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. 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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.