Peter Weir witness Essay Example for Free

Peter Weir witness Essay Peter Weir uses contrast to interrogate the concerns of contemporary society. Discuss with close reference to the film Witness. The film witness directed by peter weir raises questions about the concerns of contemporary society. These issues are exposed through the use of film techniques which convey contrast as two cultures clash. The audience is challenged to question these ideas: the opposing concept of individualism versus a sense of community; the use and abuse of power along with honesty and loyalty as opposed to dishonesty and disloyalty; forbidden love and the obstacle of two varying cultures co-existing. The substance of the film highlights the concern of individualism contrasted to a sense of community. An example of individual greed is encapsulated in the â€Å"identification scene† where Samuel recognizes the killer’s image (McFee) within the trophy cabinet where he is displayed as a hero. Amidst the diegetic sound of the police station the camera pans to the cabinet. An extreme close up of Samuel’s eyes along with thought provoking music suggests his realization that McFee is the murderer. The point of view shots; the zooming in on McFee’s face and the non-diegetic sound forces the viewer to query his honour. The audience has viewed McFee as a killer who appeared in the bathroom washing his hands in a relaxed manner and saying casually â€Å"I’m just washing my hands man† suggests that his malicious nature is a part if his everyday life. This individual sense of greed and self-interest in contemporary society is compared throughout the film with the sense of community and generosity of the more traditional Amish culture. The barn raising scene captures this idea effectively as it portrays the community working together for a common cause. The harmonious music; the wide angle shots; the cheerful facial expressions and body language and â€Å"uniform† costumes highlight their equality and sense of belonging to one group. The vertical panning shot of Daniel sharing a drink with Book demonstrates the farmer’s selflessness although he is in â€Å"competition† with Book for Rachel’s affection. This contrast interrogates concerns of self-interest with contemporary society challenging the viewers’ perception of these cultures. There is also a contrast between how power is used within the cultures. Abuse of power is clearly evident with Schaeffer as he is always shown as a loyal husband and family man which challenges the audience to question what is actually an illusion to this representation of character. This characterisation is overturned when Book phones Schaeffer and says â€Å"lost the meaning did you Paul? Remember what you used to say, about dirty cops, somewhere along the way they lost the meaning†. This forces the audience to interrogate the power of an individual such as Schaeffer. There is an illusion created within the film that the English society has power over the Amish society. This is evident in the penultimate scene â€Å"final conflict† when Schaeffer and McFee go into the Amish society to arrest/kill Book. Schaeffer and McFee bring along weapons as they believe that is enough to take down Book and the Amish community. A mis-en-scene with a low angle shot, dark colours and suspenseful music of Schaeffer and McFee walking on the road positions the audience to believe that the English have power and that they are going to take down the Amish community. But this is contradicted when Samuel rings the bell and a long shot is used to show the Amish people stop, put down everything and run over to help. Schaeffer is defeated by the amount of people working together; this allows the audience to question how power is used in contemporary society. Although the Amish society appears to lead a passive lifestyle and â€Å"weak† as they are without weapons they are still shown to have power. This is evident when they are travelling in the horse buggy as they are always shown in a low angle shot portraying that they have power and aren’t below contemporary society. This highlights the contrast that Peter Weir used to question the concern of power in contemporary society. Weir again uses contrast to interrogate the concern of forbidden love within contemporary society. The ‘Dancing in the barn scene’ conveys this idea. The music playing is ironic as it says â€Å"I don’t know much about†¦Ã¢â‚¬  because Book doesn’t know much about Rachel and the Amish community. Rachel’s hat is missing which indicates she is moving away from the Amish culture. Book dances with Rachel and this creates sexual tension but avoids eye contact as he respects her culture and doesn’t want to disrupt it which creates awkwardness. The Rachel washing scene also expresses this idea as Book avoid eye contact again and rejects making love with Rachel. The next day Book goes up to the hen house that Rachel is in. In front of Book there is a screen door which is symbolic of a  barrier of their forbidden love says to Rachel â€Å"If we made love last night I would have to say or you would have to leave† this again shows that Book respects Rachel’s culture. The two world’s truly merge when book prepares to leave. There is a close up of bonnet as it is placed on the table by Rachel symbolising again that she is letting go and wants to be with Book. But this inability for the two communities to co-exist is symbolised also through contrasting scenes of the bird house. Early in the film and on Book’s leaving as Book is first impeding on the Amish community – breaking of the bird house, then Book rebuilds the damage that he has cause – fixing of the bird house, then restores everything back to normality – puts bird house back in place. This forces the audience to interrogate whether these two societies will ever be able to merge together. In conclusion though the film witness Peter Weir is able to interrogate the audience by contrasting the concerns of individualism versus community, the use and abuse of power and forbidden love in contemporary society.

Assessment and process of medical education

Assessment and process of medical education Assessment plays an important role in the process of medical education as it is an effective tool which detect quality in students training to motivate and direct them to what they must learn(1). Assessment drives learning this statement focus on the essential role of assessment as well planned and implemented assessment has an important steering effect on learning because it transfers what is important to learn and motivate students for learning(2). Many people argued that as the curriculum should be the key which motivate learning while assessment should be designed to be sure that learning outcomes have occurred, So assessment tool must has clarity of the learning purpose and must be designed to drive educational intent and maximize learning(3). Constructive alignment is an important influential idea in which the students construct meaning from related learning activities and teachers apply learning environment which support planned learning activities to achieve the intended learning outcomes(4). So constructive alignment makes the teaching systems consistent when curriculum, learning activities and assessment methods are aligned with intended learning outcomes(5) . Moreover, assessment may reveal learning outcome which isnt expected but it is recognized as important outcome, so it must be integrated into the intended learning outcome as emergent outcome(6). Formative assessment promotes deeper learning as it provides students with feedback to encourage them to know their strength and weakness which reinforce students internal motivation to learn and improve their knowledge and skills(7). Summative assessment is a final assessment which determine the rank-order students and decide grades(1). Wass et al(7) argued superficial learning which aim mainly on passing the examination and they emphasized on the importance of feedback on students assessment which encourage student reflection and deep learning. However, Epstein(8) showed that summative assessment influence learning even in the absence of feedback as students study what they expect to be tested on. Although formative and summative assessment are stark in contrast, they are both necessary and distinction between them should be made to detect which assessment is suitable only for formative use or have sufficient rigorous for summative use(7). Van der Vleuten and Schuwirth(9) emphasize d that formative and summative assessment can be used with little difference with focusing on the development of comprehensive assessment programme in which both encourage learning and right decision about learners. I will focus my writing on written assessment as I am involved in assessing written examination of MSc of Radiology scince 5 years. According to Miller pyramid we use written assessment to assess the domain of cognition, either factual recall of knowledge knows or application of knowledge and problem solving knows how. We use written assessment in the form of essays and multiple choice questions in formative assessment of the residents and in summative assessment of final exam. Our final written exam formed of two papers of essays, each one formed of four essay questions with three hours duration for each, and third paper of 20 multiple choice questions with one hour duration. When we prepare a written exam we identify the level of residents training to apply test which assess knowledge appropriate to students experience. Essay questions are effective method for assessing cognitive skills as they can assess ability of students to form answer and measure their attitude and opinions, also they can give students effective feedback on their learning(10,11). But it has the disadvantage of being time-consuming test to grade and its test doesnt cover a wide domain. Newble and Cannon(11) stated that essay is either extended response questions which are useful in assessing higher cognitive skills like analysis, synthesis , problem solving, and restricted response questions used for testing knowledge of lower level but it has the advantage of being more reliable as scoring variation can decreased with it. Epstein(8) stated that well structured essay with clear framework can eliminate cueing and maintain more cognitive process with context rich answers. We usually used extended response questions by which we assess students higher level of knowledge, but I think for improving essay test utility, we must make mix of the two essays types with using clear words on constructing questions like using describe, criticize and compare instead of discuss to direct students to desired answer, as I find some poor structured essay questions in our exam, for example discuss radiological imaging of breast mass which I can change it to be compare between ultrasoun d and mammography for differentiating breast mass. Van der vleuten(12) stated five criteria to assess assessment tool utility which are reliability, validity, educational impact, acceptability and cost effectiveness. Reliability measures consistency of the assessment test and it is often described as reliability per hour of testing time as time is a limiting factor during exam, so essays are low reliable than MCQ because it require longer time to answer(13). Schuwrith and Van der Vleuten(14) stated that inter-case correlation of different essays in certain test is low as the essays numbers which can be asked in a certain test is limited. Chase(15) stated that essay scoring is a complex process as it has many variables which are essay content, writer, rater and other colleague variability with their significant writing effect. The most important type of reliability for rater-type assessment is inter-rater reliability, single inter-rater reliability (which mean correlation between two raters) ranges from 0.3 to 0.8 as this depend on topic of the essay, the essay length, the rater experience and the level of rater training(16). But Munro(17) et al stated that single inter-rater reliability can be regularly obtained as 0.7 if there is continuous extensive rater training. On agreement with those authors about increasing inter-rater reliability we already use double markers for assessing essays question and the mean of their score is calculated to be the end score. Essays are poor objective test for assessing learning outcomes as there is variability in the assessment scores through different examiner with variation of perfect answer (18,19). Norman et al(20) stated that providing structured marking of the essay may improve its reliability but it may cause process trivialization. Schuwrith and Van der Vleuten(14) emphasized that using one marker for each essay for all students is more reliable than one marker for all essays of the same student. Davis(18) stated that using double marking for the same question is mandatory to reduce variation incidence between the markers. Beattie and James(21) suggested using checklist in marking essay to reduce subjectivity and improve objectivity of essay as it provides the examiner with key point of each item and its allocated marks. As mentioned before, double markers are applied in our radiology department for assessing each question but we dont use checklist in marking the essay question, so I think this m ake our examination less reliable with poor objectivity and we have to use checklist with specific marks on each part of the question. Validity is the ability of assessing method to measure what is purported to(19). The valid method will reflect what the students achieved from intended learning objectives of the course, so increasing the test item is essential for more valid test, therefore the validity of the essays is limited(6). Brown(22) advises using large numbers of short essays to improve its reliability and validity and to reduce sampling errors. However, Davis(18) argued that as this may cause more time consuming to mark. As we begin to apply a test blueprint to determine the main content of the test which must have high content validity to cover intended learning objectives, we have to use larger number of shorter essays to be eight to ten short essays instead of four long essays according to test blueprint. Van der Vleuten(23) stated that assessment methods should have content validity which must be designed and mapped on a blueprint. Modified essay questions was initially produced by the Royal College of General Practitioners in London and are widely used now(11). Davis(18) stated the importance of using context rich scenario which will direct the students to answer with precise data and increase exam reality. Schuwirth and Van der Vleuten(14) showed that written case-simulation essay appeared to be more valid as its questions focus on history taking, diagnosis, investigation and examination findings which are closely related to real practice. However Swanson et al (24) argued that as these essays arent suitable for assessing problem solving questions. Newble and Cannon(11) showed that certain skills is needed for constructing modified essay questions to avoid giving idea about answers of a previous question or punshing the student on question constructing error. Also, Schuwirth and Van der Vleuten(13) emphasized that considerable structure of essay question is necessary but over-structuring may lead to limited i ncrease in its reliability, As we use essays in both formative and summative assessment we have to use modified essays instead of traditional essays especially in resident formative assessment as we returned it to students with its model answer for discussing during the tutorial, as this will encourage student critical thinking and reflection, but also we must take training about constructing modified essay questions to avoid poor form which may cause assessment error. Schuwirth and Van der Vleuten(13) advised using essays in limited occasions when objective tests are not suitable, Objective written tests like short answer question, matching exercise and multiple choice questions ( MCQ) have the advantage of being economic, rapidly scoring, high reliable and evaluate the student in large content(25). There are two major format of MCQ which are True/False format and single best answer. True/False format can cover a broad amount of the topics and are easily marked but they mainly measure definitions and simple facts(26). Case and Swanson(27) explained why using True/False format is markedly reduced as it is not only difficult to construct but it mainly used to assess recalling of isolated fact to avoid ambiguous items, also they cant detect if the student who identify correctly the false statement knows the right answer or not. Another disadvantage of true/false format is their high probability of guessing(28). To overcome guessing, negative marking was achieved in which there is deducing marks for the wrong answer, but these may produce negative psychometric results(25). We sometimes use true/false format instead of single best answer, as we think it covers a broad items in the curriculum and can measure complex outcomes but we dont apply negative marking for MCQ correction as we think that is stressful to the students, also I have bad memory about using negative marking when I was medical student at 2nd year I got 19/50 in physiology MCQ test and this caused to me poor willingness to MCQ risk. When, I read carefully a previous exam of True/False format, unfortunately I find some unambiguous questions which may cause a critical failure for these questions. So I think we must limit using these types only for assessing definitions and facts identifications and apply other types of objective tests to avoid the guessing probability of true/false format. This is in agreement with Schuwrith et al(13) who stated that True/false questions are only suitable when the question purpose is to evaluate if the student is able to determine the correctness of hypothesis. MCQ are able to evaluate broad range of learning outcomes within a short time and limited human intervention, also they have low guessing probability with free question of ambiguity(29). In the tutorial of decembrer 2010, there is a debate about effect of MCQ guessing on test reliability, but I learn from the discussion an interesting concept which emphasized that guessing doesnt change test reliability as good student is a good guesser. For constructing good MCQ items it is essential to have a good idea about the content, study the objective of the assessment and apply high quality form for items writing(27). MCQ consist of stem and several options, stem is formed of sentence or question and may be accompanied by diagrams or tables, while the correct option is defined as keyed response and the wrong options are called distracters(29,30). Case and Swanson(27) stated that MCQ must be well structured to be simple, easily understood with using plausible distracters, also grammatical errors especially using negative and inaccurate words like never, sometimes, frequently and usually should be avoided as they may lead to examinees confusions(31). Lowe(32) stated that the useful distracters should demonstrate a misconception between the students about the right option, so writing many plausible distracters is a difficult part for MCQ construction with more time consuming. The flaws of writing distracters which include using more than correct answer, using all of the above or none of the above, or making the right option is the longest one should be avoided(33). MCQ reliability increase with removing non plausible distraction(34,35). Although we choose MCQ from question banks or MCQ books to reduce the examination preparation time , unfortunately I find many drawbacks in our last MCQ exam, firstly one question contains doubl e negatives, also in another question I find it was easily to eliminate some distracters, while other questions contain inaccurate words which are sometimes and always. So I think we must take care during choosing MCQ distracters which should appear to the students as a valid answer while it is incorrect, also we must avoid apparent incorrect or plain distracters. So, we need to take training courses for MCQ preparation and writing MCQ stems and distracters to avoid MCQ flaws and constructing good items. Collins(30) showed that MCQ have the disadvantage of being test knowledge recognition rather than constructing answer. Mcaleer(31) argued that as MCQ are an objective test which doesnt allow students the chance for giving additional information and doesnt apply examiner to put judgment on student answer quality. I agree with Mcaleer(31) as we use MCQ as an objective test to assess understanding knowledge of a broad range of learning objectives within a short time. Reliability is refered to reproducibility of the assessment score and it is expressed as a coefficient which range from 1 for perfect reliability and 0 for no reliability. MCQ are widely used due its high reliability which is attributed to its ability to assess broad amount of knowledge by providing large number of items which address areas of context specificity within a short time(7,30). Downing(36) stated that written test especially MCQ has high internal consistency reliability as the test score would be near the same if exam is repeated at later time. Van der vleuten and Schuwirth(9) showed that the predominant factor which affect reliability is domain as competence depend on context specificity. While McCoubrie(25) argued that and he stated that the assumption of MCQ as a reliable test is weak as they are only reliable because they maintain a time efficient test with wild sampling of topics. Van der vleuten and Schuwirth(9) stated that the reliability of MCQ test in one hour is 0.62 which is increased to 0.93 for four hours test due to using more items number. Wass etal(37) stated that for important exam in which stakes are high a high reliability of 0.8 or more is essential to determine pass-fail decision but for formative assessment lower reliability can be accepted. Our final MCQ exam contain 20 questions with examination time of one hour, s has low reliability due to small number of items within short time which miss many objectives of our curriculum, So I think we have to increase the question numbers to cover more knowledge of context specificity and consequentially increase the test time to improve the test reliability. A criticism of MCQ validity as it measures the factual knowledge and doesnt integrate skills, attitude and communication skills(25). Downing and Yudkowsky(38) emphasized that knowledge is the single best domain which determine expertise, so MCQ is a valid competence method which assess cognitive knowledge. Collins(30) stated that MCQ have a high validity if it represents a wide sample of content that serve the objective learning outcomes. However, Shumway and Harden(1) critic that as MCQ asses discrete superficial knowledge not deep understanding as they designed to detect what students know or dont know. Blooms taxonomy of educational objectives is a hierarchy of knowledge for different cognitive level which are knowledge, comprehension, application, analysis, synthesis and evaluation(39). While educators simplified Blooms taxonomy into three levels which are knowledge recalling, comprehension and analysis, and problem solving(11). Case and Swanson(27) and Mcaleer(31) showed that well-structured MCQ can assess the taxonomic higher cognitive process like interpretation, application and analysis rather than assessing recalling of facts. Peitzman et al(40) argued that as they stated using higher-order MCQ doesnt improve MCQ validity but it makes them more real and acceptable to students and examiner. Also, Frederiksen(41) stated it is difficult to construct MCQ with rich context as item writers tend to escape from topics which cant be easily asked. In agreement with Case and Swanson(27) and Mcaleer(31), we try to choose MCQ level with different cognitive level, and when I revise our MCQ tests I find some questions which can assess recalling of knowledge(Q*) and other assess problem solving(Q**) for the same topic, example of this is: Q*:what is the effective measure which reduce radiation of CT chest? a-120 mA b-150 mA c-200 mA d-250 mA Q**:what of the following will reduce dose of radiation for CT chest? a-reducing mA from 250 to 150 b- reducing KVp from 160 to 120 c-reducing the pitch to be 1 instead of 2 d-reducing scanning time to be 1 instead of 2 Blueprint is an important powerful tool for integrated curriculum as it maintain assessing all its intended learning objectives.(42). Our faculty assessment centre members work in progress and they make many orientation about blueprint construction and its importance, also they asked all departments to finish their blueprint, but until now we evaluate our exams retrograde according to our ILOs, but unfortunately in some written exam we found that the items dont cover all topics of the curriculum and missed many ILOs, also in other written exam we find a focus on certain system rather than other systems which may produce bias of examination results as the questions sample doesnt represent a big domain of knowledge. So, I think we are urgently in need to use test blueprint which cover the learning objectives and assessing methods to identify the key topics which must be tested according to our objectives and determine the questions numbers according to their corresponding weight in the context. This is in agreement with Downing and Haladyna(43) who stated that blueprint reduce two validity threats which are under-sampling bias of the curriculum and constructing irrelevant items. Consequential validity is referred to the real impact of an assessment method on learning which appropriately drive students learning(25). Wass et al(7) stated that consequential validity refers to the educational consequence of the test as it produce the desired educational outcomes, which means that students should study subject rather than studying the test. Although consequential validity is an important process, it is ignored by many examiners(44). I think our written exam has significant educational impact on how our students study, as from my experience students study what they need to pass rather than studying the whole integrated information. To improve this, we have to use different forms of written assessment which must cover the important content of the curriculum, and it should be mixed with continuous formative assessment and feedback to steer our students to determine what they study and how they learn. This is in agreement with Van der Vleuten(12) who stated that asse ssment can drive learning through four ways: assessment content and structure, the question which asked and the frequency of repeated examination. Newble and cannon(11) advice using computerized optical mark reader to score and analyze MCQ tests as the computer programmed has the advantage of applying statistical data of the test which include reliability coefficient, standard deviation and test item analysis . In our exam we use a hand marking sheet of answers to correct MCQ. But recently our faculty bought a new computer machine for correcting the MCQ test, so we need to learn how to use it for interpreting the test information as these may help us to improve next exam. Shumway and Harden(1) emphasized that practicability of an assessment method depends on resources, expertise availability and their costs. Resource intensiveness is determined by cost of constructing and correcting the test items(45). Cost includes beginning and continuing resources which are needed for test implantation(1). Essay questions appear to be easily constructed items but specific answer key is needed which may cause more time-consuming for preparation(18). MCQ seem to be easy to grade especially with using computer machine but for good structured items more time is needed for construction(30). Shumway and Harden(1) stated that it is important to consider the relation between the assessment method cost and its benefit. Van der Vleuten(12) critics that as he considered investment in an assessment methods is an investment in teaching and learning process. I think we must take care about the criteria of each method and balanced them against each other as the outcome may change according to the assessment context specificity. Also, In agreement with Van der Vleuten, I think we must use different assessment tools especially for summative assessment for high stakes exam to obtain more reliable and valid assessment. Schuwirth et al(45) explained that students can answer correct MCQ by detecting the right answer but they arent able to answer it in the absence of MCQ options. Graber et al(46) explained the problematic effect of MCQ cueing which may cause diagnostic errors especially if diagnostic reasoning is assessed. Schuwirth et al(14) advise using extended matching items and short-answer question as they can reduce the cueing effect. Extended matching questions (EMQs) are good authentic test as they use real clinical scenario which need sufficient clinical knowledge and can test a wide range of topics for knowledge application and problem-solving ability like diagnosis, investigation and management(47). Beullens et al(48) emphasized that EMQs are able to assess extended learning and minimize recognition effect rather than memorizing facts which is needed for MCQ solving. McAleer(31) critics that as EMQs with its many different items and long list of suitable answers are difficult to construct. However, Schuwrith and Van der Vleuten(13) advice using EMQs as they are good reliable test with short time scoring. We dont have experience in EMQs, but after knowing its importance and its significant role for improving written assessment reliability, I think before applying this form we need training of how construct these questions and how practice them to avoid bad representation of some items. Short answer questions is an important assessing tool because they are objectively scored test as they need clear sets of answer with little guessing incidence(3). McAleer(31) critics that as he stated, although short answer questions are easy constructed item, it is used only to measure recalling of information as they cant measure complex learning outcomes like synthesis and information analysis. Epstein(8) stated that short answer questions can be used for summative and formative assessment but its reliability depend on mainly training the students how they answer these items. We dont apply short answer questions in our exam, but I think we can use in certain situation when we want to cover broad area of content and be sure that the students are able to supply an answer rather than choosing it from many options. Score determines the number of correct answers of an assessment but it doesnt represent the quality of students performance(49). Norcini(50) stated standard setting is the process by which pass mark of exam is determined to distinguish competent from non-competent students as it allows for variation according to the level of test difficulty. There are two types of standard setting: relative (Norm-refrenced) and absolute (criterion-refrenced) standard, in relative standard setting fixed number of students will pass the exam irrespective to their level of competence as it is related to peer performance and fixed percentage of success(50). In our faculty we use relative standard setting to select students with highest score for admission to postgraduate course when fixed number is determined. In the tutorial of , I gain a new information which is supposed from one of our peer who advice using relative standard setting for choosing lower achiever in formative assessment who need extra-training. Absolute standard setting is more suitable for competence test as accurate standard should be determined below which the candidate wouldnt be fit for particular purpose(7). Absolute standard setting may be test-centered method or examinee-centered method, in test-centered method (like Angoff method) the examiner evaluate every item to hypothetically determine how the candidate will get in each item(51). While in examinee-centered method (like contrast group method), panelists decide the pass score by detecting it on the score scale which should be most fit to the exam purpose(52). In our faculty we dont use any forms of standard setting as we use 60% as an ideal setting for pass/fail decision for all test types, But as we recently apply assessing centre in our faculty, I think we must use standard setting in our assessment, in my opinion I prefer applying modified Angoff method as an example of absolute standard setting as it is widely used in medical assessment and it can be used fo r many assessment types. This is in agreement of Smee and Black(53) who stated that modified Angoff method reduce the difficulties of traditional Angoff method ,for examlple the difficulty of detecting hypothetical borderline candidates in Angoff method which is facilitated by supplying the examiners with real test scores of previous assessment of the candidates. Norcini etal(50) stated that absolute standard setting is applied either as conjunctive or compensatory standard, In conjunctive standard the candidate must exceed each item separately to pass the total test, while in compensatory standard the test scoring permit the candidate to compensated poor performance in one item by high performance in another item. In our written assessment we use compensatory method in which the standard is achieved according to total test performance, but now I think we can use conjunctive method in assessing essay paper by which the candidates must pass each essay separately as this will improve their studying to pass in each item. Case and Swanson(27) stated that many medical schools provide their faculty with item analysis of their test before test results are announced by which a useful information about the quality of each item separately and the whole test quality are obtained. Items analysis will be valuable when it maintains effective feedback to test writers as this will improve their skills in further test construction, also it would be helpful in discarding poor items and detecting certain areas of the content which may need more clarity(30). Item difficulty is detected from the proportion of students who answered each item correctly, Items are considered difficult if 50% of students or less answered them correctly and low difficulty if 85% or above of students answer the item, while moderate difficulty which have 60-80% discriminating index are the most discriminating items(30). In the tutorial of December 2010, I gain an important information about the value of applying difficult items in the exam a s these will encourage students towards excellent and to study to get more marks, so I think we must apply certain percentage of difficult items in the exam to drive learning of our students. Item discrimination is determined by the difference of the percentage of correct response between two students group (top third and lower third) with discrimination ratio lie between +1 and -1 and acceptable index is in the range of -0.5 to +0.5(27). Good item has discrimination index closer to +1 as it can distinguish good student from poor one but if poor student can answer more item correctly than good students, this indicate negative discriminating item which should be excluded (30). Downing(36) emphasized that items of MCQ test represented sample of all questions which could be tested, so for test with good internal consistency the test score should be an indicator for the student score on any other set with relevant items. Although our faculty recently develop assessment centre, we dont apply item analysis to any exam, So I think before applying it, we are in need to orient our faculty members about the importance of item analysis and how we use its statistical data to detect c auses of low discriminations , discard poor question, and identify gaps in curriculum. Finally, we use written assessment to assess the major domain of cognition in its low level of knowledge recalling to its high level of knowledge application and problem solving, but as mentioned before, I think our written assessment has low reliability and validity as we use limited number of essay questions, and the percentage of essays marks are more than MCQ marks in our assessment, so we must apply using more objective tests of well structured MCQ, extended matching questions and short answer questions with more essays question especially modified essay, also we must determine the questions numbers according to their corresponding weight in the context and according to test blueprint, as these will facilitate sampling a broad range of relevant contents and constructs of our learning objectives. Although I finish my essay about written assessment, During studying this course I was interested in OSCE assessment and how apply it in our department, but I cant write about it as I dont have experience on applying it because we dont use it in clinical assessment and we use two long cases for applying report and ten short cases for radiological diagnosis for. Now I think we must apply using OSCE in our clinical assessment by using 10-20 stations, some of them are procedure stations like carrying ultrasound examination under observation and other pictorial stations on analyzing radiologic image like conventional, CT, MRI images, and answering context-rich questions related to images. Refrences Shumway JM, Harden RM. AMEE guide No 25: The assessment of learning outcomes for competent and reflective physician. Med Teach.2003;25:569-584. Wass V, Van der Vleuten C,Shatzer J,Jones R. Assessment of clinical competence. Lancet.2001;357:945-949. Dixon H.Candidates views of the MRCGP examination and its effect upon approaches to learning: a questionnaire stu

Debromination and Bromination of Cholesterol

Debromination and Bromination of Cholesterol Bromination/debromination which is an important organic reaction that aims in purification of crude cholesterol from impurities which include 3-cholestanol, 7-cholesten-3-ol, and 5,7-chlestadien-3-ol was performed in a laboratory scale for two weeks. Due to steric constraints, only cholesterol reacted with bromine and crystallized from the solution making it possible to be separated (Feiser, and Williamson 63). The dibromocholesterol formed is regenerated by reacting with Zinc dust. In addition, three methods were used to evaluate the effectiveness. These were Sodium Iodide test, Silver Nitrate test, and Sulfuric acid test. NaI test showed a positive response as color changed to yellow. The formation of the precipitate also indicated a positive result. The sodium iodide reagent reacted with 1 ° and 2 ° alkyl halides through an SN2 mechanism.  On the other hand, the silver nitrate reagent reacted with 2 ° and 3 ° alkyl halides through an SN1 mechanism.   Negative results w ere observed for both the commercial cholesterol and 1-chlorobutane (Zubrick 38). Conversely, the t-butyl chloride gave a positive result for the AgNO3  test and a negative result for the NaI test. The synthesized cholesterol was 0.29 gram and the theoretical yield was 1.08 gram. This gave a percent yield of 26.9 gram. Although this was a low yield the TLC analysis confirmed a high purity of the synthesized cholesterol. The melting point of the synthesized cholesterol and commercial cholesterol seems to fall in the same range. This confirms the purity of the synthesized cholesterol. TLC analysis was carried out to confirm the purity of the analysis. The distance traveled by commercial cholesterol was 5.5 whereas that travelled by the synthesized cholesterol was 4.6. The absence of other spots on the TLC plate confirms that there were no contaminations present in the sample. Introduction Cholesterol is an important steroidal compound found in both animals and plants. Despite the fact that cholesterol causes diseases, it plays a vital role in life. For example, cholesterol is the main structural component in cell walls and in myelin sheath formation. It is also a major precursor for most steroid hormones. Crude cholesterol is isolated from natural sources and various methods have been used in its purification. Crude cholesterol contains approximately 3-5% contamination. Some of the contaminants are 3-cholestanol, 7-cholesten-3-ol, and 5,7-chlestadien-3-ol shown below. Some common contaminants of commercial cholesterol The main objective of this experiment was to purify commercial cholesterol using organic reaction chemistry, including the use of the electrophilic addition. For complete purification of cholesterol from the above impurities is achieved by a reaction of bromine with cholesterol to generate dibromocholesterol. Because of the steroid ring structure present in these compounds that causes steric constraints, only cholesterol reacts with bromine to form an insoluble diaxial dibromo compound through electrophilic addition. On the other hand, cholestanal does not react with bromine and the other two contaminants are dehydrogenated by bromine leading to formation of soluble dienes and trienes respectively. The dibromo-cholesterol precipitates as a solid leaving the other impurities in the reaction solvent. A purification step such as solvent washing or crystallization is carried out to separate the solid from the impurities. The solid dibrom o-cholesterol is then reacted with zinc in order to regenerate pure cholesterol. Reaction Scheme for the Bromination/Debromination of Cholesterol To test the effectiveness of this reaction three different chemical tests namely sodium iodide in acetone, silver nitrate in ethanol test, and sulfuric acid test, were performed. Each of these tests is selective for a specific functional group. Dibromocholesterol contains both primary and secondary alkyl halides and reacts with a sodium iodide in acetone and silver nitrate in ethanol to form a precipitate or a cloudy solution. In addition, the presence of double bonds in dibromocholesterol in form of alkene makes it possible for the formation of a fluorescent green sulfuric acid layer and a red chloroform layer when reacted with sulfuric acid (Landgrebe 78). Material and Methods 1g of commercial cholesterol was added to a 25 mL Erlenmeyer flask. 7 mL t-butylmethyl ether was measured with a graduated cylinder and added to the flask containing the cholesterol and a magnetic stir bar. A water bath was then set up on the hotplate in the hood. The Erlenmeyer flask contain the reaction solution was inserted into the water bath and clamped as shown below. The heat and the stirrer were turned on and gently heat until all the cholesterol dissolved in t-butylmethyl ether. The flask was removed from the water bath after all the cholesterol was completely dissolved and allowed to cool to room temperature. After the cholesterol solution was cooled, the flask was clamped to the ring on the hot plate as shown in figure 4 and stirred without heating. A burette was then used to dispense 5 mL of bromine solution into the flask. A precipitate solution formed almost immediately. The water bath was replaced with ice and tap water and the reaction solution stirred intermittently with a glass stir rod for ~ 10 minutes to complete the crystallization of the product. About 20 mL of the t-butylmethyl ether acetic acid solution was then dispensed in a clean 50 mL Erlenmeyer flask which was clamped to a ring stand and allowed to cool in the ice bath. A vacuum filtration was done using a Buchner funnel and filter paper. The solid in the filter was washed using ~10 mL of the cooled solution of t-butylmethyl ether acetic acid and then with ~10 ml of methanol. The solid was then allowed to dry with the vacuum on for about 5 minutes. the dibromocholesterol melting point was measured and recorded. The dry solid was weighted and sealed in a vial and stored for next experiment. To debrominate cholesterol, 20 mL of t-butylmethyl ether, 5 mL of acetic acid and 0.2 g of Zn dust were added into the Erlenmeyer flask containing the dibromocholesterol solid. The mixture was swir led for 5-10 minutes in the hood and sonicated in 5 minutes to allow the reaction to go completion. After sonication the solids present were removed by gravity filtration method into a clean 125 mL Erlenmeyer flask. The filtrate was transferred to a 125 mL separatory funnel in which 20 mL of deionized water was added, shaken and allowed to separate into layers. The two layers formed were then separated as water layers and organic (ether) layers. The ether layer was washed with 20 mL of 10% NaOH and then 20 mL of saturated NaCl solution. 100mg of the drying agent magnesium sulfate was added to the organic layer and the solution swirled until dry. The drying agent was removed by gravity filtration using a glass funnel fluted filter paper and a very dry 50 mL Erlenmeyer flask. The flask was placed in a warm water bath and then ice cooled for 10 minutes until all but 5 mL of the ether remained following a precipitate formation from the solution. The remaining solvent was decanted and th e synthesized cholesterol transferred and allowed to dry in the hood for 20 minutes.The dry solid was weighed and the weight recorded. In addition the melting point was also taken and recorded. To evaluate the effectiveness of the bromination reaction three chemical reactions mentioned above were carried out. NaI in acetone test Five test tubes labeled A, B, C, D and E were used for this test.   About 30 mg of the commercial cholesterol starting material was added to tube A; ~30 mg of dibromocholesterol to tube B; ~30 mg of the synthesized cholesterol product to tube C; ~0.3 mL of 1-chlorobutane to tube D; and ~ 0.3 mL of t-butyl chloride to tube E.   In addition, about 3 mL of acetone was added to each tube to completely dissolve all the compounds.   Solutions A-E was used to do the NaI in acetone test as well as the AgNO3 in ethanol test. Tubes A-C did the TLC as well. The NaI in Acetone and AgNO3 in Ethanol tests were performed by setting up a test tube rack containing ten small test tubes. The test tubes were labeled N1 N5 and A1 A5. 1 mL of NaI in acetone reagent was added to test tubes N1 N5, and 1 mL of AgNO3 in ethanol reagent to test tubes A1 A5. This was followed by adding 5-8 drops of A solution to test tube N1 and tube A1, 5-8 drops of solution B to test tube N2 and tube A2, 5-8 drops of solution C to to test tube N3 and tube A3, 5-8 drops of solution C to test tube N4 and tube A4, and 5-8 drops of solution C to test tube N5 and tube A5. The test tubes were heated for a while and all the observations recorded. The sulfuric acid for alkenes test was performed by additional solutions of cholesterol and dibromocholesterol with five dry-cleaned test tubes 1-5. 10 mg of commercial cholesterol was placed in tube 1, ~10mg of the dibromocholesterol to tube 2 ~10 mg of your synthesized cholesterol to tube 3, ~10 mg of 2-chlorobutane to tube 4, and 10 mg of cyclohexene to tube 5.  About 1 mL of chloroform (CHCl3) was added to each tube and vortex to completely dissolve all solids.   In addition, 0.5 mL of H2SO4 was then added to each tube. The observation for this reaction was recorded in the notebook. The TLC analysis of cholesterol and dibromocholesterol was performed by obtaining a silica gel TLC plate and setting it up to run TLC analysis on solutions A-C above. The plate was spotted with each solution and developed by placing the plate using 30% ethyl acetate: 70% hexane as the mobile phase. The developed plates were viewed under UV lamp and in the I2 chamber and observations recorded. Discussion The yield of the synthesized cholesterol was .29 grams (Table 1). The theoretical yield was 1.08 grams. The actual yield was calculated by taking the difference of the weight of the round bottom flask and the synthesized cholesterol by the synthesized cholesterols weight alone. The percent yield was calculated to be 26.9 percent. The synthesize process was not efficient due to the low yield and percent yield of the synthesized cholesterol. The melting point of the synthesized cholesterol and commercial cholesterol seems to fall in the same range. This confirms the purity of the synthesized cholesterol. NaI test showed a positive response as color changed to yellow. The formation of the precipitate also indicated a positive result. The sodium iodide reagent reacted with 1 ° and 2 ° alkyl halides through an SN2 mechanism.  On the other hand, the silver nitrate reagent reacted with 2o and 3 ° alkyl halides through an SN1 mechanism.   Negative results were observed for both the commercial cholesterol and 1-chlorobutane. Conversely, the t-butyl chloride gave a positive result for the AgNO3  test and a negative result for the NaI test. The stationary phase of the TLC test was the silica gel TLC plate and the mobile phase was 30% Ethyl Acetate/70% Hexane (Table 6). The distance traveled by commercial cholesterol was 5.5, and for the synthesized cholesterol was 4.6. The difference in the distance traveled and the R f values of the samples commercial and synthesized cholesterol were pure. Since there were no other spots visible on the TLC plate was a clear indication that there were no contaminations of other chemical compounds present in the sample.

Writing an Essay :: Writing an Essay

How to Write an Excellent Essay Excellent essays get results. A well-written essay can earn you a scholarship or entrance into your favorite college. Many essays win contests and prizes and encourage others to live better lives. Well written essays turn the hearts of the people. Early America was motivated to fight for freedom from England because of the writings of Thomas Paine, Benjamin Franklin, and Thomas Jefferson. Your well-written essays might be printed in newspapers and make a positive impact in the lives of others. You can change cold hearts and encourage fellow believers by your written words. To write a good essay, one must have a particular point to make. A well-written essay includes an interesting point to ponder in the introduction, an assortment of solid facts to emphasize the point in the body, and a strong summation in the conclusion. If you are writing for a contest or scholarship, then the topic suggestions may be given to you. If you are practicing writing essays and you cannot come up with a topic, try writing emotional statements. Here are some ideas: I hate abortion! Income tax is against the Constitution! There is NO speparation of church and state in the Bill of Rights! Israel has the right to defend itself from terrorism.... etc. Start your essay with a grabber statement, quote or question. Be sure that you hook your reader’s attention. Expound on your opinion or your concern with a few sentences explaining your point of view. The next part of your essay needs to have clean clear facts to back up your powerful point. Here is where you can quote other people. A good essay does not always have to be only about your own opinion. You will be more effective if you integrate other’s opinions or facts and data to back up your point of view. Try to give a few facts with a sentence or two to explain each fact with clear supporting points. Be sure to use good connecting phrases to connect your facts. For example, begin with your main point and why you are concerned. * Excellent Essays Get Results The need to write excellent essays is more important today than ever. Well-written essays can earn scholarships, change hearts and open doors once closed by bigotry and prejudice. Then start explaining your position by writing clear exact facts or well documented solutions to the problem.

Romeo and Juliet: Friar Lawrence is to Blame :: Romeo and Juliet Essays

Youth and Age Should Friar Lawrence and the Nurse have been more careful about the way they encouraged Romeo and Juliet’s love? To what extent does Shakespeare present them as being to blame? Throughout the play Romeo and Juliet were aided in their love. It was according to Romeo and Juliet love at first sight and with the help of Juliet’s closest companion the nurse and Friar Lawrence it was made possible for the lovers to exchange vows and continue their relationship behind the twos houses backs. The nurse plays a role in Juliet’s life ‘when it did taste the wormwood on the nipple’ we find out that Juliet’s and the nurse have ad a close and long term friendship with Juliet even feeding off her as a baby, this close relationship is important alter on in the play when the nurse betrays Juliet’s trust. The Nurse was a go between the two lovers so therefore was helping and encouraging the relationship. The nurse however was very careful in her encouragement and made sure that it was as secretive as it could be ‘I am the drudge, and toil in your delight’ here the nurse feels that she is doing right by being Juliet’s messenger but as we learnt at the beginning of the play in the prologue the lovers will end in disaster. ‘a pair of star crossed lovers take their lives’ this provides dramatic irony as we are aware that once they in love it will end in disaster. Friar Lawrence plays a very important role in the play between Romeo and Juliet, Shakespeare has presented Friar Lawrence much to blame for the horrific ending of their lives. Not only was Friar Lawrence the brains behind the plan of getting them together after his banishment he was also the man who agreed to the marriage in the first place. ‘for doting, not loving, pupil mine’ Romeo holds a lot of respect for Friar Lawrence and he is a father figure towards him in the play. Friar Lawrence’s opinions therefore are considered by Romeo so therefore he should have been more careful in his decisions of marriage. Before agreeing to marry them both Lawrence had his suspicions that Romeo did not love Rosaline it was just lust, he therefore thought that this was the same case with Juliet. Shakespeare holds him to blame by allowing him to marry Juliet which causes all the problems and betrayal by easily believing that he loves Juliet.

Emily Dickinson vs. Robert Frost Essay

Darkness is usually associated with fear or the unknown. As children, we are afraid of the unknown under our bed that darkness brings, which, in turn, makes our imaginations run wild, creating monsters, ghosts, and of course, the occasional boogeyman. Even as adults, we still have an antipathy to drive at night or go walking alone in the darkness. So it only makes sense that darkness is used in all forms of art to symbolize some kind of fear, unknown thing or place, or a mournful state. Within the world of poetry, the contrast of light and dark can be seen in hundreds of poems, including â€Å"We Grow Accustomed to the Dark† by Emily Dickinson and â€Å"Acquainted with the Night† by Robert Frost where the darkness symbolizes something much deeper than just fear. Both poems, â€Å"We grow accustomed to the Dark† and â€Å"Acquainted with the night† use the elements of Light and Dark as symbols within the speakers’ lives. In â€Å"Acquainted with the night† the speaker talks of darkness as his past experiences, most of them not good, and perhaps the depression that accompanied them. He says, â€Å"I have walked out in the rain and back in the rain,† meaning he has been through events, emotion, and sorrows through his life several times, but has managed to come through each one. He talks of how he has seen lugubrious moments when he says, â€Å"I have looked down the saddest city lane.† However, he is either ashamed or just unwilling to elaborate on his experiences in the line, â€Å"I have passed by the watchman on his beat and dropped my eyes, unwilling to explain.† The speaker’s depression is so deep; he feels he has no hope or way of recovering. This is said in the line, â€Å"I have outwalked the furthest city light.† When the speaker gives descriptions of â€Å"the sound of feet† and â€Å"an interrupted cry,† it gives the reader a sense of blindness and furthering the speaker’s darkness and uncertainty of his life. The light that is shed by the â€Å"luminary clock† or the moon shows the prolonging of time that the speaker has to wait for something, possibly hope, to renew the â€Å"light† in his life. The speaker in â€Å"We grow accustomed to the dark† talks of similar things. He talks of problems most face throughout life and difficult decisions that are unavoidable. The darkness in this poem, much like Robert Frost’s, does not talk of literal darkness, but emotional darkness of the speaker. However, he  does not talk about dark as life in general. In the line â€Å"As when the Neighbor holds the Lamps to witness her Goodbye,† Dickinson saying that other people may hold â€Å"light†, meaning hope, faith, or happiness, but sometimes darkness is inevitable. He articulates that when good things are taken away from a person’s life, he must adjust his perception to the â€Å"darkness.† This is said in the line â€Å"Then-fit our Visions to the Dark-. † Then, when he talks of the moon having to sign, he says that not even the moon, usually the brightest light at night, cannot give him hope. He says that brave people will search for things but only fail. That people try to run away from the darkness within them and try to deny it. But in the line â€Å"And sometimes hit a Tree† shows that even when you run from a problem or try to deny it, there will be other problems you run into. However, this halt in moving on only makes that person stronger and wiser, learning from his mistakes. He says the only way to find oneself when there is no light or goodness is to move forward and adjust. The two poems are structured very differently. While Emily Dickinson uses short phrases with long sentences, Robert Frost uses whole sentences that flow easily. In â€Å"We grow accustomed to the dark,† the short words or phrases clumped together add emphasis and description. These cut phrases symbolize inner conflict or struggle within the speaker. The line â€Å"As when the Neighbor holds the Lamp† is one of the few lines that does not have a dash at the end. This is because the light illuminates the darkness, destroying the struggle. Dickinson adds these descriptive phrases to give more imagery to the poem. But still, each phrase and stanza fits with the next, adding to the whole picture of a lightless midnight. An example of the preponderance of dashes and their symbolizism is seen in the line â€Å"Or Star-come out-within-. † This line is about the mental darkness with no solution or â€Å"light† and the amount of dashes adds emphasis to the hopelessness in the search for light. â€Å"Acquainted with the Night,† Frost uses sentences that flow lightly from one to another. This gives the poem an effect of movement. It is read like a story, making it easy for the reader to connect things within the poem. Frost also uses a very steady rhyming scheme to draw the poem all together as whole. The rhyming at the end that corresponds to the beginning brings the reader back to the start of the poem, similar to a  circle and symbolizes the speaker’s recurring sadness. Everyone experiences dark times in his life-some more than others-with what seems like a never ending battle. These two poems, with two different experiences of darkness, tell us that there have been people who went through the same darkness we may be going through. Their dominance through the seemingly maelstrom night gives us hope for a better day. Dickinson and Frost have shed some light into an increasingly darkened world.

Mr Gangsta

D1 Evaluate the team’s overall effectiveness in meeting its objectives, making recommendations for improvements In this assignment I will be talking about the overall effectiveness of my team which consists of me, Aman, Boris and Ansaar in meeting its objectives. I will be talking about what went well when constructing this team for a specific purpose and what didn’t go well. I will also be referring to Belbin’s, John Adair’s and Tuckman’s Theories.The second part of this assignment I will be giving recommendations for improvement of how team work in the future may be improved. In the P5 assignment I was given a task to produce a presentation which demonstrates team working as part of a team towards achieving specific goals. In the presentation the following points were included; the benefits of team working, theories of team working and theories of leadership. Each team member in the team was given a specific role to complete which lead to the task ultimately being completed.I was given the role to find information through research about Tuckman’s four stages of team development, Aman was allocated to a role where he had to produce slides for Belbin’s theory, Boris was given the role to produce slides about John Adair and finally Ansaar had the role to provide a few slides about the benefits of team working. This team was a temporary team as it was only formed to complete a task. Throughout the task each team member was motivated to contribute to the success of the task. Throughout the task the leadership was excellent as Boris the leader of this task allocated roles as soon as he becomes leader.Firstly we were supposed to choose the leader, Boris got the most votes for being the leader thus he had the responsibility to allocate us our roles immediately. Before producing our slides we were supposed to produce plans so that every person in the team knew what he was doing. The three steps were to; allocate roles i n the team, start slides and the leader (Boris) has to analyse the work, and finally fix the slides and check for any spelling mistakes included in those slides. After this process was over we were able to finalize the slides. During the task all 4 members of the team were able to interact with the audience very well.While presenting the presentation each team member in the team had good eye contact with the audience which suggested that we knew what we were talking about and were confident in what we were saying. We practiced this presentation several times which reflected in our manner we presented our presentation. No individual in the group red of smart board as we had memorized the sentences thus we could use gestures while presenting the presentation. Hand movements was a essential requirement while presenting the presentation as when describing something you must use your hands for the point to be delivered to the audience.This makes the audience intrigued in what you are say ing as they would want you to continue speaking. Furthermore, each member in the team was allocated with a very specific role which had to be completed before a deadline. Our team leader Borris who was a democratic leader as he encouraged each team member in the team to say what they wanted to so that those points can be brought up in the presentation. Boris gave us a specific date to complete the slides by so that any final areas can be checked for before presenting the presentation to the whole class.All 4 members in the team provided good communication skills as we were loud and clear at all occasions as the audience was able to hear what we were pointing out. Our group performed similar to the Tuckman’s 4 stages of Team development. This gave us a guideline and a way we could perform in the team. The four stages of Tuckman’s team development which are; forming, storming, norming and performing were carried out by our team as we created successful business plans whi ch led to the success of the task. Correction of spelling mistakes and grammar were made as no errors were to be found when we were conducting our presentation.Furthermore Boris had those 3 leadership skills which John Adair had during his time, those 3 leadership skills were; the achievement of goal or task, the group of people performing the task, each individual member involved in the task. Boris followed these 3 leadership skills which led to the performance of our team being very good. These 3 leadership skills rubbed off on all of the other members of the team as Boris led by example. When we were forming our teams which is the first stage of team development of Tuckman’s theory we had a slight problem.Both Ansaar and Warfa had equal rights to the team as they both participated equally. Neither one would oblige to go in another group as they had given equal contribution to the performance of the team. This is something which did not go well as no one was willing to move to some other team. Finally the problem was resolved as Warfa volunteered to make his own group consisting of himself, Aman and Boris. This situation lasted for a prolonged period of time as neither of these individuals wanted to move into a different team.There were several other problems during the P5 task for instance during the presentation my hands were in my pockets which limited my use of gestures during the presentation. Furthermore during the presentation I realised that we communicated well with each other however the slides we presented had too little information. Our overall performance was good however if there was more information on each slide then the overall performance would have improved even more. Moreover Ansaar mostly red of the slides and didn’t show much eye contact with the audience.He was a confident and loud speaker thus everyone was able to hear him however he kept reading of the smart board therefore the team’s overall performance decrease d slightly. Hands in pockets are a key sign of disrespect and shows that you cannot be bothered to present the presentation. On a few occasions I was caught with my hands in my pockets and I was unaware of that. I presented my part of slides well and presented myself well to the audience however the lack of movement of hands slightly decreased the credibility of my performance. There are several recommendations for improvement which can be applied on our team.The first being the point that I mentioned above; hands in my pockets. When I present some other type of business presentation next time I wish to use my hands more for gestures and ways which I can present my point to the class more efficiently. This will improve the credibility of my speech and will make the class more intrigued to listen to what I have to say. Furthermore I would like my team to conduct a presentation more efficiently next time. I want to conduct a presentation where every team member has memorized all the w ords on the slides so that individual doesn’t have to read of the slides.