Fallacies Analysis Free Essay Example, 1250 words

Appeal to unknowable statistics This is a fallacious argument based on providing doubtful statistical data that will nor probably be checked or verified, or even does not coincide with the assertion. In commercials, we can see the example, e.g. statements that 9 of 10 makeup artists recommend this BB-cream or lipstick. Ad Hominem This type of fallacy implies attacking the opponent rather than his/her arguments, which is often presented in the form of personal remarks about appearance, lifestyle, occupation, tastes and other unrelated domains of one’s life. This is a fallacy, for such appeals are irrelevant in the discussion. The example is the following: a wife asks her husband to drop speed appealing to the argument that the road is slippery and there usually many accidents in such weather. The husband, in his turn, attacks her stating that she doesn’t even have a driver’s license and thus cannot be right Guilt by association Guilt by association is a fallacy used to compromise the opponent who cannot be reproach for anything through attacking people s/he is connected with or through associating the opponent with controversial people. We will write a custom essay sample on Fallacies Analysis or any topic specifically for you Only $17.96 $11.86/pageorder now For example, trying to compromise the city mayor attacking his relative who was seen driving under the influence is creating guilt by association. Two wrongs make a right The fallacy to defend and justify one’s right actions with help of referring to someone other acting in the similar way is the fallacy called ‘two wrongs make a right’. People tend to use this fallacy commonly for defending their wrongdoings, while referring to two or more people doing the same makes this action a common practice. There are many examples of this fallacy in our daily life, e.g. crossing the road in an inappropriate place and justifying this action with the fact that other people do it, too. Equivocation This type of fallacy is based on manipulation of the words’ multiple meanings to make a suitable conclusion, yet the conclusion will be irrelevant, if the word meaning used for it is distorted. For example, if the citizens of the country have the right to free speech, then it would be absolutely right to speak one’s mind freely in public places. Here, the word ‘right’ is equivocated. Appeal to ignorance This appeal is used to defeat the opponent’s arguments relying on impossibility to prove his/her position. In other words, one could wrongly equalize impossibility of proving existence of something to the proof of its inexistence.

The Merger of Airtran by Southwest Airlines Will the...

1. Discuss the layers of culture that are evident in this case Information systems development: AirTran uses Navitaire as reservations system vendor while Southwest uses Sabre to better accommodates international flights. Also, AirTran uses online travel agencies for ticket distribution while Southwest sells its tickets via telephone and its website. Management and strategy: Southwest airlines have a different approach in managing and training its employees. Also Southwest culture focuses on employees and customers having a good time while flying. AirTran believes in lower- fare to attract customers and sells its tickets on various distribution agencies. 2.What are the similarities and dissimilarities between the cultures, values†¦show more content†¦Decreased online reservation can be a problem: customers like me prefer to purchase ticket via travel agencies to have different options and better deals compare to going directly to an airline website to purchase ticket. Another problem will be how will a loyal customer that earned points/rewards on Expedia or Priceline use the points on Southwest website after the merger? This can be an issue because travel agencies websites offers rewards programs that let you earned points as a frequent flyer and the points can be used for future purchases. In addition, Southwest offers only one option of seating while tickets bought on third party websites have the options of choosing seat like first- class, business class and economy class. That can be an issue for major business travelers who prefer spacious seating, luxury and privacy. After the merging, managers should continue to use t ravel agency websites in order to boost sales and keep up with competition. Also, managers should to encourage customers to sign up for rewards offer by signing up for a credit card, as it’s a good marketing strategy. Managers should cut down cost by not having to customize AirTran flights and the options of first-class and economy seating should still be offered. 4. What would you recommend managers to do insure a smooth integration of the information systems, given theShow MoreRelatedThe Merger Of Airtran By Southwest Airlines1234 Words   |  5 PagesTitle of Case: THE MERGER OF AIRTRAN BY SOUTHWEST AIRLINES: WILL THE ORGANIZATIONAL CULTURES MERGE? Date: 09/14/2014 Name: Sagar Mehta. Critical Facts: â€Å"On Sept. 27, 2010, Southwest Airlines announced it would purchase AirTran Holdings in a $1.42 billion deal that will expand the nation s largest low-cost airline to 37 new cities.† (Young) â€Å"After Merger â€Å"Southwest becomes the nation’s fourth largest airline†. The AirTran merger would give Southwest new or expanded presence in 63 markets includingRead MoreRydth Essay931 Words   |  4 PagesTHE MERGER OF AIRTRAN BY SOUTHWEST AIRLINES:WILL THE ORGANIZATIONAL CULTURES MERGE? 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The Concept of Instructional Design-Free-Samples for Students

Question: You task is to conduct a literature review of the growth in the field of instructional design. Answer: Introduction Apostolou et al. (2017) defined instructional design as a systematic advancement of instruction through employing instructional along with learning research based on certain theories, properly established best practices. This can further facilitate in making sure of the quality of course and classroom materials. The overall process of evaluation regarding the group of learner needs, certain objective development and identification of learning objects includes instructional design. Bawa (2016) explained that instructional design might not arrive at a standpoint at a certain point and pick up again for the reason that it is a continuous process. At the time instruction is derived at a completion stage, there is an analysis and after that the design of instruction starts all over again. Several authors such as Brown (2016) have agreed that instruction design acts as a process within which the institution is followed up till its accomplishment along with explains the means and ways throu gh which the same might be attained. Within education process, instruction acts as a major part of the system. For this reason, it is vital that means that can be followed by the students must be greatly considered (Buchanan et al. 2016). The objective of this paper is to carry out a literature review on the topic instructional design. The literature review section will focus on explaining the concept and history of instructional design, instructional design for MOOCs along with growth of these practices within North Africa and Middle East region. The paper will also explain the conceptual framework developed after conduction of this literature review along with its research gap. The Concept of Instructional Design According to Carlson, Padron and Andrews (2018) Instructional design can be explained as a practice of increasing the effectiveness, efficiency along with instruction appeal with certain order learning experiences. This is also known as instructional systems design based on which the course of action can be taken. This is made up of a wider sense of deciding the state within which the learner along with the order individuals see it explaining the ultimate purpose of teaching. Such process also leads to presence of some light at the end of the tunnel in order to make a smooth transaction. Challco, Bittencourt and Isotani (2016) elaborated that Anagogical and pedagogical theories based on learning inform the process of instructional design that might transpire in three major settings including teacher-led, student-only and community-based. Instructional design might be scientifically measured, directly observable along with that being assumed or hidden totally. Chen (2014) evidenced th at as much as there is an existence of numerous instruction design models, most of them are relied on the ADDIE model. In this there are distinct phases that can be evaluated which includes design phase, development phase, implemental phase and analysis phase. Chou and Chen (2016) defined training as a type of learning that is offered in order to enhance the performance of the persons existing job. Instructional design can be explained as a systematic technique of converting general learning principles along with instruction within plans for learning and instructional materials. In contrast, Gamage, Fernando and Perera (2015) explained the concept of instructional design as discipline. It can be explained as that part of the knowledge which is highly associated with the theory and research related with instructional strategies. This is along with the processes foe preparing and implementing such strategies related with instructional design. Hackett and Proctor (2016) Defined instructional design to be a reality in which it has the power to start at any point within the process of design. Often a glimmer of an idea is generated in order to develop and offer the major aspect of instructional design. These researchers also explained that by the time the overall process is completed, the designer looks back at the individuals those check to observe that all the aspects of science that was taken into consideration. At this time the overall process is written up in a way that it takes place in a systematic manner. Hayes (2015) stated the importance of principles a long with elements related with the instructional design. This encompass analysis, objectives, the leader along with the methods. It is important to observe all the vital aspects of the four principles related with the instructional design along with observing how they fit within the instructional model that is already present. Within the aspects of such instruction it can be deemed that in order to prepare an effective instructional design it is vital to recognize the people for which such instruction is being developed. Helms (2014) stated that this can offer the starting point and it turns out to be clear immediately when there is existence of target audiences. In such manner, the target audience can be profiled and based on such profiling a rough idea might be attained regarding the ways to design an instruction. According to Mulhearn et al. (2017) it is vital to make list of aspects that the people for whom such instruction is being prepared must be able to attain after going through the instruction. This also further adds certain relevance to the instruction design that has been attained from the profiling that has been done. This is conducted after the instruction is designed and this is like starting from end for designing effective instruction. Onyura et al. (2016) stated that one an idea has been achieved regarding the factors a learner must have in order to attain the end of the instruction then best ways are developed in order to attain the same from the learner. Certain aspects that are vital to be learned regarding the teaching or the learning methods, can be employed in order to attain the same for the learner. Certain things that are required to be considered about the teaching along with the learning methods might be used so as to attain the required objectives in best possible m anner. Parmaxi and Zaphiris (2017) indicated that activities that are to be considered within the design and resources that can be employed turns out to be vital factors that must be taken care of. The way in which it is looked into can have an established plan regarding the ways the resources as well as activities can be used for attaining the objectives of the instructional design. Pstor et al. (2018) revealed that learner characteristics serves as important factors in designing any type of instruction. It is extremely important to carry out a background check on the exposure level of the learner on the topic, the learner grades along with the ways in which the learner was academically performing previously. This is not vital within the instruction topic but in general sense. The social characteristics must be considered rather than the personal characteristics. Petri and von Wangenheim (2017) stated that this also includes the learners age, work experience along with the relation of the content of instruction to the learners life along with the attitude as well. These researchers also stated that non-conventional learners must also be taken into account and this can include learners those have some disabilities, belongs to distinct culture or are primary language learners (Rao, Ok and Bryant 2014). Moreover, the style of the learner is also considered that foc uses on observing the conditions the learner has at the time of learning. The motivation of a learner is also considered in the instructional practice and this includes people belonging to the pointers of students grade, individuals credit, self-improvement of an individual. This also considers the salary earned by people along with improvement in their status. History of instructional design Richardson, Drexler and Delparte (2014) evidenced that the instructional design has observed a drastic change over the last few decades. The field of instructional design has transformed from a great focus on the skills development along with acquisition of knowledge in order to center on individual construction of meaning along with user experience. Richey and Klein (2014) indicated that while the programmed instruction relied on behaviorism theories dominated in the years over 1950s and 1960s, modern instructional design is highly contextual, fluid and centered on the learner experience. Certain recent trends on instructional design are impacted by the technological developments within social media, big data along with cloud based services. A brief summary of major events that impacted the instructional design field and instructional design is explained in various ways by the previous researcher. Schindler and Burkholder (2014) stated that the instructional design emerged in the ye ar 1940 at the time of World War 2 at the time numerous education specialists and psychologists were asked to generate training materials in mass for numerous soldiers. Tests were also conducted at this time in order to evaluate the abilities of the learner. Singh and Hardaker (2014) revealed that in the 1950s the programmed instructional materials were deemed to encompass small steps, frequent questions along with immediate feedback which might allow self-packing. Such instruction is relied on the theories of operant conditioning. During this year the taxonomy of educational objectives were developed that focused n recognizing major domains of learning and in the recent years it is known as Blooms taxonomy. According to Sweller (2016) during the year 1960s three domains of learning outcomes were identified such as affective, cognitive and psychomotor along with five learning outcomes. These include intellectual skills, verbal communication, attitude, cognitive strategy, motor skills along with nine instruction events termed as conditions of learning. This work is ow applicable with all the instructional design practices in the recent era. Van Merrinboer and Kirschner (2017) evidenced that during the years of 1970s several models came into existence that was based on the systems of information processing. Such approach was developed all through academia, military and the organizations. These companies also started to employ media like filmstrips at this duration in order to enhance the effectiveness of the information. Wang, Han and Yang (2015) indicated that during the years of 1980s the impact of the constructivist theory in the field of the instructional design turned out to be highly active. Component Display Theory (CDT) was developed in this era that focused on all the methods of presenting the instructional materials. PLATO (Programmed Logics for Automated Teaching Operation) was considered as among the first commercialized computer supported instructional process developed that could facilitate the computers to be associated within the instruction system. This year evidenced a drastic increase in the cognitive psychology principles or cognitivism. Watson et al. (2016) evidenced that in the year 1990s constructivist theory was developed that necessitated the fact that learning must be authentic and must develop real world learning experiences which can facilitate the learned to develop and construct their individual knowledge. Performance implement and support was turning out to be a fast growing trend in these years. Watson, Watson and Janakiraman (2017) stated that fast prototyping was initiated in this duration and in this process training materials are quickly prototyped along with being revised through fast iterations and testing. In addition, the Computer Based Training (CBT) offered by CD-ROM turned out to be a common vehicle that is efficient enough in delivering interactive training. Wisneski, Ozogul and Bichelmeyer (2015) revealed that during the years of 2000s enhanced internet penetration was observed along with online learning or e-learning that turned out to be highly prevalent within the corporate sector. Organizations are attempting to use the online learning in order to on-board new employees along with developing innovative skills. Highly developed instructional media that encompass video and stimulations turned out to be possible with the improvement of internet bandwidth. Wopereis, Frer ejean and Brand-Gruwel (2015) gathered that initially the online learning was offered through Learning Management Systems (LMS) that facilitated for a particular one stop shop in order to deliver, manage and track the online learning assessments and courses. According to Yousef et al. (2014) during the years from 2010, infusion of tablets and smartphones took place within the homes and companies. From this advancement social learning and mobile use started to penetrate within the industry. In addition, these researchers also evidenced that blended learning also initiated that is a combination of online learning and in-person training. This was generally used in both the education along with the industry within which the training experience was delivered. Zuber (2016) research elaborated that from the years 2015 till now, the instructional material has turned out to be highly targeted and personalized as a result of analytics and big data. In the recent era, the focus is not just on the learning outcomes but is also on the overall user experience associated with the learner. Such approach has resulted in the emergence of Learner Experience (LX) design that was centered on the process of developing learning experiences. This can facilitate the learner in attaining the desired learning result within a human focused and a goal oriented manner. During the recent era, Cone of Learning model was developed that explored the aspects that can be remembered by people and can be attained. Researchers such as Yousef et al. (2014) explained the model to be a likely precursor to the Blooms taxonomy within which the element of the model appears as if the outcomes attained by people indicates a progression from low to higher thinking order. This model also explained that individuals tend to remember more regarding any content they engage that involves higher order of evaluating, generating and creating. Zuber (2016) evidenced that a considerable contribution was made within the world of instructional design with innovative science of learning and art of thinking. Relied on such theory of reinforcement along with development of programmed instruction certain outcome based instruction was initiated. These researchers also stated that the characteristics of programmed instruction included behavioral objectives and small instruction frames . This also includes self-packing, active response of learners to certain questions and instant feedback regardless to the reliability of the response. Instructional design for MOOCs Carlson, Padron and Andrews (2018) stated that Massive Open Online Courses (MOOCs) are deemed to be a new form of online learning. This term was initially developed in order to explain an online open course named connectivism and connective knowledge that was based on the connectivist approach to learning, Moreover, the learning is observed to take place by means of making connections to knowledge resources along with people within the network. Challco, Bittencourt and Isotani (2016) evaluated the instructional design of MOOCs through using a set of major criteria relied on the first principles of instruction. This serves as an interrelated perspective criterion for efficient instruction abstracted from major instructional theories of design and models. It is deemed by the researchers that MOOCs will be offered for the new opportunities based on learners. These learners are encouraged to take part in the MOOCs from all through the world and specifically United Arab Emirates (UAE) and North Africa devoid of any precondition. However, the design of such course along with implementation of instruction design models within this course development is less known. Carlson, Padron and Andrews (2018) focused on the fact that the implementation of IT facilities might attract individuals within the educational programs. Moreover, it is at tomes possible to possible within the process, instructional design along with the learning outcomes might get destroyed. Base on such belief, several web-based training plans are not just educational but also offers information to its users that serves as a critique for numerous MOOCs. Challco, Bittencourt and Isotani (2016) stated that may of such courses regardless of the principles of instructional design are focused more on offering appropriate information. Within MOOCs not just the techniques of education are necessary but in several cases learners are also observed to be different. These researchers also offered an instance that several learners those get enrolled within MOOCs might not have increased interest for any degree or certification. Moreover, most of such learners get participated within the course of distinct purposes like improving the professional, personal learning along with ensuring academic improvement within the course. Challco, Bittencourt and Isotani (2016) revealed the optimum number of learners for adequate communication within the online course is around 14 people while within MOOCs the average number of learners is observed to be 50000 people. These researchers also offered a view regarding the fact that the number of learners within t he distance education along with open online course. This is in terms of learning standard which is highly different and for this reason needs various teaching methods and strategies as well. Carlson, Padron and Andrews (2018) also anticipated that the participants taking part in the MOOCs tends to attain relevant information and not proper qualification. The purpose is deemed to be pure education along with instructional design that takes into consideration account variables. This also offers a space for the people those take part in pure education. Challco, Bittencourt and Isotani (2016) gathered that for such causes attaining specialist knowledge along with proven educational abilities within the areas of traditional education for developing better MOOCs might not be adequate. This is carried out in order to avoid poor design and therefore the course designer requires set of principles that can guide decision making along with course content management. This also includes technol ogies, processes, management along with organizational structure on a massive scale. Richardson, Drexler and Delparte (2014) revealed that in a situation where there is considerable research on e-learning design principles, very less efforts have been made in order to extract principles related with MOOCs instructional design. Moreover, these researchers also added that such principles within the design of several MOOCs virtually remain unused. It is also known that the instructional design has a considerable impact on meaningful and deep learning. Opposing the view, Carlson, Padron and Andrews (2018) stated that the instructional design has a considerable impact on MOOCs as it has certain evidence of numerous factors on success. These researchers also suggested innovative forms of training and education along with the consideration that the technical characteristics are distinct. Moreover, such differences are required to be extended to an innovative learning framework along with methodology. Due to the exceptional nature of MOOCs along with less experienced positiv e outcome a set of instructional design principles are generated in order to enhance the learner outcomes. Challco, Bittencourt and Isotani (2016) gathered that these principles can enhance instructional design intended for MOOCs that ultimately improves student retention and learning along with completion rates. Moreover, in the recent era design principles along with the MOOCs based development processes has been deeply analyzed by several researchers. In contrast, Richardson, Drexler and Delparte (2014) explained that several researchers have been conducted that is relied on ADDIE model of the instructional design along with specific model of instructional design and such courses are not yet offered. Several investigations are carried out in order to analyses the exceptional measures of MOOCs along with the research as well as evidence of instructional design for MOOCs. These programs also offer a suitable model for instructional design along with ensuring the efficiency of results on learning along with measure motivation of the learners. Carlson, Padron and Andrews (2018) carried out an investigation of the fact that MOOCs includes numerous features regrading established credit based online courses and this is different in a number of difficult ways. While MOOCs based instructional design provides a range of activities and exercises that often needs well designed exercises that can be self-evaluated or machine graded. This can b e maintained devoid of contract with or from the instructor feedback. Some type of MOOCs based instructional systems have student discussion boards. However, these are not supervised or guided by any experienced instructor and the task of maintaining discussions was important. Agreeing this, Carlson, Padron and Andrews (2018) added that the accurate shared information is crowdsourced by the students. Instructional design practices growth in Middle East and North Africa Richardson, Drexler and Delparte (2014) explained that the instructional design practices in the Middle East and North Africa ae widespread over the recent years. The instructional design theory followed in the Middle East intends to provide efficient guidance along with direction within the field of education. This can further facilitate in helping individuals develop and learn in a better manner. Singh and Hardaker (2014) explained that in the Middle East the types of development and learning might be different and can encompass emotional, cognitive, physical, spiritual along with certain social foundations. These researchers also elaborated that in this nation the learner might attain knowledge through employing certain methods including face-to-face teacher based learning, some type of online student based learning and certain hybrid or mixed formats. Richardson, Drexler and Delparte (2014) evidenced that the major factors that are considered by the instructional designers in Mid dle East that can generate learning content and delivery includes the learning objectives and goals. This also includes some type of learner characteristics and traits along with the delivery methodology focused on technology, content and learners. In contrast, Singh and Hardaker (2014) indicated that in North Africa certain instructional design based activities are followed that includes video tape lectures along with online study and testing. The instructional practices that are followed within the nation includes instructional delivery. This is a combination of media along with learning tasks incorporating the course that the learners might hear, see and interact. Richey and Klein (2014) added that practice and feedback based instructional practices are also followed in the North African regions. This includes examples, quizzes, tests along with the ways in which the learners might continue to learn, test and re-test till certain optimal findings are gathered. Effective evaluation process is also followed in North Africa within which the management decides whether the objectives and goals are addressed. In this instructional design process, it is also gathered that what steps might be taken on order to enhance the process of learning in order to develop recommendations for improvement. In contrast, Richey and Klein (2014) elaborated on the fact that designers in North Africa considers selecting an instructional design theory or model in evaluating and attaining the observed goals along with objectives. These researchers also elaborated certain principles of instructional design that is followed in Middle East and in North Africa. The ideal curriculum that is followed in this nation considers the successful learning and expertise development. Learners in these nations those attain great expertise are likely to be self-regulated. They develop certain learning goals, recognize their own deficits and recognizes the contradictions. Opposing the view, Singh and Hardaker (2014) revealed that the meta knowledge of language, emotion, cognition, communication, motivation along with social interactions in Middle East and North Africa serves as a part of self-regulated learning which is properly developed. The expert learner in North African regions is observed to develop conceptually rich as well as organized representations based on knowledge. This outs a barrier to forgetting which might be automatically retrieved and can be flexibly implemented all through the situations and tasks. Richey and Klein (2014) evidenced that expertise development in Middle East has detain specific features. Experts in this nation maintain and acquire skills by means of regular and long term engagement having dormant based activities, deliberate practice along with corrective feedback. These researchers explained that experts in Middle East tends to develop meaning patterns within tasks and situations are not noticed by novices. Richey and Klein (2014) stated that in consideration to the behaviorist perspective, it is argued that in North Africa the best indication regarding the fact that learning took place can result in a change within performance. Performances are segmented in Middle East and North Africa based on five major domains of learned capabilities. This includes intellectual and motor skills, cognitive strategies, attitudes along with verbal information. Singh and Hardaker (2014) revealed that more and more organization in North Africa and Middle Eastern region are considering use of online learning to be an effective means of trading their internationally dispersed workforce. However, it is deemed that it is not possible to attain an improved visual designer on board each time. This is in order to generate e-learning that can be effective. Middle Eastern regions are observed to follow certain instructional design practices that facilitates organizations within the nation to develop better e-learning devoid of having any formal training in visual design along with technical applications. Richey and Klein (2014) indicated that the instructional design practices employed in Middle East considers employing meaningful images along with designing a distraction free template. These researchers also indicated that instructional design practices followed by the organizations in developing meaningful images can consider presenting a list-type content rather than considering use of bullet points. Singh and Hardaker (2014) explained that rather than using the clip art images, North African organizations prefer employing the clip art images and prefers that the photographs might offer highly professional look. Moreover, rather than using any random images, powerful images are selected by Middle Eastern organizations that can develop necessary emotions particularly the ones those are positive. Van Merrinboer and Kirschner (2017) focused on the fact that both the North African and Middle Eastern organizations considers to design a distraction free template. This is for the reason that, the believe that such practice is the one that can encourage the learners to focus on content devoid of decoration. These researchers also focused on the point that eLearning developer if not managed properly can be highly destructing. The organizations in these nations considers to carefully get rid of all the irrelevant aspects. Singh and Hardaker (2014) evidenced that it can be wise to get assoc iated with the curse design essentials at the time of generating a template. This can avoid certain unnecessary distractions that are always blocked within the learners minds. Research gap Linnenbrink-Garcia, Patall and Pekrun (2016) evidenced that previous researchers on intercultural design practice failed to elaborate that the instructional designers in the Middle East and North Africa are dedicated enough in improving learning with technology. These researchers also state that numerous researchers failed to explain the four categories of responsibilities that includes managing, designing, supporting and training. Research gap also existed in explaining the ways in which instructional development field focuses on the work of the individuals from a wide range of associated disciplines (Maarop and Embi 2016). There is a lack of research in explaining that the instructional development in North Africa and Middle East includes cognitive and educational psychology, certain instructional media and some are associated with particular content disciplines. Based on such research gap, future research will tend to focus on elaborating the designing of instructional materials a nd courses in North Africa based on digital delivery (Maggio et al. 2015). Moreover, future research will also focus on biding such gaps through investigating the ways in which management of efforts can be possible on the behalf of administration, faculty, IT and other instructional designers. This can facilitate the learners in attaining effective student learning. There are no research focusing on the areas of perceived instructional technology which explains that the companies find it easier to use technology within North Africa and Middle Eastern region (Margaryan, Bianco and Littlejohn 2015). Previous research failed to realize that focus must change from training computer users for studying computing. Most of the research work also could not explain in details that the instructional design systems might be seriously challenged as an efficient technology. Most of the training has been developed devoid of employing a systematic process (McCall, Padron and Andrews 2018). Based on the research gap, future research will focus on investigating that several organizations are not aware of the need of instructional designers. Considering the same, it will also explain that the science along with instructional design encompasses both the research and theory. Research must apply suitable methodology in order to test such predictions along with that i nstructional design must focus on explaining careful specifications of instructional design (McIver, Fitzsimmons and Flanagan 2016). Conceptual framework The conceptual framework designed below explains the responsive structure for the delivery of Web based learning and teaching. It will also explain the ways in which such framework is impacted through a set of few interrelated concerns for generating an instructional design model (Joo, Oh and Kim 2015). From the conceptual framework it is gathered that offering structural materials on the World Wide Web can be through flexible learning that is challenging initiative. The implementation of instructional design models is required to be investigated in consideration to the conceptual framework. This is for the reason that as a means of offering more flexible online delivery of teaching in the universities such conceptual framework aspects ae necessary (Kenward and O'Kelly 2017). The framework has explained several aspects associated with the instructional design theory that is practiced within North Africa and Middle East. This also considers the conditions on which certain instruction is deemed to take place and the desired outcomes are observed to be attained. Such framework has been developed in evaluating the certain inter-related issues that are observed in its practices in the selected nations (Koch 2014). These issues are observed to be faced by the designers, academics, organizations along with the designers in these nations in generating an online teaching and learning surroundings. Figure 1: Conceptual Framework of Instructional Design (Source: Koh et al. 2015) Summary The objective of this paper was to carry out a literature review on the topic instructional design. The literature review section will focus on explaining the concept and history of instructional design, instructional design for MOOCs along with growth of these practices within North Africa and Middle East region. The paper also explained the conceptual framework developed after conduction of this literature review along with its research gap. It is gathered that instructional systems design is based on which the curse of action can be taken. This is made up of a wider sense of deciding the state within which the learner along with the other individuals see it explaining the ultimate purpose of teaching. Such process also leads to presence of some light at the end of the tunnel in order to make a smooth transaction. The literature reviews also explained that the instructional design theory followed in the Middle East intends to provide efficient guidance along with direction within t he field of education. This can further facilitate in helping individuals develop and learn in a better manner. It is deemed by the researchers that MOOCs will be offered for the new opportunities based on learners. These learners are encouraged to take part in the MOOCs from all through the world and specifically United Arab Emirates (UAE) and North Africa devoid of any precondition. This also includes some type of learner characteristics and traits along with the delivery methodology focused on technology, content and learners. References Apostolou, B., Dorminey, J.W., Hassell, J.M. and Rebele, J.E., 2017. Accounting education literature review (2016).Journal of Accounting Education,39, pp.1-31. Bawa, P., 2016. Retention in online courses: Exploring issues and solutionsA literature review.Sage Open,6(1), p.2158244015621777. Brown, M.G., 2016. Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching.The Internet and Higher Education,31, pp.1-10. Buchanan, S., Harlan, M.A., Bruce, C. and Edwards, S., 2016. Inquiry based learning models, information literacy, and student engagement: A literature review.School Libraries Worldwide,22(2), p.23. Carlson, R., Padron, K. and Andrews, C. 2018. Evidence-Based Instructional Strategies for Adult Learners: A Review of the Literature.Codex (2150-086X),pp. 4. Challco, G. C., Bittencourt, I. I., and Isotani, S., 2016. Computer-based systems for automating instructional design of collaborative learning scenarios: a systematic literature review.International Journal of Knowledge and Learning,11(4), 273-297. Chen, S.J., 2014. Instructional design strategies for intensive online courses: An objectivist-constructivist blended approach.Journal of interactive online learning,13(1). Chou, H.L. and Chen, C.H., 2016. Beyond identifying privacy issues in e-learning settingsImplications for instructional designers.Computers Education,103, pp.124-133. Gamage, D., Fernando, S. and Perera, I., 2015, August. Quality of MOOCs: A review of literature on effectiveness and quality aspects. InUbi-Media Computing (UMEDIA), 2015 8th International Conference on(pp. 224-229). IEEE. Hackett, M. and Proctor, M., 2016. Three-dimensional display technologies for anatomical education: a literature Review.Journal of Science Education and Technology,25(4), pp.641-654. Hayes, S., 2015. MOOCs and Quality: A review of the recent literature. Helms, S. A. (2014). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators.Interactive Learning Environments,22(6), 804-810. Joo, Y.J., Oh, E. and Kim, S.M., 2015. Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study.Journal of Computing in Higher Education,27(1), pp.28-46. Kenward, K.A. and O'Kelly, M., 2017. Online and Hybrid Instructional Design for Liaison Librarians: A New Certification Program. Koch, L.F., 2014. The nursing educator's role in e-learning: A literature review.Nurse education today,34(11), pp.1382-1387. Koh, J.H.L., Chai, C.S., Hong, H.Y. and Tsai, C.C., 2015. A survey to examine teachers perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK).Asia-Pacific Journal of Teacher Education,43(5), pp.378-391. Linnenbrink-Garcia, L., Patall, E.A. and Pekrun, R., 2016. Adaptive motivation and emotion in education: Research and principles for instructional design.Policy Insights from the Behavioral and Brain Sciences,3(2), pp.228-236. Maarop, A.H. and Embi, M.A., 2016. Implementation of blended learning in higher learning institutions: A review of literature.International Education Studies,9(3), p.41. Maggio, L., ten Cate, O., Irby, D. and OBrien, B., 2015. Published as Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the Four Component Instructional Design Model. Academic Medicine.Educating Physicians in Evidence Based Medicine: Current Practices and Curricular Strategies, p.85. Maggio, L.A., Ten Cate, O., Irby, D.M. and OBrien, B.C., 2015. Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model.Academic Medicine,90(11), pp.1457-1461. Margaryan, A., Bianco, M. and Littlejohn, A., 2015. Instructional quality of massive open online courses (MOOCs).Computers Education,80, pp.77-83. McCall, R. C., Padron, K. and Andrews, C. 2018. Evidence-Based Instructional Strategies for Adult Learners: A Review of the Literature.Codex: the Journal of the Louisiana Chapter of the ACRL,4(4), pp. 29-47. McIver, D., Fitzsimmons, S. and Flanagan, D., 2016. Instructional design as knowledge management: A knowledge-in-practice approach to choosing instructional methods.Journal of Management Education,40(1), pp.47-75. Mulhearn, T.J., Steele, L.M., Watts, L.L., Medeiros, K.E., Mumford, M.D. and Connelly, S., 2017. Review of instructional approaches in ethics education.Science and engineering ethics,23(3), pp.883-912. Onyura, B., Baker, L., Cameron, B., Friesen, F. and Leslie, K., 2016. Evidence for curricular and instructional design approaches in undergraduate medical education: an umbrella review.Medical teacher,38(2), pp.150-161. Parmaxi, A. and Zaphiris, P., 2017. Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice.Interactive Learning Environments,25(6), pp.704-716. Pstor, D., Jimnez, J., Gmez, O.S. and Isotani, S., 2018. New Perspectives in Instructional Design using Semantic Web Technologies: A Systematic Literature Review. Petri, G. and von Wangenheim, C.G., 2017. How games for computing education are evaluated? A systematic literature review.Computers education,107, pp.68-90. Rao, K., Ok, M.W. and Bryant, B.R., 2014. A review of research on universal design educational models.Remedial and Special Education,35(3), pp.153-166. Richardson, R.T., Drexler, T.L. and Delparte, D.M., 2014. Color and contrast in E-Learning design: A review of the literature and recommendations for instructional designers and web developers.Journal of Online Learning and Teaching,10(4), p.657. Richey, R.C. and Klein, J.D., 2014. Design and development research. InHandbook of research on educational communications and technology(pp. 141-150). Springer, New York, NY. Schindler, L.A. and Burkholder, G.J., 2014. Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature.Higher Learning Research Communications,4(4), p.11. Singh, G. and Hardaker, G., 2014. Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literaturea need for an integrative approach.Education+ Training,56(2/3), pp.105-121. Sweller, J., 2016. Working memory, long-term memory, and instructional design.Journal of Applied Research in Memory and Cognition,5(4), pp.360-367. Van Merrinboer, J.J. and Kirschner, P.A., 2017.Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge. Wang, Y., Han, X. and Yang, J., 2015. Revisiting the blended learning literature: Using a complex adaptive systems framework.Journal of Educational Technology Society,18(2), p.380. Watson, S.L., Loizzo, J., Watson, W.R., Mueller, C., Lim, J. and Ertmer, P.A., 2016. Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change.Educational Technology Research and Development,64(6), pp.1273-1300. Watson, W.R., Watson, S.L. and Janakiraman, S., 2017. Instructional quality of massive open online courses: a review of attitudinal change MOOCs.International Journal of Learning Technology,12(3), pp.219-240. Wisneski, J.E., Ozogul, G. and Bichelmeyer, B.A., 2015. Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence.The Internet and Higher Education,25, pp.18-27. Wopereis, I., Frerejean, J. and Brand-Gruwel, S., 2015, October. Information problem solving instruction in higher education: a case study on instructional design. InEuropean Conference on Information Literacy(pp. 293-302). Springer, Cham. Yousef, A.M.F., Chatti, M.A., Schroeder, U. and Wosnitza, M., 2014, July. What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs. InAdvanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on(pp. 44-48). IEEE. Zuber, W.J., 2016. The flipped classroom, a review of the literature.Industrial and Commercial Training,48(2), pp.97-103.

Alcohol Abuse free essay sample

Beer bongs, keg stands, and a million new drinks to discover, these are what college is all about. First-year students are introduced to a whole new world of parties that last until 3 a.m. and drinking beer for the usual breakfast. The week consists of concentrating on school for about 4 days of the week and partying 3 days. The money that was supposed to go towards books and gas to get home has been hoarded for the latest beer run or was used to get into the bar. This trend is getting into the habit of drinking as you enter college; it seems the two go hand in hand. It has become a rite of passage that weaved its way into the introduction of university life (National Institute, October 2002). Those students who never drank in high school seem to think drinking is suddenly okay when they start studying for their bachelor’s degree. This addition of responsibility is then balanced by the act of partying. It seems completely absurd that students choose to drink while investing around $20,000 a year in school. It all starts at high school graduation. Drinking is suddenly endorsed, or protested less, by parents, coaches, adults, organizations, and businesses. When seniors in high school finally graduate, it is common for a party to be thrown in their honor. Some of these parties include alcohol, and we can be pretty sure it wasn’t bought by the graduate unless they flunked a few times and are of legal age. Parents, other adults, and older friends supply the liquor and beer for the underage partiers. When the graduates make the next major step in their life and head for college, they are confronted with many opportunities to get hammered, sloshed, annihilated, drunk, inebriated, intoxicated, wasted, and totally smashed. Other college students are eager to help their young, new friends out by taking them for a trip to the liquor store. Since some bars are legal to those over the age of eighteen, it’s not a problem getting served there either. The 21 year-olds are conveniently stamped for minors looking to spot a potential buyer. Since a minor isn’t worried about getting served, the most apparent problem is getting to the bar. One setting of this national trend can be studied locally. At Buena Vista University, these same events occur, plus additional more specific examples. At BVU, thanks to student organizations and funding from the college, there is a free ride for all. The â€Å"drunk bus† is a means of transportation supplied by the university and Student Senate, an important organization on campus. This form of transportation is common on a variety of campuses. Visitors of The University of Iowa can see they have buses run all day for classes, and they continue into the night to bring students to and from the bar. The driver at Iowa even sets up a disco ball and funky lights to make the ride more enjoyable for his late-night friends. The free ride is also a form of support for those consuming alcohol. Advertisements for drinking are all over residence halls. The choice of wallpaper in many dorm rooms consists of beer boxes and fluorescent Budweiser lights. Beer and liquor bottles are a usual decoration in most dorms; they’re used as vases, piggy banks, candle holders, and candy dishes. Each time you walk by a dorm room, you see these things like a giant billboard in Times Square. For a student athlete, a game-winning shot could get him/her a free spirit at the local bar. Fans, bar owners, coaches, athletic directors, teammates, and parents have all been seen rewarding the athletes with toasts and celebration shots. These same toasts are given to college students on their birthdays, no matter how old they are. Fraternities and sororities also bring a drinking factor to colleges. They are known more commonly for their parties and ability to drink, than their community service and GPAs. Even though we don’t have them on our campus, they are apparent at the majority of colleges and universities across America. The frats are known for their very popular gatherings where binge drinking is rewarded, and hardly anyone is sober. Sororities are known to attend these parties and join in the festivities. Another factor that proves that college and drinking go hand in hand is the abrupt end of this behavior for most after college graduation. Most students buckle down for graduate school or the beginning of their career. This excessive drinking pattern does not continue. The tragedies occur when the drinking becomes out of hand. Some drinkers get into a habit of binge drinking. This has been defined as â€Å"drinking to get drunk† (Center for Science, March 2000). Binge drinking leads to passing out, blacking out, memory loss, and injury due to loss of mobility. Unusual and outrageous behavior can get you removed from your university. Even if a student doesn’t normally act in mischievous ways, this behavior cannot be excused because of the influence of alcohol. Getting in trouble with the law goes on your public record. Around 11 percent of college student drinkers say they have damaged someone’s property while drinking, and 5 percent of a college campus will be involved with the police or campus security due to drinking (A Snapshot of Annual High-Risk College Drinking Consequences, 2002). Other alcohol related charges include public intoxication, minor in possession, driving under the influence, operating while intoxicated, indecent exposure, resisting arrest, interference with official duties, assaulting an officer, and disorderly conduct. Our culture has come to encourage the drinking pattern through the places and people that surround the students (National Institute on Alcohol Abuse and Alcoholism, October 2002). The responsibility lies in the hands of parents, teachers, and college campuses worldwide. However, in the end it is up to the student. That is why if authority figures teach kids what alcohol can do to them, there is less of a chance they will subject themselves to this habit. Drinking is a choice. No matter how strong the trend, it can be broken.

Human Resource vInformation System (Hris) free essay sample

Organize employee Job information by defining Job titles, Pay Grades, Employment Statuses EWE Job Categories. * Manage your employees qualification information (Education, Licenses) to process promotions and salary increments at ease. * Keep a note of your employees skills (Skills, Languages) Know your employees memberships and membership types, to Identify the most appropriate individual for a designation. * Define nationalities : races to make your employee records more specific. Create User types in the system and define user rights to them, to allow employees to access the system at any time, while preserving the confidentiality of other employee Information. * Configure and subscribe for E-mail Notifications to receive updates made to the system concurrently. * Know your customers, monitor your organizations on-going projects and project activities. * Create a localized environment for employees using the system by using Languages ; Date Formats. Personal Information Module A complete employee Information management system which acts as a central employee database. We will write a custom essay sample on Human Resource vInformation System (Hris) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This enables HRS administrators to utilize all employee information productively. Features: * Populate and manage the employees personal information in a centralized location, thus preventing data loss. * Manage update your employees contact travel information within the employees record itself. * Manage your employees Job information by selecting the relevant pay grade, salary etc. Assign supervisors to an employee to identify the reporting structure. * Know your employees past work Experience, educational details, skills and other criteria which was pre-defined in the Admit module.View employee details in the employee list and search using different employee information. * Generate Customized employee reports which may include any selected criteria within the PIMP module. Leave Application / Holiday Management / vacation Management A comprehensive holiday management module, with extensive possibilities of defining leave types and more. It enables staff holiday requests ; approval processing online. Thanks to the web-enabled and self-service concepts, It significantly streamlines all leave related procedures, eliminates paperwork and saves costs.Features: * Define leave types relevant to your organization. * Displays information on leave entitlement, leave time, balance, history and paid I OFF * Allows employees to apply for leave directly from the system and supervisors may approve or reject leave. * The system sends out auto e-mail notifications to employees and supervisors on leave statuses. Time and Attendance Module This module automates timekeeping related processes. The offered functionality enhances the organizations performance by eliminating paperwork and manual recesses associated with project timekeeping and attendance management.The sophisticated module helps to efficiently organize labor data, improve the workforce management and minimize errors in enforcement of companys attendance policies. Features: * Allows precise project information management * Create timeshares to monitor the statuses of projects tasks relevant to each employee. * Define Days-off (weekends and specific holidays). * Administration and management of your own and your subordinates timeshares. * Create timeshares weekly or monthly and times can be entered in h:mm. Time Reports can be generated for approved or all pending approval timeshares. * Attendance tracking with more control and clear reporting for HRS administrators and managers. Employee Self Service Employee self service is a powerful tool providing employees of the company with the ability to view relevant information such as personal information, updating personal information with web enabled PC without having to hassle the HRS staff. The functionality of this module spans through the entire system, making information available anywhere, anytime.Of course all information is subject to company defined security policy, where everyone can only view the information he / she is authorized to. Time and cost saving effects from this solution are tremendous. Features: * Allow employees to log-in to the system and update their personal information independently. * The SEES users will have limited access within the system as a security measure. * Since the application comprises a holiday management module, leave application and approval from their supervisor can be performed from the system itself.An employee may view their leave summary to keep track of their leave entitlements, leave taken and leave carried forward. Benefits Module Integrated platform to manage employment benefits. Covers medical and welfare benefits, with possibilities to define new benefits, by type, provider and several other areas. Assigning benefits to employees happens in a variety of ways, individually, designation-wise or other. Benefits history and other information can be displayed through rich reporting capabilities. Features: * Define new work benefits using specific criteria.

Tourettes essays

Tourettes essays TS is an inherited disorder characterized by multiple involuntary movements and uncontrollable vocalizations call tics. Tics come and go over years. Tics are sounds of movements that are repeated over and over again. To be diagnosed with TS a person must have both multiple motor and one or more vocal tics for a period of at least one-year, beginning before the patient is age 21. The tics do not have to occur at the same time. They can vary in frequency and they can disappear for weeks or even months at a time. TS symptoms range from very mild to quite severe, the majority of cases fall in the mild category. The first symptom of TS are usually facial tics. The most common is eye blinking. Some people have vocal tics such as clearing the throat or sniffing. Their tics or behavior does not disable most people, but some do need medication. A few patients with severe TS demonstrate self-harming behaviors such as lip and cheek biting and head banging against hard objects. However, these behaviors are extremely rare. What should you know about Tourette Syndrome? Its cause is believed to be in the brain and how two parts of the brain communicate. The defect that causes TS has not been established. Tics include eye blinking, neck jerking, facial grimacing, grunting, sniffing, snorting, hitting oneself, and uttering words or phrases out of context. The tics associated with TS are often treated medically, not because they hurt the patient, but because they may be embarrassing. Symptoms of TS begin before the age of 21, usually between the ages of 2 and 15. 200,000 Americans are estimated to have TS. More have yet to be diagnosed. A person with TS has a 50% change of passing the gene to his or her children. If a child inherits the gene, a son will have a 3 to 4 times higher chance of inheriting the disorder. Ten percent ...

Gossip Term Paper Example | Topics and Well Written Essays - 500 words

Gossip - Term Paper Example Whenever someone gossips about another person, that person may be picked on or perhaps ostracized based on what has been said about them behind closed doors. If someone finds out that they have been gossiped about, it can destroy their confidence because they may feel like what the gossiper was saying is true. Another reason why gossip should not be encouraged is because it can spread false rumors. People who like to gossip often do so about people or situations that they know very little about. It is possible that they get some of the key facts wrong and this changes everything completely. If people start to believe false information, then it can lead to mistakes and bad decisions. People should not really be talking about something if they do not know everything that there is to know about that particular issue. Finally, gossip can also lead to a bad reputation for the person who always likes to go around telling stories about someone else. These kinds of people are known for being untrustworthy because no one ever knows if they are going to gossip about what they are told. This will inevitably lead to a lack of friendships for the gossiper because no one will feel like spending time with them and sharing information. Gossipers usually try to spread information about others in order to gain friends, but the typical result is that the opposite comes true; no one wants to be their friend because of their gossiping habit. Despite all of these negative benefits to gossiping, some people would say that gossiping is a good thing because it allows important information to be spread around. While it cannot be denied that gossip can sometimes result in false information, in actual fact, the majority of gossip often turns out to be true. This is because someone said something in confidence to a friend, and then that friend has gone and told someone else. Because they have direct

The History of Communication in the Acient World Research Paper

The History of Communication in the Acient World - Research Paper Example The invention of writing is assumed to have taken place as part of the commercial activities here, and the clay tablets of Mesopotamia show that trade by river and sea was a major channel of communication between centers of population. Writing was a crucial way of keeping track of goods between tradesmen and guaranteeing the prosperity of these early cities. The civilization of Ancient Egypt took the invention of writing to new levels by using the much more portable format of colored ink on carefully prepared papyrus made from the stems of plants that grew along the Nile. Longer texts could be written on this material, and it was much lighter and easier to transport than the heavy and fragile clay tablets of the Mesopotamian region. Hieroglyphic writing was used both in portable scrolls, and on huge monuments, proclaiming the greatness of this mighty civilization. The Phoenicians were also very active in the ancient world, traveling around the coastlines in their sailing craft, trans porting goods and ideas across very large distances. They must have encountered people from many different countries, speaking different languages, and this need to communicate internationally may well have inspired the symbols which the Phoenicians used and these provide the building blocks which make up modern Western alphabets. The Greek civilization was renowned for its expansionism in a military sense but also for its philosophy and its invention of democracy as a form of government. In ancient times Greek ideas were passed from place to place through a combination of conquest and alliance as different cities became part of the Greek empire. Homer’s Odyssey, for example, describes how great leaders communicated to their citizens using direct word of mouth: â€Å"Straightway he bade the clear-voiced heralds to summon to the assembly the long-haired Achaeans† (Homer, Odyssey, 2.6). Human messengers were the main means of communication over longer distances between r ulers of cities and states, and without modern technologies like telephones and mechanized transport, it took a very long time for news to travel back and forth. Hellenism, as the Greek influence is called, was the bearer of many cultural traditions, including ideas about education, the arts and philosophy. Greek citizens took their culture with them as they colonized new areas, often combining new ideas from other cultures with their Greek way of thinking. Many Greek artefacts borrowed ideas from cultures which had better designs and production technologies , such as Persia, for example, showing that trade was a bearer of culture as well as material benefits (Miller, 1997, p. 202). In the time of Greek supremacy great cosmopolitan hubs were created which served as a central pool of ideas from outlying areas. It was Persia also, which first invented a system of mail service, carrying documents and portable items along staged routes between key cities. The Greeks built libraries, pre serving knowledge, and communicating it from generation to generation, so that scientific discoveries and technological advances could be passed on. People traveled far and wide to learn from great Greek teachers like Socrates, who greatly influenced the history of ideas. The Roman civilization brought many artefacts, ideas and traditions from their Mediterranean to the northernmost parts of Europe, and to North Africa and Asia also. The main channel of communication was the military roads that the armies built as

The effects of sports participation on childrens achievements in Term Paper

The effects of sports participation on childrens achievements in school - Term Paper Example Schools that devote priorities to both academics and sports participation have indicated higher academic success. According to numerous research conducted, sports improve the ability of students in achieving excellence due to the already developed persistence. Both individual and team sports produce an exemplary outcome to academic excellence. Tabor (2014) conducted a study seeking to clarify the relationship between academic performance, sports, and weight classification. The study was conducted on a subset of children in four Chicago schools in the low-income regions. Of the total 129 participants, 48.1 percent took part in soccer while 51 percent of the participants did not. The two-year study involved both genders and varied racial categories. The types of sports participation were assessed with a checklist where the parents listed three of the sports their children participated. The sports were categorized into two: team sports and the individual sports. The team sports involved soccer and baseball while individual sports included swimming, biking, and skateboarding. The participants’ academic assessment was conducted using the teacher’s report form and an average rating calculated by averaging similar ranks.The study by Tabor (2014) indicated no correlation between academics and weight classification. However, the study showed differing findings on non-participants, individual sports, and team sports on academics. The ANOVA analysis showed a significant effect on academic ratings in math and reading.

Feminism Portrayed In Movies

Feminism Portrayed In Movies Films have long been used as a tool to portray human imaginations and ideas that are sometimes deemed impossible in reality. The characters in films have had a huge impact, with regard to gender stereotype, on audiences of all ages (Neuendorf et. al., 2010). Though there have been debates of how female characters are being portrayed in films, from being submissive to hyper-sexualised and lately, adopting more dominant roles in films, has there really been a change in male characters in films instead (Gilpatric, 2010)? Have male characters in films adopt female traits like how the female characters have adopted manly traits? This paper looks into how the portrayals of male characters in films have changed or are changing and how they affect gender construction. The feminist movement has constantly fought for womens right and equality so as to place women on equal standing to men in the society. This revolution has since been translated onto the silver screens as films depict women playing prominent and dominant roles in films (Gilpatric, 2010; Neundorf et. al., 2010) which is a stark contrast to the past when women played a submissive and subservient roles to the male character. Furthermore, films mirror the changing nature of our society, expecting men to behave in accordance to societal expectations deconstructing the male stereotype. Thus, the increasing trend in films shifting away from portraying men as having the traditional masculine trait, reconstructing it to more what termed today as the New Age Men (NAM) has been a result of the increasing prominence and dominance of females in films and the evolving nature of the society. The NAM is thus seen as a fusion of having both the traditional traits of males and females, embracing both masculine and feminine traits. Here, masculinity is defined as having the size, physical strength, rejection to authority and the use of physical force (Eschholz and Bufkin, 2001). Along with those masculine traits, the NAM are also expected to have traits like caring and being able to handle housework. The birth of the NAM has been heavily attributed to the rise of females in films and the changing nature of the society. Men today feel there is a need to differentiate themselves from females in films to assert their dominance in the industry and to reintegrate into the society, deconstructing the male stereotype. Female Characters in Films Today. Male characters in films are moving away from having masculine traits due to the rise of female prominence and dominance in the roles they play by adopting those masculine traits. Female characters like Lara Croft and Kill Bill highlights the point that traits like submissive and subservient are no longer being associated with female character. The casting of the Bond girl character is as equally important, receiving just as much attention as the casting of James Bond himself, and though a Bond film may lack the innovative gadget, never has there been a Bond film without a Bond girl (Neuendorf et. al., 2010). This accentuates that the womens roles are equally important to the Bond character. Men, who relate closely to Bond who usually portray masculine traits, view this as a challenge to their masculinity as the Bond character is dependent on the female character. The lack of innovative gadgets also portrays a crisis in masculinity since men regard these technologies as macho (Neuend orf et. al., 2010). This is further amplified with female characters playing main characters in films being created with complex and enthralling personalities relative to male characters who are rather one-dimensional and are of minor interest (Russell-Watts, 2010). Women are also selected to play roles previously played and deemed suitable for men. Though Lara Croft and Kill Bill props to mind, the Hamlet by William Shakespeare is another example. Despite Hamlet being a male character, women have been manifesting their interest to play the role and there has been an increasing trend of women getting selected to personify Hamlet (Howard, 2007). Moreover, the Hamlet is known to be involved in violence as portrayed by the character Alexandra Tranda, who parallels the happenings of Hamlet to the events occuring in her life and ends up killing her father (Howard, 2007). Violence is defined as any intentional infliction of physical pain or harm (Eschholz and Bufkin, 2001) and has a positive correlation to masculinity (Eschholz and Bufkin, 2001; Neuendorf et. al., 2010; Gilpatric, 2010) thus proving an increase in violence equates to in an increase in masculinity. Men feel the idea of a women hamlet as unhealthy and feel ashamed for a woman to take th e Hamlet role (Howard, 2007). This is an indication to men that women are challenging their masculinity and dominance in the film industry especially in roles crafted for men. The rise of females in films adopting a more masculine nature and playing characters deemed more suited for men resulted men to feel challenged in their masculinity and has since led to a crisis in it. Men feel there is a need to differentiate themselves from the female characters and assert their masculinity and dominance within the society, re-constructing the gender stereotype to create the NAM. The Dynamic Nature of the Society. Films impact audiences (Gilpatric, 2010) and may portray a reflection of the society. The dynamic nature of the society portrayed through films has been a contributing factor to the deconstruction of the male gender stereotype to form the NAM. Relative to the past, women today are generally more educated, enabling them to take up jobs also held by men (Buchbinder, 2008). Accelerated by the feminist movement, women today are equally as likely as men to be casted to play professional roles and jobs like doctors and lawyers (Gilpatric, 2010). There is an increase of female characters holding major roles from 12% in 1960 to 32% in 1990 (Neuendorf et. al., 2010) and female characters in films can be a true representation of their position in the society as 51% US workers who hold high-paying management and professional jobs are women (Gilpatric, 2010). Similarly, most young man today expects to go through at least three major career changes in his life (Buchbinder, 2008). Also, improvemen ts in the economy have enabled both women and men to spend on luxury items. Narcissistic concern with ones look and body, traditionally marked as feminine are being linked to men, making it harder to comply with the traditional masculinity trait of a man (Buchbinder, 2008). There has also been a shift in the portrayal of men in films today. In the past, men have always adopted the central figure but roles recently played by men and women in films have been blurred as the gap between masculinity and feminity. According to Breillat, There is no masculine psychology in my cinema. They contain only what women feel and desire. Therefore, men must not try to recognise themselves in my male characters (Russell-Watts, 2010, p. 72). This shows that men play secondary roles to women in todays films restricting them to relate to the traditional male masculinity. Moreover, men are also increasingly portrayed in films as the figure of the schlemiel. Schlemiel is a Yiddish word which means a foolish personà ¢Ã¢â€š ¬Ã‚ ¦a social misfit (Buchbinder, 2008, p. 228) and is unable to meet the performance and attitudinal requirements of traditional masculinity (Buchbinder, 2008, p. 230). For instance, Bond girls have been known to play independent and intelligent roles eve n outwitting Bond himself in the latest Bond movie. Despite Bond films representing Bond as having a chauvinistic persona (Neuendorf et. al., 2010), this places Bond in the Schlemiel category of a foolish character causing men to view this as a crisis to their masculinity. These factors when combined has resulted men to lose its masculine traits and restricted them to conform to the traditional masculine traits deconstructing the traditional male stereotype and reconstruct the NAM to help them assimilate back into society and be of an equal standing or higher to the women. Stereotypes Still Prevails. Some might argue that despite the rising prominence and dominance of women, the subservient and submissive nature of womens portrayal still prevail while mens masculinity are still confined to the traditional stereotype. Women in films are still regarded as subservient and submissive as the dominance exerted is based on a maternal motif, creating a stereotype of mothers or wives to save her child or loved ones (Gilpatric, 2010). Moreover, the societal movement of feminism is lacking, as women in films today still report to a more dominant male character (Neuendorf et. al., 2010), acting as a sidekick to a male character and getting involved in a romantic relationship with them (Gilpatric, 2010). Male characters though may have less masculine traits as portrayed by Robert in the movie Romance, his masculinity is emphasised through his occupation, being the boss of the main female character (Russell-Watts, 2010). This proves that despite being portrayed as dominant character in films t oday, women still conform to the gender stereotype of the traditional feminine traits of reporting to a more dominant male character. Some may argue also that films may not be a true reflection of society hence the portrayal of men as less masculine are not true. Films portray women as successful only when they are thin and attractive (Neuendorf et. al., 2010) when in fact, success is judged based on merit and not only looks. Building on, by showcasing one man as less masculine in the form of the schlemiel figure, subtly it provides a foil for other male characters to stand out, bringing out the masculine traits in the other male characters, (Buchbinder, 2008) indicating that male characters in movies still conform to the male gender stereotype of masculinity. New Age Man is the New Man. Despite the portrayal of women as subservient and submissive, women are still just as likely as men to commit violent acts in films. Presently, women are more likely to show acts of aggression (Neundorf et. al., 2010) and masculinity levels in male and females have increased (Eschholz and Bufkin, 2001). Though many may argue that the feminist movement may not have reached its promised desire, it cannot be regarded as a failure. Womens role in movies has since increased transcending the traditional feminine traits (Gilpatric, 2010). No longer women are being portrayed as one-dimensional who plays stereotypical female characters. Moreover, men today are unlikely to conform to the traditional form of masculinity although they may still hold superiority over the female characters as masculinity portrayed by men in films today is excessive in nature and something that men cannot relate to. The rugged masculinity shown through characters played by Mel Gibson, Sylvester Stallone and Arnold Schwarzenegger is being described as a fantasy (Eschholz and Bufkin, 2001). Men feels there is a need to form a new identity something that they can relate to and has slowly since give rise to the birth of the NAM. Though portraying men as less masculine or as the schlemiel figure helps to bring out the masculinity in other male characters (Buchbinder, 2008), this very need has proved that there is a decreasing trend in films, which showcase men as masculine. Conclusion. Films have evolved tremendously down the years and will continue to do so at such rapid rate. As womens roles in films continue to rise and take centre stage, male characters in films have since taken steps in the opposite direction, adopting lesser of the traditional masculine traits but instead adopt more feminine traits. This has not being helped by the changing nature of the society where women continue to rise in status at workplaces challenging men for jobs. The birth of the NAM has been heavily attributed to the rising dominance and prominence of female characters in films and also the changing nature of the society. As the world become more globalized, womens status in society is also expected to improve and NAM may well form a new stereotype for men in times to come. (1996 Words)

Voice Recognition Technologies :: Essays Papers

Voice Recognition Technologies The 20th century has been a technological marvel. We have advanced more in the 20th century than we have during any other one-hundred year term in recorded history. This is due to a number of reasons. One of which is the early conflicts of the century. World War I and World War II changed the world forever. During these global conflicts, countries developed advanced weapons. They also developed advanced communications and other technologies. The Internet came as a result of the military’s efforts in World War II, and the fear of a nuclear conflict. Then, during the last decade of the 20th century, the Internet and computers exploded to take control of much of our society. Computers are now everywhere. This is evident in another rapidly advancing industry, and that is the automotive industry. Cars, trucks, vans, and sport utility vehicles are rapidly becoming more and more computer driven. The most advanced safety features in a car, such as Anti-lock brakes, Traction Control, Active Stability, and even the air bags are control by shock sensors sent to a computer for analysis. If the computer determines that the impact is severe, it’ll deploy the airbag. Another advancing technology appearing in cars is voice and speech recognition. Many new cars feature a system called OnStar, which allows voice activated dialing of a cellular phone service. Most new after-market compact disc players that are installed in cars can feature voice control. Systems from Kenwood and others allow you to change tracks, adjust the volume, change the radio station, and eject the CD without having to remove your hands from the steering wheel. Each of these compact disc units feature a small microprocessor in them and memory to process the driver’s voice that is input into a microphone. After the system has been sufficiently trained, which is when the computer attempts to learn and understand the person’s speech patterns, it will recognize the driver’s voice and commands, and then perform them. Other voice advancements inside the car besides the ability to control the stereo is also a computerized location system. The global positioning satellite locates vehicles, then directions and other commands are given by voice from the computer center to the driver of the automobile.

Alice McGaw: “Mother of Anesthesia”

Nurses were the first professional group to practice anesthesia services in the United States. This started 125 years ago and little was known about anesthesia back then. One of the most famous nurse anesthetists was Alice McGraw. She was to be given the name â€Å"Mother of Anesthesia† for her expert application of anesthesia during surgery and her many published works regarding the procedure. Nurse anesthetists were pioneers in their field. Surgeons began seeking them out to help with anesthesia during surgery because they could provide undivided attention to the patient.The earliest records establish the beginning of nurse anesthetists in 1887. Since then, they have been instrumental in continuing improve anesthetic techniques and equipment. Although formal education for nurse anesthetists was not made available until 1909, it is the earlier nurse anesthetists who paved the way for safe anesthesia and opened door to this specialty for nurses. Patients reported less discomfo rt and the surgeons reported fewer deaths due to trauma during operations.Currently Certified Registered Nurse Anesthetists (CRNA) are licensed professional nurses who go through extensive training after receiving their Registered Nurse (RN) degree. This is considered a specialized field and requires nurses to become board certified through a state exam before being able to practice as a CRNA. The purpose of this study was to inform and educate about the women in nursing who lead the way in development and application of anesthesia. Alice McGaw is little known to mainstream society and yet she provided some of the most comprehensive studies to this profession.She also spent her life as a practicing nurse anesthetist and earned the title â€Å"Mother of Anesthesia† Alice McGaw is known as the â€Å"Mother of Anesthesia†, a title given her by Dr. Charles Mayo. She was born in 1860 and little else can be found regarding her upbringing or schooling prior to 1893. It was in this year that she became the nurse anesthetist to Drs William J. and Charles H. Mayo of the Mayo Clinic in Rochester, Minnesota. Nursing anesthesia was the first clinical nursing specialty and in the beginning consisted of predominately women.Factors attributing to this were low wages, most nurses were female and it was considered to be a deferential position with the surgeon in charge of it all. Before the inclusion of nurse anesthetists in surgical procedures, most anesthesias had been administered by medical students or physicians with little or no anesthesia training. During the Civil War (1861-1865) anesthesia was used on the wounded but very little because it was considered too dangerous. It was not until 1878 that the first â€Å"official† nurse anesthetist came into being.The first school of nursing anesthesia was not formed until 1909. Surgeons began seeking nurse anesthetists to try to decrease the mortality numbers and because nurses could focus their entire atte ntion on the patient rather than on the operation. Anesthesia evolved differently in Europe and the United States. Chloroform was the preferred choice in Europe and ether the preference in the United States. One of Alice McGaw’s major accomplishments was her expertise in the open drop inhalation method of anesthesia using a combination of ether and chloroform.It was this expertise that earned her the title â€Å"Mother of Anesthesia†. She perfected this method while working for Dr. Charles Mayo and it was he who gave her this moniker. McGaw was also very concerned with the patient’s mental state prior to surgery. She believed that the patient should be prepared with soothing words before being anesthetized. She refined a technique that prepared the patient mentally so as to increase the effectiveness of the anesthesia It was this technique that lead to a decrease in mid-operative anesthesia being required.It was in 1899 that Alice McGaw published the first paper ever written by a nurse anesthetist based on her work in nursing anesthesia. The paper was titled â€Å"Observations in Anesthesia† and was published in the Northwestern Lancet. Alice McGaw went on to publish five papers total on the subject of nurse anesthesia. The paper in 1906 published in Surgery, Gynecology and Obstetrics was titled â€Å"A Review of 14,000 Surgical Anesthetics†. It noted that in the 14,000 surgical procedures for which she had been the anesthetist, there had been no complications or deaths attributed to problems with the anesthetic or its application.This was a milestone in the field of nursing anesthesia. . During the time that McGaw was the nurse anesthetist for Drs. William J. and Charles H. Mayo, she and Dr. Charles Mayo set up a showcase for surgery and anesthesia. This showcase attracted students from all over the world. This was not formal training but encouraged many students to implement McGaw’s technique with anesthesia. St. Mar y’s Hospital, where McGaw was the nurse anesthetist for the Mayo brothers later became the world famous Mayo Clinic. McGaw worked for Drs. William J. and Charles H.Mayo from 1893-1908. Between 1912 and 1920, almost 20 post graduate schools for nurse anesthesia opened. The Mayo Clinic was among one of those offering the program. It was McGraw’s early work that helped to achieve the success of the nurse anesthetist and its subsequent training programs. She and other like her pioneered the field of nurse anesthesia. Previously physicians were 95 percent male and nursing was not a specialized field. This changed with the addition of the nurse anesthetist. Nurse Anesthetists today are Certified Registered Nurse Anesthetists (CRNA).These are licensed professional nurses (RNs) who want o specialize in anesthesia. They are required to take extensive training and must be board certified by exam before being able to provide services to patients and surgeons. In 1931 the National Association of Nurse Anesthetists (NANA) was formed. It would later become the American Association of Nursing Anesthetists (AANA). It was the first national organization for practicing anesthetists and still exists today. In 1986, the Clinical Anesthesia Practitioner Award was established by the AANA.This award was to recognize the accomplishments of Certified Registered Nurse Anesthetists who have made important contributions to the advancement of nurse anesthesia. In 1998 this award became the Alice McGaw Outstanding Clinical Practitioner Award to honor McGaws achievements as a nurse anesthetist and for her publications on her work. Without Alice McGaw, nursing anesthesia would not have moved ahead as quickly. Her dedication to perfecting her craft and the publications that she allowed others to learn from were instrumental in the field of nursing anesthesia.Her training and showcasing taught others the importance of anesthesia and its application. Certified Registered Nurse Ane sthetists of today can practice their skills with confidence because of the importance Alice McGaw placed on knowing and perfecting the specialty of anesthesia. She was one of the most important forerunners in her field and her legacy continues to evolve with advancements and achievements based on her work. References 1. American Association of Nurse Anesthetists (2006) History of Nurse Anesthesia Practice Retrieved November 30, 2006 from http://www. aana. com/aboutaana. aspx? ucNavMenu_TSMenuTargetID=173&ucNavMenu_2. American Association of Nurse Anesthetists (2006) A Brief Timeline of Nurse Anesthesia Retrieved November 30, 2006 from http://www. aana. com/archives/timeline. asp 3. Bankert, M. Watchful Care: A History of America’s Nurse Anesthetists. New York: Continuum 1989 4. Evans, T. CRNA, MS What is a CRNA? (1998) http://www. anesthesia-nursing. org/wina. html 5. Michigan Association of Nurse Anesthetists (2006) History of Nurse Anesthesia Practice Retrieved November 30 , 2006 from http://www. miana. org/history/history. html 6. Thatcher, V. History of Anesthesia with Emphasis on the Nurse Specialist Philadelphia: Lippincott, 1953

Agnostic

Agnostic Agnostic Agnostic By Maeve Maddox I thought I knew the meaning of the word agnostic until I read this in an article about the Common Core State Standards: Some teachers were angered, not by his pedagogical vision per se but by the fact that the author of the standards seemed to be telling them how to teach, even when the standards themselves are agnostic about pedagogy. Thomas Huxley (1825-1895) coined the word agnostic to describe his attitude towards God and religion. He felt he lacked sufficient knowledge to determine if God existed or not. He formed the word by adding the prefix a- to the word gnostic. The prefix added the sense of â€Å"without, not, -less.† Gnostic means â€Å"knowledge.† Agnostic means â€Å"lack of knowledge.† The word agnostic can be a noun or an adjective. An agnostic is a person who withholds an opinion as to whether or not God exists. As an adjective, agnostic means â€Å"relating to the belief that the existence of anything beyond and behind material phenomena is unknown and (as far as can be judged) unknowable.† The use of agnostic in a nonreligious context led me to uses I’d been unaware of. Here are some examples: Progressive adherents defend the Common Core State Standards Initiative as culturally and morally agnostic.   I had to [think of] a recipe that would be apple agnostic- it had to work no matter if they were sweet or tart, red or green, tender or crisp. Political agnostics are people who ignore politics and current events. The rescues I knew that did foster homes were mostly purebred rescues, like for collies or Persian [cats], says Wootton,I didnt know of any that just took dogs, or just took catsWe are breed-agnostic we dont discriminate. I am coming round to a sugar-agnostic position. The burgeoning use of the word agnostic in nonreligious contexts may derive from its use in the world of technology. A software program that will run on any computer operating system is said to be â€Å"platform agnostic. In extended use, agnostic can mean â€Å"not committed to a particular point of view, â€Å"non-partisan,† or â€Å"equivocal.† To me, the use of agnostic to refer to apples, sugar, and dogs seems more than a little inapt. And a word that can mean â€Å"equivocal† doesn’t seem the best choice to describe educational standards. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Use a Dash for Number RangesDouble Possessive

Taft, Roosevelt and Wilson essays

Taft, Roosevelt and Wilson essays Theodore Roosevelt is considered our first Progressive President. What Roosevelt was trying to do when he attempted to break up monopolies, was to show the public and the business world that the government was in charge. Roosevelt used the power of the office. In the Coal Strike of 1902, he threatened to take over the mines with Federal troops unless the two sides reached agreement. Roosevelt was sensitive to public opinion; he knew the people wanted coal as it was used as heat in their homes, and the coal strike started just before the onset of winter. Wilson was a more quiet, intellectual type of person. Wilson shifted his reforms more toward the reforms that Roosevelt had promoted, especially after the elections of 1914. Wilson and the Democrats knew they would have to curry favor with the progressive voters if they were going to win the election of 1916. Wilson did not like laws that favored special interests such as farmers or bankers, but he did agree to support social legislation. Wilson opposed a child labor law on constitutional grounds. He did support the Keating-Owen Act of 1916 that restricted the employment of children in most jobs. He also supported the eight-hour day and women's suffrage, even though he had been against giving women the right to vote. Wilson claimed that he pushed Progressive Reform further than his two predecessors. William H. Taft pursued a cautiously progressive agenda. His victories did not bolster his popularity. He lowered tariffs. One of his biggest mistakes was to defend the tariff. Later on he tried to repair the damage, but only made matters more difficult when he explained that he had dictated the speech hurriedly between two railroad stations without rereading it. I believe that these presidents were good for the country and changed a lot for the better. The Progressive Movements itself was seeking to return control of the government to the people, ...