Friday, November 29, 2019

Simple Guide on How to Write a Good Essay Hook

Appreciate What is a Hook in Writing Your Essay When you are asked to write an essay or any other academic assignment, you have been given a chance to express your creativity as much as your mastery of course content. The article should not be too formal or boring. You should focus on the intended audience and place more emphasis on drawing them in and keep them hooked. The hook in your assignment can be the first two sentences of your introduction paragraph. It serves the purpose of grabbing the reader’s attention and entice him/ her to read the rest of your paper. The first couple of statements of your writing are enough to either appeal to or put off the readers curiosity. How to Write a Good Hook with Our Simple Guide When working on college and university assignments, writing a hook may be more of a challenge as you are more focused on developing a theme for your paper. Therefore, the first step to establishing good hooks for essays is to plan and organize your schedule.   You should consider: The type of paper you are writing The tone of your assignment The intended audience The structure of your essay? Essay Hook Examples and Ideas A hook is appropriate when writing about a specific person, event or phenomenon and can achieve its objective through different types of hooks that are related to the theme of the assignment, such as: Question This type of hook is used when you ask the reader a question that they can visualize and relate. Example: Have you ever heard of a slam dunking and high-flying athlete? Each time I turn on the TV and the Olympic games are on I cannot help but keep watching. Quotation This hook is applied when a quote is used in an essay and has relevance to the central theme of the assignment. Example: â€Å"Get busy living or get busy dying† as said by Stephen King directs us to stay active in our daily lives. Statistics This hook is typical for more data-oriented documents. The source of statistical information should be relevant to the main theme. Example: â€Å"Less than 30% of Canadian citizens have access to palliative care.† This number could be improved to accommodate more people. Anecdote This is when the writer uses a story that is tied to the essay to capture the reader’s attention. It may be either a personal or a fictional story that gives the essay a more encouraging outlook. Nonetheless, if you are not able to work on your essay, we are ready to deliver it on your behalf. We will include a hook and reference the content accordingly if you place your order on our website.

Monday, November 25, 2019

Free Essays on Traditional Values Of Confucius Theory

In the Analects, Confucius gives readers certain guidelines regarding how government and kingship should conduct itself. Through his descriptive text Confucius breaks down many aspects of the expectations of ruling forces. Confucius embodies a sense of traditional and moral values that shine through in his writings. His conservative view appears throughout the Analects as Confucius outlines his guidelines regarding a legitimate, successful government, and the qualities of a good king. Confucius outlines the government as consisting of three major practices: filiality, humaneness, and ritual decorum. These practices which Confucius describes traditionally contain very conservative and moral ideologies. All three practices stress the importance of moral values such as peaceful, egalitarian interactions, respect and concern for others, and dignity. Confucius stems out to expand his definitions of the three practices, but the main traditional concepts remain the same. Filiality involves placing great importance on the care one has of their family members, and treating non-family members as if they were part of their family. Confucius found this practice extremely important in society, and believed that if everyone was â€Å"filial and friendly toward one’s brother†, it would have its effect on the government and influence it in a positive way ( 47). Filiality, according to Confucius was a very important key to a harmonious government. As Confucius wrote â€Å"A young man is to be filial within his family and respectful outside it. He is to be earnest and faithful, overflowing in his love for living beings and intimate with those who are humane† (45). This idealistic view embraces the moral ideologies that Confucius sought after. While some governments rely on enforcing strict, unfair rules to achieve a successful government, they often result in unrest and violence. Confucius promotes ethical goodness for a perfect go vern... Free Essays on Traditional Values Of Confucius Theory Free Essays on Traditional Values Of Confucius Theory In the Analects, Confucius gives readers certain guidelines regarding how government and kingship should conduct itself. Through his descriptive text Confucius breaks down many aspects of the expectations of ruling forces. Confucius embodies a sense of traditional and moral values that shine through in his writings. His conservative view appears throughout the Analects as Confucius outlines his guidelines regarding a legitimate, successful government, and the qualities of a good king. Confucius outlines the government as consisting of three major practices: filiality, humaneness, and ritual decorum. These practices which Confucius describes traditionally contain very conservative and moral ideologies. All three practices stress the importance of moral values such as peaceful, egalitarian interactions, respect and concern for others, and dignity. Confucius stems out to expand his definitions of the three practices, but the main traditional concepts remain the same. Filiality involves placing great importance on the care one has of their family members, and treating non-family members as if they were part of their family. Confucius found this practice extremely important in society, and believed that if everyone was â€Å"filial and friendly toward one’s brother†, it would have its effect on the government and influence it in a positive way ( 47). Filiality, according to Confucius was a very important key to a harmonious government. As Confucius wrote â€Å"A young man is to be filial within his family and respectful outside it. He is to be earnest and faithful, overflowing in his love for living beings and intimate with those who are humane† (45). This idealistic view embraces the moral ideologies that Confucius sought after. While some governments rely on enforcing strict, unfair rules to achieve a successful government, they often result in unrest and violence. Confucius promotes ethical goodness for a perfect go vern...

Thursday, November 21, 2019

From Imitation to Innovation Zongshen Industrial Group Essay

From Imitation to Innovation Zongshen Industrial Group - Essay Example Zongshen acquired human sources from Japan, SOE leaders and Chinese government officials. It developed Masters in Combustion Engines and Mechanical Engineering to improve skills of local students. The company developed its staff’s skills on technology and engineering by organizing foreign visits to joint venture partners and other companies. The decision of reverse merger was too challenging for Zongshen and Zou because the idea for quick listening was attractive but, on the other hand, Zongshen was investing in a company which was about to be delisted. However, Zongshen took a bold step and the original company eventually transformed to Chongqing Zongshen Power Machinery Co. Ltd, the largest engine producing business. Another critical phase of Zongshen was its expansion to acquire Canadian based PEM technology. Zongshen took a smart decision to purchase PEM, it first merged with a Toronto listed capital asset pool company, Norstar Ventures. Then it formed Zongshen PEM Power Systems. This was later expanded to a whole Chinese subsidiary as Zongshen PEM (Canada) Chongqing Hydrogen Energy Ltd. In 2006, another subsidiary Zongshen Electric Vehicle Company Limited was developed. These two focused over the production of premium e-bikes, giving edge to Zongshen over its rivals. The initiative of ‘blue ocean’ strategy for Cyclone products was very attractive. But the way this strategy was implemented cannot be appreciated. The main flaw with this strategy was that the consumers couldn’t relate such a premium quality and price product to Zongshen. Following are the Yellow Tail wine case implications for Zongshen to implement their ‘blue ocean’ strategy. 2. Reduce consumer confusion. In Chinese market there was a need for quality and performance but it was not yet realized by the consumers at large. So they could not relate Cyclone products’ premium differentiation to their need. Therefore, the

Wednesday, November 20, 2019

Food Customs in Saudi Arabia and Differences in the U.S Essay

Food Customs in Saudi Arabia and Differences in the U.S - Essay Example In lunchtime, they usually take a plate of rice with side dishes of vegetables and salads (Advameg 1). The most common beverage is light roasted Arabic Coffee without sugar. However, the coffee is usually spiced (Advameg 1). On the other hand, there are prohibited food items. They include pork, wine, and alcoholic beverages. The other unique thing is food during ceremonies. The arrival of guest is taken seriously with slaughter of sheep, goat, or camel. In other social events, mainly there is sacrificial slaughter of sheep (Advameg 1). In these events, meat is boiled in huge pots. Soup is given to guest while the rest is poured in large trays of rice on top (Advameg 1). The male members and guest surround the tray in which they eat using hands instead of spoons or forks. Women and girls usually eat separately. However, there is a difference in United States. The country heavily relies on processed food and fast foods (Advameg 1). The diet is rich in salt, fat, and refined carbohydrates. Others have begun to adopt organic foods (Advameg 1). In most of the ceremonies such as weddings, funerals large tired cakes are usually served. In the morning, they usually take coffee. In most social occasions, beer is common. In other social occasions such as sports, beer, hot dogs, popcorn, and candy are common (Advameg 1). Moreover, food is usually taken using spoons and forks with all family members

Monday, November 18, 2019

Age of enlightment Essay Example | Topics and Well Written Essays - 750 words

Age of enlightment - Essay Example The second treatise of local government The author in this article conveys that man by nature is free and has no obligation to subject to anybody’s will. He neglects the idea of government and the punishment imposed by religious concepts.The author suggests that human being belonging to same species should not be subjected to discrimination and slavery but to equal freedom. Adam smith – Wealth of nations The author in this book explains about the feudalism and beurecracy existed during the industrial revolution of Europe. He beloved that feudalism spreading in Europe could hinder the industrial growth and only thing could save it is socialism. He believes that development is due to the specialization of labor and this only can give material well being. He mentions that self love is the reason for prosperity in man which is a nature only found in human beings. He claims that market is a place where individual co -operates with each other and where the talents of individu als are shared for material benefit. His theory says that the value of a thing sold in a market is the proportion of labor put in the making o f it and brought into the market. Comparison of Locke and Adam theory The similarity in both Locke and Adam’s proposition is that both believe in the human rights of people. They believed in the labor of the human beings and the value attached to it and right attached to it. Both these authors were in support of the laborers and working men. Both the authors talk about the discrimination of government towards the poor and needy. They both talk about property of nature and the law of nature. Locke suggests that â€Å"Adam and Eve, and after them all parents were, by the law of nature, under an obligation to preserve, nourish and educate the children, they had begotten†. In a way, both favor socialism and equal distribution of power, property and right to people. They demand that it in natural state, people have the right to do wh at they wanted to and in any case should not be subjected to slavery. Natural liberty was central theme to both of their writing. Locke claims that the government is formed in order to protect the property and Adam smith also talks about labor and property that is wealth of nation. Both the authors believe in a market which works freely and without any discrimination. Smith believed that society functioned in a capitalist way and mostly wants to exploit the laborers and working class. Smith mentions that â€Å"There is no art which one government sooner learns of another than that of draining money from the pockets of the people†. Smith claims that property is the effort of working class and same is said by Locks that property is labor mixed with an object. Both of them emphasize less on a government who disregard human rights and interests of common men. Contrast between Locke and Smith theory Locke mainly discuss about a community where individuals have free interest and ac quired natural freedom. He mainly focuses on human rights and property .On the other hand Adam Smith focuses on labor and its value and on the division of labor. According to Smith â€Å"In general, if any branch of trade, or any division of labor, be advantageous to the public, the freer and more general the competition, it will always be the more so†. Locke mainly mentions about the Government and their abusive way of governing the people. According to Locke â€Å"The legislature acts against the trust reposed in them, when they endeavor to invade the property of the subject, and to make themselves, or any part of the community, masters, or arbitrary disposers of the lives, liberties or fortunes of the people† He claims that instead of representing the people, government represent

Saturday, November 16, 2019

Evaluation of E-Learning Program

Evaluation of E-Learning Program Chapter one Introduction Nowadays, higher education is experiencing big challenges driven by many emerging trends, among which is the introduction of the means of online learning. Accordingly, many universities all over the world are taking different moves to cope with the new requirements; some universities were established as purely online learning providers, other conventional universities launched new online programs, and some introduced online learning programmes to enhance some of their already existing programs. E-Learning redefines the teaching/learning processes and the overall learning environment. It changed the old university system to a new set of practices by introducing significant changes in the roles of its main key players; learners, faculty members, and the institution as an entity (Mendenhall, 2001). The change which e-learning brings to higher education, accompanied by its vast spreading as an accepted learning delivery mode, has been always questioned by its components who tie this type of learning to poor quality. Therefore, studying the different aspects of evaluating the quality of e-learning has been rising as an issue that is worth researching and enhancing (Kistan, 2005; Wirth, 2005). A big range of perspectives on what factors to address when evaluating the quality of e-learning has been developed. Nevertheless; most of those studies either addressed a few factors pertaining to a single aspect or dimension (Ally, 2004) or addressed multiple aspects but without looking at the e-learning institution comprehensively (Cohen and Ellis, 2004). In view of the lack of a holistic framework of factors to evaluate the quality of e-learning programs, the aim of this study is to hopefully contribute to the body of knowledge in this area, by developing a framework for the evaluation of quality in e-learning programs. Research objective: The main purpose of this study is to evaluate the quality of e-learning programs through investigating the related critical factors that have been identified by researchers and practitioners of this field. It also intends to examine the relevancy and importance of such frameworks within e-learning practise in Saudi Arabia. The study aims also at understanding how the key learners and faculty members differ in perceiving the importance of such factors on impacting on the quality of an e-learning program? Research Question: The research intends to answer in broad perspective the following questions as well: What are the factors which affect the quality of e-learning? In this question the researchers are trying to address the quality factors which affect the success of E-learning in Saudi Arabia based on 12 factors that have been addressed from the literature. How can we increase e-learning practice in Saudi Arabia? The second question to know is whats the best way to increase the number of E-learning practise in Saudi Arabia and what do learners think based on their experience. Dissertation structure: This dissertation includes six chapters in addition to its introduction. Below is a brief description of each: Chapter two; outlining the background information of the research to put the reader into the perspective of this study. The chapter includes a discussion of the emerging trends in higher education that have pushed for the introduction of e-learning and discusses broadly the quality issue in this type of learning. Chapter three; covers the literature review of e-learning, i.e. critical factors for evaluating the quality of e-learning programs. The chapter starts with identifying the distinctions between e-learning and traditional education, discusses in detail the definition of the Quality concept in higher education generally, and in specific e-learning. Chapter four; Cover the research methodology such as the process of data collection and analysis which will be used. Chapter Five; we will be describing and analysing the data and present the data gathered. Results of the analysis are then discussed. Chapter six; this chapter summarizes the study, lay out the conclusion and ends up with recommendations for future research. Bibliography Research Methodology: In this study the researcher will to collect his data by the quantitative method where a questionnaire will be designed based on the factors which have been discovered from the literature review and then will be sent to random group in Saudi Arabia. The Data later on will be analysed to show the result and the findings. Saudi Arabia Background: Saudi Arabia which is the birth place of Islam and home to Islams two holiest places, Mecca, and Medina, is located in the Middle East bordering the Arabian Gulf and the Red Sea. The kings official title is the Custodian of the Two Holy Mosques. The modern Saudi State was founded in 1932. It is a large Middle Eastern nation that ranks as one of the worlds leading producers of petroleum, and exports more oil than any other nation. The government is of a monarchy type and the monarch is both the chief of state and head of government, and administratively it is divided into 13 provinces, with the constitution governed according to Islamic Law. The countrys legal system is based on Sharia law and several secular codes have been introduced. Commercial disputes are handled by special committee. Saudi Arabia has an oil based economy with strong government controls over major economic activities. It possesses more than 20% of the worlds proven petroleum reserves. It not only ranks as the largest exporter of petroleum, but also plays a leading role in OPEC. The petroleum sector accounts for roughly 75% of budget revenues, 45% of GDP, and 90% of export earnings. It is believed that about 40% of GDP comes from the private sector and roughly 5.5 million foreign employees play an important role in the Saudi economy, particularly in the oil and service sectors. The researcher carried out this research in Saudi for the following reasons which are described in detail. The access: as the researcher is a Saudi national and has good access to the people in Saudi Arabia where he can collect more information and find a better response rate than carrying out research in any other place. The Language: The researcher is multi lingual as he can speak Arabic and English fluently, therefore he will not face any problem in collecting the data The Information: The researcher understands the situation in Saudi Arabia which enables good research as he will not spend too much time understanding the situation and its cultural factors. The Organisation of the Education System in KSA The education system in Saudi Arabia has five divisions. They are: kindergarten for children from three to six years old, elementary (6-11), intermediate (12-14), secondary level (15-18), and university level (typically 19-24, depending on the subjects studied, and the form of higher education). The secondary stage is the final phase of general education in the Kingdom. It is a three-year period, following on from the intermediate stage. Students are admitted to this stage if they have obtained the intermediate stage certificate. Normally students follow secondary stage education between the ages of 16 and 18 years. This stage is considered the most important period in the general education ladder because students who successfully complete this stage are eligible to join any higher education institution. The administration of the education system in the Kingdom of Saudi Arabia is highly centralised. All educational policies are subject to government control and supervision by the Supreme Council of Education. Textbooks and teaching tools are uniform throughout the Kingdom. The four principal authorities responsible for education in the Kingdom of Saudi Arabia are: the Ministry of Education; the General Presidency for Girls Education; the Ministry of Higher Education; and the General Organisation of Technical Education and Vocational Training. Conclusion In this chapter we gave a sample overview about the research and the reasons for carrying out this research such as the lack of understanding in the practice of the E-learning program in Saudi Arabia. The research is trying to develop a good understanding of this and the information of other studies carried out in similar fields of the success factors of the quality of E-learning in Saudi Arabia. Also in this chapter we have described the dissertation structure and the research questions which are going to measure the main factors for the success of learning Quality. Finally the Saudi Background has been analysed to give the reader the information to understand where the study has been carried out and why. Chapter Two Introduction: The main objective of this chapter is to put forward the point of view of this study by laying out its background information. The chapter starts with presenting the emerging trends in higher education that have lead to the introduction of e-learning. It then continues by explaining the quality issue that is associated with this type of learning. The chapter also includes an overview of the background information about e-learning in Saudi Arabia. Education An overview: According to a recent publication by UNESCO, the education sector in general comprised of all of its components including higher education is experiencing new trends that exert on it new pressures and challenges (Hernes, 2003). Those trends are either classified under demography, such as the continuing growth and increase of population, particularly young populations, migration between countries, and increase of life expectancy, or are due to globalization where nations in general and learners in particular flow across borders without limits, allowing learners to have easy access to the best universities in the developed countries. Finally, perhaps the most important trend is knowledge growth accompanied by advanced information and communication technologies which have changed forever the way information is obtained, stored, used and displayed. Despite the divide between one country and another, or within the same country, more knowledge development opportunities have been created. Information technologies offer the possibility of modularization and customization of education through the use and re-use of learning objects focusing on learners, the possibility of engaging learners more than ever and therefore changing the role of the faculty from a teacher to a facilitator. In response to the challenges described above, the growth of the e-learning programme with its different modes in higher education is apparent and best reflected by the increasing number of e-colleges and e-universities, or the increasing number of higher education institutions that introduced e-learning programs and definitely by the growth of enrolment rate among learners. A study of e-learning in the United States in 2005, suggested that e-learning is penetrating the higher education institutions both in size and breadth and that e-learning is part of the mainstream of higher education. Figures of the study showed that sixty-five percent of schools offering graduate face-to-face courses also offer graduate courses online. Sixty-three percent of schools offering undergraduate face-to-face courses also offer undergraduate courses online. Among all schools offering face-to-face Masters degree programs, 44% also offer Masters programs online. Among all schools offering face-to-face Business degree programs, 43% also offer online Business programs. The same study showed an increase of around 20% of learners enrolment rate compared to the previous year (Allen and Seaman 2005). For different reasons, those statistics do not seem to be applicable to other countries. The USA is certainly the worlds largest provider of e-learning; however the market for e-learning and lifelong learning is also growing in Europe. Moreover, the Arab world, which represents 5 per cent of the worlds overall population, has entered the 21st century with a striking statistic, which shows that it has only 0.5 per cent of the worlds Internet users. This obviously impacts on the number of its e-learning initiatives and enrolled learners in such type of learning systems (UNDP, 2002). Using Computers in Learning: These days, computers have become an important educational tool kit. Many educational organizations and training centres rely on them to deliver information and learning knowledge. However, using computers in education has a long history and is deep-rooted in the field. The idea of using computers in training first appeared during World War 2, when the US military trained farmers to use weapons and other equipment via this systematic approach (Horton, 2000). The first real use of the computer in educational organizations was seen in the 1960s, when the University of Illinois together with the Data Corporation developed the PLATO system. PLATO is a system which enabled the learning and understanding of complex subjects. Apples Macintosh and Microsoft Windows operating system have since provided a standard platform on which programmers can develop training programs (Horton, 2000) Definition of E-learning: E-Learning refers to the employment of information and communication technologies to support the development and delivery of learning in academic and professional development institutions. E-Learning is used widely with other terms such as online learning, technology-mediated learning, web-based learning, computer-based learning, etc. Several definitions of e-learning have been developed reflecting the diversity in its application, used tools, and associated technologies. Whatever definition was used, the meaning of e-learning always contains two fundamental terms; Learning and Technology. In one way or another, all definitions of e-learning indicate the learning that takes place with the support of multimedia objects, the internet and technological applications as a delivery mode. One of the highly used definitions of e-learning is: â€Å"Education via the Internet, network or standalone computer; it refers to using electronic applications and processes to learn, where communication and content is delivered via the Internet, intranet/extranet, audio or videotape, TV and CD-ROM etc as appropriate (LTSN Generic Centre, 2004). A recent definition that uses the terminology of higher education institutions was laid out by Ally (2004) who defines e-learning as: The use of the Internet to access learning material; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience. According to Horton (2000) E-learning is a general phrase that has several definitions. However, the comprehensive definition that covers all aspects of e-learning is what Ruth and Richard offer: â€Å"E-learning is defined as instruction delivered on a computer by way of CD-ROM, Internet, or intranet with the following features: Includes content relevant to the learning objective. Uses instructional methods such as examples and practice to help learning. Uses media elements such as words and pictures to deliver the content and methods. Builds new knowledge and skills linked to individual learning goals or to improve organizational performance† Feature of E-learning: Eaton (2001) outlines that e-learning is characterized with the following features: Computer-mediated classrooms: faculty members and learners communicate through the computer, making face to face interaction less frequent. Separation in time between communications: communication between faculty members and learners can also be in asynchronous modes. Availability of services online: learners are not only provided with online learning experience but also with online services such as advising, registration, and library services. Distinction between e-Learning and Conventional Education: To understand the quality of e-learning requires a full understanding of how this type of learning differs from the conventional style of education and the changes it brings to higher education institutions. This section presents in a broad perspective the distinctions between e-learning and traditional education which shape higher education nowadays. Such distinctions will be taken into consideration when materializing a definition for quality in e-learning, and deciding what to be taken into consideration for evaluating the quality of this type of learning. The following areas were highly repeated in the literature as key distinctions between e-learning and traditional education: Educational Changes: McLaughlin and Oliver (2000) believe however that new technologies have a positive impact on the learning environment where more choices for forms of learning are provided to the faculty and learners. This includes the delivery and presentation of content in more flexible way and a variety of modes, the provision of interactivity, engagement, communication, feedback, and communication and collaboration tools. Weller (2000) sees that those types of new choices will facilitate the quick use of courses for easier customization and individualization resulting in more satisfied learners. Change in Faculty Roles: With the growing amount of knowledge and information every day, and the availability of a huge amount of content over the internet, faculty members will not continue to be seen as the source of knowledge, instead, according to Cashion and Palmieri (2002), faculty members are expected to direct learners where to find the most relevant knowledge and provide them with tools that teach them how to learn. Different Types of Learners: Oblinger and Oblinger (2005) have referred to young learners of today as the â€Å"Net Generation† who grew up being familiar with technological products and facilities. Internet access, computer and electronic games have been a daily activity of learners lives. Learners today have different expectations with respect to their learning styles; they prefer to experience things instead of reading or hearing about them, they expect immediate response to questions or actions, they appreciate interactivity and dialogue (Pashuk, 2005). Learners of today consider themselves as customers who demand to be served high quality services. They have consumers attitudes towards their academic program and any of its services (Wager, 2005). E-Learning institutions should be arranged to different types of learners, not only in their preferences and expectations but also in their level of variety. Change in Administrators Role: Administrators of an academic institution are usually referred to as staffs who are not participating in direct teaching or research work, their role is usually to assure that the institutions systems are running properly. Administrators are responsible to create, maintain and improve an environment that helps learners and faculty achieve their academic goals. Administrators of an e-learning institution can be involved in selecting, orienting, and preparing qualified faculty for courses, administer and manage the technological facilities at the institution, provide different types of faculty and learners support from the technical helpdesk; library services, financial aid, etc. Administrators can also be involved in the planning, quality assurance, and performance management of an activity to help the institution serve its learners better (Williams, 2003). Reliance on Infrastructure: Although e-Learning is basically about learning rather than about technology, the technological infrastructure of e-learning programs is still the critical and primary component of the education systems. E-Learning is characterized by its high independence on the validity, and reliability of its infrastructure, which has the role of facilitating and providing accessibility of the learning/teaching process and its support services between faculty members and learners (Pashuk, 2005). Institutional Demands: E-Learning institutions must set up their systems, policies and procedures to deal with issues like data security from both internal and external threats as well as copyrights from the learners, faculty and the institutional perspectives. Developing a high quality online course will not only require the intellectual contribution of faculty members, it rather involves other key team members from the same institution or from partnered institutions. Copyright issues are usually linked to revenue sharing models, especially when the course developers are contracted or granted any incentives (Mendenhall, 2001). Advantages of using E-learning Methods: As we know, traditional education requires effort, time and money that can lead to some difficulties in achieving the goals of learning. On the other hand, e-learning contributes to the spread of knowledge among people around the globe by easy, fast, and comfortable means, that helps people to attain their personal learning objectives. As a result, several educational organisations have proceeded along the e-learning approach to facilitate and improve the process of learning. In this section, several advantages of using an e-learning approach will be discussed. The author has divided the advantages into two main categories, advantages for learners, and advantages for instructors. Advantages for learners: According to Mayer (2003) he has concluded the common advantages that learners can gain from e-learning. The following list illustrates the main advantages for learners: â€Å"Learners can get the best instruction available â€Å" The wide popularity of the e-learning programme makes learning more flexible and gives freedom to learners to choose the best course available which fits their needs. â€Å"Training occurs just in time†. Web-based training is available 24 hours a day and 7 days a week which allows learners to study when they need it without any conditions or constraints. They do not need to wait for training sessions or a specified time to attend. â€Å"Learners set the pace and the schedule†. Learners can study at their own time; learners can take as many lessons as they need depending on their time and their plans. For example, some of them may wish to study full-time while others prefer to study a few hours a week. â€Å"Learners get better access to the instructor†. Communication with the instructor(s) through web based e-learning systems can be more effective than the traditional classroom approach. â€Å"Training adapts to the learners style† Many different learning styles can be incorporated within an e-learning environment, and the learner is able to adapt to a style or series of styles which they prefer and in the way they feel is most efficient. â€Å"Learners get immediate feedback† There is no need to wait while for the results of the exams, or games. The results can be obtained immediately. â€Å"Learners are treated more equally† A degree of anonymity is ensured, therefore personal characteristics are not considered. â€Å"Saves money and time for learners† Hidden costs are eliminated in that here are no travelling expenses, parking fees, etc. It is also efficient for time in that almost all the time is spent on learning and no time is wasted on travelling. â€Å" Produces positive side effects† Learners are constantly improving their other skills, such as general computer skills, various internet technologies and how they apply them in their jobs. Advantages for Instructors According to Mayer (2003) the most common advantages for instructors can gain from e-learning are: â€Å"Instructor can teach from anywhere† Instructors are able to teach the course from any location in the world. All they need is connection to the internet. â€Å"Instructors travel less† Almost all the time is spent on planning, producing and publishing courses with no time wasted on travelling to attend. â€Å"Course content can be dynamic† Instructors have the opportunity to deal with course matter at any time and in any place such as home, office etc. â€Å"Instructors save time† Time consumed in preparing the course document such as handouts, having course paper printed etc., are eliminated. Conclusion In this chapter we have covered a wide range on academic study in order to understand this subject, starting with the definition of E-learning and what do we mean by E-learning, followed by another important part which is what is the difference between E-learning and Conventional education. Also the researcher has included a brief explanation concerning the history of E-Learning and the feature of E-stand and its practise. Moreover, we can see that based on the literature there are many advantage of E-learning for the learner. For example, he can study from anywhere and at any time which is the flexibility of E-learning and also there is an advantage for the instructor as he can also teach from any place and with a flexible time schedule. Chapter three Introduction: In order to understand what constitutes quality of e-learning and the critical factors that should be addressed when evaluating this type of learning, an understanding of the distinctions between e-learning and traditional education needs to be attained. Therefore the first section of this chapter is dedicated to exploring what changes have been brought to higher education by e-learning. This chapter includes a literature review for to explore what has been recognized by the researchers and practitioners of this field as key factors that affect the quality of e-learning programs and institutions, and therefore should be used to evaluate this type of learning. A list of highly rated and most repeated factors was then generated and categorized to form the basis for a comprehensive framework intended for evaluating quality of e-learning programs which will be used later in the empirical research. Quality in E-learning: A range of perspectives on what defines quality in e-learning, and what should be considered when evaluating the quality of e-learning has been developed. Some studies have addressed few factors pertaining to a single aspect or dimension, and some have developed frameworks for evaluating the quality of e-learning addressing many aspects. During those studies many different approaches were adopted ranging from surveying learners, faculty members, designers and policy makers for their views, building models for effective e-learning, and constructing camps that contextualize and debate the e-learning environment (Brennan, 2001). Despite the important contribution of each of those studies, a complete framework for evaluating the quality of e-learning couldnt be found. Developed frameworks either addressed the quality of the e-learning program with an emphasis on the classroom environment only, or overlooked some important aspects, such as the impact of the institution on the quality of e-learning programs (Cashion and Palmieri, 2002). E-Learning has been addressed by governing or accrediting bodies which developed quality standards, principles or frameworks. Such standards however, were developed to help institutions plan for their e-learning programs (Cashion and Palmieri, 2002) or as a self assessment tool, therefore they usually address in general perspective quality standards, academic standards, standards of competence, service standards and organizational standards (Harvey, 1999). According to Vlasceanu et al (2004), the definition of quality in a higher education institution differs with the changes in: The interests and needs of various types of stakeholders The institutions own inputs, processes, outputs, purpose, mission and set of objectives The characteristics and attributes of the academic world The historical evolvement and development of higher education Revisiting the changes that e-learning brought to higher education especially to the role of its fundamental stakeholders, learners, educators and administrators, it perhaps becomes logical when we look for a definition of quality as a concept, to consider these stakeholders first. For this reason, a growing literature in the field of e-learning tends to define quality of e-learning programs as the degree to which principal stakeholdersà ¢Ã¢â€š ¬Ã… ¸ needs and expectations are consistently satisfied, referring to the learners and educators (Kistan, 2005). Success factors: Critical success factors (CSFs) are key areas of performance that are essential for the organisation to accomplish its mission (Rockart, 1979). Managers implicitly know and consider these key areas when they set goals and as they direct operational activities and tasks that are important to achieving goals. However, when these key areas of performance are made explicit, they provide a common point of reference for the entire organisation. Thus, any activity or initiative that the organisation undertakes must ensure consistently high performance in these key areas, otherwise the organisation may not be able to achieve its goals and consequently may fail to accomplish its mission. The term â€Å"critical success factor† has been adapted for many different uses. Familiarity with the term is often presented in the context of a project or an initiative. In this context, CSFs describe the underlying or guiding principles of an effort that must be regarded to ensure that it is succes sful. Clarity of course goals: Not surprisingly, there has been consensus in the literature that in order to assure the quality of the teaching/learning process, designing a course should start with explicit outcomes that identify the expectations from learners and the faculty from the very beginning. Learning outcomes which usually drive the effectiveness assessment process of courses should be also challenging and linked directly to the institutions overall goals and objectives. (Mayer et al 2000) faculty members have to adjust course content by selecting appropriate learning styles to achieve course goals and learners needs. Learner Interaction: Interaction is one of the most widely mentioned factors in the literature in relation to its impact on the quality of e-learning programs. (Moore, 2002) Interaction in the e-learning environment compensates for the loss of direct and face to face contact between learners and their faculty member or colleagues. Moore (1989) has identified three types of interaction: Interaction between faculty and learners, which is considered to be the most vital component that creates an effective learning environment upo

Wednesday, November 13, 2019

Exposing Truth in Arthur Millers, Death of a Salesman and Henry David Thoreaus, Walden Pond :: Death Salesman essays

Exposing Truth in Arthur Miller's, Death of a Salesman and Henry David Thoreau's, Walden Pond Poor Willy, the reader bemoans, he just couldn't get his act together. Willy Loman, Death of a Salesman's central character, is one of Arthur Miller's most intriguing personalities. He spends the whole play vacillating between two dreams: his idealistic wish for success and worldly gain, and his unconscious desire for a simple life in the country. This internal conflict results in the destruction of this most unheroic of heros. Miller demonstrates the advantages of simplicity over complex and competitive success. In an earlier era, Henry David Thoreau treated this same theme in his opus work Walden, which recounts his life in the woods. The moral of both works is the same -- how we can transcend mere existence and really live -- but they teach this lesson in very different ways: Walden is an experiment in successful living, whereas Death of a Salesman is an example of living a failure. Examining how Thoreau independently viewed life's meaning in a manner synergetic to Miller's illumi nates the truths that Miller presents in his play. In this process Willy's deterioration transforms into the embodiment of Thoreau's warnings. With beautiful mornings, stunning scenery, and revelry in the simple and exotic banalities of life, Walden is an experience in living. Thoreau's purpose for writing Walden is clearly stated: "As I have said, I do not propose to write an ode to dejection, but to brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up" (Thoreau 168). Its purpose is to help us to realize what we are missing in our everyday existence, and rise to our potential. Walden provides an ideal for true and simple living that can be juxtaposed against Willy's artificial and common city life. This contrasting pedagogy is immediately apparent in the settings of the books. Both stories occur in New England, yet in drastically different localities. Walden Pond is a sheltered, wooded chunk of paradise where a philosopher can do his business. Willy's Brooklyn, with its growing population, seems to tighten a choke hold on him as his dreams evaporate. When Willy started raisi ng his family, their spacious home and garden was on the edge of a city full of opportunities, yet as his crisis approached he found that his city was crushing him. The gradual change is a reflection of Willy's choices and their effects.

Monday, November 11, 2019


The elimination of market interventions and more liberalization has a positive effect on FDI inflows. According to Zhang &Yang (2016) the importance of WTO with regard to FDI has been overlooked by the previous researchers and until now its effect on FDI and that On Trade related investment measures (TRIMS) has not been examined. Sane (2015) study suggests that it is important for national governments and for those firms that are involved in formulating investment, business and trade policies to know the effect of TRIMS on the foreign investment. It is the responsibility of WTO member to remove tariffs and other barriers that can affect the foreign as well as local investors. In order to attract more FDI in various sectors, locations and activities the overseas investors are offered with incentives. These incentives can in the form of tax credits, concessions, holidays, export subsidies, export subsidies and accelerated depreciation on machinery and plants. (Shah & Khan, 2016). Milner (2014) states that the most common feature that have been affecting the maneuvers of multinational firms in the host country are the rewards and punishment approach. Furthermore, the main purpose of Trade related investment measures is to abolish such kind of approach. In case of any dispute between two-member countries the WTO has dispute settlement mechanism from one state to other. (Shah, 2010). The decisions related to settlement of dispute does not require harmony among the members. (Shah, 2011a).According to Barry et al. (2016) previous studies indicate that multinational overseas investment is affected by high tariff barriers.Shah(2017a) found that rapid reduction of tariff duties in the late eighties that in early nineties and eventually due to the agreement of WTO in1995 led to tariff jumping FDI. This kind of investment is not present in free market economies. (Medvedev, 2012) With The internationalization of multinational productions competition for FDI has become more business friendly economic atmosphere which is in accordance with the objectives of W TO. (Paul, 2015). By observing the Present & the likely future factors that can affect the FDI movements this will help to create a market that is free of any interventions which would in turn attract more investment (Sutyrin, Efinova & Trofimenko, 2016). This study aims to determine the effect of TRIMs on overseas investment in 38 Sub-Saharan African countries from years1988 to 2015 i.e. 28 years .The variables used are market size, economic development, infrastructure, macro-economic stability. The results indicate that TRIMS have positive impact on FDI inflows. The conventional determinants of FDI consists of Market size, Trade openness, Economic Development, Macroeconomic stability and Infrastructure ability and Quality. These are considered as the main factors that have major influence on inward FDI.Balasubramanyam ( 1991) defined TRIMS as both collection of incentives & restrictive measures that are designed by a developing country in order to influence of FDI.To control the use of performance requirements that are imposed on foreign investors by means of WTO TRIMS. (Collins,2016). These agreements are a combination of both new and existing investments and includes both native & foreign firms. (Shah,2011b).The member states of WTO are required to notify about the procedures that do not comply with the TRIM agreement in 3 months' time period. To eliminate all kind of distortions the members of developed countries are granted two years' time, the developing countries five years and the low developed countries up to seven years. The developing countries that are unable to implement TRIM within the given time frame can get more time by applying for extension within seven years for Pakistan and few months for Chile. (UNCTAD, 2012).The amount of trade agreements that are signed by a developing country are taken as proxy for TRIMS. Moreover, these agreements involve two or few partner economies they focus more to tariff and service liberalization. TRIMS is very crucial for FDI due to removal of non-tariff barriers in trade. It allows overseas investors to freely export, import goods and generate profits. It gives all the investors equal treatment irrespective of their nationality. Impartial investment policies are more favorable for enticing foreign investors and tend to have a positive relationship between TRIMS & FDI inflows. (Shah, 2012a).ESTIMATION METHODShah(2017) used equation one for determining the effect of TRIMs implementation under WTO on inward FDI in 38 Sub-Saharan African countries.FDI it=f(Market size, economic development, openness, Macroeconomic stability, Infrastructure, TRIMS) †¦..Equation 1†³In equation one subscript i represents a Sub-Saharan African country from 1 to 38. Subscript t denotes the time period from 1988 to 2015 varying from 1 to 28which is equal to a total of 1064 (28*38) observations per variable. FDIit is used for the dependent variable representing the yearly stock of FDI in each of the host economy i.† Equation two is derived from equation 1 by using log and by putting the proxies for dependent and independent variables. Where, ln is used for natural log, which also reduces the likely heteroscedasticity (Resmini, 2000). For market size Gross domestic product is used. The gross fixed capital formation proxy is used for development level, aggregate trade represents the extent of openness of the economy, exchange rate is used for macroeconomic stability and for infrastructure availability telephone density is used. The WTO membership and the trade agreements proxy represents TRIMs implementation.Empirical Estimation MethodShah, (2012b) used longitudinal panel for data from 38 countries for 28 years. Hausman (1978) specification test was carried out to select between fixed and random effect and the use of fixed effect model was found more appropriate. (Nonnenberg & Mendonca, 2004).RESULTS AND DISCUSSIONThe market size variable (GDP) is positive and was found to have significant effect on FDI. Shah (2016) found the results to be in accordance with the theory since economies of scale, opportunities for diversification and more possibilities of making an optimal use of the imported technology are usually offered by bigger markets. Economic development (GFCF) is positive but insignificant.Trade openness was positively significant which indicate that multinationals prefer open economies. Macroeconomic stability is found by the exchange rate. The result reveals that FDI in the Sub Saharan Africa is based more on exports due to depreciation of currency. Infrastructure and quality are positively significant as these are considered more important for the production and trade related activities. The proxy for TRIMS is the no of trade agreements and that of WTO membership is positive and significant which indicates that the amount of trade agreements signed by the host results in increase in inward FDI.CONCLUSIONThe main aim of this research is to determine the effect of TRIMs implementation on FDI inflows in Sub-Saharan African Developing countries. The technique used for data analysis was fixed estimation for the years 1988 to 2015 which shows that presence of larger domestic market attracts multinationals (Shah & Afridi, 2015). Trade liberalization enables the multinationals to sell their products in other countries.The important factors affecting FDI are Infrastructure, trade liberalisation and exchange rate. These factors tend to influence the overseas investors' investment decision because they empower the multinationals. Reduction in TRIMs related market distortions positively affects multinationals due to the resultant liberalisation of the trade and investment environment adding to a country's prospects of hosting additional FDI. Economy development was found to be insignificant due to the relative backwardness of the economies under investigation. These results are applicable to the 38 Sub-Saharan African countries only and shall not be widespread universally to other countries.

Friday, November 8, 2019

Global Aids Crisis essays

Global Aids Crisis essays AIDS is a killer. Worldwide, AIDS killed almost 3 million people last year. Thats 8,000 people every day, 333 every hour, and 5 people every minute. Unfortunately thats not where it ends. The AIDS epidemic is not getting any better, in fact it is killing more and more as each minute passes. Every day some 15,000 new cases of HIV infections occur. That means that every single day 15,000 death sentences are handed out since there is no cure for HIV or AIDS. The epidemic is the worst in third world nations. 95% of all AIDS cases occur in the worlds poorest countries. In some of the worst areas 1/3 of the adult population have either HIV or AIDS. In these countries, 1/3 of all 15 year olds will die of AIDS. One of the worst situations is in Zimbabwe where the population living with HIV/AIDS is almost 50%. Unfortunately the majority of the population is also illiterate. The dilemma there is, how does one educate a people on prevention when the people cant even read or write, let alone have access to any form of media. Furthermore treatment is also a very grave issue when referring to developing countries. The G8 nations do not have this problem, however there are partly to blame for this epidemic. The G8 nations and their pharmaceutical monopolies do not see the crisis in Africa and Asia as being profitable enough for them to become heavily involved. They choose not to share all the resources that we have with these nations because they fear losing money on their patents. As Westerners we have become very complacent with the affects of AIDS in our lives and our society, and even more apathetic towards the global crisis. We dont seem to feel that it is an issue, we all have a sense of immortality until something like AIDS hits home, and even at that at least here we can treat it. Think about the millions of people in Africa and Asia who die every year, not in war, not in any n ...

Wednesday, November 6, 2019

Impact of Environment on the Inhabitants

Impact of Environment on the Inhabitants Free Online Research Papers People have settled in a wide variety of places around the world wherever people have settled; the climate, water supply, and other geographical features have affected them. This essay will show two geographic features and how each feature has had an effect on people living in that area. In one map, there are lots of geographic features. According to the document 2, there are mountains, rivers, and rain forest. In document 2, there is Andes Mountains, Amazon River, Orinoco River, and Tropical rain forest. The other map, there are lots of geographic features too! According to document 7, there everything except there is no desert in document 2. There is Sahara desert, Niger River, Senegal River, Nile River, Orange River, Zambezi River, Crystal Mountain, Drolsensberg Mountain, Congo River, Kalahari Desert and Malts Mountain. The effect that people living in that area is that they can travel, and has limited the exchange of goods and ideas between the interiors of America. Also the dense jungles of the Amazon rain forest have blocked travel to the in terror, preventing development of its rich mineral and timber resources. Therefore the map of geographic features is related to the climate because the mountains has cold climate. Be careful that the temperatures can fall to 50’ or 60’ below zero. It is very cold that time. So stay inside!HHHHH Research Papers on Impact of Environment on the InhabitantsMind TravelWhere Wild and West MeetThe Spring and AutumnPETSTEL analysis of IndiaCanaanite Influence on the Early Israelite ReligionAnalysis of Ebay Expanding into AsiaStandardized TestingOpen Architechture a white paperRelationship between Media Coverage and Social andThe Effects of Illegal Immigration

Monday, November 4, 2019

Country of origin effects in developed and emerging markets Research Paper

Country of origin effects in developed and emerging markets - Research Paper Example ttempted to relate the consumer’s ethnocentrism and materialism as well as their value consciousness with respect to the existing or developed market as well as the emerging markets (Sharma 2011). In order to confirm his hypothesis, the author conducted surveys on both developed and undeveloped markets. This included a number of consumers who were selected from a certain company. The results indicated the significance of looking beyond the consumer ethnocentrism and looking deeply on other psychological effects on consumer’s views on the imported goods. Despite the fact that this article significantly contributes in understanding the consumer behavior patterns, it suffers some limitations. The shortcomings are based on the methodology applied in the study as well as the study findings. One of the main weaknesses of this article is that it uses only one type of the product which is passenger cars. However, consumers may display varying characteristics depending on different factors. Therefore, consumers from a certain market for instance the emerging market may display a different perception on different products based on differences in tastes and preferences. Therefore, this study fails to cover such factors. It would have been advisable for the study to consider different products in order to compare whether there is any significant influence of the type of the product on the consumers’ perception on the imported products. This lowers the reliability of the findings. The study also examined employees from a single company. This information was then used in generalization. This is another weakness of this article. It would be better if the study could have considered a more diverse sample. This would have been more reliable in generalizing the findings on the entire population. By considering a monotonous population, this lowers the power of the general study to generalize on the population. For instance, the sample contain of people from similar social

Saturday, November 2, 2019

Response for Vygotsky Essay Example | Topics and Well Written Essays - 500 words

Response for Vygotsky - Essay Example Vygotsky suggests that Piaget is using adult thinking to solve a child’s actual thought process. Both views have merit to a degree, but Vygotsky’s view can help expand a child’s education from what is to what can be. The zone of proximal development is the ability of the child to mimic or learn through group intervention. The zone of proximal development is the abilities the child can be taught. Vygotsky feels that the child should be judged on the level of zone proximal development. Vygotsky gave an example about two children being on the same level in actual development, but having a different zone of proximal development. Vygotsky asserts that children having a different zone of proximal development will not experience the same level of actual development. Piaget does not agree with the zone of proximal development, but rather asserts that the test of actual development is the level a child should be judged by. Piaget feels current tests of actual development are the true measure of the child’s ability. Vygotsky’s method contends that the zone of proximal development is not just potential. For example, a child might mimic a simple behavior that they can grasp like a simple math problem. However, if an advanced mathematics was introduced, no matter how many times demonstrated, the child would not pick up the skill. The zone of proximal development is what a child can achieve with help, not impossible tasks beyond their level of development. The zone of proximal development leads to actual development according to Vygotsky. His point of view is tests like Piaget uses only test the actual development, not the actual ability to develop or the rate of development. Learning and development are never on an equal basis. The development is either before or after learning. The two are not parallel in relation to each other. Vygotsky also pointed out that animals do not have a zone of proximal