Business and Corporate Law Forrest v Asic

Question: Talk about theBusiness and Corporate Lawfor Forrest v Asic. Answer: Presentation The Australian Securities and Investments Commission (ASIC) started lawful procedures in March 2006, against the Fortesque Metals Group Ltd (FMG) and its CEO and Chairman, Mr. John Andrew Henry Forest for the contradiction of the segments 674(2) and segment 1041 H of the Corporations Act. Mr. Forrest was blamed for being actually obligated to FMGs claimed deceiving behavior and infringement of the guidelines in regards to persistent divulgences related with the understanding between the FMG and the three state-possessed Chinese partnerships. The FMG went into a coupling contract with the China Railway Engineering Corporation (CREC) to back and fabricate the railroad segment of the Pilbara Iron Ore and Infrastructure Project. CREC is completely sure about its ability to build the overwhelming hub railroad burden and will in general become top development organization in Asia. As indicated by the provisions of the coupling contract, CREC will embrace full hazard under a fixed value con currence on the rail venture (Tomasic and Xiong 2016). During a financial specialist gathering, Forrest said that the cost of the moving stock and the railroad line can't be uncovered yet it is serious. On 23rd of August 2004, there was an expansion in the FMGs share cost from 55% to 70% before shutting down at 59% (a 7% expansion). The Australian Financial Review distributed an article in March 2005 expressing that CREC has no lawful commitment forced on it in the understanding, to construct and fund the railroad venture. After the distribution, the offer cost of FMG fell strongly. Australian Stock Exchange (ASX) mentioned FMG on 24 March 2005 to explain the provisions of the Agreement. FMG sent a duplicate of the consent to ASX, where it was obvious that it did exclude any concurred fixed cost. Thusly, ASIC started legitimate procedures against FMG and Forrest (Humphrey and Corones 2014). Encroachment of Directors Duties Australian Stock Exchange Ltd (ASX) assumes a significant job in designating capital in the Australian economy. The ASX manages the principles in regards to divulgence, which is administered by the arrangements under area 674 of the Corporations Act 2001 (Cth) alongside Ch 3 of the ASX posting rules. Segment 674(2) sets out that it is obligatory for the recorded elements to give pertinent data to the Australian Stock Exchange with respect to their nonstop divulgence rules. The data must be pertinent to the degree that any reasonable individual would expect such data in the event that it was accessible. The principles in regards to revelation are implied to hold the certainty of the financial specialist by giving them significant data, which thusly, would encourage the speculators to take vital choices in regards to their ventures (Corones 2014). The primary motivation behind Australias perpetual divulgence rule is to quicken the viability and uprightness of the capital markets in Australia by making them all around educated (Du Plessis 2016). The working of the ceaseless divulgence rules is additionally accentuated by the activity of segment 1041 H of the Corporations Act that manages misdirecting and deluding conduct by any individual while managing in protections. As indicated by the segment, an individual is restricted from taking part in any wrongdoing identifying with a money related assistance or item that is probably going to beguile or deluding. The legal arrangement under segment 52 of the Trade Practices Act 1974 (Cth) confines an individual managing in business and exchange from directing in a way that is deluding or misdirecting or is probably going to hoodwink or deceive. This arrangement has prepared for the wronged to bring lawful activity for harms. The courts decide if a direct of an individual is deluding or not under area 1041 H of the Corporations Act 2002 by applying the standards expressed under segment 52 of the Trade Practices Act 1974 (Cth). The Australian Securities and Investments Commission (ASIC) is the administrative body that guarantees that the financial specialists managing in protections are not deluded or misdirected as expressed by (Smith 2015). It additionally inspects the declarations made in the market with the goal that they don't misdirect or beguile individuals. The ASIC affirmed Mr. John Andrew Henry Forrest has abused the segments 1041 H and 674(2) of the Corporations Act. Mr. Forrest was blamed for deluding behavior and encroachment of the perpetual revelation systems in regards to the understandings in relationship with the Chinese organizations. In the financial specialist meeting, Forrest didn't unveil the measure of the fixed cost as he said the sum was private. Be that as it may, under area 674 of the Corporations Act and according to the ASX Listing decide 3.1 any organization that is a recorded substance will conform to the commitments in regards to the exposure manages regardless of whether the data is secret ordinarily as specified by the areas (Choi et al. 2016). The organization may not uncover a specific data on the off chance that it fulfills the cut out from divulgence in ASX Listing Rule 3.1, A which incorporates the accompanying circumstances: The concerned data is a fragmented exchange; The disclosure of the data would add up to an encroachment of law The data is a piece of a competitive innovation The data was made with the end goal of interior administration of the substance The data was not adequately unequivocal. Be that as it may, nothing unless there are other options referenced circumstances applied to the disclosure of the fixed agreement measure of CREC on 24th of August. In this way, the fixed sum established a fundamental term of the understanding thus it ought to have been unveiled at the financial specialist gathering. The non-revelation of the cost by Mr. Forrest added up to encroachment of his obligation as set down under area 181 and 674 of the Corporations Act (Ramsay 2015). Basic Evaluation of the Courts Decision The High Court excused ASICs conflict that FMG and Forrest and the Board of the organization while making the declarations had acted in an exploitative way. The court focused more on the utilization of the term restricting agreement with respect to whether the term was accustomed to deceiving or misleading way. The term was investigated by the court concerning the proposed crowd, which included financial specialists and more extensive area of the business society (Mills and Woodford 2015). The court opined that the term didn't infer that the understanding was enforceable by law. The court expressed that an agreement must not be surveyed to be restricting except if an announcement with respect to the lawful official of the agreement has been made to general society. Nonetheless, the court depended its methodology on the accompanying two realities: The substance of the Agreement was summed up correctly by the declaration The declarations made communicated the expectation of the gatherings to establish a coupling contract ASIC further fought that Forrest has settled on an endeavor to alter the understanding as it was not lawfully official. The court declined the conflict on the ground that post dealings of the agreement isn't considered as a renouncement of the past agreement. It is a standard business lead to improve an agreement (Comino 2014). It was additionally seen that when there was an expansion of 7% in the offer cost of FMG, it was clear to ASX from the paper distribution that the market was not enough educated in regards to the provisions of the CREC understanding with respect to the fixed sum payable to CREC. ASX ought to have mentioned FMG to explain the details of the concession to 24 August itself yet it didn't write to FMG until March 2005. The individual from the High court confronted burdens with the way of ASICs pleadings (Price 2014). The charges made by ASIC during preliminary were viewed as claims made on deceitful direct of the Fortesque. On an intrigue, ASIC propelled the case on a separated ground by and large that the default articulations made are beguiling or deceiving essentially. Along these lines, the case that was introduced during preliminary depended on the trustworthiness of FMG, Mr. Forrest and the leading group of the organization though the case introduced on bid focused on the way that what did the default proclamations pass on to the focused on crowd (Langford 2015). It is a notable rule that the proof and the realities of a specific case are altogether important and basic in the arbitration any case. The High Court was of the supposition and censured that ASIC neglected to furnish significant realities and confirmations related with the case that would set up the way that the focused on crowd would decipher the term restricting agreement as agreements that are enforceable by law. It was a set up rule that in circumstances where default explanations were made towards the general population or any focused on crowd, any part inside the intended interest group may cite proof that they were bamboozled and deluded because of the decried proclamation made (Gilbert and Fin 2013). The controllers that is, the ASX and the ASIC neglected to conform to the divulgence decide that necessary them to guarantee that the market is enough educated. The controllers ought to have promptly mentioned for explanation of the agreement terms identifying with the fixed cost by approaching FMG for a duplicate of the understanding. The ASIC additionally neglected to prevail in its dispute against FMG and Mr. Forrest under the steady gaze of the High Court as it did exclude the serious value portrayal in his disputes when it was evident that the serious value portrayal added up to beguiling or misdirecting behavior of the Mr. Forrest (Hedges et al. 2016). With regards to the case, Forrest v. ASIC, the High Court declared the weight is upon the appealing party to demonstrate that an announcement routed to general society incorporate portrayal and furthermore building up the message the portrayal is probably going to convey to the focused on crowd. The ASIC neglected to show pertinent proof of the way that in deed there were financial specialists who were deluded and deceived by the coupling contract portrayal. The

Future Community and Sustainable Development- Free Samples

Question: Examine about the Future Community and Sustainable Development. Answer: Presentation: Network improvement alludes to a gathering of individuals with basic character. In people group advancement work, the term improvement is characterized as a procedure that approves people and gatherings inside a network allowing them a chance to improve their standard of lives and upgrade the different prospects of their lives. In this specific situation, advancement incorporates change, improvement and assuming of responsibility for ones own future just as their lives. It doesn't only suggest formation of riches yet here, riches implies the estimations of the individuals. So as to make network advancement a triumph, it is significant that individuals have confidence in cooperating with the conviction that collaboration can have any kind of effect and sort out with the goal to address the common needs on the whole (Warburton 2013). Individuals can't continue themselves and need to depend on others for manageability. Networks are a piece of a greater framework; accordingly, it has both national and worldwide effect. A feeling of network emerges for the most part during emergency, for example, cataclysmic events like floods and bushfires. In any case, that increased feeling of network can't be felt when things come back to ordinary. It is a verifiable truth how network assumes a critical job in helping people who are out of luck and give help at the hours of celebrations, remembrances that additionally empowers individuals to continue the sentiment of network. As per Christenon et al. (1989), network improvement is an idea that alludes to the activities and practices to assemble networks which depends on the standards of equity, uniformity and club. As per (Egan (2013), the training alludes to the technique used to enable networks empowering them to take responsibility and aggregate control for their self-advancement. Network improvement for the most part give sufficient trainings to coordinators and pioneers as it is seen to be a viable method of guaranteeing reasonable advantages for the different pieces of the world. Standards and Practice of Community Development Network laborers regularly work with bunches who are at the edges and whose lives have been antagonistically impacted by elements, for example, showcase progression, monetary globalization and other political talk. As indicated by (Kasdan and Markman (2017) it is essential to comprehend the reconciliation of hypothetical understandings of the different techniques that the general public uses to guarantee network improvement. The people group improvement esteems are counted as beneath: Social equity Social equity is completely founded on the estimations of decency and value. It is additionally worried about proportional circulation of monetary assets, common uniformity, mechanical and legitimate rights. It targets making sure about equivalent open door for choice and investment in the general public. The social equity esteem tries to diminish the auxiliary disservice and advances methodologies for vanquishing disparity, segregation and rejection. Self-assurance The nearness of self-assurance is basic to accomplish social equity as it incorporates the privileges surprisingly for deciding their social, social and monetary turn of events. From the point of view of network improvement, self-assurance alludes to choice of procedures, issues and objectives and deal with the dynamic procedure that is influencing their business. Comprehensiveness and interest these are two focal components of network advancement. It suggests all the individuals in the general public have a proportionate chance to be engaged with the achievement of an affiliation (Dobrowolsky 2016). Network improvement helps self-sufficient association by individuals in all the issues that impact their lives dependent on complete citizenship, shared force, self-sufficiency, abilities, information and experience. Equivalent Opportunity-this is key to financial advancement as it means that each individuals is treated with deference and respect and approach offices and openings. The estimations of the network advancement challenges the acts of foundations and society, the perspectives of people that will in general victimize individuals. Network improvement perceives the way that individuals are of equivalent worth and significance, henceforth, they will be qualified for same degree of acknowledgment and regard. Network Consultation It is a communitarian exertion with respect to network desires and necessities. Network counsel can be considered as a common way to deal with join prerequisites of network inside the structure of the task. It alludes to the open methods where the overall population and other invested individuals are welcome to make commitment to explicit arrangement changes or proposition. Network commitment is a functioning procedure that includes trade of data and perspectives between the general population and the supporting association (Skeldon 2014). The standards and qualities relating to network advancement can be partitioned into five distinct classifications: Natural qualities dependent on biological manageability will tell network improvement in a situated manner. It incorporates manageability, adjusted turn of events, assorted variety and normal turn of events. Social Justice and Human Rights-Values under this class depend on more attractive world. It incorporates strengthening, human rights, tending to auxiliary detriment and talk of favorable position. Worth the nearby it incorporates esteeming neighborhood information, neighborhood aptitudes, nearby procedures and interest. Models of Community Development Understand that models are fundamental to appreciate the reasonable system network advancement. A few network approaches can be utilized in one network advancement venture. Network financial turn of events (CED)- it alludes to a procedure of group and individual exertion that is based on existing systems and connections which makes open doors for better monetary results. With the improvement of sensible and functional methodologies to get the chances and acknowledge the demands, it empowers a network to energize financial action which won't just create riches yet additionally upgrades the principles of lives of the nationals. It is a substitute to customary monetary advancement as it stresses on the financial issues that is being looked by the network (Chawla 2016). So as to accomplish such CED, creative methodologies are utilized to rethink and work towards the elective answers for the social and monetary issues. Network Capacity Building-it incorporates mechanical, logical, institutional, asset and hierarchical abilities. The essential goal of this model of network improvement is to upgrade the capacity to address the pivotal inquiries that are identified with execution modes and approach decisions. These inquiries depend on the understanding ecological possibilities and the requirements saw to be essential by the individuals of the concerned nation. Resource based Community Development (ABCD)- this is an advantage based methodology that characterizes resources in the network and it perceives that individuals from the network have information, resources, experience and aptitudes which can be utilized to make the network a superior spot to live in. Manageable people group improvement it is a fundamental rule of network advancement, which manages worldwide issues at neighborhood level. The World Commission on Environment (1987) alludes to manageable advancement that satisfies the current prerequisites without bargaining with the up and coming age. The United Nations Development Program (UNDP) is an association that advances changes, understanding, information and assets to help individuals to assemble a superior he life. Network Development at Ethnic Communities Council of Queensland Ltd (ECCQ), Queensland A current case of network improvement is job of network advancement at ECCQ. The Community Development laborers at ECCQ works for and with individuals from rising and new networks for helping such networks and the people of the networks to talk about recognize and resolve their concerned issues on one hand, and then again, it advances their separate societies (Garling et al. 2013). The Multicultural Affairs Queensland gives reserve to the Community advancement Program inside the Community Engagement Division under the conditions and terms of the Multicultural Assistance Program. For the most part, the new and rising networks allude to the displaced people and the vagrants that have not yet settled any network foundation however they are expanding in enormous numbers. With regards to the network improvement at ECCQ, the term new and developing suggests exiles and transients who have recently shown up without any settled network support just as any vagrant networks with a built up in Australia. These vagrant networks are developing in numbers however they need backing and acknowledgment from the more extensive networks and the legislature. The people group improvement laborers have been effective in accomplishing the accompanying network advancement objectives: ECCQ has encouraged improvement of an aggregate backing bunch by and for developing and new networks; A Sudanese Youth Association has gotten a state financing with the help of ECCQ to compose a young introduction with the target of exhibiting their issues, needs and culture relating to the more extensive network. ECCQ directed Advocacy Workshops to present individuals originating from various social and semantically foundation to the State, Local and Federal Government delegates and empower them to comprehend the procedure in which their issues have been heard and settled. The people group advancement estimations of ECCQ The multicultural supporter at ECCQ works for and with individuals from the new and set up displaced person and vagrant associations and networks that stretches out help to such individuals;

The Value Of Human Life Essays - RTT, Chemistry, Abortion, Fertility

The Value Of Human Life The convictions and perspectives on present day society are double-dealing and uncalled for. When an individual develops from a small kid to a grown-up, they have been shown an uncountable number of life exercises. One of the extraordinary exercises that every single individual has learned is that slaughtering another person isn't right. This is maybe the main unmistakable exercise on the estimation of human life. Most youngsters realize that killing is illegal and realize strictly that it conflicts with every single strict good and convictions, yet society is besieged by viciousness regularly in the media and, in actuality. Today, the estimation of human life can be addressed, particularly that of the youthful. Through various instances of kid murder and premature birth it is somewhat evident that the lives of the unborn or recently conceived are not esteemed to the extent that they ought to be. By and large, the youthful are not perceived as individuals and are burglarized of their human rights and opportunities. Youthful lives, both conceived and unborn, are viewed as to a greater degree a ware nowadays, than as valuable, enchanted supernatural occurrences. In the media today there are silly quantities of reports relating to mishaps, shootings and burglaries these are only a couple of instances of uncalled for acts that are happening ordinary. There is likewise a stunning measure of inclusion about guardians unintentionally, or then again, mercilessly killing their children. Guardians should be cherishing and supporting parental figures, they have an incredible impact over everything a youngster can say or do. It is difficult to accept that a few guardians would really bring their kids' lives into their hands. As of late in the news there have been records of a mother harming her child to a dad taking a blade and cutting his child's throat. These are generally situations where the parent in control has exploited their control. Each vulnerable youngster is exposed in these circumstances. Much of the time, kids have become casualties of a parent's psychological precariousness. In one case a mother professes to have been enduring structure dreams about damnation when she ended the life of her multi month old kid. At long last this lady was found not criminally mindful in light of the fact that she had clearly been experiencing psychosis the day of the suffocating. She was then dedicated to a mental emergency clinic. This is by all accounts basic spot today, and there is no equity accomplished for the youthful killed casualties. Another record of a mother killing her youngsters is that of Diana Yano who has just a sketchy memory of the evening she ran the shower water and suffocated her two kids to send them to a watery grave. She too was found not criminally responsible?because of a dysfunctional behavior activated by a genuine session with bosom malignant growth that caused hr to trust her kids were in an ideal situation dead. The dad that cut his child's throat experienced a hyper burdensome illness?Mr. Meehan was lawfully crazy. He likewise had four breakdowns which his ex knew about before she left her kids with him that repulsive night. She likewise reviews ?the malevolent look that came at him when he went off his prescription. Were any of the family members of the expired; that knew about these psychological states, at all worried about the wellbeing of these kids? This could be thought of as a dismissal for the youngsters and their prosperity or as only an absence of regard. Any individual mature enough to have a child comprehends that children are defenseless, absolutely without control of their environmental factors since they don't have the psychological ability or beneficial experience to see most things. In an alternate circumstance, a solitary, youthful mother; despite everything going to secondary school is accused of murder and criminal carelessness after her multi month old child passed on of a medication overdose. A post-mortem examination uncovered that the codeine level was adequate to kill?morphine was likewise in the infant's blood, yet the sum fell inside helpful range. There had been affirms expressing that the mother was endorsed a jug of fluid codeine weeks before her child's passing. Her charges were dropped from second-degree murder since she had taken great consideration of her child, he

Web Based Technology And Continuing Medical Education - Free Essay Example

This dissertation explores the use of Web based technology to enhance and maintain procedural skills in the context of continuing medical education. The research was initiated by the perceived need for novel and alternative methods of providing procedural skills training to health practitioners. This observation, supported by learning needs analysis, led to the design and implementation of a Web based educational resource aimed at doctors and other healthcare practitioners. The assessment part of the research focused on an empirical evaluation of the effectiveness of this Web based educational resource. This dissertation draws on a number of strands of Health Informatics: Principals of Heath Informatics Research Methods Clinical Information Systems Creating Online Educational Resources Whilst on a small scale, the results are relevant to medical educators involved in developing and evaluating web based educational resources. BACKGROUND Medical practitioners receive comprehensive procedural skills training and it is expected that this is maintained and regularly updated to limit skills decay and ensure clinical competency. Skills decay is defined as the loss of a trained or an acquired skill after a period of nonuse. Skills decay rapidly as the period of nonuse lengthens; and the extent of the decay is influenced by the characteristics of the skill and how and when these skills were learnt. Arthur et al., (1998) Skills are classified either as à ¢Ã¢â€š ¬Ã…“closed loopà ¢Ã¢â€š ¬? or à ¢Ã¢â€š ¬Ã…“open loop tasks.à ¢Ã¢â€š ¬? Arthur et al., (1998). Closed loop tasks are fixed sequence tasks with a defined beginning and end, for example, the preoperative anaesthetic machine check. à ¢Ã¢â€š ¬Ã…“Open loop tasksà ¢Ã¢â€š ¬? are tracking and problem solving tasks, for example, managing patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s hypoxia. Arthur et al., (1998) in their review on the rate of skills decay and its influencing factors concluded that à ¢Ã¢â€š ¬Ã‹Å"closed loop tasksà ¢Ã¢â€š ¬Ã¢â€ž ¢ decay more slowly than à ¢Ã¢â€š ¬Ã‹Å"opened loop tasks.à ¢Ã¢â€š ¬Ã¢â€ž ¢ Arthur et al., (1998) also mentions that mental tasks decay more quickly than physical tasks and after 28 to 90 days of nonuse of the trained skills, task performance declines by 23% and by 40% after a year of nonuse. Clinical practice alone may be insufficient to prevent skills decay as indicated in a simulated airway management training study Kovacs et al., (2000). Skills decay quickly without practice; and procedural skills are only optimally retained when trainees regularly practiced the procedure on their own, in their own time and received periodic feedback. Training on simulation modalities, mannequins, fresh cadavers and live patients have the potential to successfully teach the procedural skill with significantly less skills decay over time as compared to didactic teaching alone. TI L et al., (2006). The traditional à ¢Ã¢â€š ¬Ã‹Å"one to oneà ¢Ã¢â€š ¬Ã¢â€ž ¢ apprenticeship model of medical procedural skills training and the in-hospital continuous medical education and maintenance of a skills base are often inefficient, expensive, and labour intensive. Patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s, who are often used as practice tests subjects during skills training, safety is reliant on the medical practit ioner skills retention and task competency. Maintaining procedural skills competency may prove to be increasingly more challenging as expense, time constraints, available manpower, lack of resources and patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s reluctance to be used as experimental models make this endeavor increasingly impossible to set up. The resultant worldwide move towards competency based training programs and self directed problem oriented based learning has made necessary the search for alternative valid and reliable educational methods for skills training and its maintenance. Fortunately, the last decade has seen an explosion in the use of technology to enhance medical education. Web-based educational programs, computer aided virtual reality situations, and high fidelity simulation has played an increasingly important role in medical education owning to its efficiency, ability to provide flexible learning experiences, multimedia capabilities, and economies of scale and power to distribute instructional content internationally. Vozenilik et al., (2004) In the last 5 to 10 years extensive empirical research has been conducted on the use of computer aided and web-based instruction in medical education where there has been overwhelming support for these mediums of instruction. Unfortunately the literature is strikingly sparse on the use of Web based instruction for procedural skills training and in the few studies where empirical research has been carried out; study designs were not robust enough to withstand interrogation or had inconclusive results. LITERATURE REVIEW A review of the literature was conducted to ascertain what work had been done in the field of Web based learning, medical education and procedural skills training. A CINAHL and Medline search was carried out exploring all citations up to June 2010. The search using Medical Subjects Headings (MeSH) à ¢Ã¢â€š ¬Ã…“Computer Aided Instructionà ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“Internetà ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“CMEà ¢Ã¢â€š ¬? returned 322 publications. Adding the MeSH term à ¢Ã¢â€š ¬Ã…“Reviewà ¢Ã¢â€š ¬? returned 21 reviews of which four were relevant. Replacing à ¢Ã¢â€š ¬Ã…“CMEà ¢Ã¢â€š ¬? with à ¢Ã¢â€š ¬Ã…“Procedural Skills Trainingà ¢Ã¢â€š ¬? produced only one noteworthy empirical research paper and 2 publications worthy of discussion. Relevant systematic reviews of the literature are summarized in the table below: 3 Title Author / Date Findings Review Conclusions Assessment of the Review Internet-Based Learning in Health Professionals: A Meta-analysis Cook et al., 2008 201 eligible studies with qualitative or comparative studies of Internet based learning accounting for 56 publications Internet formats were equivalent to non-Internet formats in terms of learner satisfaction and changes in knowledge, skills and behavior. Internet based learning is educationally beneficial. Comprehensive work with a robust study design. Skills outcomes included communication with patients, critical appraisal, medication dosing, cardiopulmonary resuscitation, and lumbar puncture. Unfortunately the study had many limitations as many publications were poorly designed with low methodological quality, without validity and reliability evidence for assessment scores and with widely varying interventions What the meta analysis did suggest was that no further studies comparing Internet based interventions with traditional methods or no intervention were merited as these types of studies would almost invariably be in favour of Internet Based interventions. The author of the review suggested that the questions that warranted further research would be when and should Internet based learning be used and how could it be effectively implemented giving impetus to the exploration of Internet based skills training and maintenance. Title Author / Date Findings Review Conclusions Assessment of the Review The Effectiveness of Computer-Aided (CAL) Self-Instructional Programs in Dental Education: Rosenberg et al. 2003 1024 articles systematically reviewed. 12 publications included in the final review. Five studies significantly favored CAL. CAL is as effective as other methods of teaching and can be used as an adjunct to traditional education or as a means of self-instruction. This study is a comprehensive review of controlled randomized studies with clear and relevant inclusion criteria assessed with good inter and intra rated reliability. The reviewer limited the study to dental students. Forms of Computer Aided Instruction was not clearly defined or specified in the inclusion criteria. It is unclear whether web based studies were included. The skills referred to in the studies were dental diagnostic not procedural skills. The apparent dearth of studies assessing procedural skills justified the investigation undertaken by this dissertation. Title Author / Date Findings Review Conclusions Assessment of the Review Internet-based medical education: a realist review of what works, for whom and in what circumstances. Wong et al. 2010 249 papers met their inclusion criteria. Learners were more likely to accept a course if it offered a perceived advantage over available internet alternatives, if it was easy to use technically, had elements of à ¢Ã¢â€š ¬Ã‹Å"interactivityà ¢Ã¢â€š ¬Ã¢â€ž ¢ and gave formative feedback. This study is a realist review and the methodology used answered the question of the study which aimed to provide a theory driven criteria to guide development and evaluation of Internet based tools. The findings and guidelines suggested in this review would later be incorporated in the design of the resource to be investigated in this dissertation. Title Author / Date Findings Review Conclusions Assessment of the Review eLearning: a review of Internet-based continuing medical education (CME). Wuton et al. 2004 16 studies met their eligibility criteria Internet based CME programs were as effective as traditional formats of CME A comprehensive and appropriate search of databases. Randomized controlled trials of Internet based education in practicing health care professionals. These results showed that Internet based interventions do have a place in CME and that these effects on skills behavior warrants further investigation. Title Author / Date Review Conclusions Assessment of the publication Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training. Chenkin et al. 2008 Web based tutorial may be an useful alternative to didactic teaching for learning of procedural skills A randomized control trial with non inferiority data analysis. The non inferiority margin was specified at a 10% margin however the actual amount of improvement was not specified. Blinding bias was not assured and the trial relied on the reputation of the investigator. No mention of inter rated reliability was made. Despite its inherent weaknesses, the trial suggested that web based intervention is as good as the alternatives; however, the study incorporated the use of simulation and live models to teach the actual procedural skill. David Cook is a prolific writer of many reviews and publications investigating Internet based formats in medical education. His noteworthy publications à ¢Ã¢â€š ¬Ã…“Web based learning: pros, cons and controversiesà ¢Ã¢â€š ¬? Cook, (2007) and à ¢Ã¢â€š ¬Ã…“Where are we with Web based educationà ¢Ã¢â€š ¬? Cook,( 2006) extolled the benefits overcoming barriers of distance and time with novel instructional methods, and extenuated the disadvantages which included social isolation, upfront costs and technical difficulties of Web based education. He concluded that Web based instruction can be a potentially powerful tool and strongly recommended that the focus of future studies should concentrate on the timing and application of Web based learning tools. Summary of literature survey The review of the literature has outlined the use of Web based procedural skills training as an area that requires further research. Empirical research and systematic reviews that has been carried out thus far has been limited. The literature research conducted for this dissertation (though in its self may have been limited) was unable to find publications exploring the whole use of the Internet as a means of procedural skills training and skills maintenance. Justification and Learning needs analysis To assess the effectiveness of an Internet based learning resource in the context of procedural skills training, a skill had to be chosen that was relevant, involved both a physical and mental task, and had the potential of decaying. A procedural skill is defined as à ¢Ã¢â€š ¬Ã…“the mental (knowledge) and motor activities (behaviour) required to execute a manual taskà ¢Ã¢â€š ¬? and usually involves patient contact. Kovacs (1997). Furthermore, a learning needs analysis was undertaken to assess the value of this topic choice. Justification Intubation with a Laryngeal Airway Device (LAD) was chosen as the representative procedural skill. When a patient collapses from a cardiac or respiratory cause, timely control of the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s breathing and airway with prompt delivery of cardiopulmonary resuscitation (CPR) and defibrillation have resulted in life saving survival and neurological recovery. The LAD is a breathing maintenance device that can, with minimal training, be inserted effortlessly into the mouth of the patient allowing for breathing and oxygenation. It is increasingly being used in the repertoire of techniques available to frontline practitioners (practitioners first on call to resuscitation events) in emergencies where the technique has proven to be easy to use and life saving in the management of an airway crisis. Kette, (2005). In a survey of family medicine practitioners, all practitioners surveyed agreed that insertion of an LAD during a resuscitation procedure was a core procedural skill that most practitioners were required to perform in any setting; 86% admitting that they had been called upon at some point to perform the procedure. Wetmore et al., (2005). Insertion of a LAD with knowledge of the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s anatomy, indication and contraindication for use and technique of use both under a controlled setting and in an emergency is representative of a procedural skill a frontline practitioners is expected to perform. Learning needs analysis A key step in developing an effective educational website is performing a learning needs analysis to determine what the learning needs the resource hopes to address are and why these needs were not met by existing learning or teaching arrangements. Cook Dupras, ( 2004). A questionnaire not previously validated, making use of closed type questions, were used to assess three broad areas; knowledge and training, skills application and Internet accessibility. Eleven frontline practitioners were asked to provide an indication of how often they were called to attend resuscitation or airway management situations in the last two years. They were surveyed regarding training received in LAD usage and insertion, their desire to obtain more information or skills updating, and whether there was a perceived need for Internet-based continuing medical education courses on LAD usage and intubation. Their attendances at CME workshops in the last year were surveyed and the barriers to CME workshop attendance were assessed. The respondents were surveyed regarding access to the Internet and previous exposure to e-learning modules. This was done to assess whether the uptake of the resource would be biased towards participants with Internet access, frequent Internet uses or previous e-learning experiences. The results of the learning needs analysis showed that most respondents (90%) received exposure to the device. It is a requirement of their post as frontline practitioners, to be Acute Life Support (ALS) trained where usage of the device in resuscitation is taught. Half the respondents indicated that they were not comfortable with their level of knowledge; and 63% felt unconfident about inserting the device as they were on average, only exposed to two resuscitation scenarios per year. All had Internet access at work and at home; and half had previous experience of online learning. Only one percent of the respondents were able to attend a CME session in the last year, citing lack of time and convenience as the main reasons. 80% of respondents were interested in taking courses through the Internet, as continuous education credits are a requirement of a license to practice in medicine. Interest in the topic was high and given the above self-appraisal, it was felt that the course was nee ded and should appeal to this population. METHODS The method section is dealt with in two parts. The first will focus on the development and design of a Web based educational resource and the second on the evaluation of the resource. 1. Development and design The idea was to develop an educational resource that could be used to train, reinforce knowledge and maintain a procedural skill by employing and integrating principles of effective adult learning with the unique features of the web. The development was driven by educational needs and outcomes of learning needs analysis completed by participants in a previous part of this study. 1.1 Development Theories The course design reflected Adult Learning Principles and the aim of the course was to improve knowledge (cognition), integration of attitude changes (confidence) and in so doing result in a change in behaviour (competency). Gale (1986). With accessibility of the Web based educational resource, it was hoped that the resource would be accessed frequently until the task becomes automatic or accessed as a refresher when required or at regular intervals. The resource incorporated principals that were shown to be effective. It was centered on the learners needs, was focused on a specific task and recognised past experiences of the learner (Gale 1986). The theories used in the development of the resource included; Experiential Learning Theory, which concluded that experiential learning should have personal relevance, should be self-initiated and lead to pervasive effects on the learner. Rodgers (1969) Constructivist Theory where learning is an active process with learners constructing new ideas and concepts based upon past and current knowledge. Bruner (1966) Information Processing Theory where knowledge is presentation in sequences or à ¢Ã¢â€š ¬Ã‹Å"chunkingà ¢Ã¢â€š ¬Ã¢â€ž ¢ to accommodate short attention spans (Miller 1956). The educational resource strived to be pedagogically sound uniquely applying these principles online. Information was presented in small chunks in a sequential fashion, was self-contained, had interactive components and contained assessments with instant feedback. Online communication did not occur in real time as which happens with video conferencing and online chat rooms, instead the resource used communication that was asynchronous where participants logged on, viewed and downloaded course material, read postings and submitted interactive tasks. The advantage of using an asynchronous format was that learners and/or the instructor did not need to be online at the same time allowing the participant to work at his or her own pace. The asynchronous nature of this web based learning environment allowed for barriers of time, location and expense to be overcome. Sanoff (2005) 1.2 Moodle Description University College Londonà ¢Ã¢â€š ¬Ã¢â€ž ¢s (UCL) Moodle was the platform used to develop the educational resource. There are many applications offering free alternatives to the commercial software WebCTTM and BlackboardTM, however the UCL Moodle was chosen as a matter of convenience because it was accessible, independent of specific operating systems, fit for purpose and easy to use without much technical computer knowledge thereby potentially removing barriers to any future course design and development.. Moodle (Modular Object Oriented Dynamic Learning Environment) is software freely available to use and was developed by Dougiamas. Moodle. org (1999). The Moodle software was designed on pedagogical principles that encourage learner interaction in a virtual learning environment. Moodle is a course management system used to support Web-based courses and has a number of innovative tools that could be used to create courses that promoted collaborative learning. Moodle is able to run without modification on Unix, Linux, FreeBSD, Windows, Mac OS and Netware. (Moodle. Org). After an initial learning curve, the program was easy to use with simple but comprehensive online instructions. Moodle It did not require pre-existing computer programming knowledge, and in fact the author of this dissertation considered herself a novice computer user. Moodle is written in hypertext pre-processor (PHP) which is HTML embedded scripting language used to create dynamic Web pages.  PHP allows for connecting to remote servers, checking email, URL encoding and setting cookies. It offers good connectivity to many databases including MySQL, and PostgreSQL,  which Moodle uses as a single database. MySQL is a  relational database management system  that runs as a server providing multi-user access to a number of databases. (www.php.net). Moodle had the support for easily displaying multimedia aspects of the educational resource and the interface could be used in over 70 native language translations. The Web based educational resource was easily built up using multimedia activity modules and design elements, which included with easy navigation; Authentication and enrollment, Syndication with a chat forum made available to others as newsfeeds, Current evidence based didactic teaching, Interactive quizzes allowing import/export in a number of methods Hyperlinked resources to provide for branched learning, The use of a Wikipedia, A glossary of commonly used terms, Instructional video presentations. All the attributes of the Moodle made for an international transportable tool ideal for knowledge presentation, learner interaction, comments and reflection, dynamic and interactive assessments, flexibility, extendibility, and most importantly, support for autonomous learning and continued educational development around the world. The only noteworthy disadvantage of using the UCL Moodle was an imposed instructional design. 1.3 Resource Description The educational resource was named; VIRTUAL [emailprotected]/* */: Onà ¢Ã¢â€š ¬Ã¢â‚¬Å"line Laryngeal Airway Device training. à ¢Ã¢â€š ¬Ã¢â‚¬Å" à ¢Ã¢â€š ¬Ã…“Virtualà ¢Ã¢â€š ¬? suggesting both the virtual reality of an Internet based generated environment and the adjective, meaning à ¢Ã¢â€š ¬Ã‹Å"practicallyà ¢Ã¢â€š ¬Ã¢â€ž ¢ or à ¢Ã¢â€š ¬Ã‹Å"almostà ¢Ã¢â€š ¬Ã¢â€ž ¢ Collins English Dictionary ( 2008). The Web based educational resource was developed for distance learning and contained all the elements of a totally Internet delivered educational resource. The content of the course was drawn from the authorà ¢Ã¢â€š ¬Ã¢â€ž ¢s personal experience using the Laryngeal device; peer reviewed journal articles, manufactureà ¢Ã¢â€š ¬Ã¢â€ž ¢s product information and videos downloaded from the Internet. Permission for the use of copywriter-restricted material was sought and obtained where appropriate. 1.3.1 Screen Design The screen design refers to how the information was arranged and presented on the display screen. The guidelines used followed those (amongst others) suggested by DoD HCI Style Guide (1992). The screen was kept simple, orderly, clutter free and consistent with a limited, non-dominating colour palate of four colours à ¢Ã¢â€š ¬Ã¢â‚¬Å" blue, black, white and blue à ¢Ã¢â€š ¬Ã¢â‚¬Å" green, a combination that has been shown to cause little fatigue and distraction. Kelley (1988). The content of each lesson was presented on a plain white background with black text in a non-jarring informal style font that made the lessons easy to read. Clark (1997). One template was used and the navigation bar, top bar and individual lesson heading bars kept the same with only the content of each lesson changing. All the content was displayed statically on one screen with individual lessons accessed by scrolling vertically down to the individual lesson. Unnecessary menus and long selection lists were avoid ed. This allowed for an overall view of the content, minimized pointer and eye movements and caused less distraction with easy navigation. (Gruneberg 1978). A discussion forum, interactive quizzes and an end of resource examination were included to allow engagement and self-assessment. The quizzes and examination included a range of question types à ¢Ã¢â€š ¬Ã¢â‚¬Å" multiple choice questions, true/ false, photo matching and random short answer matching type questions. These varieties of questions were shown to improve the learning experiences of adult learners. (Mackway-Jones, 1998). Information was provided in chunks and the writing style kept informal, with plain, simple language and in conversational tone with some elements of humour. There were fewer than 60 à ¢Ã¢â€š ¬Ã¢â‚¬Å" character positions on a standard 80 à ¢Ã¢â€š ¬Ã¢â‚¬Å" character line, spacing between characters were 25 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 50% of character height and spacing between lines were equal to the character h eight, this to increase reading efficiency. 1.3.2 Course Content The course material was presented as text, graphics, power point presentations, hyperlinks and video demonstrations of the procedural skill presented in animation and on an actual patient. Knowledge was provided in five short lessons that followed the natural sequence of usage and intubation with a Laryngeal device. Aims of the resource and objectives of each lesson were stated at the beginning of the course. Here too a glossary of commonly used terms and a baseline knowledge assessment quiz were included. Each lesson was kept succinct with hyperlinks to websites and folders for those seeking extra information. This was to limit download times. Each lesson was concluded with an interactive quiz used to reinforce and test the knowledge learnt. Instant responses were provided to the quizzes after submission with suggestions to either revisit the lesson or to continue depending on the results obtained in the quizzes. The resource was concluded with an end of course examination and the c ourse was predicted to take 1 to 2 hours to complete. The resource content was accessed with a secured password with all content downloadable by way of an Internet connection. All the participants were supplied with a secure company email address and all the ISTCs had Internet access. Permission was requested for the use of company time and resources e.g. airway device training mannequin and time during the working day for those who chose to access the resource at work. Participants were supplied with instructions on how to use Microsoft Word and how to log on to and navigate the Moodle site. The course material was available online for two weeks with access monitored. 1.4 Pilot Study The aim of the pilot study was to assess the ease of navigation, gauge the time it took to complete the course, the integrity of the hyperlinks and the validity and reliability of the content and examination questions. Font preferences, layout and download speeds were also assessed. A prototype of the resource was tested on a selected sample of five participants of similar profile to the participants used in the study. The participants of the pilot study were excluded from participating in the actual study. An external panel of three Consultant Anaesthetists and two trainee Registrar Anaesthetists where used to provided expert advice. The Consultant Anaesthetists were selected based on their special interest in emergency medicine or difficult intubation scenario teaching. A few typographic errors were corrected, aims and objectives were clarified, difficult navigational issues were corrected and some content deemed repetitive and lengthy by the pilot participants were excluded before rolling out the resource. These changes however, were minor and further usability studies were deemed unnecessary. 1.5 Content Validation The content presented was current, evidence based and peer reviewed for content validity by the panel of experts (made up of three Consultant Anaesthetists and two trainee Registrar Anaesthetists), who deemed the content to be relevant and appropriate. The panel of experts and the pilot participants also judged good face validity. 2. Evaluation of the Resource The study evaluates effectiveness and acceptance of a Web based educational resource used to train and maintain a learnt procedural skill in the context of continuous medical Education (CME). The evaluation of the resource was undertaken in two parts. First the effectiveness of the resource was evaluated and the endpoints measured were changes in knowledge, confidence and technical ability. This evaluation made use of a summative framework redefined by Saettler (1990); which takes place after interaction with the resource. A à ¢Ã¢â€š ¬Ã…“before à ¢Ã¢â€š ¬Ã…“and à ¢Ã¢â€š ¬Ã…“afterà ¢Ã¢â€š ¬? interventional ipsative assessment was undertaken where participantà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance was compared to their own over a period of time. The second part of the evaluation was undertaken to assess the acceptability of the Web based educational resource as a medium for procedural skills training and this was done by way of an evaluation questionnaire completed by the participants after course completion. 2.1 Participants and Setting The participants and settings were specifically targeted, as they would ultimately be interested stakeholders and end users of this type of resource. The research was conducted at five Care UK TM Independent Centers (ISTCs) on practitioners employed at these facilities. The ISTCs are part of the governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s initiative to reduce long NHS waiting times for elective surgery by adding increased capacity and alternative treatment venues for patients. There are approximately 25 ISTCs in the United Kingdom with Care UK TM represents 20% of this market. The ISTCs were chosen as a setting because: They are not part of the UK NHS medical training scheme and therefore have no formal programs of medical training or teaching that similar grades of staff in the NHS would receive. Contractual obligations of the ISTC contract decreed that the ISTCs could not employ medical practitioners from the NHS; therefore, most of the medical staff employed at the ISTCs have trained abroad and are waiting either to enter a formal career path within the NHS or wanting UK work experience. This situation has resulted in a mixture of nationalities, non-uniform medical training and medical staff with differing levels of post qualification experience and more importantly, a high staff turnover. (ref) These resulting factors were conducive to a system of competency-based appraisals and continuous medical education, which could be addressed with Web, based educational resources. Participants in the study were all frontline practitioners employed at Care UK TM ISTCs, which employs 48 practitioners of this grade. This represents 50% of all frontline practitioners employed in ISTCs throughout the UK. This intended sample size of 48 adequately represented the wider population in this type of analysis. frontline practitioners are the first practitioners on call to the resuscitation of a collapsed patient where they would be called upon to secure the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s airway and ensure oxygenation until the Anaesthetists or the resuscitation team arrives. It is expected that frontline practitioners are trained and certified with acute cardiac and life support skills and confident in dealing with clinical emergencies. In reality, analysis has shown that frontline practitioners in these ISTCs, though some trained and certified, rarely use these skills due to the infrequent nature of resuscitation clinical emergencies, making these scenarios potentially high -risk events when they do occur. Frontline practitioners are made up of Resident Medical Officers (RMOs), Anaesthetic Assistants (ODAs) and Recovery Room Practitioners (RNs). RMOs are doctors who have completed their medical training and have at least two years post graduate work experience as qualified doctors. They are employed to provide 24 hours on site medical management of patients at the ISTCs and like general practitioners (RACGP 2006) and doctors outside NHS academic hospitals, are usually first on call for emergencies and the sole source of medical advice on the premises on which they work. Anaesthetic assistants and recovery room practitioners are nursing practitioners employed to assist the Anaesthetists in theatre and attend to patients just out of theatre recovering from the effects of the anaesthetic agents. Due to the academic isolation and constraints imposed by a busy and often inflexible rota, frontline practitioners find it difficult to attend CME sessions necessary for skills retention. This, coupled with infrequent use of critical resuscitation equipment like LADs, increases the risk of deskilling with potential harm to a patient in an arrest scenario. There is no formal training pathway or formalised program of Continuing Medical Education (CME) within the ISTCs and most of the frontline practitionerà ¢Ã¢â€š ¬Ã¢â€ž ¢s continued professional development is self-directed. This is likely to make them more receptive to Web based learning. It is important to remember that frontline practitioners employed at the ISTCs are in non-training posts with the ISTCs under no obligation to provide CME or time off for CME, therefore the onus and expense of CME is borne by the staff. It is expected that the convenience of time, place and curriculum will generate an interest in this method of gat hering CME credits and maintaining a procedural skills competency base. 2.2 Sampling There were 48 frontline practitioners of which each grade; RMOs (16), Anaesthetic assistants (16) and Recovery room practitioners (16) make up 33% each and were therefore proportionally represented within the Care UK ISTCs. Sampling was a matter of convenience as all 48 frontline practitioners invited to attend and those who choose to accept were recruited. Participants who choose not to interact with the resource or who choose not to undertake the pre and post written and practical examinations were excluded. It was intended that these be the only exclusion criteria. 2.3 Biases The study may be biased towards candidates interested in self- learning, continuing professional development and those interested or confident with e-learning. Experience suggested that the majority of medical practitioners recognised that continuous professional development is vital for career development and as a requirement of the GMCà ¢Ã¢â€š ¬Ã¢â€ž ¢s revalidation process, would therefore choose to participate. As an added incentive, completion of the learning resource was rewarded with internal CPD points. The research study may also be biased towards participants who were comfortable with negotiating the Internet. To minimise biases, the design of the online resource placed emphasis on simplicity, easy to follow instructions and easy navigation through the course. It was likely that most of the participants would have trained abroad with unknown learning styles and English as a second language introducing potential variation in responses. A telephone helpline, email assistance and Internet based FAQ were made available to assist the participants. It was unlikely that there would be a location bias as these treatment centers were equally spread randomly over 4 counties. 2.4 Ethics Ethical issues were considered broadly within the clinical academic research culture with management of ethics complying with Research Governance Framework standards DH ( 2008); Bowling (2002) Submission for ethics approval was made locally to the Care UK TM Companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Clinical Governance and Ethic Committee. NHS Ethics Committee approval was not needed, as the research conducted did not involve NHS patients or NHS staff. See appendix X Co-operation of each centreà ¢Ã¢â€š ¬Ã¢â€ž ¢s Medical Director was obtained to contact the frontline practitioners and to dispatch consent letters requesting informed consent to participate in the study. Each participant was provided with a description of the study, its purpose and methods, nature and reason for conducting the research, time scales involved and commitment expected. Participants were encouraged to participate and CPD points were offered on completion of the learning task. Participation however was voluntary with withdrawal from the study possible at any time thereby significantly limiting potential for coercion (see appendix). On acceptance, participants were asked to complete a consent form. Participants were assured that their information would be anonymous and that they would not be individually identified by nationality or age. Each participant was assigned a username and password, which was randomly assigned by way of a sealed unmarked envelope. The username and password was used to access the resource and was used as unique identifiers on the pre and post examination papers. The researcher conducted a blind trial with regards to the allocation of the usernames and passwords. All demographic data was treated confidentially within guidelines laid down by the Data Protection Act and all computer files were stored in a secure server which was password protected (DPA 1988). Findings of the study will be disseminated by way of the dissertation report and possible publication in a peer review journal to a wider audience. Results of the study will be offered to the participants and Care UK TM by way of an online report and formal presentation of the study results. 2.5 Summative Assessment Effectiveness of the resource was objectively measured using à ¢Ã¢â€š ¬Ã…“before à ¢Ã¢â€š ¬Ã…“ and à ¢Ã¢â€š ¬Ã…“afterà ¢Ã¢â€š ¬? written multiple choice type questions and a à ¢Ã¢â€š ¬Ã…“preà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã…“postà ¢Ã¢â€š ¬? practical skills test assessing change in knowledge, intubation skill performance and confidence. Procedural skills like behaviour are hard to change and difficult to measure, therefore a proxy measure like change in knowledge, which is easier to measure and quantify was used in the belief that an increase in knowledge is related to an increase in skill. To assess baseline knowledge, participants were randomly assigned to two groups (Group A, Group B), each group receiving a set (MCQ A1 or MCQ B1) of 10 written multiple-choice type questions which they were asked to complete before undertaking the resource. The use of multiple choice type questions has been recommended as a reliable method for use in competency based measures to measure the acquisition of knowledge. Association for Medical Education in Europe (1999) These questions were based on the content described in the lessons of the resource. Participants were requested to complete the questions on the answer sheet under examination conditions and within a time period of 15 minutes. The questions in the two sets were different, of varying degrees of difficulty and were worded in a way to prevent guessing and random answering. All the MCQS were one-best answer type with a few true false type questions included. There were no trick or extended-matching items and there was no negative marking. One point was scored for each correct answer with a maximum score of 10 per examination. An assistant was recruited to invigilate and collect the completed question sheets. Each answer sheet was identifiable only by way of the username randomly assigned to each participant and participants were requested not to discuss the questions. After a two-week period of interacting with the resource, a change in knowledge was assessed using à ¢Ã¢â€š ¬Ã…“afterà ¢Ã¢â€š ¬? written multiple choice type questions. The same format used to assess baseline knowledge was used and the same conditions were applied. Group A received MCQ B1 and Group B received MCQ A1 questions. In the event of participants discussing the questions the à ¢Ã¢â€š ¬Ã…“afterà ¢Ã¢â€š ¬? test questions, though the same were ordered and numbered differently. Psychomotor skills à ¢Ã¢â€š ¬Ã…“preà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“postà ¢Ã¢â€š ¬? completion of the course were evaluated using a specifically designed airway training mannequin on which the participants used the LAD. An initial à ¢Ã¢â€š ¬Ã…“preà ¢Ã¢â€š ¬? skills test was conducted before undertaking the resource and a à ¢Ã¢â€š ¬Ã…“postà ¢Ã¢â€š ¬? skills test two weeks after completing the resource. A modified, validated three pointà ¢Ã¢â€š ¬Ã¢â€ž ¢s global rating scale and a 22 point checklist was used to assess the procedural skill as suggested by the current gold standard for assessment of procedural skills Bould, (2009). Table 1 Modified 3 point global rating score of Laryngeal airway device insertion ability: Score 1 poor 2 competent 3 clearly superior Maneuvers Repeated, tentative, jerky Competent but occasionally awkward and stiff Fluid with no awkwardness Actual score Participants were presented with a scenario and their appropriate approach and performance were scored using a checklist of predetermined maneuvers with scores assigned to each step correctly performed (see appendix à ¢Ã¢â€š ¬Ã‚ ¦.). Time to ventilate the airway mannequin from initial positioning of the head and mouth opening to successful ventilation was considered a major outcome variable as the outcome was reproducible and easily quantifiable. An additional point was awarded if successful intubation was established within a time interval of 50 seconds. (ref)The researcher and a recruited assistant were used to independently assess the performance of individual participants. Participants were also asked to rate their confidence pre and post resource intervention. 2.6 Evaluation of Usability A previously validated (and modified for purpose) questionnaire evaluating learner satisfaction with the Web based educational resource was undertaken in the final part of the study (ref). Qualitative data by way of structured questions and quantitative data using a Likert Scale were collected after the post resource tests were completed. The participants were given a printed version of the questionnaire to fill in by hand and return anonymously as well as an attached word document for those wishing to return the questionnaire by way of an email. To improve the response rate, a collection box for responses were placed at each centre and a representative recruited to assist with reminders and collection. The questionnaire was made up of two parts (see appendix). The first was a set of structured questions used to collect demographic data about the participants e.g. age, gender, Internet user experience. This part of the survey was undertaken to assess whether there would be a relationship between age, gender, Internet user experience and preferences for Web based learning. Webb (2002). The second set of questions surveyed what the participants thought of the course design, course usability, the use of multimedia and interactive components, and the impact of the resource. The participants were also asked about exposure to similar learning through traditional means. This was to gain an understanding of how participants viewed technology as a means of continuing professional development and how the use of technology influenced their learning. The questionnaire consisted of 22 questions with choices ranked on a 5 point Likert scale where participants had to strongly agree, agree, disagree, strongly disagree or remain neutral. Questionnaire surveys are popular because of their low cost and ease of administration Mann (1998) and a well designed questionnaire can provide useful information in a standardised format and is widely used as a tool in continuing medical education. Pereles (1996), Morris (1997). The benefit of this type of closed-ended questions were that they were easy to standardise and analysis. The downside was that it was more difficult to design. Patton (2001). 2.7 Validity and reliability Validity and reliability describes the quality of a method of assessment and where possible previously validated tools were used. 2.7.1 Multiple Choice Questions The multiple choice type questions were drawn from a pool of unvalidated questions from past examination papers used in the training of Anaesthetic trainees. Examination questions from a pool of validated and reliable test questions would have been ideal to use however, as of this writing, availability of such a databank of questions do not exist. The panel of experts assessed the face and content validity of the questions and concurred that the questions were appropriate and tested knowledge. Concurrent validity was established by comparing the questions to a bank of questions used in the local Trust to examine trainees. The panel of experts independently categorized the test questions as easy or difficult. Where agreement could not be reached, the questions were graded as intermediate. Agreement correlation between the experts were calculated using a raw score formula for Pearsonian à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ To further establish the internal consistency or internal reliability of the questions, a difficulty score (DS) was used to define the degree of difficulty of each question against which the test papers from the pilot study was compared (Crocker 1986). Needs work à ¢Ã¢â€š ¬Ã¢â‚¬Å" speaking to Henry A degree of difficulty for each question was calculated and a Difficulty Score assigned to each grade of question: DS = the number of predicted correct answers that the participants would obtain divided by the number of all answers. Table 2 MCQA MCQB DS Difficult 3 out of 10 2 out of 10 0.25 Intermediate 2 out of 10 3 out of 10 0.125à ¢Ã¢â€š ¬Ã¢â‚¬Å" 0.25 Easy 5 out of 10 4 out of 10 0.55 Participants in the pilot study were given the two test papers (MCQA, MCQ B) to complete and a Difficulty Score was calculated on the actual answers received and compared to the predicted Difficulty Score. Analysis confirmed that different participants tended to do well or badly on the same parts of the tests thereby demonstrating internal consistency (see appendix). To test whether the MCQs were able to distinguish between pilot study participants who knew and understood the material and those who did not (that is to test the reliability of the MCQ), an overall Discriminative Index (DI) was calculated using the following calculation: DI = number of correct answers amongst the highest overall score. A DI score of 0.9 was obtained. Questions with a DI0.30 is considered as adequately discriminative. 2.7.2 Global Rating scale and modified checklist The global rating scale and modified checklist of LMA insertion were tools used in previous studies and were reported as validated, Bello (2005), Naik (2003). However, scanty to no information was provided on the validation process in the two publications and a review of checklists and global rating scales in assessment of procedural skills in anaesthesia did not report the establishment of construct or internal validity specifically for assessing intubation skills. Checklists have been shown to produce excellent reliability in trained observers, are easy to use after some training for optimal reliability, are potentially comprehensive depending on the checklist, Bould ( 2009) and using two experienced Consultant Anaesthetists as examiners of the participants performance resulted in good inter-rater agreement achieved. 2.7.3 Usability Questionnaire The questions used to assess the usability of the resource were a modified version of a validated questionnaire used in a previous study to assess technology (University of Maryland User Interaction Satisfaction 5.0 1995). These questions were specific enough to allow for meaningful, reliable measurement; however its ability to be generalised to wider groups allowed the findings to be reproduced on the participants used in this study (Maxwell 1992). 3 Data Collection and Analysis This study made use of quantitative analysis recorded on standardised data entry forms. Data from open-ended structured questions were categorised and data from closed à ¢Ã¢â€š ¬Ã¢â‚¬Å" ended Likert scale questions required quantitative analysis. 3.1 Power Calculation A power calculation using a web based power calculator for a paired t test was performed to determine the sample and the effect size to make the study significant. www.biomath.info/power/prt.htm). It was estimated that there would be a 30% mean difference of predicted change between pre and post course test scores based on the outcomes of the learning needs analysis. Using approximately one standard deviation in performance, a 5% significance level and a 70% power of the study, a sample size of 8 was suggested by the calculation to show an effect size of 1.1. However, given that it was possible to recruit more than eight participants, it was decided to operate on a smaller effect size and more participants. 3.2 Data presentation Descriptive statistics were used to describe the ordinal data derived from the Likert scale questionnaires. The data was presented as percentages in tables summarised as median or mode with the mode being most suitable for easy interpretation, variability was expressed with a range and the distribution of findings displayed in a dot-plot or bar chart. 3.3 Data Analysis The Wilcoxon signed-rank test, a non-parametric hypothesis test was applied to the ranked data from the à ¢Ã¢â€š ¬Ã…“beforeà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“afterà ¢Ã¢â€š ¬? MCQs and the à ¢Ã¢â€š ¬Ã…“preà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“postà ¢Ã¢â€š ¬? practical skills examination. This test was used to compare the two sets of scores from the same participant as an alternative to the paired Students t-test as the population could not be assumed to be normally distributed. The dependent variable was the examination scores and the independent variable the Web based resource. A SPSS data analysing program was used to generate descriptive and quartile statistics for the variables and ranks tables presented data of the comparison of participants à ¢Ã¢â€š ¬Ã…“Beforeà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“Afterà ¢Ã¢â€š ¬? course completion scores. Examinations of test statistic tables were used to show whether there were changes in examination scores and whether these changes were statis tically significant. Confidence Interval A 95% interval confidence level was chosen to generalise the results to that of the general frontline practitioner population. The selected sample of 48 participants as a proportion of the intended population in all the ISTCs corresponded with a Confidence Interval of ± 19%. That is to say that there was a 95% certainty that the true population proportion would fall into the range from 44% to 82% according to a Web based Confidence Interval for Proportions calculator.

Christianity The Flying Spaghetti Monster - 1361 Words

Well, At least it is Not the Flying Spaghetti Monster At this day and age, there are so many different religions and religious ideas. There is Hinduism, Islam, Buddhism, Taoism, Agnosticism, and there is even the Church of the Flying Spaghetti Monster. People all over the world, whether as a group or not, have faith in different beliefs. Most of the time, it depends solely on what region of the world they are in. In America, the religion that is predominant is Christianity. What do most people think of when asked about the opposite of Christianity? The answer is well known: Atheism. Christianity is the belief that there is a supreme being, specifically God, and that he is the creator of everything. They also believe that there is an†¦show more content†¦They believe in God the father, the son of God (Jesus Christ), and the Holy Spirit. They believe Jesus died for our sins, was resurrected, and ascended. They feel that the Church is holy and sacred, and they commune saints . Due to their sacred texts, Christians believe that there will be a second coming of Christ, everyone will go before God on Judgement Day, and that those who believed and were faithful will be saved. Atheism has a solid belief that there are no deities or supernatural beings. Not only do they oppose Christianity, but nearly every religion that there is. There may not be very many similarities in the two religious ideas, but one fact is for sure. They are not completely different. Their core similarity is their strong, common faith in their different beliefs. Both Christians and Atheists attempt to convert each other. In the U.S, the two often clash. Some attempts at converting come through the forms of public debates, through literature, webpages, blogs, revivals at churches, and more. Attempted conversions are usually peaceful; however, situations can easily get heated on both sides. Christianity and Atheism both have divisions. The denominations of Christianity are: Orthodox, Protestantism, and Catholicism. The denominations of Atheism are: Extremists, Moderates, Militants, etc. Christians and Atheists can both agree that there was a beginning point to the world. Atheists, of course, like to think of that beginning point as The Big

Literary Analysis Nothing Gold Can Stay By Robert Frost

When Robert Frost wrote the poem he had political views because he thought the world was ending. He was also concerned with the way Germany was acting because it was after a huge war. He wrote this poem in the early 1920s the poem was written in english. Frost wrote the poem around the time World War 1 ended and he was fearful about what would happen next. The poem is lyrical because it is short and rhymes. There is a longer verision that has more stanzas. That poem would be a narative because it was long and told a story. Frost had intence feelings in Nothing Gold Can Stay. Nothing Gold Can Stay by Robert Frost was not obvious the reader had to make inferences of what the phrase nothing gold can stay is talking about. Since Frost was†¦show more content†¦The poet was trying to show his feelings about the world and political views after WWI. He was concerned with how different leaders were acting after the war. Frost wrote the poem to get his feelings out there. Luckily the world didnt end which is what he predicted in his poem. Frosts poem Nothing Gold Can Stay does not have any cultural words, phrases, and ideas. Nothing Gold Can Stay is reality and not fantasy. You can see this because it doesnt talk about magic or impossible things. Frost doesnt show a clear representation of reality in Nothing Gold Can Stay. The poem is very symbolic but still realistic. The mood in the poem seems a little dark and twisty. Since he is talking about the end of the world and his feelings after the major world war. The tone is serious because it is so dark as well as his thinking. The reader could tell these details because of the way Frost expressed his feelings. The poet was trying to be dark and mysterious and the theme was loss. In Nothing Gold Can Stay Frost talks about death which the reader might assume represents loss. I think loss is represented in the phraze nothing gold can stay like it will always go away. Frost also was referencing how we might lose the Earth. Nothing Gold Can Stay doesnt have a clear rhythm. Rhythm wasnt an obvious detail of the poem since it didnt apply to it. If the poem did have a rhythm is would not be an important aspect. I do not think that RobertShow MoreRelatedEssay on Robert Frosts Life and Accomplishments1244 Words   |  5 Pagesâ€Å"In three words I can sum up everything I’ve learned about life: it goes on.† After a lifetime of ups and downs, Robert Frost said this quote. Most of his poems already shared his message, that life is not as easy as it may first appear to be. He used the simplicity of nature and vernacular speech to give his poems a casual mood, though underneath they display a much deeper meaning of life. These poems help to show people just some of the difficult things that will be faced in life, despite everythingRead MoreAnalysis Of Stopping By Woods On A Snowy Evening, By Robert Frost778 Words   |  4 PagesRobert Frost is a great American poet that mastered the art of eloque ntly imprinting his readers with an overarching idea, or theme, through his use of symbolic language, precise picture painting, and metronome rhyme and meter. Frost addresses many different themes across his poems, but sometimes has similar methods of displaying his themes; three of the most prominent are the crossroads of a decision in â€Å"Stopping by Woods on a Snowy Evening,† the battle between desire and hate in â€Å"Fire and IceRead MoreEssay about Analysis of the Poems of Robert Frost1316 Words   |  6 Pagesâ€Å"The Road Not Taken† and â€Å"Nothing Gold Can Stay† are just two of many very famous poems, written by none other than Robert Frost. 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Eq Settings Guide free essay sample

This can result in a net cut of the bass frequencies. 200-GHz Boost: To add warmth to vocals or to thicken a guitar sound. Cut: To bring more clarity to vocals or to thin cymbals and higher frequency percussion. Boost or Cut: to control the woody sound of a snare. 400-GHz Boost: To add warmth to toms. Boost or Cut: To applying cut to some of the instruments in the mix to bring more clarity to the bass Nothing the overall mix. GHz-1 KHz Boost: To thicken vocal tracks. At 1 KHz apply boost to add a knock to a bass drum. 1-kHz Boost: To make a piano more aggressive.Applying boost between 1 KHz and KHz will also make guitars and baselines more cutting. Cut: Apply cut between 2 KHz and kHz to smooth a harsh sounding vocal part. General: This frequency range is often used to make instruments stand out in a mix. We will write a custom essay sample on Eq Settings Guide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3-kHz Boost: For a more plucked sounding bass part. Apply boost at around KHz to add some definition to vocal parts and distorted guitars. Cut: Apply cut at about kHz to remove the hard edge of piercing vocals. Apply cut between KHZ and KHz to dull down some parts in a mix. 6-kHz Boost: To sweeten vocals.The higher he frequency you boost the more airy/breathy the result will be. Also boost to add definition to the sound of acoustic guitars or to add edge to synch sounds or strings or to enhance the sound of a variety of percussion sounds. For example boost this range to: Bring out cymbals. Add ring to a snare. Add edge to a bass drum. 10-kHz Boost: To make vocals more airy or for crisp cymbals and percussion. Also boost this frequency to add sparkle to pads, but only if the frequency is present in the original sound, otherwise you will Just be adding hiss to the recording.

Racial Discrimination in Public Schools an Example of the Topic Government and Law Essays by

Racial Discrimination in Public Schools Introduction The term racial discrimination creates a distinction between one group of people with another. This is normally based on the skin color, facial features and the hair texture. It normally vary depending on the culture, and social economic factors that lead on the decision by teachers and students in choosing who is to succeed and who is to fail in the school performance of the students. We find that this discrimination in schools has led to unequal disciplining system among other factors in schools. Need essay sample on "Racial Discrimination in Public Schools" topic? We will write a custom essay sample specifically for you Proceed Effects of Racial discrimination Teachers are said to be practicing discipline on students depending on the race, gender and socio-economic factors, though many people including teachers argue that the discipline and policy practices in schools are balanced and objective. There are still main causes that lead to an increase in the number of students of color being sent out of school. There are various causes of racial inequality in discipline implementation in many public schools this include: (Darnell, James and Downey, 1998) Cultural Insensitivity and Misunderstanding: This has been said to be the major factor leading to crisis in discipline systems both in students and the teaching member and in which it has been predicted that this case will lead to the distinction racial and ethnic groups among students. Due to the growing urban population in cities, many suburban schools are growing thus increasing the racial and language differences. Contrary, the numbers of teachers decrease due to color and social differences in which we find many school administrators employing teachers depending on the number of the color students. This has probably led to a cultural variance through which a number of teachers lack knowledge with the cultural values, and belief systems of the students. Therefore, due to lack of the teachers familiarity with the students cultural perspectives, the teacher is not able to understand the behavior of a particular student. Socio-Economic Factors: This is normally experienced in many schools creating differences among the members in the learning institution. For example, a situation where we find a teacher living in a middle social class that has a uniform way of living and a lower income student is living in an economically troubled society. This difference between the teacher and the student is said to complicate the relationship between the two groups. Students Defiance: This is the resistance of a student over their teachers authorities. This kind of students behavior is normally characterized by not following the teachers directions and also talking back. This has been said to usually come up as a result of racism thus creating a negative impact teaching and learning. This resistance is another factor that is claimed to be an effect of the inequity cases in schools under which students react in a particular ways such as breaking of school rules, disrupting class sessions and their denial in learning. Many researchers conclude that this resistant is a factor leading to the existing discipline crisis. These behaviors results in the irritation and annoyance of the teacher who sometimes lack skills of resolving his students resistance especially where there is a racial contribution to the situation. (Darnell, James and Downey, 1998) Lack of Academic and Social Support: This is normally linked with the case of the students resistance whereby research finds that most students claim to be disruptive because they do not receive adequate support in doing their school assignments or in developing skills in their self management which leads to a low academic competence whereby most students are held back leading to lower achievement. It is said that racial discrimination in schools has a diversified effects on the students which normally differ with the presence of many factors including those of self attitudes and the cultural and socio-economic backgrounds. These factors target the performance of the students whereby a negative impact is brought, i.e. when a school administration fails to address the needs of its students. This may be done when the school administers are formulating their curriculum that include the exclusion of minority cultures and languages which proves to lack relevance to the students. This in turn make students to loose interest whereby they fail to attend school and some of them dropping out of schools due to the boredom caused by the school curricula. Such a cause may also lead to a low literacy rate among the members of the society. (Kohn, 2002) Employment: The other effect of discrimination is the diminishing in employment prosperities of the children due to low educational levels. There exists a high unemployment rates since most of the children were discouraged from attending school due to racial discrimination. For this case they did not acquire enough knowledge and skills that would be required to be applied in a working environment rather than at school, thus creating a sub-class of society members thus increasing the discrimination factors in the community. Acceptance of Racial Discrimination: Through this, the children are forced to learn that discrimination is part of their ways of life in the community meaning they accept it. This normally makes make the children to grow up in a manner of separating themselves from others thus having a negative effect on the childs integration with others in the community. Lack of Respect: Racial discrimination can also lead to the loss of the societies cultures and language. This can also lead to lack of interest of the children in maintaining instructions of a particular language and culture through which many children have the inability of communicating effectively in the particular traditional language due to an incomplete grasp of the official language learnt at school. Psychological Insinuation: Racial discrimination is said to be having psychological implication on various children in the society since the children are forced to participate in a particular culture at school. This is so because; it forces them to alter to their home cultures. Through this, the students face a variety of conflicts giving rise to a psychological and identity problem. (Kohn, 2002) Alienation: This normally occurs in children due to the assimilation policies that are imposed in schools which are normally meant to break the conversion of culture and language from an older generation to a younger generation. This leads to the alienating of the native children from their society older to younger stimulating the identity crisis within their societies. This alienation can lead social isolation that might also lead to depression through stress anger and fatigue which normally happen to detract the student from performing in schools. This case of discrimination has been shown to have taken a large proportion of the minority members of the society who are classified as underclass, though there are conditions that have been developed to reduce this issue of race, one of it is the positive action developed by schools and other institutions in which we find various people who are engaged in fighting for equality and just in the society, this has led to the fading of the demand for socialism, this has brought the socio-economic class differences to a lower level therefore the need for an economic equality has resulted into more demands of justice opposing the equality in terms of race and sex including the socio-economic classes. There is a risen need for multi-culturalism that is meant to practically reduce the need for common school work for the minority students thus providing support for the teachers to ensure that academic difficulties are dealt with in this case, we see that teachers are struggling to help the students who are affected by the racial discrimination who end up with a lower performance, the teachers argue that there exist no racial discrimination on the ground of socio-economic factors but they say that the performance of a student is normally affected by the perception of the students about the particular topics covered in class whereby they have created changes in the planning of courses whereby the teacher is forced to have many choices of materials to use in motivating these students. We also see that most teachers spend time on discussions in class activities that normally imposes emotion, social and moral parts of education. This is normally an effective method of motivating students to act on difficult topics in their studies. Under this the students are always encouraged to read more books to gain more knowledge for themselves in various aspects of their studies. It is said that governments have also brought up a race equality policy, which is used describe how school administrators plan to fight these racial discrimination which will afterwards promote equality in many schools and also encourage good race relations in school and in class attendance . This policy is meant to provide various strategies to be used. It normally covers important policies, thus stating how the school meets its administration policies covering the racial equality with an aim of eliminating this issue from the schools This policy is normally a written document that carries the responsibilities and obligations that should be linked to the school activities. Therefore for a schools policy to be effective, it should be kept as part of the development plan of the school, it should also show the practical aspects on the details of how the school will implement the policy. It also defines clearly the duties and obligations so that the teachers and the students including the parents are brought to an awareness of what is expected of them. The schools are therefore given the responsibility to prepare the students who will meet, live and work with people of different culture and social backgrounds. Therefore they should ensure that the culture and philosophy of the school are compatible not putting in mind the backgrounds of its members of the school. This we enable an equal treatment of each other with respect under this the students are provided with an opportunity to express themselves universally. The schools should be aware that permission of a particular group through which those members of the society who do not qualify makes them frustrated, resentment, loss of self-esteem, and racial hostility. The racial discrimination issue has played a role bringing discrepancies in schools between the socio-economic classes in education though there have major efforts in the fighting of this issue there is still some cases reported in various schools. Recommendations and Conclusion In most cases, lack of motivation leads to, absenteeism, poor performance, lack of involvement in activities, and dropout cases in high schools. Most students are said to be undergoing various challenges while at school. Some of these problems may include: fear of failure, lack of academic success, social pressures, lack of confidence in themselves, misplacement of papers and books, frequent absenteeism, lack of motivation and quietness while in school due to racial discrimination. Teachers are therefore asked to focus on the students problems culturally, linguistically and socially and at the same time, they should encourage the students to choose subjects that are of interest to them. These students should also be allowed choose a unit of their study whereby the teacher can relate the students preferences of the subjects by asking them questions on the subjects they like and those they dislike but not basing on the racial factors. In this case, the high school teachers who are seri ous and are engaged in educating this category of students in public schools must apply the teaching techniques they have acquired in order to motivate these students to achieve their goals in school. From this case, each child should be involved in every meaningful learning while at school. Motivation can be done either intrinsically whereby the relationship between learning and the interest of the student is involved. Under this case the teacher should be able to bring together the students learning with their non-learning interest such as socializing, watching movies, sports, listening to music, under this kind of motivation a student may find some parts of his learning being more interesting , thus changing the students negative attitudes towards learning. Where as, the extrinsically kind of motivation involves, learning focusing on punishments and rewarding. Although this method may worsen the students negative attitudes, the teachers is urged to allow the student to have the freedom of choice and making decisions instead of punishing them. (Kohn, 2002) The first step that a teacher is recommended to take is to know what the students like or dislike about the school activities and what they would recommend the school to do to enable them have an environment that makes them to learn better. The teacher is encouraged to be caring and be able to give attention and assistance to each and every student in his class. This is said to be normally the major factor leading to improvement in the achievement of the students school goals. The teacher should also show the students how the courses they are learning are applied outside the school environment thus making it more relevant to their future. Also the teacher should encourage the students to acquire more experiences on what they are learning so that they may be able to apply the experienced skills personally in their working areas. School as a whole are advised to establish a learning format that can enable them set goals for each student. This format can enable each student to get rewar ds for his or her great efforts and achievements. This would in turn make the students to be motivated whereby learning in a school is made to be a competition with few rewards available to the best performing students through which recognition of individuals excellence is one way of motivating the other students to work harder so that they can also be rewarded accordingly. Although many school students are said to be motivated with their teachers explanation on what is expected of them, how much efforts they should add and how they are going to be rewarded for their better performances. Parents are also said to be the best ingredient in motivating their children. The parents should participate in promoting active learning in their school children by enabling their children to set up their short-term goals that will enable them create confidence and have a commitment to school. The parents can also make their children understand the skills and knowledge required to get a better job after schooling. This will enable the children need to keep learning after school which is normally used to create a foundation for their childrens future life. The parents are encouraged to talk to their children openly so as to find out the real cause of their lack of interest in the school performance. They should also be encouraged to spend most of their times at the school where their children attend so that they can be able to know what activities are carried out in the school. They should take their role as parents to encourage their children to be involved in study groups for informal study sessions. This may be done through church groups or school organizations. This normally encourages the child to grow and become independent rather than to be dependent on his parents carrying the skills they have acquired to the work places. Also the parent should encourage their children to engage in some volunteering work whereby the community is used as a classroom, thereby enabling the student to know how learning is to be applied in the real world apart from applying it on the class works only; this helps the student to decide on what to do i n future. References Darnell, A., James, W. and Downey, D. B. (1998): Assessing the Oppositional Culture Explanation for Racial/Ethnic Differences in School Performance: - American Sociological Review 63: 536-553. Entwisle, A. and Horsey, C. (1997): From First Grade Forward: - Early Foundations of High School Dropout Sociology of Education Kohn, A. (2002): Punished by Rewards:-The Trouble with Gold Stars. Incentive Plan, A's, Praise, & Other Bribes:-Boston. Houghton Mifflin