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.

The Work of Art in the Age of Mechanical Reproduction by Walter Benjamin as a Claim for Originality

The Work of Art in the Age of Mechanical Reproduction by Walter Benjamin as a Claim for Originality The main idea of the essay The Work of Art in the Age of Mechanical Reproduction is that the traditional ritual meaning of art can be lost due to the modern technical facilities and chaotic print of the works. I consider this statement as a valid and well-grounded. For Benjamin, every work of art should be unique in order to create the spiritual connection with the audience. In the age of mass-products, the real value of art is neglected. Although reproducible works are popular and accessible, only original art has the ritual ground.Advertising We will write a custom essay sample on The Work of Art in the Age of Mechanical Reproduction by Walter Benjamin as a Claim for Originality specifically for you for only $16.05 $11/page Learn More Although, in general, I agree with Benjamin, it would be wrong to insist upon the statement that all products of the mass-culture are empty and meaningless. The successful life of the reproductions, different interpretations of well-known works of art demonstrate a tendency of simplification of our life. It is the basic of modern civilization. It is obvious that, seeing the authentic work, we can have more profound experience. However, in case if someone cannot visit the famous galleries, one has a possibility to become acquainted with the works of art by observing the reproductions. I think that the geographical distance is one of the key moments which should be taken into account, talking about the negative side of reproductions. Benjamin says that all human artifacts can be repeated by other humans. However, the process of mechanical reproduction led to the enormous print. It is difficult to argue with the author, as today we are witness of the chaotic production of the famous pictures, for instance, Mona Lisa or Sunflowers of van Gogh on the paper, clothes, glasses, etc. But, also we can see that the mass-production became iconic for the whole population. Therefore, it would be absolutely wrong to i nsist on the statement that modern art is something outlive and soulless. Perhaps, reproductions do not contain the same aura as the authentic works, but they still can inspire people. I do not agree with the fears that reproduction can reduce a creation of the original works. In all times, people were appreciating the authentic works of great masters. Although, the mechanical print of the works of art have a significant influence, today, the originality is still essential and people of all nationalities admire the best examples of the world heritage that cannot be out-of-date, in spite of the world-wide prevalence of the secondary works and reproductions of the famous artifacts.

Definition and Examples of Metanoia

Definition and Examples of Metanoia Metanoia is a  rhetorical term for the act of self-correction in speech or writing. Also known as  correctio or the figure of afterthought. Metanoia may involve amplifying or retracting, strengthening or weakening a prior statement. The effect of  metanoia, says Robert A. Harris, is  to provide emphasis (by fussing over a term and redefining it), clarity (by providing the improved definition), and a sense of spontaneity (the reader is thinking along with the writer as the writer revises a passage) (Writing with Clarity and Style, 2003). EtymologyFrom the Greek, change ones mind, repent Examples and Observations Kreuz Market is the ultimate barbecue restaurant- no, scratch that- barbecue experience in Central Texas (and therefore the world).You might have heard a pin fall- a pin! a feather- as he described the cruelties  inflicted on muffin boys  by their masters . . ..(Charles Dickens,  Nicholas Nickleby, 1839)To Put It a Better Way . . .  [W]ithout that association, that sense of membership in something- or to put that a better way, without a sense of belonging and participation in a group effort, the employee loses focus on what were trying to accomplish.(Unnamed president of a media company quoted in The Servant Leader, by James A. Autry. Prima Publishing, 2001)Let Me Correct That . . .Shortly after I came to Washington I was told in a way that showed me it was no loosely thought out- let me correct that statement. I was told in a serious way that Mr. Finletter- or rather, I was told by Mr. Finletter that he had serious question as to the loyalty of Dr. Oppenheimer.(David Tressel Griggs, witness at physicist J. Robert Oppenheimers hearing before the Atomic Energy Commissions Personnel Security Board, May 1954. In the Matter of J. Robert Oppenheimer: The Security Clearance Hearing, ed. by Richard Polenberg. Cornell University Press, 2002) Or More Properly Speaking . . .The meal, when beaten up, is used for thickening broths, and rolled up into bolsters about a foot long and two inches in diameter, and then wrapped in plantain leaves, and tied round with tie-tie and boiled, or more properly speaking steamed, for a lot of the rolls are arranged in a brass skillet. . . . [T]he whole affair is poised on the three cooking-stones over a wood fire, and left there until the contents are done, or more properly speaking, until the lady in charge of it has delusions on the point, and the bottom rolls are a trifle burnt or the whole insufficiently cooked.(Mary H. Kingsley, Travels in West Africa, 1897)For my own part, cried Peregrine, with great eagerness, I appeal to Miss Sophys decision. But why do I say appeal? Though I am conscious of having committed no offence, I am ready to submit to any penance, let it be ever so rigorous, that my fair enslaver herself shall impose, provided it will entitle me to her favour and forgivenes s at last.(Tobias Smollett, The Adventures of Peregrine Pickle, 1751) The Persuasive Value of Metanoia- Metanoia can have mild persuasive value. The speaker may utter a less controversial claim, then revise it to make it stronger. This brings the reader along more gently than announcing the stronger claim on its own. Or conversely the stronger claim may be offered first but then reduced to something less ambitious that seems easy to accept by comparison. . . .Metanoia can create an impression of scrupulousness, as the speaker starts to say one thing but then feels obliged to take the initiative in correcting it. (It also can suggest overscrupulousness, as when the speaker fusses too much.)(Ward Farnsworth, Farnworths Classical English Rhetoric. David R. Godine, 2011)-  Metanoia can serve a variety  of rhetorical ends. Stopping to correct oneself disrupts the flow of discourse, drawing attention to and emphasizing the revision.  Or, in a move similar to  paralipsis, retracting a statement allows the speaker to introduce an idea or claim and then avoid responsibility for having done so.  Sometimes strengthening an  initially mild or uncontroversial statement (or qualifying an initially strong one) can persuade an audience by making the speaker seem more reasonable.(Bryan A. Garner,  Garners Modern English Usage. Oxford University Press, 2016) Finding the Right Word[I]t seemed to me that there was a safe and unassailable foundation for our claim to interfere on behalf of British subjects, and that was the right which every State possesses to protect its subjects in another State from wrong. That was a right which we possessed in an unusual degree in South Africa owing to the peculiar position of the country- a country where there were two races side by side, both of them determined in their opinions, with a history of their own, and jealous of their independence. Perhaps independence is not the right word to use. I mean, rather, jealous of the equality of their rights.(John Wodehouse, Earl of Kimberly, Address in Answer to the Queens Speech, Oct. 17, 1899)I Should Say . . .I rather was minded to make known to you that I- or, I should rather say, we, and Mr. Crawley pointed to his wifeshall not accept your plainness of speech as betokening aught beyond a conceived idea in furtherance of which you have thought it expedient t o make certain inquiries.I dont quite follow you, said the major.(Anthony Trollope, The Last Chronicle of Barset, 1874) Pronunciation: met-a-NOY-ah

Esay descripition and analysis Essay Example | Topics and Well Written Essays - 500 words

Esay descripition and analysis - Essay Example It is interesting and vital to undertake a profound analysis of the character of Dylan, a 48 year old musician, who is going through depressed moods. In a close understanding of the story, it becomes lucid that Dylan, who writes songs for his living, is an alcoholic due mainly to his experiences. He is undergoing a divorce and he adores his two beautiful children. The basic problem with this character is that he does not any longer have respect for himself and he thoroughly feels helpless at times. "To overcome his depressed moods, he self medicates with near lethal doses of alcohol. But it is a condition of the treatment that he turns up sober to the sessions. In his sobriety, and under the group's gaze, he must face up to his compulsive behavior." (Yamey, 2000). Through the slow but skilful efforts of Charles Lathon, the therapist, the group in general and Dylan in particular discovers the factors behind the 'suffering conversations'. Therefore, the character of Dylan in the story has a major role to play in the group as he proves how Tuckman's model of group development fits to this group of six young men in search of life. The novel Groups gives a real-life account of the personal struggles of six young men and the experience of Dylan in the form of psycho therapy. Paul Solotaroff, the author, who is a journalist by trade and a former patient of a pseudonymous 'Dr.

Maritime and Port Security Initiatives by Federal Agencies Research Paper

Maritime and Port Security Initiatives by Federal Agencies - Research Paper Example With the rise in terror threats, containers ships have become the area of security scrutiny as security agents view them as vulnerable to terrorist attacks and activities. Annually, seaports in the US host at least nine million marine containers hence provoking the need for them to undergo intense security checks so as avert terrorist infiltration. In order to raise security standards within ports, Congress passed into law the Maritime Transportation Security Act of 2002 that has come into scrutiny over its relevance and impact in serving this purpose. With this background information, this essay will delve on the Maritime and seaport security initiatives as applied by federal agencies, either in the US or by agencies across its international borders. Ideally, most of the cargo handling in the US is through major cargo hubs because of the quality of infrastructure available hence creating traffic for these hubs by cargo shipping firms. Further, the handling of energy related products is by certain ports while the US also has over one thousand harbors spread across its coastline. Other than US owned and crewed ships, foreign ships also call at this nation’s ports, which has been instrumental in influencing trading relations with other trading partners. The trading also spreads to cargo containers, which is one of the areas that attracted the concerns of both state and federal security agents to be keen on securing this area of commerce. In essence, a large container has a high load capacity and can safely ferry more than three thousand containers while offloading some of them at different ports. Mostly, these containers transport consumer goods that may include clothing, toys, shoes, electronic devices, automobile spare parts, among a list of other goods which characterizes the imports on containers. On the other hand, the containerized