a person who just lost someone. Further, the last stage is acceptance. This is the point where the person accepts the reality that someone is dead. On this stage, the person will learn to live with it. On the other hand, the five stages of grief have many critics. There are some psychologists who also proposed other multi-stage models of grieving. Musgrave and Bickle (2003, p. 46) have drawn one of the popular stories of the Bible which is the story of Job. They stated that the story focuses on how someone heals through grieving. In the story of Job, Job deals not only a human grieving, but it also included God (ââ¬Å"The Book of Job,â⬠2011). Though Job experienced the worst way of human grieving, it shows some of the st ages of grief. In the story of Job, it only shows three stages among the five stages of grief from Kubler-Ross and Kessler (2005). These would be bargaining, depression and acceptance. It may sound unusual, but it seemed that acceptance comes first in the story of Job. It came first because Job is a believer of God. Thus, Job knew that his trials are part of Godââ¬â¢s plan (ââ¬Å"The Book of Job,â⬠2011). Since Jobââ¬â¢s love for God is strong, he did not feel any anger and denial. Moreover, thereââ¬â¢s one thing that Job showed - joy (ââ¬Å"The Book of Job,â⬠2011). Though Job is suffering, he still shows hope that one day he will meet God face to face. Hence, it somehow gave him joy. In comparison between joy and the grieving process, a person can obtain joy once he/she free himself/herself from any Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-6878765075600731822019-11-16T04:42:00.001-08:002019-11-16T04:42:14.548-08:00Race And Racism In Heart Of Darkness English Literature EssayRace And Racism In Heart Of Darkness English Literature Essay One of the central issues that arise from Joseph Conrads Heart of Darkness (1899) is the colonialist bias used to misrepresent the African race. Whilst Conrad was not himself accountable for the xenophobic westernised image of Africa, his story maintains the damaging stereotyping of native people. By painting them as bestialised, barbaric, primitive and uncivilised, he explores the black race through the lens of a hegemonic European representation; Conrads uses of myth and metaphor supported the colonial conquest of African people on the colonisers assumption that these people were racially inferior. Nevertheless, Conrad was writing at a time when the historical representation of Africans had always been a discourse of racism. Also, perhaps Conrad failed to appropriately depict Africans because he recognized little of their culture, having primarily spent time with white men during his 6 months at the African Congo. Moreover, by undermining imperial superiority and giving satanic ref erences to the colonisers, one may contend he is similarly insulting towards the Europeans, and that his exaggerated racism seeks to ridicule Europes civilising mission, and expose the ingrained racist ideals of Victorian imperialists. Marlow, the central protagonist and narrator of Heart of Darkness, expresses old racist prejudices against the Africans: They howled and leaped, and spun, and made horrid faces, but what thrilled you was the thought of their humanity like yoursà ¢Ã¢â ¬Ã ¦Ugly. Not only does he deny the Africans a distinction of a name, he also rids them of normal human behaviour. Marlow belittles them with derogatory language, stressing that they mimic animalistic behaviour and have no methods of speech outside of violent babble and crude grunts. According to Chinua Achebe, these representations call the very humanity of black people into question. On the matter of communication, it is noteworthy that a small amount of English syllables are placed into the mouths of one or two Congolese Africans. It is in submitting to the hegemonic language of the coloniser that Conrad replaces native culture with his own, which he considers superior. It is this supposition of an advanced humanity which leads A chebe to brand Conrad a through-going racist. Nonetheless, it can be argued that Marlow is a product of a fairly racist era in history; a period in which racist discourses remained structured by Empire to legitimize its political ideology of suppression over the Africans. Like his contemporaries, Conrad is writing at a time where it was acceptable to view Africans as the other, and by overusing the words savage and nigger, he conforms to the racist sentiments of the day. Consequently, his story which was published in the Blackwood magazine, targets the conservative politics of the late nineteenth century. Furthermore, Conrad mentions in his authors note that his over exaggeration of the savage image had the purpose of bringing it home to the minds and bosoms of the reader. This admittance of a distorted characteristic account of the natives may explain his savage depiction of them. He also uses these images to make the setting realistic, accentuating the novels grave themes of darkness, and fear of the unknown. Being a victim of his time, Conrads portrayals of the African race also conform to the evolutionary trope of Charles Darwins theory of evolution. By painting Africans as the prehistoric man, and portraying Marlows voyage upriver as travelling back to the earliest beginnings of the world, Conrad integrates the temporal evolutionary trope in Heart of Darkness; he suggests that Europeans are at a more superior position, since the Africans have not yet emerged from prehistory. His repeated animalistic images of the natives place Africans at the low end of the scale: one of the creatures rose to his hands and knees and went off on all fours towards the river to drink. Linking in with Darwinism science, Conrad reduces the Africans into a subspecies between apes and Caucasians. The African here is represented as a modern ancestor, an animal, a barely human body without intelligence. Consequently, he views the Africans as prehistoric evils in desperate need of European influence and evolutio n; an outlook which reaffirms him as the personification of colonialism. Darwins views which had become entrenched in society are used here by Marlow to provide the principal ideological support for imperialism. Suggests that Europeans are at a more superior position, as opposed to the Africans since the latter has not yet emerged from prehistory Though truthful, Marlow is a prejudiced man; he is the personification of colonialism.à Going into the Congo, Marlow views the natives as prehistoric evils in desperate need of white influence and civilization. Throughout the physical journey, Marlow is confronted with the natives time and time again, seeing them chained as slaves, living in a village and attacking his own steam boat. Marlow holds fast his prejudiced view of the natives, referring to them as savages or calling them by more derogatory terms such as niggers. Through his exploration, he questions the humanity of Africans. According to him this deliberate stylistic obfuscation merely aided to satisfy the racial sentiments of the day, and Conrad was only acting as the purveyor of comforting myths Counter argue that he was a polish writer who had to show his mettle with the English language However, in his authors note he writes how over exaggeration is used. Sombre theme given sinister resonance perhaps explains the extreme savage image. It can also be said Much of his animalistic language of the black race conforms to the evolutionary trope of Charles Darwin whose views became entrenched in society. African on all fours like ants. So for someone, who had little contact, he makes use of these derogatory stereotypes, and it can be said that he relies on these preconceived ideas and western baggage since they dominate his descriptions. Maintains, and justifies imperialism, and although he witnesses the horror of colonialism and suppression of the Africans, it is interesting to note his approval of efficient imperialist activity. However, his constant questioning of imperialist values, and the sham of it all, reveal his anti essentialist views. slightly flatter noses. This acknowledges that the black race is more or less equal to whites, barring a few inconsequential physical attributes. Kurtz on the other hand shows no remorse whatsoever. He holds the absolute essential view to exterminate all the blacks. He holds the ideology of making the black race extinct. Hes a ruthless ivory trader, and arranges for the dead heads to displayed on poles. The white race use crude violence, and brute force. Very occasionally the natives show resistance, but their left largely helpless against the overpowering military control of the Europeans. They have no authority or voice. The colonists have become corrupted. They are blinded by the notion that this is their sacred duty to uphold the superiority of the colonial empire and white heritage. Through Marlow disapproval, he shows and exposes the Europeans, is equally deameaning, offensive, and undermines their superiority. flabby white devils.. Critiques immoral European behaviour. Transcends such prejudice, shows him to rise above racism. Ridicules benevolent project of civilisation. Uses an ambivalent tone to show the violent colonial enterprise. Kurtz the ultimate satanic, racist. Has the heart of darkness. However if he is showing Africa to be the reason for the deterioration of the European mans morale, it merely becomes a backdrop which eliminates the African as human factor. They have become marginalised. This marginalisation shows further through Kurtz mistress. He is racist towards her, but not so to his white woman. 333 But its interesting, that Marlow does approve of efficient colonialism. Puts in a section of Brtish colonialism. It is almost with this preconceived mindset that Marlow almost succumbs to this same worst impulsive violent mindset (look at thinking lit answer bold). Going further into self discovery and realises his own heart of darkness. Paints Africa as the heart of darkness, suggesting that its wilderness and wild inhabitants drive the Europeans to insanity and violence. Takes this stance to almost show how the Dark Continent is responsible for his behaviour, thus showing it to be the cause of Kurtzs insanity. Almost blaming Africans that they hold out temptations. His racist sentiments continue throughout. However, unlike the other colonists, Marlow does show some sympathy and admiration towards the natives; a viewpoint, emphasising his forward thinking mindset. Upon his very first encounter, he praises there vitality, muscles and seems entirely at peace with them. Gives the dying man a biscuit, and becomes friends with helman. Has a remote kinship with them as opposed to nothing with Europeans. Therefore it can be evaluated that he is just brainwashed by the politics of the time, but his contemplative nature, allows him to see through the cracks, and appreciate the African race. Later descriptions thus allow for readers to see the absurdity of racism. (Cedric Watts) Conclusion Although Marlow shows himself to be concerned with the heart of humankind, and the souls of individuals, the text emerged out of the very centre of racism and imperialism, therefore Marlow can be seen as merely replicating the colonial discourses available to him. Although he criticises the extreme brutal ness of Imperialism, he discourse is grounded in political, economic interest. He simply looks at Africa through a haze of distortions and cheap mystifications. It can be said that Conrad just uses Marlow to confirm and consolidate the wildest fantasies of the African savages to his European readers. However in my opinion his racist exaggeration and imperialist critique, are used to show how absurd racism was. http://www.123helpme.com/view.asp?id=7947 Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0tag:blogger.com,1999:blog-2925339752045932104.post-33590971102101992432019-11-13T17:13:00.001-08:002019-11-13T17:13:04.735-08:00E.E CUMMINGS :: essays research papers EDWARD ESTLIN CUMMINGS ("Estlin") is born October 14 in family residence 104 Irving Street, Cambridge, Mass., the son of EDWARD and REBECCA CLARKE CUMMINGS. His energetic, versatile, and highly articulate father teaches sociology and political science at Harvard in the 1890's and in 1900 is ordained minister of the South Congregational Church, Unitarian, in Boston. The Irving Street household will include at various times Grandmother Cummings, MISS JANE CUMMINGS ("Aunt Jane"), EEC's maternal uncle, GEORGE CLARKE, and younger sister ELIZABETH ("Elos"), who eventually marries Carlton Qualey. EEC attends Cambridge public schools, vacations in Maine and at the family summer home, Joy Farm, in Silver Lake, N.H. "Ever since I can remember I've written; & painted or made drawings." 1911 Enters Harvard College, specializing in Greek and other languages He contributes poems to Harvard periodicals, is exposed to the work of EZRA POUND and other modernist writers and painters, and forms lasting friendships with JOHN DOS PASSOS ("Dos"), R. STEWART MITCHELL ("The Great Awk"), EDWARD NAGLE (stepson of the sculptor Gaston Lachaise), SCOFIELD THAYER ("Sco"), JAMES SIBLEY WATSON ("Sib"), S. FOSTER DAMON, GILBERT SELDES, M. R. WERNER ("Morrie"), JOSEPH FERDINAND GOULD ("Joe"), ROBERT HILLYER. 1915 Graduates magna cum laude; delivers commencement address on "The New Art." 1916 Receives MA from Harvard Graduate School of Arts and Sciences. 1917 In New York. Lives at 21 East 15th Street with the painter ARTHUR WILSON ("Tex"). Works for P. F. Collier & Son. In April joins Norton-Haries Ambulance Corps. Sails for France on La Touraine, meeting on board another Harjes-Norton recruit, WILLIAM SLATER BROWN, who will remain his lifelong friend. After several weeks in Paris EEC and Brown are assigned to ambulance duty on Noyon sector. Brown's letters home arouse suspicions of French army censor. On September 21, he is arrested together with Cummings, who refuses to dissociate himself from his friend. Both are sent to [the] concentration camp at La Ferte Mace, where they submit to further interrogation. Following strenuous efforts on his father's part, EEC is released December 19. Eight Harvard Poets published, with EEC among contributors. 1918 Arrives in New York from France January 1. Moves with W. Slater Brown to 11 Christopher Street. Drafted during summer; stationed at Camp Devens until his discharge following Armistice. Moves with Brown to 9 West 14th Street, New York. Meets Elaine Orr, whom he will later marry and who is the mother of his only child, Nancy ("Mopsy"), now Mrs. E.E CUMMINGS :: essays research papers EDWARD ESTLIN CUMMINGS ("Estlin") is born October 14 in family residence 104 Irving Street, Cambridge, Mass., the son of EDWARD and REBECCA CLARKE CUMMINGS. His energetic, versatile, and highly articulate father teaches sociology and political science at Harvard in the 1890's and in 1900 is ordained minister of the South Congregational Church, Unitarian, in Boston. The Irving Street household will include at various times Grandmother Cummings, MISS JANE CUMMINGS ("Aunt Jane"), EEC's maternal uncle, GEORGE CLARKE, and younger sister ELIZABETH ("Elos"), who eventually marries Carlton Qualey. EEC attends Cambridge public schools, vacations in Maine and at the family summer home, Joy Farm, in Silver Lake, N.H. "Ever since I can remember I've written; & painted or made drawings." 1911 Enters Harvard College, specializing in Greek and other languages He contributes poems to Harvard periodicals, is exposed to the work of EZRA POUND and other modernist writers and painters, and forms lasting friendships with JOHN DOS PASSOS ("Dos"), R. STEWART MITCHELL ("The Great Awk"), EDWARD NAGLE (stepson of the sculptor Gaston Lachaise), SCOFIELD THAYER ("Sco"), JAMES SIBLEY WATSON ("Sib"), S. FOSTER DAMON, GILBERT SELDES, M. R. WERNER ("Morrie"), JOSEPH FERDINAND GOULD ("Joe"), ROBERT HILLYER. 1915 Graduates magna cum laude; delivers commencement address on "The New Art." 1916 Receives MA from Harvard Graduate School of Arts and Sciences. 1917 In New York. Lives at 21 East 15th Street with the painter ARTHUR WILSON ("Tex"). Works for P. F. Collier & Son. In April joins Norton-Haries Ambulance Corps. Sails for France on La Touraine, meeting on board another Harjes-Norton recruit, WILLIAM SLATER BROWN, who will remain his lifelong friend. After several weeks in Paris EEC and Brown are assigned to ambulance duty on Noyon sector. Brown's letters home arouse suspicions of French army censor. On September 21, he is arrested together with Cummings, who refuses to dissociate himself from his friend. Both are sent to [the] concentration camp at La Ferte Mace, where they submit to further interrogation. Following strenuous efforts on his father's part, EEC is released December 19. Eight Harvard Poets published, with EEC among contributors. 1918 Arrives in New York from France January 1. Moves with W. Slater Brown to 11 Christopher Street. Drafted during summer; stationed at Camp Devens until his discharge following Armistice. Moves with Brown to 9 West 14th Street, New York. Meets Elaine Orr, whom he will later marry and who is the mother of his only child, Nancy ("Mopsy"), now Mrs. Darren Hardinghttp://www.blogger.com/profile/05602499172626822824noreply@blogger.com0