Essay about Drilling for Oil in The Gulf of Mexico

America has been dependant on oil since the 1800’s and the invention of modern machinery. From skin care products to the gasoline in our cars and engines, petroleum is the basis of almost everything we use for everyday life. Without oil the nation could not meet the energy demands we need to survive. Continued exploration has been the topic of heated debate among supporters and opponents, especially when it comes to offshore drilling. My goal here is to show the differing view points of drilling for oil in the Gulf of Mexico and present a better understanding from a national perspective. Drilling for our own offshore oil reserves can save the United States billions of dollars. HISTORICAL OVERVIEW For Decades offshore drilling in the†¦show more content†¦In the past, he has introduced legislation to increase oil-and-gas drilling in the Gulf of Mexico and other offshore regions. The Republican Party has initiated numerous hearings to grant leases for drilling. In March 2011 Hastings said, â€Å"Let me state very clearly that these hearings will lead to action by this committee,† Hastings said. â€Å"As chairman, I intend to introduce legislation to put the Gulf of Mexico back to work.† There are five compelling reasons why the United States should drill our own oil, as found by a 2008 study group: jobs, revenue, economic growth, public demand, and energy independence. Allowing drilling off the coasts of the U.S. would also create over 100,000 new jobs. Over $1 trillion in royalties for federal and state governments could be collected. By using our own reserves we will spend far less on imported oil and move closer to our energy independence. According to a study done by the American Petroleum Institute, if offshore areas were opened to new exploration and drilling, the national production is estimated to increase by 36% in 20 years. Federal royalties are estimated to be approximately $4 trillion over the project life cycle; A hefty weight off future tax payers if applied to the federal deficit. CONTRASTING OPPOSITION The Obama administration had backed a major plan setup by RepublicansShow MoreRelatedOffshore Oil Drilling and the Deepwater Horizon Spill of the Gulf of Mexico1591 Words   |  7 PagesOil is a very important fossil fuel that is used for various sources of energy. Oil supplies power to industries, fuel for transportation, heat for buildings, and provides raw material for plastics, paints, textiles, and other materials (hybrid cars). To access this fossil fuel, oil drilling is used. Land-based oil drilling became less productive and as the global stipulation for energy increased, technology, law, and geology impacts stepped in and pushed the exploration of oil away from shores (CITE)Read MoreOil And Gas Reservoir And Traps1706 Words   |  7 PagesOil and Gas Reservoir and Traps Since the mass of oil and gas are less than the rocks, the oil and gas formed in the deep source rock always migrate upwards, trying to reach the surface and seeps out into land or water. After the oil and gas formed in the source rock, the pressure applied on the rock tried to squeeze out the oil out of rock and move upwards, they could travel along any pathways such as open faults and fractures. Therefore, eventually oil and gas stop travelling and reserved in whatRead MoreBp Oil Explosion in the Gulf of Mexico1412 Words   |  6 Pagesof its worst oil spill disasters in the history of marine petroleum exploration. A deadly oil well blowout at Macondo Prospect, about 41 miles off the southeast coast of Louisiana, spewed huge quantities of oil for 87 long days causing major environmental and economic troubles to the Gulf region (Gulf of Mexico Oil Spill). It started with a fire and explosion, killing 11 workers, and then unleashed a slow motion disaster that spread across the 600 m ile gulf coastline. The massive oil spill disruptedRead MoreBp Oil Spill Globalization1062 Words   |  5 PagesThe 20th of April 2010 will be marked as the worst day in British Petroleum PLC’s history, the day that there was an explosion on the Deepwater Horizon drilling rig whilst drilling in the Gulf of Mexico, killing 11 people and causing devastation to all the surrounding areas. The events of this day affected the global markets and relationships between countries substantially.  ¹Daniels et al. (2009) states that globalisation is â€Å"The broadening set of interdependence relationships among people fromRead MoreCurrent Ethical Issues on Oil Spill1482 Words   |  6 Pagesconsumptions of oil have led to increased prices of gasoline whereby alternative forms of energy production are sought. With this in mind, offshore drilling can be a viable option for satiating the need of oil and also to boost the economy of the nation. In this report, I am going to discuss how the current Deepwater Horizon rig explosion has led to disastrous oil spill into the Gulf of Mexico causing environmental problems and also discuss how the oil spill if resolved and with safe and secure drilling techniquesRead MoreThe Oil Spill in the Gulf of Mexico1155 Words   |  5 PagesPrinciples Environmental Science Introduction Rig of the drilling Deep-water Horizon operated under British petroleum failed in its operation sinking below the seawater of the Gulf of Mexico on the 20th of April 2010. More than 11 workers lost their lives. After this incident, tons and tons of oil gushed from the main opening of the well, buried 1600 meters below the sea level. Necessary steps have been taken to take control on the spill but still there is much to handle when it comes to theRead MoreEffects Of You Drill, You Spill716 Words   |  3 Pagessteaming plate of crab legs, then you have the Gulf of Mexico to thank for that. So much of our economy and ecosystem here in Florida, is reliant on the gulf. However, for being such an important part of our lives we haven’t been treating it very nicely as of late. We have built ugly oil rigs smack in the middle of it, drilled deep holes right through its core, and worst of all spilled gallons of oil into its pristine waters. Oil drilling in the Gulf of Mexico has caused lifelong damage to our environmentRead MoreArgumentative Essay : Bp Oil Spill1558 Words   |  7 PagesArgumentative Essay: The BP Oil Spill Phillip Staton PHI 445 Personal Organizational Ethics Prof. Gloria Zuniga y Postigo February 29, 2016 Argumentative Essay: The BP Oil Spill Introduction In 2010, BP’s Deepwater Horizon rig exploded, causing millions of barrels of crude oil to be leaked out into the Gulf of Mexico. The extensive oil spill created a lot of pollution and far-reaching effects on the tourism industry. The resultant damage to marine wildlife such as fish will continue to be feltRead MoreThe Deepwater Horizon Mobile Offshore Wells Exploratory Platforms1537 Words   |  7 Pagesnear the Gulf of Mexico, operated by British Petroleum, on April 20, 2010, or known as BP oil spill. The BP oil catastrophe ignited due to high-pressure methane gas by drilling a deep exploratory at Macondo well, reported by Up Stream Online news. The Gulf of Mexico oil spill still outlasts as a great size accidental marine oil spill in the records of the petroleum industry. The date, report details, and location were based on a doctrine of New York Times. Multiple consequences of BP oil spill includeRead MoreEthical Dilemma with the Bp Oil Spill1125 Words   |  5 PagesThe BP oil spill, more famously referred to as the Deepwater Horizon Spill, occurred in 2010 in the Gulf of Mexico and flowed unmitigated for as long as 3 months. The BP oil spill has fared as the largest marine oil spill ever confronted in the history of the petroleum industry. The oil spill on the 20th of April 2010 was primarily the result of a gas release followed by an explosion in the Deepwater Horizon oil rig, in the Gulf of Mexico, established on the Mocando exploration well designed for

Deafness - 805 Words

As a group we all learned about the positive and negatives of what is offered for people who are dealing with deafness/ hard of hearing in the San Diego County. For starters, Deaf people are members of a small and close-knit community. The shared sense of community brings deaf people together in ways that are enriching and rewarding. For example, because many deaf people have friends across the country, they are avid travelers. Often they travel for activities such as the National Association of the Deaf conference, deaf softball and basketball games, and other well-attended events. Rare is there a deaf person who hasnt left his or her state. Just as there are deaf people all over the world, there are international clubs and events as†¦show more content†¦We were surprised to learn that as educators and service providers work to improve their understanding of multicultural issues and their own intercultural competence, their courses, text-books and even life experiences, do not often include or recognize the American Deaf communi-ty as a distinct linguistic and cultural group. For the deaf individual this means, unfortunately, that every time they engage in a service system, the chances are high that they will encounter a complete novice who has no experience working with the deaf and no understanding of the com-plex communication and identity issues that pervade the â€Å"Deaf-World†. Furthermore, the chances are good that the hearing professional will hold a â€Å"pathological† or â€Å"disability† view of deafness, as opposed to a â€Å"cultural view†, which is how deaf people view themselves. Mami was surprised to learn that there are deaf people with multiple disabilities. They have several disabili-ties, such as mental retardation, learning disabilities, ADD/ADHD, visual impairments with hearing loss. This is why we need to create a team to create the appropriate education plan for deaf children with multiple disabilit ies, which consist of parents, teachers, support personnel, etc. Not only must health care providers, social service providers, and the educational systemShow MoreRelatedThe Is A Cure For Deafness1090 Words   |  5 Pages ​​​​Imagine a life without hearing, waking up everyday in silence. Would you embrace your deafness, have a hearing aid, or have a cochlear implant? Surely, all of these options are personal preferences; however, one is better than the others: the cochlear implant operation, in a way, is a cure for deafness. Having an opportunity to fully hear in both of your ears can open many gateways into your life; the troubles of finding a school, a job, and doing basic things such as listening to music or drivingRead MoreThe Effects Of Deafness On Deaf Children1669 Words   |  7 PagesDeafness has been viewed as a negative label regarding someone with a hearing loss. The term Deaf is considered to be a disability solely on the fact that an individual who is Deaf is not â€Å"normal† due to their hearing loss. Most individuals do not believe that there are any benefits or positives from being Deaf, nor do they believe that a Deaf individual will ever be able to live a happy and fulfilled life. Deaf individuals do not view themselves as disabled nor do they view their lives as a lossRead MoreAmerican Sign Language And Deafness Essay1438 Words   |  6 PagesAmerican Sign Language and Deafness in American Culture Deafness has been an obstacle thousands of people have had to overcome since the dawn of time. Even in the not so distant past, the future was typically very bleak for individuals who were born or became deaf. However, the future of an individual who is Deaf has become much brighter due to the development of American Sign Language. As the name describes, this language relies solely on visible movements and facial expressions with no auditoryRead MoreDeafness And Other Communication Disorders984 Words   |  4 Pagesfive senses often take for granted their ability and sometimes even marginalize people who do not have the same abilities. This research paper will focus on the issues that those who cannot hear face every day. According to the National Institute on Deafness and Other Communication Disorders â€Å"2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears...and one in eight people in the United States (30 million) ... has hearing loss in bothRead More Tone-Deafness Essay1560 Words   |  7 PagesTone-Deafness Few people know the range of the different types of tone deafness. However, many people think they have it. Tone deafness is does not refer to a problem with the ears, but to a lack of training. Tone deafness is easy to fix by training the ears and the vocal muscles. Lancet is a music professor in Boston who is tone-deaf (Lancet 2001). Lancet express, tone deafness is a term that tends to be applied indiscriminately to a constellation of music processing, perceptual, and productionRead MoreDeafness And Other Communication Disorders Essay1761 Words   |  8 PagesAccording to the National Institute on Deafness and Other Communication Disorders (NIDCD), approximately 2 to 3 out of every 1,000 children in the United States are born with hearing loss in one or both ears. (Quick Statistics About Hearing, 2016) Children who have impaired hearing face a unique set of challenges, and as with many disabilities, early intervention is vital to their success both academically and socially. There are a few different categories of hearing loss in young children. DamageRead MoreThe Cause And Effect Of Deafness1231 Words   |  5 PagesAbout 10% of the Global population is affected by some percentage of hearing loss with hundred twenty four million people affected from a moderate level to a severe deafness. Deafness is caused by different situations. Research shows that two to three out of thousand children in US are born deaf. There is no actual cure for deafness, but in 1982 the invention of cochlear implants gave profoundly deaf and severely hard of hearing individual the chance to experience sound in a completely new way. ThisRead MoreIs Deafness a Disability or a Way of Living?1593 Words   |  7 Pagessociety as a linguistic minority. Members of this community share a particular human condition, hearing impairment. However, the use of American Sign Language, as their main means of communicating, and attendance to a residential school for people with deafness also d etermine their entry to this micro-culture. Despite the fact that Deaf activists argue that their community is essentially an ethnic group, Deaf culture is certainly different from any other cultures in the United States. Deaf-Americans cannotRead MoreDeafness Has Been A Negative Label. Being Deaf Is Considered1528 Words   |  7 PagesDeafness has been a negative label. Being Deaf is considered to be a disability solely on the belief that an individual who is Deaf is not â€Å"normal† due to their hearing loss. Most individuals do not believe that there are any benefits or positives from being Deaf, nor do they believe that a Deaf individual will ever be able to live a happy and fulfilled life. However, Deaf individuals do not view themselves as disabled nor do they view their lives lacking anything, rather they view their DeafnessRead MoreThe Separation Brought from Deafness in A Loss for Words by Lou Ann Walker642 Words   |  3 PagesIn the book, â€Å"A Loss for Words † by Lou Ann Walker, the reader gets a glimpse into the life of a family that is somewhat separated by deafness and hearing. The author Lou Ann Walker, does an excellent job at showing the reader all that she has to go through as she grows up. The reader can see all that is going on as she describes everything that is happening in depth to them. This gives the reader a chance to see how many children that are born to deaf parents are used to be interpreters for them

Marines free essay sample

The series is based on a book and film bearing the same name. The show explores family, friends, and football, and the effects this high school sport has on the fictional small town of Dillon, Texas, where high school football is the focal point of just about everything in the town. With little else to do and no nearby venue where folks can seek entertainment, the Friday night football game is the â€Å"main attraction,† and everyone in town is talking about it. The show isn’t presented in a â€Å"teen-oriented† style; it is presented in such a way to be appealing to all ages – the type of show that adults can watch with both their â€Å"tweeners† and older children alike. The main character is the new coach, Eric Taylor, who has come to town to hopefully lead the Dillon Panthers to another victory. The role of the understanding coach, stand-in father, and dependable mentor for his players is superbly portrayed. We will write a custom essay sample on Marines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The coach is a decent man, who receives free advice from just about everyone in town on how to coach â€Å"the team. † A winning football team is what brings hope and happiness to the residents of this otherwise small and desolate town. The message to the new coach is, â€Å"The team has to make it to the finals – it’s all we’ve got to keep this town alive. † Besides focusing on the coach, FNL tells individual stories of the players, cheerleaders, heroes, and outcasts of the school, depicting their problems, dreams, and pranks in a realistic and mature style. The show’s authenticity and realism draw the viewing audience into the plots that touch on such topics as racism, education, parent-child relationships, and the politics and culture of the small town. Knowledge of football is not a prerequisite to enjoying the show. For one thing, a quick camera show of the cheerleaders generally cues the viewing audience as to what emotion they should be feeling – tension, impending heartbreak, exhilaration, or even boredom. The action on the field is rough and tough, often more violent than real-life professional NFL games. And the emotional scenes are very well portrayed.

Scrooge’s Conversion Essay Example

Scrooge’s Conversion Essay In Charles Dickens’ â€Å"A Christmas Carol,† the main character was given an interesting glow, not like the ordinary protagonist or main character of a story. Ebenezer Scrooge’s character wasn’t even that of a protagonist. He has a grumpy attitude and a bad temper to top that. He doesn’t trust anyone, even his worker, that’s why he treats them cruelly and indifferently. Because of that, his workers also despise him, and talks badly about him behind his back. The only one who seems to have a little faith in him was his nephew. But despite Scrooge’s personality, he was still given the chance to redeem himself with the help of different specters – spirits who all wanted to help him change his ways for good. And their efforts were not left futile, for Scrooge has slowly changed his outlook in life. This was the conversion of Ebenezer Scrooge. Proofs of Scrooge’s conversion (For internal quotations – from the book/article) â€Å"(Then, with a rapidity of transition very foreign to his usual character, he said, in pity for his former self, Poor boy! and cried again. I wish, Scrooge muttered, putting his hand in his pocket, and looking about him, after drying his eyes with his cuff: but its too late now. We will write a custom essay sample on Scrooge’s Conversion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Scrooge’s Conversion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Scrooge’s Conversion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What is the matter? asked the Spirit. Nothing, said Scrooge. Nothing. There was a boy singing a Christmas Carol at my door last night. I should like to have given him something: thats all.)† (Dickens) *This part is found in the second stave of the site I gave you which is http://www.stormfax.com/2dickens.htm Just find the part, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article like the first four words of this quote, which is [Then, with a rapidity] nbsp; This was one of the proofs that Scrooge was slowly softening, when the Ghost of the past showed him his past life. He grew soft seeing sad memories, which is why he felt pity to the boy who sang a Christmas Carol in his doorstep. This is but a proof that inside Ebenezer Scrooge was a soft caring person. â€Å"(Spirit, said Scrooge, with an interest he had never felt before, â€Å"tell me if Tiny Tim will live. I see a vacant seat, replied the Ghost, in the poor chimney-corner, and a crutch without an owner, carefully preserved. If these shadows remain unaltered by the Future, the child will die. No, no, said Scrooge. Oh, no, kind Spirit. Say he will be spared. If these shadows remain unaltered by the Future, none other of my race, returned the Ghost, will find him here. What then? If he be like to die, he had better do it, and decrease the surplus population. Scrooge hung his head to hear his own words quoted by the Spirit, and was overcome with penitence and grief. Man, said the Ghost, if man you be in heart, not adamant, forbear that wicked cant until you have discovered What the surplus is, and Where it is. Will you decide what men shall live, what men shall die? It may be, that in the sight of Heaven, you are more worthless and less fit to live than millions like this poor mans child. Oh God! To hear the Insect on the leaf pronouncing on the too much life among his hungry brothers in the dust. Scrooge bent before the Ghosts rebuke, and trembling cast his eyes upon the ground. But he raised them speedily, on hearing his own name.)† (Dickens) *This part is found in the third stave of the site I gave you which is http://www.stormfax.com/3dickens.htm Just find the part, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article This is another proof of Scrooge slowly converting, when he showed concern about the child of his servant, wherein he was somewhat responsible in making their lives miserable. He was concerned about the child and even pleaded to the specter so that the child will not die. When the specter foretold his death, he was pleading to remake what he has foreseen in order to spare the life of the child. Scrooge was guilty with his actions since it was his fault that the family is poor, or he thinks that his actions made it that way. Because of the guilt he was feeling, he was slowly changing into a better person, someone who is sympathetic and is concerned about other people’s welfare. â€Å"(The Ghost was greatly pleased to find him in this mood, and looked upon him with such favour, that he begged like a boy to be allowed to stay until the guests departed. But this the Spirit said could not be done. Heres a new game, said Scrooge. One half hour, Spirit, only one.)† (Dickens) *This part is found in the third stave of the site I gave you which is http://www.stormfax.com/3dickens.htm Just find the part, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article nbsp; When Ebenezer Scrooge went to his nephew’s place he was enjoying himself watching the games they are playing, in their celebration of Christmas. Ebenezer Scrooge, a man known to be devoid of any social gatherings was enjoying a party, a gathering for the first time. This means that he likes it that way, a proof of his conversion into a good heart. nbsp; â€Å"(Ghost of the Future! he exclaimed, I fear you more than any spectre I have seen. But as I know your purpose is to do me good, and as I hope to live to be another man from what I was, I am prepared to bear you company, and do it with a thankful heart. Will you not speak to me?)† (Dickens) nbsp; *This part is found in the fourth stave of the site I gave you which is http://www.stormfax.com/4dickens.htm Just find the part, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article This statement of Scrooge was a proof that he was willing to be led to the right path. He addressed the non-speaking specter, even though he fears him the most because he brings forth the message of the future. He was willing to have a conversation in order to know more, maybe so, that he was willing to change his ways and become a better person than what he is before. nbsp; â€Å"(Spirit, said Scrooge, shuddering from head to foot. I see, I see. The case of this unhappy man might be my own. My life tends that way, now. Merciful Heaven, what is this?)† (Dickens) *This part is found in the fourth stave of the site I gave you which is http://www.stormfax.com/4dickens.htm Just find the part, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article This statement of Scrooge is a statement of acceptance. He is acknowledging the fact he was an unhappy man that is why he was asking for forgiveness, for redemption. Acknowledging his mistakes and accepting what he was, is really a proof that he has discovered a â€Å"new self.† He has succumbed to change and that he was willing to be a better, converted man. (For external quotations) According to Tinko, â€Å"Charles Dickens’s famous novel about Ebenezer Scrooge changed the celebration of Christmas into what we think of as traditional today: an occasion to give to those less fortunate and to gather family and friends around laden dinner tables and Christmas trees filled with lights, decorations, and toys (Timko).† *This part is found in the web address that I have put in the references part which is http://www.uuworld.org/ideas/articles/2273.shtml. Just find the quotation, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article. nbsp; The Christmas Carol really shed a new light into how we perceive Christmas. It showed the harsh reality that not all people have the luxury to enjoy Christmas. There are a lot of things that people like Scrooge can do in order to make a difference, especially for the poor and the needy. According to Kelly, â€Å"The three stages of Scrooges conversionthe detailed memories of a lonely childhood, an awakened vision of the suffering and joys of those presently around him, and his fear of future loneliness and an awareness of his own mortality combine to change him into a decent man, one who goes on to earn from those who knew him this crowning accolade: it was always said of him, that he knew how to keep Christmas well, if any man alive possessed the knowledge (Kelly and Young).† *This part is found in the web address that I have put in the references part which is http://victorian.lang.nagoya-u.ac.jp/victorianweb/authors/dickens/kelly3.html. Just find the quotation, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article. nbsp; Scrooge’s conversion was a step-by-step process wherein it started with his previous life, how he lived it, and then followed by how he was living it, and lastly, a reflection of what would be his future life look like. It all reflected Scrooge, so it was up to him if he wanted to change or not. The specters were there only to help him, not to impose it. According to SparkNotes.com, â€Å"An important aspect of A Christmas Carol (which is probably todays most popular Christmas tale, save for the seminal holiday story of Christs birth) is its modern view of Christmas as a joyous holiday rather than as a solemn holy day (A Christmas Carol)†. *This part is found in the web address that I have put in the references part which is http://www.sparknotes.com/lit/christmascarol/section2.rhtml. Just find the quotation, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article. nbsp; Christmas is such an important celebration for many of us. Dickens’ story gave a new perspective that it’s not only a season of giving and receiving, it is also a reflection of people’s sufferings, and people like Ebenezer Scrooge could make a difference. According to Perdue, â€Å"Of all the affecting scenes from A Christmas Carol none touches the heart more than the death of the crippled Tiny Tim, foreshadowed to Scrooge by the Ghost of Christmas Yet to Come, especially to Victorian readers. Large families and child mortality were common in the 19th century and many readers may have suffered firsthand the loss of a child (Perdue).† *This part is found in the web address that I have put in the references part which is http://www.charlesdickenspage.com/carol.html. Just find the quotation, by using the find tool, by pressing CTRL+F then typing the words you want to find in the article. This happening is one of the things that affected Ebenezer Scrooge the most. It is very influential and really made a deep impact on the Scrooge, during his process of conversion.

Islamic Women essays

Islamic Women essays Many times when feminists looked at Islamic women they criticized the man for not treating women properly. However, as Jane I. Smith states, women of Islam are not really offended by that fact, on the contrary, they believe that it is better for them. The Holy Koran is the basis for the Islamic believers. It has many interpretations, however there are certain facts that are sure to be clear as to the position of women in an Islamic society. Koran did introduce very significant changes as to treatment of women. Certain women did play powerful roles in societies. However, whatever the earlier realities for women in terms of marriage, divorce, and inheritance of property, it is clear that Islamic men believe that they are above woman. However, they are supposed to support them and make sure that they have everything that they need to help raise their children and praise the god. In Islam, marriage is not a sacrament, as it is in other religions. It is a contract that man and woman sign and in which the woman can clearly includes her own clauses and negotiate terms. It is rare however possible for a man to have more the one wife. However, when that happens the man is responsible for caring and supporting both of them. In order to marry another woman however, the man must have the permission of his first wife. Although Muslim women have had been married at extremely young age, this practice is related to the fact that father and other male relatives generally have chosen the grooms themselves. There are however some discrepancies. Islamic women are not treated equally in the face of the law. Ones women statement in the court is equal to half of one man. The same principle also applies to inheritance and other issues. The Koran states that the man, since he is supporting the woman, should receive twice as much of everything. Until recently education for women in the Muslim world has been minimal. ...

French Expressions Using Bouche

French Expressions Using Bouche The French word une bouche literally means any kind of mouth - of a person, an oven, a volcano... - and is also used in many idiomatic expressions. Learn how to say food bills, gourmet, astonished, and more with this list of expressions with bouche. Expressions with Bouche le bouchebouchekiss of life, mouth-to-mouth resuscitationune bouche feugun ​une bouche daà ©rationair vent, inletune bouche de chaleurhot-air ventune bouche dà ©goutmanholeune bouche de mà ©trosubway entranceune bouche dincendiefire hydrantune bouche dune rivià ¨re, une bouche dun fleuvemouth of a riverune bouche inutileunproductive person; just another mouth to feedles bouches inutilesthe non-active, unproductive population; burdens on societyles dà ©penses de bouchefood billsune fine bouchegourmetles provisions de boucheprovisionsbouche bà ©eopen-mouthed, agape, astonishedBouche cousue  ! (informal)Its top secret! Mums the word!dans sa bouche...in his mouth, coming from him, when he says it...Dà ¨s quil ouvre la bouche...Every time he opens his mouth... est dans toutes les bouches.Everyones talking about ...; ... is a household word.Il en a plein la bouche.He can talk of nothing else.Il na que ... la bouche.... is all he ever talks about.Jen ai leau la boucheMy m outh is watering. La và ©rità © sort de la bouche des enfants (proverb)Out of the mouths of babesMotus et bouche cousue! (informal)Mums the word! Dont tell anyone!par sa boucheby ones words, by what one saysTa bouche  ! (familiar)Shut up! Shut your trap!Ta bouche bà ©bà ©Ã‚  ! (familiar)Shut up! Shut your trap!aller de bouche en boucheto be talked, rumored aboutapprendre quelque chose de la bouche de quelquunto hear something from someoneapprendre quelque chose de la bouche mà ªme de quelquunto hear something from someones own lipsavoir 3 bouches nourrirto have 3 mouths to feedavoir la bouche amà ¨reto have a bitter taste in ones mouthavoir la bouche en coeurto simperavoir la bouche en cul-de-pouleto purse ones lipsavoir la bouche fendue jusquaux oreillesto be grinning from ear to earavoir la bouche pà ¢teuseto have a thick-feeling or coated tongueavoir la bouche pleine de ...to be able to talk of nothing but ...avoir la bouche sà ¨cheto have a dry mouthavoir toujours linjure / la critique la boucheto always be ready with an insult / criticismsembrasser bouche que veux-tuto kiss eagerlysembrasser pleine boucheto kiss right on the lipssembrasser sur la boucheto kiss on the lipsà ªtre bouche bà ©eto be open-mouthed, lost in wonder, astonishedà ªtre dans la bouche de tout le mondeto be on everyones lips; to be talked about by everyonesexprimer par la bouche de quelquun dautreto use someone else as ones mouthpiecefaire du bouchebouche quelquunto give someone mouth-to-mouth resuscitationfaire la fine boucheto turn ones nose upfaire la petite boucheto turn ones nose upfermer la bouche quelquunto shut someone upgarder la bouche closeto keep ones mouth shutgarder quelque chose pour la bonne boucheto save the best for lastmettre leau la bouche de quelquunto make someones mouth watermettre un mot dans la bouche de quelquunto put a word into someones mouthne pas ouvrir la boucheto not say a wordouvrir la boucheto speakparler la bouche pleineto talk with ones mouth fullp arler par la bouche de quelquundautreto use someone else as ones mouthpiecepasser de bouche oreilleto be spread by word of mouthpasser de bouche en boucheto be talked, rumored aboutrester bouche bà ©eto remain open-mouthed, lost in wonder, astonishedtourner sept fois sa langue dans sa bouche avant de parlerto think long and hard before speakingse transmettre de bouche oreilleto be spread by word of mouthune bouchà ©emouthful

Advanced critical writing Essay Example | Topics and Well Written Essays - 1000 words

Advanced critical writing - Essay Example This is especially the case where employees are set for promotion and career growth. The noble cause of training and developing the human resources is however not without flaws. Training carries potential financial risks and brain drain, especially when trained employees quit immediately after receiving the training. In light of this, training should be accompanied by best practices in employee management such as motivation and proper staffing in order to achieve the best outcomes. This paper argues that employee training is vital to organizations and individual staffs. Employee training and development improves the performance by eliminating most of the weaknesses in the staffs in the workplace. A training initiative enables the organization to sharpen those skills needed by each staff to limit errors and carry out tasks satisfactorily and within a reasonable duration of time (Jayakumar, David, & Sulthan, 2014). Such programs bring all the staffs covered by it to a higher pedestal where the skill-sets and knowledge are relatively uniform. This limits any weaknesses within the human resources which may otherwise prompt heavy reliance on a few staffs to complete certain tasks. Providing the vital training and development creates generally knowledgeable workforces who can stand in for one another and thus improve functioning teams that can work independently without continuous assistance and supervision (Sung, & Choi, 2014). In addition, Latif, Jan and Shaheen (2013) suggested that training limits employee burnout and high turnover rates which otherw ise would be ubiquitous in a workplace environment where the company relies of a few skilled employees to perform non-technical jobs. A structured employee training and development initiative ensures that the staffs have reliable experience and contextual knowledge to handle virtually any corporate challenge which they may come across. Jayakumar, David and

Suggest a Strategy for Nan Fung Group up to 2021 Essay

Suggest a Strategy for Nan Fung Group up to 2021 - Essay Example Strategy formation: Many organizations face pluralism; meaning conflicting objectives from different stakeholders. Usually there is a conflict between share holders, management, employees and customers. However, in NanFung case there is extremely low pluralism..Customers are an active part of the board that governs NanFung along with local authority members. As a result the views and interests of the stakeholders move in the same direction to promote the welfare of the community. When developing strategies, all internal and external factors should be taken into account. NanFung housing has major strengths compared to other smaller associations but when compared to larger associations it lacks consistency in service and customer focus. Although many improvements have been recorded in significant weak areas such as diversity performance and cutting the time taken to let out empty properties there is a lack of initiative on the value for money front. NanFung should focus its strategy on four weak areas; customer focus, diversity and equality, value for money and internal processes. Strategy implementation: NanFung needs to improve customer focus and make sure it is instilled in every aspect of service. Even in strong areas such as gas servicing and repair services, the customer centric approach is lacking as appointments have to be made by customers and routine checks are no longer in place. The customers need to be made aware of the services that the association offers and what level of service to expect. This can be done by implementing routine checks and maintaining a higher standard in customer service. NanFung has already developed specific standards in consultation with its tenants but there needs to be follow through. During new lettings all information must be provided to customers. Customer needs should be anticipated rather than just responded to. Gas servicing reports should be provided to the board on a regular basis. As majority of the tenants are age d and many face disabilities, the association should not wait for requests for adaptation and aid rather provide them from the beginning. As this is the majority segment communities should be focused singularly on their needs and satisfaction. NanFung should comprehensively address the diverse needs of its tenants. Although it has recently started making use of diversity data in it services there is still much progress to be made. NanFung must ensure that all staff is trained and aware of the diverse needs of clients and questions or requests are not required. Satisfaction levels amongst diverse customers must be monitored and assessed. At present there are no measures to assess this factor. There should be recording of calls and of diverse backgrounds on satisfaction surveys to record feedback from diverse clients. NanFung should focus on meeting diversity and equality requirements. These measures will help NanFung provide tailored services. They will also decrease costs as it will enable efficiency and effectiveness of service to diverse customers. The value for money strategy is an imperative part of TSA’s standards. It has been in place for long period and NanFung has failed to fully implement it and reap its benefits. The strategy focuses on economy, efficiency and effectiveness. VFM means attaining the best outcomes with the available resources. NanFung faces high void costs and is focusing on decreasing the time taken to let out empty property. It is succeeding to a certain extent but the focus is not

Pharmacy Service Essay Example for Free

Pharmacy Service Essay At each hour, tech took scripts from that hour’s slot and entered all required data into pharmacy info system (so no one looked at script until 1 hour before pickup) Info logged in: Patient contact info Doctor contact info Third party payor info – insurance companies, employers Drug name Dosage Number of doses Number of refills System performed an automated Drug Utilization Review: Automated check of script against all other prescriptions in CVS database for patient; looking for harmful drug interactions and appropriateness of drug for patient given age, weight, gender, etc. Hard Stop = fulfillment process cannot proceed until DUR reviewed by pharmacist if automated review reveals any potential problems Hard Stop Good for patient safety Hard Stop Bad for slowing down process, lowering efficiency Insurance check was done after DUR. Checking to make sure insurance still valid, script matches drugs on formulary, customer not trying to refill too soon, etc. In most cases, script would still be filled even if there was a problem with insurance customer would simply be told to pay full amount at pickup. Potential Data Entry Problems: Tech couldn’t read handwriting on script, No refills allowed on script (6%), DUR hard stop (20%), Insurance problems (17%) Production Scripts were filled by pharmacy technicians Potential Production Problem: Insufficient inventory – patient wouldn’t find out until pick-up that drug wasn’t available Quality Assurance Pharmacist reviewed each script to make sure it was filled correctly. First priority is customer safety! Potential Quality Assurance Problem : None identified Pickup Bags stored in pickup area in alphabetical order until customer came for pickup. Potential Pickup Problems: Many, including staff couldn’t find script, unauthorized refill, script not covered by insurance – customer asked to pay full price, script not ready (waiting for doctor or insurance call-back or queue backed-up). Worst between 5-7 p. m. – long lines of angry customers – hard to get staff to work that shift. 6. How can IT help with streamlining the process at CVS pharmacies? Get Teams to come up with a solution to problems in fulfillment process keeping 3 goals in mind: 1) Doesn’t degrade safety at all 2) Decreases waiting time 3) Improves customer satisfaction What CVS did to improve fulfillment process: Drop off, data entry, insurance check – all done while customer is present. Data entry completed at drop-off while customer was still there – made it easier to verify customer insurance information. Insurance check is now done with customer present. Used to be they’d just make sure your name, address, and birth date were on prescription and let you go. At local CVS, there is a â€Å"new† drop-off window away from cash register where pick-ups are done. Clerks enter data into computer while you are still there. CVS was missing the opportunity to identify and resolve problems early in the process, when the customer is still present. Under old system, no one would look at script until 1 hour before pick-up – not enough time to resolve any problems. Clerk asks for best number to reach customer in case of a problem, which is a change from the past. Staff can also inform customer about insufficient inventory at drop off instead of customer finding out when they come back for pick-up. Automated â€Å"instock† check. Also, box that held prescriptions was replaced by an online â€Å"virtual queue,† which can be displayed on all workstations in the pharmacy. Virtual queue tells techs and pharmacist what prescriptions to work on filling next. 2) Production – prescription is filled by tech. No change here – techs have always been the ones to fill the prescriptions. 3) DUR and QA – done by pharmacist in single step. DUR process was folded into Quality Assurance step – DUR no longer part of Data Entry. Both DUR and QA are done after prescription is filled. DUR should not be done when customer is present; don’t want customer to get the impression that the drug could be harmful because they might be less likely to take it. Also, DUR is done at pharmacist’s station during QA – more efficient use of pharmacist’s time to check filled prescription for accuracy and deal with any problems revealed during automated DUR. However, pharmacists could argue that it makes no sense, and is in fact dangerous to fill prescription before DUR is completed. PSI team had to â€Å"sell† the new process using communication efforts that were persuasive and effective. Also, changes were mandatory, not optional, so team used both hard sell and soft sell techniques to win pharmacists over. There were a total of 7 elements in the PSI program that all CVS pharmacies had to adopt – they couldn’t pick and choose among the 7. 4) Pickup When there is a problem discovered with a script, an Action Note is filled out so that staff manning Pickup can adequately explain the problem to the customer, based on what the Action Note says. Case highlights IT’s principle capabilities: Design Standardization Monitoring Case also points out concerns that changes in process will be resisted by pharmacists, even though the new process changes no responsibilities or rights of pharmacists. This was a top-down change that was necessary to improve customer service.

A rose for emily character analysis Essay -- essays research papers

Pity for Emily   Ã‚  Ã‚  Ã‚  Ã‚  In the short story A Rose for Emily, by William Faulkner there is a very interesting character. Her Name is Emily Grierson and she is a rich southern gentile. All her life it seems that she was raised at a standard that was above the rest. By living such a secluded and controlled life it set her up for the happenings in her future.   Ã‚  Ã‚  Ã‚  Ã‚  When her father passed away she had nobody to tell her what to do and how to act. This was very devastating and she had a hard time dealing with change. So much so that she wouldn't let the police take the body of her father out of the house for three days after his death. The only thing that was constant in her house was the slave that was bound to serve her.   Ã‚  Ã‚  Ã‚  Ã‚  In this writing I feel that the author takes an outside look at Emily to let you make your own decisions about her. This is a very good way of doing it because it leaves you with an open-ended judgment. You may feel a variety of ways about her, the first being that she is completely psychotic. This is the first and easiest conclusion to come up with. If you weren’t reading with much thought and analyzing the character it would be easy to feel this way. The second emotion is the strongest I feel about her, this would be pity for her. Leading a life that is mapped out for you by someone would not be a hard task.   Ã‚  Ã‚  Ã‚  Ã‚  In the â€Å"old south† when this story takes plac...

Habit Is Stronger Than Reason Essay

â€Å"Habit is stronger than reason.† To what extent is this true in two areas of knowledge? Human beings have naturally found a way of wanting to discover, analyze and find out things. In more modern times humans have been taught to think in certain ways due to what they want to do in life or through their ancestors that passed down traditions that is carried on through them i.e. culture and religion. The two areas of knowledge I chose were mathematics and history. There is always an explanation in each area of knowledge; in mathematics we can say that there is always reasoning behind everything. But in an everyday life we use mathematics habitually, for instance if you woke up in the morning you had to take two vitamins, every human (unless given a diagnosed problem and or no education) can tell the difference of two, and knowing that you have to take two. Only because mathematics is in bedded within our lives from a very young age and in this case habit is stronger than reason. This all changes once you get to a higher and more difficult level of mathematics because there is no way that the quadratic equation is used on a daily basis as a habit (unless you’re some sort of super genius). So, in the case that mathematics at a beginner level, habit is much stronger than reason. Depending on how the individual grew up and was raised, the knowledge could be affected. It could be tradition to carry on the knowledge of their ancestors. In history there are many sides to the historical even which took place for example World War two, Hitler himself would have had different views and experiences throughout the war and he or someone else may have documented it different to a American journalist who was seeing the opposing side of the Germans, he could be writing his own views according to his country and not only the entire war itself. History is in bedded in the learner, and even the teacher could be accounted for, due to the fact that most of the knowledge i s learned in school at a young age so say if the example of world war two was given again; a German teacher could have a different view point than a American teacher. A good personal example is during the first year of secondary school, I was in history and slavery was being taught; note that I was the only white person in the class. We were learning about the transport and the enslavement off of West Africa and the teacher was so good at explaining how the white masters treated the slaves and was so enthusiastic in his descriptions. At the end of the class no one uttered a word to me just because I was white. This example can also relate to the race of the learner. Every race has its own history behind it, the reason why racism is currently still around is because of peoples history and how their opinions were changed through group knowledge. Reasoning could be stronger than habit through the beliefs and experiences of that individual. However the believes could have been forced against them through family, but looking at a different point of view, it could be because that the family was set certain rules and wanted to continues the family tradition. This could relate to history because it was what their ancestors taught them into believing, and if one of the family members spoke out they could be frowned upon. Religion could be used as this family tradition, for instance if a family who were Christians their entire life, had a family member who was an Atheist, spoke out and gave their opinion would not only be frowned upon by his family, but in the families eye let down by whom they believe in. Without the area of knowledge, answering that question could go both ways â€Å"is reasoning stronger than habit.† It all depends on which cases are matched to the reasoning and habit, because mostly people act differently, people have different views. There are ways though that habit is stronger than reason, due to the fact that people are altered in becoming addicted to something, whether it may be cigarettes and or drugs. The abusers minds are altered from the substance which makes the cigarette and or drug addictive, this means that whatever the substance may be, it has convinced the human mind and body that it needs it. Often the human body and mind changes if it hasn’t got that substance in awhile, for example in crack cocaine abusers, there body tends to crave and need the substance again after it has been taken. It makes the body and person depressed, anxious, irritable, and exhausted even angry of the drug isn’t consumed. This proves that habit is stronger than reason, only due to the fact that the mind has been altered in to believing that it wants that certain substance even though they know it’s completely bad for the body. The question is habit stronger that reasoning is a yes, but also a no due to the fact that the question can be altered depending on what the back ground of person is and what they’ve learnt and experienced, plus the influence of addictive substances. The question could be asked vis versa is reasoning stronger than habit? It could be answered as a yes and no as well because yet again most people are different.

Learing Style Aspects In E Learning Education Essay

3.1 IntroductionLearning is any addition in cognition, memorising information, geting cognition for practical usage, abstracting intending from what we do, and a procedure that allows us to understand ( Marcia, 2005 ) . There are a big figure of factors that can act upon that extent of acquisition and some of these can be viewed in Figure 3.1. Learning manner is besides defined as attitude and behaviour which determine an person ‘s preferable manner of acquisition ( Honey et al, 1992 ) . A pupil for illustration who prefers practical experience, when larning a new scheduling linguistic communication may prefer to get down composing codification instantly whereas another may favor reading up and analyze the new linguistic communication prior to composing any codification. Most scholars unaware of their ain acquisition manner penchants but are mistily cognizant of what they feel comfy with, and larn more from certain activities than others. Figure 3.1 Factors that influence acquisition 3.2 Learning Style Models Assorted larning manners theoretical accounts have been forwarded by many research workers working in instruction. Descriptions of these theoretical accounts are presented in the undermentioned subdivisions. 3.2.1 Kolb ‘s Learning Style Model Kolb ( 1984 ) used combinations of comprehending and treating to find four acquisition manners. The learning rhythm involves four procedures that must be present for larning to happen. Kolb ‘s has developed a trial ( Learning Style Inventory ) which describes the manner in which people learn and how they deal with thoughts and daily state of affairss in their life ( Ronald & A ; Virginia 2001 ) . Figure 3.2 illustrates the theory by superposing a perpendicular line stand foring ways of comprehending information and a horizontal line for treating information. In comprehending information, scholars fall someplace on a continuum between the two extremes of concrete experience ( experiencing ) and abstract conceptualisation ( believing ) . In treating information, scholars fall someplace on a continuum between the two extremes of active experimentation ( making ) and brooding observation ( watching ) . Concrete Experience ( Feeling ) Brooding Observation ( Watching ) Abstract Conceptualization ( Thinking ) Active Experiment ( Making ) Diverges Obligers Learners Convergers Figure 3.2: Kolb larning manners. Learning manner stock list ( LSI ) is a trial designed to depict pupils ‘ acquisition manner. Kolb exemplary consist of four elements stand foring different acquisition manners. These elements ( Figure 3.2 ) are: divergers, learners, convergers, and obligers as shown in ( Curtis 1997 ) . Kolb ‘s theoretical account works on two degrees – a four-stage rhythm: Concrete Experience – ( CE ) Brooding Observation – ( RO ) Abstract Conceptualization – ( AC ) Active Experimentation – ( AE ) and a four-type definition of larning manners, each stand foring the combination of two preferable manners, instead like a two-by-two matrix of the four-stage rhythm manners, as illustrated below, for which Kolb used the footings: Diverging ( CE/RO ) Assimilating ( AC/RO ) Converging ( AC/AE ) Accommodating ( CE/AE ) Here are brief descriptions of the four Kolb larning manners: Diverging ( experiencing and watching – CE/RO ) – These people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss from several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to garner information. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. Assimilating ( watching and believing – AC/RO ) – The Assimilating acquisition penchant is for a concise, logical attack. These people require good clear account instead than practical chance. They excel at understanding wide-ranging information and forming it in a clear logical format. Peoples with an Absorbing acquisition manner prefer abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. In formal acquisition state of affairss, people with this manner prefer reading, talks, researching analytical theoretical accounts, and holding clip to believe things through. Converging ( making and believing – AC/AE ) – Peoples with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to practical issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. They are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. They like to experiment with new thoughts, to imitate, and to work with practical applications. They are more attracted to proficient undertakings and jobs than societal or interpersonal issues. Accommodating ( making and experiencing – CE/AE ) – Those in this class are ‘hands-on ‘ , and relies on intuition instead than logic. They use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, carry out their ain programs. They normally act on their backbones instinct instead than logical analysis. They tend to trust on others for information than carry out their ain analysis. This learning manner is prevailing and utile in functions necessitating action and enterprise. They prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim ( Ronald & A ; Virginia, 2001 ; Curtis 1997 ) . To sum up, Kolb theoretical account describes larning as cyclical procedure involve four distinguishable larning phases that learner follow in sequence. Each measure in the learning rhythm represents a different acquisition scheme. Preferences for certain schemes become accustomed by reiterating successful schemes, and as a consequence acquisition manners develop. Kolb ‘s theory acquisition includes intents, ends, purposes, pick and determination devising. Is non clear where these elements fit into the learning rhythm. Kolb ‘s LSI creates a narrow scope of pertinence for larning manners by restricting larning penchants to one or two dimensions. Further, Kolb ‘s LSI, which has been widely used, is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms ( Curtis, 1997 ) . 3.2.2 Honey and Mumford Learning Style Model This theoretical account derived from Kolb ‘s theory as shown in Figure 3.3. This theoretical account categorized people by their preferable acquisition manners into ( Nafisah & A ; Nurhaiza et. Al, 2004 ) : Figure 3.3: Honey and Mumford Learning Style Model Reflector They like to roll up and analyse informations and are really careful at doing determinations. They do non like to go leaders. The instruction and acquisition activities that are effectual for this group is stimulate to watch like watching picture or giving them clip to believe before react, giving decision without force per unit area. The instruction and acquisition activities that are non effectual for this group are giving them the function as leader or making something in forepart of people. They get nerve-racking if required to make something instantly after a brief direction. Activist- They are open-minded and they like to happen new experiences. However, they get bored if something is repeated. They like to acquire involved in a treatment such as brainstorming, etc. The instruction and acquisition activities those are effectual for this group is giving new experiences, problem-based acquisition, games, and group research. They will go forth things if they find them hard such as they feel the beginning is non good plenty or the state of affairss are contradicted. The instruction and acquisition activities that are non effectual for this group is one-way talk, inactive acquisition, larning that involves many assorted and unarranged informations, reiterating the same activity, etc. Theorist Since they are really aims, they do non like something that is subjective. They like to do decision based on grounds, informations analysis and logic. They have clear heads. The instruction and acquisition activities which are effectual for this group is giving them clip to form their feelings, giving them clip to inquire inquiries and procedure in item, the methodological analysis, premise or logic. The instruction and acquisition activities that are non effectual for this group are larning that involves emotion, feelings, and affecting in an activity that is unstructured. Pragmatist They like to seek a new thought, expand the thought, and work out jobs particularly in which are existent life state of affairss. The instruction and acquisition activities which are effectual for this group are by demoing the technique how to make something practically, giving the chance to show what they learn and focus on the practical issues. The instruction and acquisition activities that are non effectual for this group if the acquisition is non related to immediate demand and making something with no clear pattern or lineation. To sum up, Honey and Mumford theoretical account is similar to Kolb theoretical account. They made a little alteration to Kolb ‘s nomenclature whereby the cardinal stages/styles are reciprocally corresponding and overlapping, whereas for Kolb model the acquisition manners are the consequences of uniting the learning rhythm phases.3.2.3 McCarthy ‘s 4MAT ModelIn 1979, Bernice McCarthy developed the 4MAT system based on her survey of a figure of other theoretical accounts of learning and David Kolb ‘s learning manner theory. She referred to the four acquisition manner every bit types as shown in Figure 3.4: Figure 3.4: McCarthy ‘s 4MAT Style Model Type1 – Divergers ( favourite inquiry: Why ) . They perceive information in a concrete mode and reflectively procedure it. It is indispensable that instructors provide grounds for phenomena. They are inventive scholars with the undermentioned features: Understanding others. Are oriented toward feeling and people Judge people by intervention of others Seek personal significance and integrate experience with personal values. See many positions and imagine deductions of equivocal state of affairss Creativity and working in groups. Learn by shearing thoughts and feelings Prefer the instructor/leader to give personal attending and to be a incentive and informant of their acquisition. May go indecisive and hampered by excessively many options. Excel at insight thought, creativeness, and working in groups. Type2 – Learners ( favourite inquiry: What ) . They perceive information abstractly and treat it reflectively. They are interested in elaborate and facts that lead to greater conceptual apprehension. Their features are: Value logic and order. Require facts, accurate information, and adept sentiment. The chief concerns are the construct and the thoughts. Prefer working entirely. Learn by reading, detecting, roll uping informations, and analysing. Form theories and processs. Prefer the instructor/leader to be an authorization and bask traditional talks. May sometime be impractical and tool theoretical. Excel at incorporating cognition, planning, and making theories. Type3 – Convergers ( favourite inquiry: How ) . Learner process information actively after they perceive it in an abstract manner. They are interested in processs. A strong penchant is demonstrated to â€Å" seek things out † which leads to conceptual apprehension. They are common sense scholars with these features: Value to cognize how things work. Learn by using and proving information and following theoretical account. Require action and custodies on experience. Excel at practical application, strategic thought, and speedy determinations. Work good with clip lines and hatred to waste clip. Like to acquire consecutive to the point and to the bottom line. Normally prefer work entirely and sometimes see group work, particularly group determination devising and treatment, as wasting clip. Prefer the instructor/leader to move as manager and usher. Type4 – Obligers ( favourite inquiry: What If ) . Learner is considered hazard takers, as they perceive information concretely and actively procedure it. They are interested in self-discovery and have a desire to larn by test and mistake. The feature of these type of scholar are: Value assortment, find, and new experience. Thrive on hazard pickings and alteration. Rely on intuitions instead than logic to work out jobs. Learn by test and mistake and by learning others. Excel at originative job resolution, seeking new possibilities, and act uponing others. Like to be challenged and execute good in crisis state of affairss. Dislike strict processs and agendas. Like assortment and unstructured scenes and open ended jobs. Rely on others for information in work outing jobs and non on their ain proficient analysis. Work will in group and enjoy treatment. Prefer instructor/leader to move as a resource and judge ( Ronald, et Al. 2001 ; Felder 1996 ) . To sum up, McCarthy ‘s theoretical account is developed based on Kolb ‘s theoretical account. The 4MAT theoretical account is constructed along two classs: perceiving and processing. Together, comprehending and treating depict the whole scope of the learning experience. While scholars engage in all types of acquisition, most seem to prefer one peculiar type. In acquisition and instruction, usually both information about features of a scholar and how this scholar learns is needed. For illustration the facets concrete experience and active experimentation are multi dimensional because other mental acquisition activities take topographic point while making and seeking in order to accomplish acquisition consequences. Therefore, how learner execute these sequences of activities is really of import particularly in e-learning environment, which is non identified in this theoretical account.3.2.4 Grasha Rechman Student Learning Styles Scales ( GRSLSS )Grasha Rechman Student Learn ing Styles Scales ( GRSLSS ) promotes understanding of larning manners in a wide context, six classs. Grasha ‘s attack has besides developed a corresponding typology of learning manners, based on existent schoolroom behaviour. As a consequence acquisition and learning manner can be mapped together to to the full depict the societal kineticss of the schoolroom scene ( Susan & A ; Linda, 1998 ) . A brief treatment of each of larning manner is given below: Independent pupils prefer independent survey ego paced direction, and would prefer to work entirely on class undertakings than with other pupils. Dependent scholars look to the instructor and to equals as a beginning of construction and counsel and prefer an authorization figure to state them what to make. Competitive pupils learn in order to execute better than their equals and to have acknowledgment for their academic achievements. Collaborative scholars get information by sharing and by collaborating with instructor and equals. They prefer talks with little group treatments and group undertakings. Avoidant scholars are non enthused about go toing category or geting category content. They are typically uninterested and are sometimes overwhelmed by category activities. Participant scholars are interested in category activities and treatment, and are eager to make every bit much category work as possible. They are keenly cognizant of, and have a desire to run into, teacher outlooks. To sum up, what separate this theoretical account from others it concerns about both acquisition and learning manner instead than larning manner merely. However, avoidant scholars is non clear identified in learning and larning activity for this theoretical account.3.2.5 Felder- Silverman ModelThis theoretical account developed by Richard Felder and Linda Silverman, incorporates five dimensions, two of which replicate facets of the Myers-Briggs and Kolb theoretical accounts as shown in Figure 3.5. A This theoretical account classifies pupils as: Figure 3.5: The Honey and Mumford Learning Styles linked with Kolb theoretical account Sensing/intuitive: Feeling scholar prefers concrete information such as descriptions of physical phenomena, practical, oriented toward facts and processs. Intuitive is conceptual, advanced, oriented toward theories and significances.Visual/verbal:Ocular scholar prefers ocular representations, images, diagrams, and flowchart. verbal scholars prefer written and spoken accounts.Inductive/deductive:Inductive scholar prefers presentations that proceed from the particular to the general. Deductive scholars prefer presentations that go from the general to the particular.Active/reflective:Active scholar learns by seeking things out, working with others. Brooding scholar learns by believing things through, working entirely. Active and brooding scholars have trouble taking notes hard for both larning type. Active scholar will retain information better if s/he find ways to make something with it. Writing short sum-ups for brooding scholar will be really helpful to counterbalance the deficit of category clip belie ving about new information. Sequential/global: Consecutive scholars tend to derive understanding in additive stairss. Global scholars tend to larn in big leaps, absorbing stuff about indiscriminately without seeing connexions. ( Felder, 1969 ; Sabine et.al 2007 ) . To sum up, five dimensions represent this theoretical account to place several acquisition and instruction manner. Analogous ( sensing/intuitive ) is the Percept of both Myers-Briggs and Kolb ; the Processing dimension ( active/reflective ) is besides found in Kolb ‘s theoretical account. In add-on, Felder-Silverman postulate three extra dimensions: Input ( visual/verbal ) , Organization ( inductive/deductive ) , and Understanding ( sequential/global ) . 3.2.6 Dunn and Dunn Model This theoretical account is complex and encompasses 5 strands of 21 elements that affect each person ‘s acquisition. Some of these elements are biological while others are developmental. A sum-up of these elements is provided below ( Dunn 2003 ; Thyagharajan & A ; Nayak 2007 ) . 1 ) Environment: immediate environment ( sound, light, temperature, and furniture/seating design ) . Sound refers to play down sound while larning preferred by pupils. Light refers to the degree of light preferred while analyzing. Temperature refers to the degree of temperature the scholar prefers during the survey clip. Design relates to the room design and furniture. 2 ) Emotional: ain emotionalism ( motive, continuity, duty, and construction ) Motivation related to the degree of motive the pupil has for academic acquisition. Continuity relates to the scholar ‘s attending span and ability to remain on undertaking. Duty relates to the penchant on working independent on assignments with small supervising, counsel or feedback. Structure relates to the penchant to being told precisely what the acquisition undertaking is, how should continue, and what is expected. Or being given an aim and so left entirely to make up one's mind which processs or options are used to make the aim? 3 ) Sociological: sociological penchants ( larning entirely, in a brace, in a little group, as portion of a squad, or with either an important or collegial grownup ; and desiring a assortment as opposed to forms and modus operandis ) Self depends on the individual ‘s character. Whether working entirely or with group when making assignment. Pair relates to preference to work with individual as opposed to work as member of a group. Some scholar may prefer working with others but non in a little group or entirely. Peers and squad this component helps find a pupil ‘s penchant for working with a little group with interaction, treatment and completion of the undertaking as a squad member instead than independently. Adult this component relates to preference for interaction and counsel from an grownup. Variety versus concentrating in modus operandis or forms this refers to a penchant for engagement in a truth of undertakings while larning. 4 ) Physiological: physiological features ( perceptual strengths, time-of-day energy degrees, and need for consumption and/or mobility while larning ) . Perceptual this component focuses on larning by listening, sing, sing or touching. Intake it is related to the demand to eat, imbibe or masticate while engaged in larning activities. Time this relates to the energy degrees at different times during the twenty-four hours. Mobility this is focus on the extent to be traveling, while involved in concentration. 5 ) Psychological: processing dispositions ( global/analytic, right/left, and impulsive/reflective ) . Global Analytic this determines whether a pupil learns better when sing the entire subject of survey or when nearing the undertaking consecutive one facet at a clip. Hemisphericity this sing the type of scholar whether is left or right encephalon. Left-brain pupil tend to be more analytic, whereas right encephalon pupil tend to be associated with coincident or planetary scholars. Impulsive-Reflective related to whether doing a determination rapidly or believe about options before doing determination. To sum up, it has been noticed from the features of this theoretical account that it concerns larning penchants but non learning activities. The variables of this theoretical account affect the environment of the acquisition procedure, instead than the learning manners themselves. For illustration, it is non possible to interpret, room temperature, duty, or mobility, to existent acquisition activities.3.2.7 Myers-Briggs Type Indicator ( MBTI )This theoretical account is derived from psychologist Carl Jung ‘s theory, which classifies pupils harmonizing to their penchants on graduated tables derived by Felder ( 1996 ) as shown in Figure 3.6. Figure 3.6: The Myers-Briggs Model Extroverts ( E ) /Introverts ( I ) : extroverts try things out and the introverts think things over. Detectors ( S ) /Intuitors ( N ) : detectors focus on facts and processs and intuitors focus on significances and possibilities. Thinkers ( T ) /Feelers ( F ) : minds make determination based on logic and antennas make determination based on personal and humanistic considerations. Judgers ( J ) /Perceivers ( P ) : judgers set and follow docket, seek closing even with uncomplete informations, whereas percipients adapt to altering fortunes, resist closing to obtain more informations. To sum up, this theoretical account identified four graduated tables to mensurate personality. There are 16 different combinations of letters – giving us the 16 different psychological types. However, practically it is difficult to happen person that is extravert or believing to the absolute extreme. The individual could be 80 % thought and 20 % feeling type and normally one of the penchants is the chief.3.2.8 Gardner ‘s Multiple IntelligencesMultiple Intelligence ( MI ) theory provinces that there are at least seven different ways of acquisition, and there are seven intelligences: body/kinesthetic, interpersonal, intra-personal, logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial as shown in Figure 3.7. Most people have the ability to develop accomplishments in each of the intelligences, and learn through them. Figure 3.7: The Multiple Intelligence Model Visual/Spatial Intelligence: These scholars tend to believe in images and need to make bright mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. Their accomplishments include puzzle edifice, reading, composing, understanding charts and graphs, a good sense of way, chalk outing, picture, making ocular metaphors and analogies ( possibly through the ocular humanistic disciplines ) , pull stringsing images, building, repairing, planing practical objects, construing ocular images. Verbal/Linguistic Intelligence: These scholars think in words instead than images. They prefer listening, speech production, composing, storytelling, explicating, instruction, utilizing wit, understanding the sentence structure and significance of words, retrieving information, converting person of their point of position, analysing linguistic communication use. Logical/Mathematical Intelligence: These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these scholars ask tonss of inquiries and like to make experiments. They prefer job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, managing long ironss of ground to do local patterned advances, A making controlled experiments, oppugning and inquiring about natural events, executing complex mathematical computations, and working with geometric forms Body/Kinesthetic Intelligence: These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. Through interacting with the infinite around them, they are able to retrieve and treat information. Musical/Rhythmic Intelligence: This intelligence is based on the acknowledgment of tonic forms such as: sounds and beat. They instantly respond to music either appreciating or knocking what they hear. Interpersonal Intelligence: These scholars try to see things from other people ‘s point of position in order to understand how they think and feel. They are great organisers, although they sometimes resort to use. They use both verbal ( e.g. talking ) and non-verbal linguistic communication ( e.g. oculus contact, organic structure linguistic communication ) A to open communicating channels with others. Intrapersonal Intelligence: These scholars try to understand their interior self-reflection and consciousness of religious worlds. Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, A understanding their function in relationship to others ( David, 1991 ) . To sum up, this theoretical account expresses the acquisition manner within seven intelligences. This theoretical account is a combination of many different facets. However, non all the theoretical account elements can be translated as a larning activity such as Kinesthetic or intrapersonal intelligence. In add-on, the theory of multiple intelligences suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, and interior contemplation. These elements are non ever possible to implement in traditional schoolrooms whereas some of these elements can be implemented in e-learning system.3.2.9 The Herrmann Brain Dominance Instrument ( HBDI )This theoretical account classifies pupils based on the undertaking specialized operation of the physical encephalon as in the followers ( Felder, 1969 ) as shown in Figure 3.8: Figure 3.8: The Herrmann Brain Dominance Instrument Quadrant A relates to go forth encephalon ( intellectual ) , they are logical, analytical, factual, and critical. Quadrant B relates to go forth encephalon ( limbic ) , they are consecutive, organized, planned, and structured. Quadrant C relates to compensate encephalon ( limbic ) , they are emotional, interpersonal, and symbolic. Quadrant D relates to compensate encephalon ( intellectual ) , they are ocular, holistic, and advanced. To sum up, this theoretical account is multi-dimensional since many different dimensions are put together as one. Further, the chief features of the different parts of the encephalon, indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities ( Marjolein et al. 2008 ) .3.3 Learning Approaches For E-learningThe acquisition attacks are larning manner methods and introduced in this subdivision to foreground the methods can be implemented in e-learning environment to show information and can move as a instruction manner. The following are available methods that can be implemented in e-learning system: Holistic present information as a whole image prior to the detailed. Consecutive method concerns logical presentation of information. The scholar follows a really rigorous sequence of instructions to accomplish an result and normally capable of rapid processing of information. Mind Map offers a method to stand for information visually. In the late sixties Mind maps were developed as a manner of assisting pupils make notes that used merely cardinal words and images. It is allow the scholar to do faster determination, and because of their ocular quality much easier to retrieve and reexamine. Flowchart is a graphical representation demoing the flow of control among the stairss in a plan, people in an organisation, or pages of a presentation.A The elements themselves are represented by simple icons ( circles, rectangles, diamonds ) to let the spectator to concentrate on the manner the user move through the stairss in a process.A A A flow chart indicates sequences and determination points every bit good as get downing and halting points.A It is easier to hold on relationships visually in a flow chart than in a verbal description, so such diagrams help avoiding go forthing out stairss in a procedure. Multimedia: The usage of multimedia objects in educational systems can heighten their efficaciousness to a great extent in easing cognitive accomplishments. Well designed multimedia applications have the undermentioned advantages: Additions motive, through immediate feedback, multi centripetal engagement and greater enjoyment of acquisition. Additions engagement as more activity is required. Ensures instructional consistence. Reduces larning clip. Additions keeping of content over clip ( Dave, 1999 ) . 3.3.1 Problem Based Learning ( PBL ) PBL is any learning environment in which the job drives the acquisition. The pupils are given a job before given any new cognition. Then the pupils discover that they need to happen some information before they can work out the job as shown in Figure 3.9. Figure 3.9: Problem Based Learning Process The chief advantages of this technique are: Emphasis on intending non facts. Increased self way. Higher comprehension and better accomplishment development. Interpersonal accomplishments and teamwork. Self motivated. Degree of acquisition. Facilitator pupil relationship. The scholars are being guided to make both the aims involved in work outing the job and the aims related to the procedure. Therefore, the lector while utilizing this technique should see the undermentioned characteristics: Introduction Content Learning aims Resources Expected result Steering inquiries Appraisal exercisings Time frame3.3.2 Inquiry Based LearningInquiry is an attack to larning that involves a procedure of researching the stuff that leads to inquiring inquiries and doing finds in the hunt for new apprehensions as shown in Figure 3.10. Figure 3.10: Inquiry Based Learning Process The chief advantages for this attack are: Can be adaptable for a assortment of undertakings. Using this method helps people build self-esteem by leting them to be more active in their ain acquisition procedure, instead than inactive via traditional talk based methods. It can construct several accomplishments of pupils in the countries of physical, emotional, and cognitive. It can work with any age group. It gives all pupils the ability to lend to a undertaking non count what their background. The disadvantages of Inquiry-Based Learning are as the followers: Requires more planning, readying, and reactivity from the pedagogues. Educators must be skilled in assisting pupils learn the art of inquiring a good inquiry. To assist pupils inquire good inquiries, pedagogues must besides be able to inquire good inquiries.3.3.3 GammingGames and simulation can be a fabulous manner to larn, but to maintain most scholars ‘ battle the game ‘s component should be considered such as: merriment, drama, regulations, a end, winning, and competition. Computer game used for larning and identified a demand for research refering acquisition manners and educational games. Abrahamian, et Al. ( 2004 ) stated that computing machine based learning Game is an attack to recognize extremely motivated larning including playing activity. There are different features for gamming such as interactivity, regulations, end, challenge, and hazard.3.4 Teaching MannersMerely as the scholars, the instructor or teacher besides have their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. The teachers need to place the acquisition manners of the pupils every bit good as their instruction manners and so vary their instruction methods to run into the scope of scholars ‘ penchants ( Filder & A ; Silverman 1988 ) . To guarantee effectual larning procedure instructors should play their function to guarantee that their instruction attacks and techniques match with the scholar ‘s penchant and manner of larning. Therefore, the right pick and execution of instruction and acquisition activities in the schoolroom will ensue positively on the pupils ‘ academic accomplishment. This is influence both traditional category room and e-learning environment. Because both environments are wholly different and all the above theoretical accounts and techniques implemented in general acquisition facet ; the instruction every bit good as acquisition must be considered to better e-learning system toward accommodating persons in their acquisition penchants. Felder & A ; Silverman ( 1988 ) presented a theoretical account to match the above acquisition manner component with learning manner as in Table 3.1. This theoretical account defined the instruction manner in footings of the replies to five inquiries below: What type of information is emphasized by the teacher: concrete factual, or abstract conceptual, theoretical? What manner of presentation is stressed: ocular images, diagrams, movies, presentations, or verbal talks, readings, treatments? How is the presentation organized: inductively phenomena taking to rules, or deductively rules taking to phenomena? What manner of pupil engagement is facilitated by the presentation: active pupils talk, move, reflect, or inactive pupils ticker and listen? What type of position is provided on the information presented: consecutive bit-by-bit patterned advance ( the trees ) , or planetary context and relevancy ( the wood ) ? Table 3.1: Dimensions of Learning and Teaching StylesPreferable Learning StyleMatching Teaching Stylesensory perceptual experience intuitive concrete content abstract ocular input auditory ocular presentation verbal inductive organisation deductive inductive organisation deductive active processing reflective active pupil engagement passive consecutive understanding planetary consecutive position planetary3.4.1 Teaching Techniques to Address All Learning StylesFelder & A ; Linda ( 1988 ) presented techniques for learning to all acquisition manners model the undermentioned subdivision a brief description: Motivate acquisition. Equally much as possible, associate the stuff being presented to what has come before and what is still to come in the same class, to stuff in other classs, and peculiarly to the pupils ‘ personal experience ( inductive/global ) . Supply a balance of concrete information ( facts, informations, existent or conjectural experiments and their consequences ) ( feeling ) and abstract constructs ( rules, theories, mathematical theoretical accounts ) ( intuitive ) . Balance stuff that emphasizes practical problem-solving methods ( sensing/active ) with stuff that emphasizes cardinal apprehension ( intuitive/reflective ) . Provide expressed illustrations of intuitive forms ( logical illation, pattern acknowledgment, generalisation ) and feeling forms ( observation of milieus, empirical experimentation, attending to item ) , and promote all pupils to exert both forms ( sensing/intuitive ) . Do non anticipate either group to be able to exert the other group ‘s procedures instantly. Follow the scientific method in showing theoretical stuff. Provide concrete illustrations of the phenomena the theory describes or predicts ( sensing/ inductive ) ; so develop the theory or explicate the mod ( intuitive/inductive/ sequential ) ; demo how the theory be validated and infer its effects ( deductive/sequential ) ; and present applications ( sensing/deductive/sequential ) . Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff ( sensing/visual ) . Show movies ( sensing/visual. ) Provide presentations ( sensing/visual ) , hands-on, if possible ( active ) . Use computer-assisted direction detectors respond really good to it ( sensing/active ) . Do non make full every minute of category clip talking and composing on the board. Provide intervals nevertheless brief-for pupils to believe about what they have been told ( brooding ) . Provide chances for pupils to make something active besides transcribing notes. Small-group brainstorming activities that take no more than five proceedingss are highly effectual for this intent ( active ) . Assign some drill exercises to supply pattern in the basic methods being taught ( sensing/active/sequential ) but do non exaggerate them ( intuitive/reflective/ planetary ) . Besides provide some open-ended jobs and exercises that call for analysis and synthesis ( intuitive/reflective/global ) . Give pupils the option of collaborating on prep assignments to the greatest possible extent ( active ) . Active scholars by and large learn best when they interact with others ; if they are denied the chance to make so they are being deprived of their most effectual acquisition tool. Applaud originative solutions, even wrong 1s ( intuitive/global ) . Talk to pupils about larning manners, both in reding and in categories. Students are reassured to happen their academic troubles may non all be due to personal insufficiencies. Explaining to fighting detectors or active or planetary scholars how they learn most expeditiously may be an of import measure in assisting them reshape their acquisition experiences so that they can be successful ( all types ) . These techniques are developed and implemented in traditional schoolroom. In e-learning some of these elements are implemented utilizing ITS and AHS and successfully resulted effectual acquisition procedure. However, e-learning system is unequal to cover all the learning techniques due to inability to get by with single acquisition differences ( Deborah 2009 ) .3.5 Comparison of Learning Style Models and their Suitability in e-Learning.Most of the available and the presented acquisition manner theoretical accounts are in the country of acquisition and learning facet for long clip and some of them are successfully implemented. However, most of these theoretical accounts are related to the scholars over 16 old ages of age ( Marjolein et al. 2008 ) . In add-on, some of these theoretical accounts or elements of different theoretical accounts have been used in several e-learning undertakings ( Mullier, et Al. 1999 ; Mullier 2000 ; Christian 2003 ) . However, e-learning has different eleme nts and different environment from the traditional category room. Therefore, it is of import to recognize these differences and look into the suitableness to e-learning. Table 3.2 nowadayss types of larning manner theoretical accounts and high spots the suitableness to be implemented in e-learning. Two standards must be considered toward making this survey represented as followers: Learning activities indicate what larning activities scholars really perform. In e-learning the scholars are more independent and have more chances to take their ain acquisition activities whereas in educational contexts it is largely the instructor who makes the picks ( even if the acquisition takes topographic point outside of the schoolroom ) . In this criteria the focal point will be on larning activities instead than larning penchants ( which indicate the fortunes the scholars prefer for larning ) or larning orientations ( which refer to how people think about larning ) is more relevant in this context. Teaching activities indicate what learning activities suited to be implemented in e-learning system. Merely as the pupils, the instructor is besides holding their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. Therefore, the instructor is the 1 who is responsible in guaranting and finding the success of their instruction and in guaranting that the pupils understand their lesson good. As a consequence mismatch between single acquisition manner and learning manner create mismatch between larning and learning methods. As a consequence instruction activities is critical for traditional category room and e-learning every bit good. Table 3.2: Type of Learning Style Models and e-learning suitablenessLearning Style ModelsSuitability for e-learning contextKolb Kolb is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms. Kolb elements can be translated into larning activities. Teaching activities are non represented. Myers-Briggs Relevant for general motivational and personality features but can non be translated straight to larning activities. Honey & A ; Mumford It describes a rhythm of larning procedure. By and large, the theoretical account is non equal to cover all the learning manner facet such as personality, emotional issues, graduated table differences, and penchants. Mccarthy The acquisition manner elements can be used in e-learning system but the whole theoretical account is non equal. Because how the scholar execute the sequences of activities in this theoretical account is non clearly identified. GRSLSS The theoretical account concerns on both acquisition and learning facet. However, avoidant scholars can non be transited into larning activity and non clear how to cover with them in term of learning facet. Some component of this theoretical account can be modified and so implemented in e-learning. Felder- Silverman All the five acquisition manner elements are suited to be implemented in e-learning system. Dunn & A ; Dunn This theoretical account does non concern learning activities but larning penchants. The penchants described in this theoretical account can non be translated to larning activities such as room temperature and others which are non suited for e-learning environment. HBDI The chief features of this theoretical account are different parts of the encephalon, which indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities for e-learning. Milliliter Some component can non be implemented as acquisition or instruction activity in e-learning such as interpersonal or Kinesthetic. To sum up, there are many researches attempted to measure how the human head operates, how it perceives and processes information. As a consequence, many larning theoretical accounts have been developed by which an person ‘s manner of acquisition can be assessed. Among these theoretical accounts, there is no cogent evidence that one manner is better than the other is or likewise ( Syed & A ; Ahmed, 2005 ; Harris et. al 2006 ) . It depends on whether the acquisition manner is suited and comfy to the pupils. This is the acquisition in general signifier but e-learning environment and elements are different. Table 3.2 shows the suitableness of these theoretical accounts in e-learning environment. The following are consequences concluded from this survey: There is no acquisition and learning manner theoretical account is for e-learning. Most of the acquisition activities presented in the available learning manner theoretical accounts are adequately covered and suited for e-learning. Combination of some learning manner theoretical account to be implemented in e-learning can better the acquisition and learning procedure. The sequence in how the acquisition activities can be implemented in acquisition is non identified in most of the acquisition manner theoretical accounts. 3.6 Drumhead Learning manner refers to how a scholar perceives, interacts with, and responds to the acquisition environment. Different larning manner instruments are used to find pupils ‘ acquisition manners. These theoretical accounts are developed to depict and place single acquisition manner in face to confront environment. However, e-learning has different features and technically is different environment. Table 3.3 summarizes all learning manner elements and their suitableness in e-learning contexts. Comparison between the available acquisition manners theoretical accounts is presented in Table 3.4. Table 3.3: Overview of all learning manner elementsLearning StyleDescription and FeaturesSuitability to be a learning manner for e-learning pupilOcular Ocular scholars remember best what they have seen. Ocular stuff such as artworks, diagrams, images and lifes. Auditory They are listening scholars ; they will larn efficaciously when they can listen to what they are larning. Stress on text-based stuff. Sensory Feeling scholars prefer to larn concrete stuff such as informations, facts, and illustrations. Feeling scholars besides like practical job resolution. Increase the figure of illustrations, exercisings and multimedia. Problem based method is suited. Intuitive Intuitive scholars like challenges and prefer to larn abstract stuff and do non like repeats. Number of illustrations and exercisings should diminish. Kinesthetic Other esthesiss which includes touch and temperature every bit good as motion. Gamming and simulation may be affectional for those scholars. Inductive Prefer facts, observation and underline rules. Problem based and Inquiry based acquisition can be effectual for this type. Deductive Prefer presentation that goes from the general to the particular. Course content presentation. Active Prefer to larn by seeking things out and making something actively, active scholars tend to be less interested in illustrations, since with illustrations they can see how others have done something instead than making it themselves. Learners prefer larning by speaking, explicating, and discoursing the stuff with others and besides like to work in groups. Less illustrations are recommended for active scholars. Communication characteristics such as forum and confab, undertakings that incorporate such characteristics, every bit good as group work are good. Brooding Brooding scholars prefer to larn by reflecting on the tilting stuff and thought things through. The figure of larning objects inquiring for active behaviour should diminish. it is recommended to first present the learning stuff, so that scholars can reflect on it and afterwards present illustrations or inquire them to make some undertakings based on the learned stuff. Consecutive Consecutive scholars prefer to larn by additive Stairss. Showing the larning stuff utilizing consecutive acquisition based attack. By utilizing predefined learning way and supported by concealing links within the learning stuff and foregrounding the dorsum and following buttons. Global Global scholars, it is really of import to acquire the large image of the subject and they tend to be hapless in utilizing partial cognition. Global scholars are interested in related subjects and besides prefer to travel through the stuff in a non-sequential manner by leaping to more complex. Geting an overview of the subject can be supported by supplying lineations and a high figure of illustrations, exercisings and trials. stuff, links should be displayed and Mugwump Prefer to be independent in survey and undertakings. The scholar in e-learning is independent but can non be translated as acquisition activity. Dependant Looking to the instructor as beginning of construction and counsel. Can be implemented by utilizing adaptative interaction support. Collaborative Acquired information by sharing and by collaborating with instructor or others. By utilizing communicating techniques, such as forum, chat, or picture conference. Avoidant They are non interested to category activities and go toing. Supplying this type of scholar the preferable acquisition method. Participant Keen to participant. Problem based, Inquiry based can be supported. Competitive Compete with other pupils. Gamming attack may actuate this type of scholar. Musical They respond to music. Synergistic support system with multimedia. Emotional/ sociological / physiological / psychological/ environment Emotional, environing and substructure facets. Not suited for e-learning environment. Table 3.4: Comparison of Learning Style ModelsMannerScopeKolbMyers-BriggsHoney& A ;MumfordMccarthyGRSLSSFelder-SilvermanDunn& A ;DunnHBDIMilliliterOrientation to life Processing Extrovert-Introvert Ten Active-Reflective Ten Ten Ten Ten Percept Decision devising Concrete-Abstract Ten Ten Ten Feeling-Thinking Ten Percept Attitude to outside universe Sensing-Intuitive Ten Ten Judging-Perceiving Ten Input signal Visual-verbal Ten Ten Organization Inductive-Deductive Ten Ten Understanding Sequential-Global Ten Mugwump Ten Dependant Ten Collaborative Ten Avoidant Ten Participant Ten Competitive Ten Environment Ten Emotional Ten Sociological Ten Physiological Ten Psychological Ten Kinesthetic Ten Musical Ten Interpersonal Ten Ten Intrapersonal Ten Logical Ten Imaginative Ten In e-learning when the acquisition manner of the pupil is non compatible with the learning manner of the instructor ; troubles in acquisition can ensue. Table 3.5 nowadayss learning techniques to turn to all learning manner and their suitableness in e-learning contexts. Table 3.5: Teaching Techniques to Address Learning Styles Teaching Techniques Learning Manners Matching e-learning Technologies or Methods Motivate acquisition and associate the stuff being presented to what has come before. inductive/global ITS ( course of study sequencing ) Provide concrete information such as facts, informations, existent or conjectural experiments and their consequences. Feeling Problem Based/ Inquiry Based larning Abstract constructs such as rules, theories, mathematical theoretical accounts. Intuitive Inquiry Based Learning Material that emphasizes practical problem-solving methods. sensing/active Problem Based Learning Material that emphasizes cardinal apprehension. intuitive/reflective Problem Based/ Inquiry Based larning Observation of milieus, empirical experimentation, and attending to item. Feeling Problem Based/ Inquiry Based larning Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff. sensing/visual Adaptive presentation and the usage of Mind Map/Flowchart methods Use computer-assisted direction. sensing/active Synergistic support system Do non make full every minute of category clip talking and composing on the board. Supply intervals-however brief-for pupils to believe about what they have been told. Brooding Problem Based Learning Provide chances for pupils to make something active besides transcribing notes. Active Gamming Based Learning Applaud originative solutions, even wrong 1s. intuitive/global Synergistic support and Gamming Based larning can heighten this technique. There are many learning manner theoretical accounts, theories, and methodological analysis that has been used for a long clip in instruction, none of them have adequately covered all larning facets such as personality, emotional issues, graduated table differences, and penchants.