Who Else Wants to Learn About Gilgamesh Essay Topics?

Who Else Wants to Learn About Gilgamesh Essay Topics? The Death of Gilgamesh Essay Topics Even though some readers of this timeless book may say that Gilgamesh does not change from the start of the book, it can readily be interpreted the other way. Shortly after, they get close friends and embark on a string of grand adventures together. This is the way Enkidu was created. Throughout literature there are several heroes. Gilgamesh Essay Topics Help! Considering many tablets aren't recovered, which made the text incomplete, there's complexity to this friendship and a lot of questions that will need to get answered. Alongside the topics, you'd discover loads of papers at no cost. With FreeEssayHelp you'll find hundreds of Gilgamesh essay topics in a matter of many seconds. The flood stories in both texts are extremely similar, and a few scholars think they refer to a singular event. It helps the reader to comprehend the reasoning ofGilgamesh changing. It permits the reader to comprehend the reasoning of Gilgamesh changing. Things You Should Know About Gilgamesh Essay Topics He seems content to get this done. Without a hero, there's no epic. The lessons that every hero teaches is likewise very different. To define a hero an individual must first appreciate there are several different kinds of hero's. In Babylon culture, immortality is thought to be a present. Although they don't get an opportunity to understand what activities they were, it is clear that it was nothing that would add to the security along with the reputation of Uruk. This is the start of his quest. The Epic of Gilgamesh is quite complex, but it's also thought of as one of the best epics in the Western literature. This is the best humbling consequence upon Gilgamesh in the entire narrative. This is among the more important themes of Gilgamesh and among the reasons it's an epic. Gilgamesh undergoes a mix of expansive escapade. After we are first introduced to Gilgamesh at the start of the story, he's egotistic, arrogant, and downright selfish. During these battles Gilgamesh declares there is nothing to fear! Gilgamesh possessed a great organic structure. Gilgamesh does this as a result of his love for Enkidu and his people, he's changed from the start of the epic. The development of the Gilgamesh epic. The One Thing to Do for Gilgamesh Essay Topics Although the very first clip they met was a lengthy bash. How these two react is extremely different. Finally and above all, the most important reason thatGilgamesh changes from the start of the book is thefriendship which he has with Enkidu. Everyone has the capability to be a hero, it merely is dependent upon the definition that is used. For three years Siddhartha and Govinda deny the human body's senses and external planet, yet Siddhartha fails to discover the real path he's seeking. But since the terrifying demon named Humbaba is endowed with the duty of protecting the forest which is also prohibited to mortals, they need to kill him first. Because Gilgamesh doesn't have a comprehension of the soul as a distinct entity he believes he will be only a corpse after his death. Nevertheless, the actual situation doesn't leave much to look forward. Thus the most important value of Gilgamesh is the fact that it opens a window for modern readers in their collective past. Finally and most significantly, the most important reason that Gilgamesh changes from the start of the book is the friendship he has with Enkidu. While Gilgamesh finds this plant, he fails to consume it to the spot. Gilgamesh for the very first time in his life has met the urge to share something, which permits him to grow further (Wolff). To Gilgamesh, besides being a very best friend, the only friend, our very best friends. The Pain of Gilgamesh Essay Topics Still, every one of them would show up in the overall list. Generally, it takes up to two hours of time to comb through dozens of sites until you discover something exciting to write about. There are many ways to approach this matter. This is a rather interesting topic that could be approached in a number of intriguing ways. What You Should Do About Gilgamesh Essay Topics Starting in the Next Three Minutes Naturally, this doesn't happen all at one time. This isn't an instance of the work generated by our Essay Writing Service. Buy students wish to get buy buy since they don't have the right writing abilities or they simply lack time to complete the essay. This shape or force that's death cannot be explained. This is the point where the prevalent repetition happens. Within this sense he does not have any control over his existence. Explore the root of the third wave of democratization. In Gilgamesh there is not any distinction between the human body and soul. What Gilgamesh does notdo plays a function in defining the relationship too. In the beginning, I thought it turned out to be a literary element only.

The Medias Influence on Health Essay - 2760 Words

The mass media (including everything from television and music to popular novels and fan cultures), creates an endless and accessible flow of information. What we know about the world beyond out immediate surroundings comes to us via the media (Yates 1999). The technology of electronic media and the art of advertising have combined to create very powerful tools of influence. These tools are capable of shaping the attitudes, values and behaviors of large numbers of people (Walsh.) By identifying and examining the various forms of health information contained in the media, problems arise because the media does not present its messages in a neutral and straightforward way. Because the media distorts reality, the public must become more†¦show more content†¦The stages include pre-contemplation, contemplation, preparation or decision, action and maintenance. The model views behavior change as a process in which individuals are at various stages of readiness to change. The Stages of Change Model is not linear, and individuals can enter and exit at any point and may repeat a stage several times. This acknowledges that not everyone is ready to change behavior. The Social Cognitive Theory proposes that behavior change is influenced by the environment, personal factors, and aspects of the behavior itself. The theory explains ways individuals gain and maintain attention, specifically addressing the processes of attention, retention, reproduction and motivation. Individuals experience an education process consisting of reinforcement, self-efficacy, behavioral capacity (learning what to do and how), expectations, and outcome expectancy. Social Cognitive theory helps a health educator understand the complex relationships between the individual and his or her environment, how actions and conditions reinforce or discourage change, and the importance of believing in and knowing how to change (Health Behavior Models, 1998.) Many would agree that the media are the bigges t educators in todays society. By age 18 a young person will have seen 350,000 commercials and spent more time being entertained by the media than any other activity except sleeping (Walsh.) A society with suchShow MoreRelatedEffects of Mass Medias Ideal of Thinness1482 Words   |  6 Pagesindividuals are changing their perspectives to match that of the media’s current ideals. Concern over the media’s influence on body image has recently risen, striking the notion that many people regard the images shown throughout media as ‘real’. However, unbeknownst to them, such unbelievably thin body types are not quite attainable in reality, and therefore, individuals’ own beauty ideals and body images become unrealistic. The mass media’s ideal image of thinness has greatly impacted the overall bodyRead More Enjoyment of Being a Girl: Overcoming Industry Standards Essay1489 Words   |  6 Pagesweight loss. Women should know that they need their spir itual health to live happily and not be influenced by the images that the media portray as the â€Å"perfect† body. Women need to have a feeling of being safe, powerful and comfortable within their own bodies. nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"Media has a negative impact on the way women feel about their bodies†, says Julie Parsons a clinical social worker (WVU). The media is such a huge influence in people’s lives sometimes they don’t realize it. As womenRead MoreMedia s Effect On Teens986 Words   |  4 Pagesmedia. According to the Centers for disease control and prevention (CDC), the suicide rate is currently the third largest leading causes of death among teenagers, and the numbers are growing day by day. Media’s contribution to this upward trend of suicide may be debatable, but we can’t deny the influence of television commercials on teens. Through false advertisements, unrealistic standard of beauty, and social norms, Media is fueling a national epidemic of teen suicide. Despite its downside, Mass MediaRead MoreEssay about The Media’s Effect on Adolescent Bodies 1725 Words   |  7 PagesThe Media’s Effect on Adolescent Bodies The stringent standard Barbie-doll proportions of body image and what is considered beautiful in today’s media has resulted in devastating effects on adolescent women. The images displayed of women who have long beautiful legs, thin waist lines and smooth flawless skin are very hard to ignore. Throughout history the female body has been on display as a selling tool to coerce people into buying that new fancy car or the latest new appliance that can makeRead MoreMedia s Effect On Society s Perceptions Of Women s Body Image1474 Words   |  6 PagesMedia’s effect on society’s perceptions of women’s body image causes mental health issues Part 1: 1. Group Topic Our group’s main topic explores women’s mental health and the issues around it that affect women socially, politically, and economically. 2. Individual Subject †¨ In the beginning of my report I was researching juvenile women affected by mental disorders and media’s influence on it. I had several disorders I was going to discuss, however, I became embedded into the subject surroundingRead MoreFemale Athletes And Male Athletes1390 Words   |  6 Pagesare posted of them. After noticing these problems, women attempted to reverse these trends and produce better chances for female athletes. By hoping for equal rights as well as pushing for legislation, it enabled women to use sports to improve their health, create new identities, and venture into male dominated areas. Title IX of the education amendments remains the law which has most impacted women’s sports. Congress declared â€Å" No person in the United States shall, on the basis of sex, be excludedRead MoreMass Media Essay1114 Words   |  5 Pagesis to provide news/information, education, and entertainment. With these purposes, comes the influence of all the information we are exposed to. Most might say that mass media has had a positive impact on society as it’s made communication and information easily accessible for everyone. However, what they’re not aware of is the negative influences it has brought to women’s body-image. Because of the media’s endless advertisements of what is considered â€Å"beautiful† or â€Å"perfect†, eating disorders andRead MoreSocial Media has Unhealthy Effect on Young Women647 Words   |  3 Pagesperfection, but also the discrimination from themselves and others. Media usage has become an everyday part of life; however, it has an unhealthy effect on young women. Media’s example of perfection has been drilled into the minds’ of youth. More than half of young girls in America are dissatisfied with their appearance. (Media’s Effect on Body Image1) Instead of worrying about the monster underneath the bed, girls believe their body is their own personal monster. Media has portrayed an unrealisticRead MorePositive Adult Role Models1038 Words   |  4 Pagesthat they are beautiful no matter what they look like. The way the internet and magazines influences girls by the sizes of actresses and models to believe that they have to be skinny to be beautiful, but that is not it. Beauty comes from the inside, inner beauty is the only thing that matters, and that is when the role models come in. If young girls are told that beauty is an inside thing, they’ll influence friends and future generations the same, and the epidemic on beauty will be over. Also, whileRead MoreMass Media s Influence On Body Image1414 Words   |  6 Pa gesMass Media’s Influence on Body Image Over the years a debate over who is to blame over the decline in how girls perceive themselves has arisen. With Photoshop being the societal norm concerning the media, it has become difficult for many to understand where the line between real and near impossible standards lies. Youths see an image edited to â€Å"perfection† and strive to reach the standards that they imagine due to the images displayed on magazines, television and social media. From Disney to magazines

Peggy Carrs Flight of the Firstborn Analysis Essay Example For Students

Peggy Carrs Flight of the Firstborn: Analysis Essay The mother in the book My Sisters Keeper, Jodi Piccolo, said Goldfish get big enough only for the bowl you put them in. Bonsai trees twist in miniature. I would have given anything to keep her little. They outgrow us so much faster than we outgrow them. In this quote the mother is speaking about how she wished her daughter hadnt grown up and is reluctant to let her go. In Flight of the Firstborn, Peggy Carr addresses the feelings of parenthood when a child outgrows their parents and In turn leave their parents to start their own lives. Through metaphors, Imagery and through constant use of enjambment the author expresses the parental feeling of having a child grow up In front of their eyes. Metaphors are figures of speech that show that two things resemble each other In either the emotions that they bring or the actions that are taken. In Flight of the Firstborn, the speaker says He streaks past his sixteenth year / small Island life stretched tight / across his shoulders (Carr 1-3). By saying this the speaker Is comparing the childhood isolated from the world as being a shirt that is now too small for their child. The speaker later compares their child (son in this case ) leaving as left stranded / on a tiny patch of time (11-12), likening the act of a child leaving home for the world as being alone in time. The metaphors show the reader that though they might like the shirt of childhood on their children, parents cant prevent them from outgrowing it. Also when the child finally does, the parents are left stranded alone wishing for the past. Carr uses imagery to add visuals and more emotion when describing parenthood. The speaker describes in short the things theyve seen leading up to their child paving out, saying his strides rehearsing city blocks college brochures airline schedules stream excitedly through his newly competent hands (4-8). Once the child moves out the parent speaker says still reaching / to wipe the cereal from his smile (13-14). These statements put images of a young adult organizing their life excitedly and then a flashback of a young child eating their cereal messily, still needing a parent to guide them unlike their adult counterpart. This depicts the excitement of the child from the parents view and that the parent Is ongoing for the days where the child needed them still. Enjambment paragraph here* Altogether, Peggy Carr describes with accuracy the feelings of sadness and the wish to slow the fleeting time In which children grow up In. Flight of the Firstborn, using purposeful metaphors, Imagery and enjambment, demonstrates the feelings of parents watching their firstborn leave pursue their own life. The devices used connect with parents or those with parental feelings towards someone close to them to share In the bitter-sweet feeling of watching a child become Independent adults.

The Great Houdini Essay Example For Students

The Great Houdini Essay Word Count: 1152The performer known world wide as HarryHoudini was born on March 24, 1874 in Budapest. Although Houdini often claimed to be born in Appleton,Wisconsin, Houdini actually came to the United States whenhe was four years old. To this day many connected with thesmall town of Appleton still claim the untruth that Houdiniwas born there strictly to attract tourists. Houdinis fatherwas Mayer Samuel Weiss. Houdinis father was a Rabbi. His mothers name was Cecilia Steiner Weiss. His parentsspoke little English, and the family was quite poor so most ofthe children began to work at an early age. From the age ofeight young Ehrich Weiss sold newspapers and worked as ashoe shine boy. At the age of 12, young Ehrich left home tomake his way in the world in an attempt to help support hisfamily. Young Ehrich traveled the country for about a year,always sending money home when he could. Finally hejoined up with his father in New York City. The familymoved to New York in the hope of finding a better lifethere. In New York, Houdini worked as a messenger and asa cutter in a garment center sweat shop, to help support hisfamily. Houdini began performing magic as a teenager firstcalling himself Eric the Great. Ehrich acquired the nameHoudini from a book he read, The Memoirs ofRobert-Houdin, the autobiography of one of the greatestmagicians of the day. Influenced by what he read andlearned about the internationally known magician R obertHoudin, young Ehrich changed his name to Houdini, hopingto be in some way like his new found mentor. Houdinis firstmagic shows consisted of card tricks and other simplemagic. Soon Houdini began experimenting with hand cuffsand using them in his acts. Houdini performed with anotheryoung man who worked with him in the factory in NewYork. They called themselves the Houdini Brothers. SoonHoudinis younger brother Theo took the place of the boyfrom the factory. Together with his brother Theo, they triedto succeed as the Houdini Brothers. Their first performancesincluded shows at amusement parks, beer halls, dimemuseums, and at the Chicago Worlds Fair in 1893. In1894, Houdini met Wilhelmina Beatrice Rahner, who wassinging and dancing as part of the Floral Sisters. They wereworking Coney Island at the time. After knowing each otheronly two weeks they were married in the month of July. We will write a custom essay on The Great Houdini specifically for you for only $16.38 $13.9/page Order now Bess, as she was called, worked and traveled with Houdini. Bess took Theos place in the act that would now be calledThe Houdinis. Houdini began offering rewards to anyonewho could successfully restrain him, first in handcuffs andlater in all manner of objects. Houdini escaped fromhandcuffs, leg irons, straight jackets, jails and prison cells, amail pouch, packing crates, a giant paper bag (withouttearing the paper), a giant football, an iron boiler, milk cans,coffins, and the famous Water Torture Cell. Some ofHoudinis escapes, such as the Straight Jacket or being tiedwith a hundred feet of rope, Houdini would do in full view ofthe audience. Houdini spent many hours studying, practicingand conditioning. For Houdinis underwater stunts, Houdiniwould practice holding his breath in the bathtub for up tofour minutes. To help draw crowds and sell tickets, Houdiniwould do escape challenges, often at police stations withnewspaper reporters present, assuring a headline story. Martin Beck, Vaudevilles most important booking agentcaught Houdinis act in 1899 and was impressed with hisdynamic personality and booked him as a challenge escapeartist. Martin Beck booked the Orpheum circuit, the largestchain of vaudeville theaters in the country and booked all ofthe stars of vaudeville. He had a trained eye for talent. Heimmediately placed Houdini in big time vaudeville as asupporting act. Houdini soon began to headline in severaltheaters throughout the country. After some success in theUnited States Houdini decided to go to Europe in the year1900. Houdini created a sensation in London, England andwent on to travel throughout Europe for five years as aheadliner. Houdini had so much work in Europe that hesummoned his brother Theo to work there under the nameHardeen. Houdini returned to the United States, determinedto become an even bigger star in the country he loved. Hewould cris-cross between Europe and the United Statesgoing where he could get the biggest offers . As escape artistimitators popped up to take advantage of Houdinistremendous success, Houdini began to originate new andmore difficult and dangerous escapes. Houdini invented theunderwater packing box escape as a fabulous publicity stuntthat was copied by many others. He was the first person todo the Straight Jacket Escape as well. He introduced thesensational Milk Can Escape in St. Louis on January 27,1908. In 1913 he introduced his legendary Chinese WaterTorture Cell. This was the same year his mother died whichwas a great shock to Houdini. He was in Europe at themtime and his family had not told of his mothers illness. Hewas also the first to do the largest stage illusion to that day,making the largest object known at the time an elephantdisappear. This was done in 1918 at the Hippodrome inNew York City. In 1916 Houdini began a film career. Thisgave people all over the world a chance to see the greatartist. Houdini made five major silent films up until 1923. Healso wrote severa l of them. His films include The MasterMystery, The Grim Game, Terror Island and The ManFrom Beyond. Houdini was given one of the first stars onthe Hollywood Walk of Fame for his contribution to the filmindustry. The star is in a prominent spot out side ofHollywoods famous Chinese Theater. Houdini wrote andeven directed several of his movies. Houdini hated cheatsand frauds. Throughout his career Houdini exposed cheatsand frauds in the areas of gambling, spiritualism, and psychicfrauds. Houdini never believed in spiritualism, but wouldoften pretend to in order to gain entry to seances. Houdiniwould write many books and articles throughout his life. .ue4e612e05e06ef27c494428ffb59b27e , .ue4e612e05e06ef27c494428ffb59b27e .postImageUrl , .ue4e612e05e06ef27c494428ffb59b27e .centered-text-area { min-height: 80px; position: relative; } .ue4e612e05e06ef27c494428ffb59b27e , .ue4e612e05e06ef27c494428ffb59b27e:hover , .ue4e612e05e06ef27c494428ffb59b27e:visited , .ue4e612e05e06ef27c494428ffb59b27e:active { border:0!important; } .ue4e612e05e06ef27c494428ffb59b27e .clearfix:after { content: ""; display: table; clear: both; } .ue4e612e05e06ef27c494428ffb59b27e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue4e612e05e06ef27c494428ffb59b27e:active , .ue4e612e05e06ef27c494428ffb59b27e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue4e612e05e06ef27c494428ffb59b27e .centered-text-area { width: 100%; position: relative ; } .ue4e612e05e06ef27c494428ffb59b27e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue4e612e05e06ef27c494428ffb59b27e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue4e612e05e06ef27c494428ffb59b27e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue4e612e05e06ef27c494428ffb59b27e:hover .ctaButton { background-color: #34495E!important; } .ue4e612e05e06ef27c494428ffb59b27e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue4e612e05e06ef27c494428ffb59b27e .ue4e612e05e06ef27c494428ffb59b27e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue4e612e05e06ef27c494428ffb59b27e:after { content: ""; display: block; clear: both; } READ: Ernesto Guevara EssayThey included The Right Way To Do Wrong, an expose ofswindlers, A Magician Among The Spirits, an expose ofpsychic frauds, and The Unmasking of Robert-Houdin,which was up until that time the greatest book on the historyof magic. On October 22, 1926, Houdini was in Montrealperforming at the Princess Theater. In his dressing room atthe theater, while lying on a couch backstage, an youngathlete from McGill University, asked if Houdini couldactually withstand punches to the stomach as he had heard. Before Houdini could prepare himself by tightening hisstomach muscles, the student began to punch the legendarymagician in the midsection. Houdini did not know it, but hisappendix was ruptured. Houdini did several more shows inMontreal and then headed for Detroit. Houdini did oneperformance there and then collapsed and was rushed to thehospital. Houdini did not die in an escape or fail in some finalescape as many believe. The greatest ghost buster of alltime died on October 31, 1926, Halloween. No otherfamous magician worked as hard as Houdini to promote hiscraft and those around him. Houdini today is one of the bestknow performers and promoters in theatrical and film historyand Houidnis name has come to mean the ability to escapefrom any restraint or difficult situation. Houdini not onlyearned a place in history but in the dictionary as well.

Differences Between Carbon-12 and Carbon-14

Differences Between Carbon-12 and Carbon-14 Carbon-12 and carbon-14 are two isotopes of the element carbon. The difference between carbon-12 and carbon-14 is the number of neutrons in each atom. The number given after the atom name (carbon) indicates the number of protons plus neutrons in an atom or ion. Atoms of both isotopes of carbon contain 6 protons. Atoms of carbon-12 have 6 neutrons, while atoms of carbon-14 contain 8 neutrons. A  neutral atom would have the same number of protons and electrons, so a neutral atom of carbon-12 or carbon-14 would have 6 electrons. Although neutrons do not carry an electrical charge, they have a  mass comparable to that of protons, so different isotopes have different atomic weight. Carbon-12 is lighter than carbon-14. Carbon  Isotopes and Radioactivity Because of the different number of neutrons, carbon-12 and carbon-14 differ with respect to radioactivity. Carbon-12 is a stable isotope. Carbon-14, on the other hand, undergoes radioactive decay: 146C → 147N 0-1e (half-life is 5720 years) Other Common Isotopes of Carbon The other common isotope of carbon is carbon-13. Carbon-13 has 6 protons, just like other carbon isotopes, but it has 7 neutrons. It is not radioactive. Although 15 isotopes of carbon are known, the natural form of the element consists of a mixture of only three of them: carbon-12, carbon-13, and carbon-14. Most of the atoms are carbon-12. Measuring the difference in the ratio between carbon-12 and carbon-14 is useful for dating the age of organic matter  since a living organism is exchanging carbon and maintaining a certain ratio of isotopes. In a diseased organism, there is no exchange of carbon, but the carbon-14 that is present undergoes radioactive decay, so over time, the isotope ratio becomes more and more different.

Answers to Questions About Punctuation #3

Answers to Questions About Punctuation #3 Answers to Questions About Punctuation #3 Answers to Questions About Punctuation #3 By Mark Nichol Here are a few questions from DailyWritingTips.com readers about various punctuation issues, followed by my responses. 1. A lawyer asks a witness about a quoted statement made to the witness by another person, such as â€Å"Did she tell you, ‘I have to call the authorities, you’re going back. Stay right here.† Should there be a question mark after the closing quotation mark? The framing sentence the one in which the quotation is framed, is a question, so the terminal punctuation should be a question mark. However, the division of the quotation into two sentences, with a period intervening, is awkward, because that terminal punctuation interferes with the role of the question mark. (The first sentence also includes a comma splice, in which two independent clauses are erroneously separated by a comma rather than a stronger punctuation mark such as a semicolon.) Here’s my solution: â€Å"Did she tell you, ‘I have to call the authorities; you’re going back stay right here’?† 2. Is the following quotation punctuated correctly? â€Å"Do you think she has the nerve to tell him, ‘You are a terrible man.’?† I think I recall a rule that you can’t have two kinds of punctuation at the end of a quote, but how else can it be done? The question mark preempts the period: â€Å"Do you think she has the nerve to tell him, ‘You are a terrible man’?† 3. Is it still correct to place a semicolon before however and a comma after it? Yes. Here’s a post on the topic. 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 Punctuation category, check our popular posts, or choose a related post below:100 Whimsical Words50 Idioms About Arms, Hands, and FingersWhile vs. Whilst

Policy and Governance in Sustainable Systems Term Paper

Policy and Governance in Sustainable Systems - Term Paper Example Instead, they end up electing the leaders who use the governments’ money to come up with projects that use a large amount of government’s money in order to, please people. This results into huge deficits in a country. Democratic participation in the making and enforcement of policies is very common in many countries. It is true that democracy affects environmental policies stringency positively, but only if the country has a history of democratic rule and the country is less corrupt. The positive effects of democracy are linked with the citizens’ ability to give information concerning the environmental destruction and the ability to protest against it. Because of democracy, there has been an augmentation in environmental commitment, in states. For instance, democracy has influence the signing off Multilateral Environmental Agreements, which is a sign of environmental commitment (Pellegrini 2011). â€Å"What is the tragedy of the commons and what are some of the ways to mitigate it? What are some of the conditions that enable self-organization to alleviate the tragedy?† Tragedy of the commons is the problems caused by individuals’ collective actions. It results when resources in the community has no private ownerships and are owned by the entire community. Since the resources that are owned by the community, no one cares to use them responsibly, and this leads to their depletion. Example of the tragedy of he commons is overfishing from a lake that is not owned by a specific person in the community, or cutting trees from a community forest. The problem can be mitigated if the whole community comes together to restrict the harvesting of the resources. The problems can also be mitigated in a country if the governments set regulations or taxes. Self-organization can alleviate the tragedy of the commons if it creates a system of give and receive, which can sustain a high level of cooperation to generate new canons of reciprocity. Mo reover, the self-organization should create group identity especially in the institutions that are self-governed, so that a player can discuss the problems related to the tragedy freely (Gunderson, 2002). â€Å"How does splitting types of goods and services by levels of exclusivity and subtractability help us to understand governance systems better? Explain the various types of goods and the relevant institutional arrangements for effective governance†. Public and private goods are in opposition because of the difficulties in excluding access to and low substractability of public goods, and the corresponding ease of exclusivity and high substractability of the private goods. Splitting the goods in such levels help us to understand the governance system better since they make is easier for one to understand how and why particular systems of resource governance and property regime develop as they do. The types of goods that exist are the private goods and the public goods. The public cannot use the private goods; however, the public can use them under certain conditions. The public goods have no specific ownership, and that can result to the Tragedy of the Commons. The nature of goods depends on its exclusivity and substractability. The private rights refer to the clear specification, security and exclusivity of the right, which the right holder alone is entitled to. The public or private nature of a resource defines the representational claims of the body. A public body represents the general

Who Benefits from College Pressures Essay Example | Topics and Well Written Essays - 750 words

Who Benefits from College Pressures - Essay Example Those were: economic pressure, parental pressure, peer pressure and self-induced pressure. For sure, those pressures haven’t become weaker today. Students differ, yet there have always been those highly motivated ones, doing their best in attempt to satisfy and exceed high academic standards. This group enhances college pressure, spreading it upon the rest of students. Young people all over the country courageously struggle through academic years gritting their teeth and suppressing their natural inclinations. All these sacrifices are done in the name of the golden calf and absurd ideas. However, it stays unclear, who benefits from this race. College pressures do more harm than good. Economic and parental pressures, being interrelated, are the major sources of students’ uneasiness. Today the USA goes through difficult economic conditions. Life is expensive and the competition in the society is as high as it has never been before. It is easy to get frightened about your future. Loving parents dream of the success of their children. They are ready to assist in achieving this success. Certainly, they expect their offspring to be grateful for this assistance, thus placing a heavy burden on the youth striving for freedom and self-realization. The puzzle seems simple: having graduated from a prestigious college and having got a prestigious profession, one finds himself on the top of life (or at least somewhere near it). Education costs ever more, and the young people, who are enrolled, feel an obligation to their parents. Many of them pursue the career chosen by their parents, while their own vocation is rejected as non-beneficial. Abandoned dreams do not disapp ear without leaving a trace. They continue disturbing one’s imagination and spirit. As the result, students follow the path chosen by others, feeling deeply unhappy and discontented. They realize that something is wrong but often cannot admit that they are lying to themselves.  Ã‚  

SWOT Analysis of Regis Corporation Essay Example for Free

SWOT Analysis of Regis Corporation Essay Section I – Organizational History Regis Corporation, a Fortune 1000 company, specializes in beauty salons, hair restoration centers, and cosmetology education. The Company owns, franchises, or holds ownership interests in approximately 12,700 worldwide locations (Regis Corporation, 2009). Regis corporate and franchise locations operate under concepts such as Supercuts, Sassoon Salon, Regis Salons, MasterCuts, SmartStyle and Hair Club for Men and Women (Regis Corporation, 2009). In addition, Regis maintains an ownership interest in Provalliance, which operates salons primarily in Europe, under the brands of Jean Louis David, Franck Provost and Saint Algue. Regis also maintains ownership interests in Empire Education Group in the U.S. and MY Style concepts in Japan. System-wide, these and other concepts are located in the U.S. and in over 30 other countries in North America, South America, Europe, Africa and Asia (Regis Corporation, 2009). In its nearly 9,500 North American salons, Regis offers a wide range of hair care services including haircuts, styling and coloring, as well as a wide selection of professional hair care products (Regis Corporation, 2009). Through their 96 Hair Club for Men and Women locations, Regis also offers a comprehensive menu of hair restoration products and services (Regis Corporation, 2009). Section II – Strengths and Weaknesses I would consider two of Regis Corporation’s strengths to be their longevity brand recognition and salon geographic locations. Two of Regis Corporation’s weaknesses are poor management and poor management. Strength #1- Longevity Brand Recognition Regis began 88 years ago and since then has grown into a multi-billion dollar company. Regis Corporation owns several well-known brands such as SuperCuts, Master Cuts, Vidal Sassoon, and ProCuts. They also have their own complete hair care line of products called DesignLine. Strength #2- Salon Geographical Locations Regis strategically places all of their salons in locations with high customer traffic flow such as malls, shopping centers, and Wal-Mart Supercenters. Having salons located in these areas allows for customer flexibility as well as a highly visible location for potential walk-in clientele. Regis is also has salons operating in Canada and Puerto Rico, as well as over 400 salons operating internationally in Europe (Regis Corporation, 2009). Weakness #1- Poor Management After reading many Regis employee reviews from glassdoor.com, the majority of cons the employees listed had to do the management. Employees described management as unconcerned with quality of stylists hired, unresponsive to employee’s needs and concerns, and low opportunity for advancement. Upper and lower level management need to be properly trained and incorporate employee empowerment which includes employee recognition, sharing leadership, and providing feedback (Glassdoor.com,). Weakness #2- Poor Customer Service After reviewing many customer reviews, many of the complaints were centered on customer service issues. Some customers complained they were rushed through their service and there were complaints of having to wait over an hour for their service even though they had an appointment. Bad customer service is bad for the hair business because you not only loose that one client; you also lose any future referrals from the client and it can develop a bad reputation for the salon itself (Glassdoor.com,). Section III – Opportunities and Threats Two current opportunities for Regis Corporation’s are their hair restoration businesses and the availability of real estate for new construction. Two of Regis Corporation’s current threats are the downturn of the general economic environment and their current negative same-store sales. Opportunity #1- Hair Restoration Business In December 2004, Regis Corporation acquired the Hair Club for Men and Women (Regis Corporation, 2009). Currently this industry is comprised with numerous locations domestically and internationally. By consolidating and expanding, this industry would generate a great deal of revenue. Growth plans for hair restoration include construction of a modest number of new locations in untapped markets domestically and internationally (Regis Corporation, 2009). Opportunity #2- Availability of Real Estate for New Construction The availability of real estate for new construction is an opportunity for Regis to continue to expand not only the new construction of salons but also the construction of new hair restoration centers. By adding new units in convenient locations with good visibility and customer traffic. The availability of real estate will allow Regis to achieve long-term growth objectives (Regis Corporation, 2009). Threat #1- Downturn of the General Economic Environment Downturn of the economic environment results in customers spending less and waiting longer between returning visits to the salon. General economic factors include interest rates, recession, inflation, deflation, tax rates and policy, energy costs, and unemployment trends (Regis Corporation, 2009). Visits to hair restoration centers would be greatly impacted by increases in unemployment rates and decreases in income levels (Regis Corporation, 2009). Threat #2- Negative Same-Store Sales Same-store sales is taking the amount of revenue generated by stores (open one year or more) over a certain period and then comparing it to an identical period in the past. Many factors affect same-store sales such as fashion trends, competition, or even weather conditions. Regis same-store sales have declined for the eleventh consecutive quarter to 2.3% (Zacks Investment Research, 2011). Continued declines in same-store sales performance may cause us to be in default of certain covenants in their financing arrangements (Zacks Investment Research, 2011). Section IV – Summary Regis is a well-known brand name and had been in business for over 80 years. Regis is one of the largest companies in the hair care industry holding about 2% of the worldwide market. Their salons are conveniently located in malls, shopping centers, and even within Wal-Mart Supercenters. They have salons located all across the United States and have expanded their business to Canada, Puerto Rico, and Europe. Regis needs to improve on their employee satisfaction in regards to management and need to focus on improving customer service relations. Regis’s newly acquired hair restoration line provides a great opportunity to consolidate and expand this industry in turn creating a great deal of revenue. The availability of real estate for new construction is also a great opportunity for Regis to expand in the construction of new salons and new hair restoration centers, which will allow Regis to achieve long-term growth objectives. A threat to Regis is the downturn of the economic environment, which results in consumers spending less and waiting longer between salon visits. If Regis same-store sales do not begin to improve it will have a huge impact on their financing arrangements.

Henri Matisse Essay -- Art Artisit

Henri Matisse   Ã‚  Ã‚  Ã‚  Ã‚  Henri Matisse was born December 31st, 1869 to two storeowners, Emile and Heloise Matisse. His father wanted him to be a lawyer, so later on in life he could takeover the family business. They sent him to Henri Martin Grammar School where he studied to be a lawyer. There was a hint of artist in Henri because while working as a lawyer’s assistant he took up a drawing course (Essers 7). It was for curtain design but it seemed to be destiny for a lawyer’s assistant to take up such a distant hobby as drawing.   Ã‚  Ã‚  Ã‚  Ã‚  At the age of 21, his intestinal operation led to appendicitis. Henri was on bed rest for most of 1890 and to help him occupy his time, his mother bought him a set of paints. That was the turning point in Henri’s life. He decided to give up his career in law for a career in art. Matisse himself said, â€Å"It was as if I had been called. Henceforth I did not lead my life. It led me† (Getlein 80). Soon after, Henri began to take classes at the Academie Julian to prepare himself for the entrance examination at the Ecole des Beaux-Arts (Essers 7). Henri failed his first attempt, leading to his departure from the Academie. He then enrolled at the Ecole des Arts decoratifs and that is where his friendship with Albert Marquet began. They started working alongside of Gustave Moreau, a distinguished teacher at Ecole des Beaux-Arts, even though they had not been accepted (Essers 12). In 1895, Henri finally passed the Beaux-Arts entrance examination and his pa thway to his new career choice had officially begun.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Henri studied under Moreau at the Beaux-Arts. Moreau obviously impressed with his student, told him, â€Å"You were born to simplify painting† (Getlein 80). It was at the Beaux-Arts where he met another Moreau student named Derain. Matisse and Derain would grow to become friends and future trendsetters.   Ã‚  Ã‚  Ã‚  Ã‚  During a visit to Brittany, Matisse discovered Impressionism (Essers 8). The works of Cezanne and Van Gogh influenced him. When he returned, he exhibited his first painting, Dinner Table, in 1897. This was his first painting of impressionistic style. Matisse’s art began to concentrate on landscapes, still life, and domestic interiors. Still life is a theme Henri would follow for the rest of his career.   Ã‚  Ã‚  Ã‚  Ã‚  Henri tried to return to the Beaux-Arts after the release of Dinner T... ...g, but not what he meant. Was it supposed to be taken as seen or is their hidden meaning behind the scenes?   Ã‚  Ã‚  Ã‚  Ã‚  The iconography of the picture could represent art in the view of the fauvists. Fauvists wanted to be free from tradition and natural colors. They wanted to be free to explore their world of colors as they saw fit. Fauvists and expressionists did not like to be held to strict rules when it came to painting. It could be that Le Bonheur de Vivre was a state in which they where trying to reach, but in reality could get never get there. On the other hand, could it be a place where they could only reach in their dreams? Critics have struggled with the interpretation of Matisse’s painting since the first display. That may have been Matisse’s meaning after all.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Essers, Volkmar. Henri Matisse, 1869-1954: Master of Colour. Taschen: Koln, 1987. Flam, Jack. Matisse: The Dance. National Gallery of Art: Washington D.C., 1993. Flam, Jack. Matisse: The Man and His Art, 1869-1918. Cornell University Press: Ithaca, 1986. Getlein, Mark. Gilbert’s Living With Art: Sixth Ed. McGraw Hill: New York, 2002.

Effects of corruption Essay

1. Introduction in philosophical, theological, or moral discussions, corruption is spiritual or moral impurity or deviation from an ideal. Corruption may include many activities including bribery and embezzlement. Government, or ‘political’, corruption occurs when an office-holder or other governmental employee acts in an official capacity for personal gain. Corruption has been a major problem in our country Kenya, affecting individuals all over the country. Most problems facing the country can be associated with corruption, starting with unemployment; which has seen the rate of jobless Kenyans go up each and every year, tribal wars which saw the country almost to flames in the year 2007, crimes, which are as a result of the increased rate of unemployment, national debts e.g. the Anglo-leasing which has seen the government spend billions trying to repay the debt. 2. Objectives The study has two objectives; First, it aims to review the essential elements of the various approaches that have been used to analyse the causes and effects of corruption. Second, it aims to explore how research has been applied in developing countries. This is a question of what policy recommendations have been made, and what might be learned from the anti-corruption campaigns and policies applied in specific countries. 3. Research questions 1. To what extent has corruption penetrated into our society today 2. How has  corruption affected our way of lives today 3. Which population (the youth or the old) are mostly affected by corruption 4. Which characters in our society influence corruption 5. What is the major contributor to high levels of corruption in Kenya today 6. What role can the government play to bring an end or reduction to corruption 7. How can Kenyans ensure that corruption is eradicated from our system 8. What are the benefits of living in a corruption-free country 4. /Literature review Corruption has recently become a major issue in foreign aid policies. However, behind the screens it has always been there, referred to as the â€Å"c-word†. The major concern for international aid policy through the last five decades is to improve the living conditions for the poor in the poorest countries of the world. This endeavour requires a close co-operation with the national governments in poor countries. Generally speaking, however, the governments in poor countries are also the most corrupt. This is one of the few clear empirical results of recent research on corruption. The level of GDP per capita holds most of the explanatory power of the various corruption indicators. Consequently, if donors want to minimise the risk of foreign aid being contaminated by corruption, the poorest countries should be avoided. This would, however, make aid policy rather pointless. This is the basic dilemma corruption raises for aid policy. Unlike international business most development aid organisations and international finance institutions have the lion’s share of their activities located in highly corrupt countries. The international community in general and some donor countries in particular are, however, increasingly willing to fight corruption. Within the â€Å"good governance† strategies of the World Bank and the International Monetary Fund initiatives to curb corruption are given priority. OECD and the UNDP have also developed particular anti-corruption programmes to assist governments in tackling the problem. Furthermore, several bilateral development agencies have placed anti-corruption efforts high on their development agenda. Whether this is a desirable change in focus of aid policy, and, hence, whether it is possible to find workable policy instruments to fight corruption, remains to be explored. Corruption is a problem that mainly arises in the interaction between government and the  market economy where the government itself must be considered endogenous. Therefore it is complex to handle from a theoretical point of view. This difficulty is underlined by the fact that data are difficult to gather, and, if available, data are often â€Å"soft†, unreliable and masked. Moreover, from an aid organisation’s point of view the issue of anti-corruption may become diplomatically delicate since at least some of the 7 stakeholders who are handling the aid instruments in the partner countries, are likely to be part of the problem. 5. Research methodology The methods employed were the use of observation questionnaire and interview. Observation involved watching and listening to what people are doing in groups and also what they are watching when in cyber cafes or at home using televisions and also observing what the reaction is when the topic of corruption is introduced. The questionnaire involved a series of questions directed to parents or guardians and another directed to youths and children. They were aimed at finding out how parents and youth view the aspect of corruption The parents or guardians questionnaire consisted of sections which were; Closed ended questions (which required a YES or NO answer) Open ended questions (respondent free to answer in his/her own words) The youths and children’s questionnaire consisted of Closed ended questions (which required a YES or NO answer) The other method used was interviewing where there was a one on one with the respondent and the questions to be asked would revolve the topic of corruption that is the accessibility moral social and health effects. 6. Data collection Ideally the data applied in research on corruption should be based on direct and first-hand observations of corrupt transactions made by unbiased observers who are familiar with the rules and routines in the sector under scrutiny. More aggregate numbers should then be constructed on the basis of such observations. This kind of empirical studies hardly exist, however, and for obvious reasons we cannot expect many more in the near future. Most of  the time we are dealing with complex transactions taking place in large hierarchies to which independent researchers normally have no access, nor the appropriate social networks for picking up and checking data. The information is indirect and, until recently, rather unsystematic. One of the major difficulties in corruption research has consequently been the lack of a solid empirical basis. The observational basis of corruption research In countries with honest judiciaries, the most reliable information about corruption is court cases. Courts are spending huge resources on establishing which transactions have in fact taken place, and to judge whether they have actually been corrupt. The problem with court cases is that they are few, compared to the underlying number of corrupt acts, that they cannot be used neither as an indicator of sector occurrences nor of general frequency. For the same reasons court data are difficult to use for cross-country comparisons. They are likely to tell more about political priorities or the efficiency of judiciaries and police than about the underlying problem of corruption. Such data on corruption has nevertheless been collected on an international basis and some efforts have been made to make them comparable across countries, for instance by the Crime Prevention and Criminal Justice Division of the United Nations Office in Vienna (United Nations 1999). However, the fact that Singapore and Hong Kong have exceptionally high conviction rates confirms the suspicion that data from courts cases on corruption, when aggregated, are telling more about judiciary efficiency than about corruption frequencies12. They do, nevertheless, bring interesting and often very detailed descriptions of the social mechanisms involved. In addition to the court cases, the police and other investigation units are producing considerable information about instances of corrupt transactions, also when the information may not be precise enough to win court cases or to fire employees. The quality of this information is highly variable, ranging from cases almost ready to bring to court, to mere rumours.13 In some cases this information may be sufficiently extensive to construct risk patterns for entire sectors, but in most cases it will be biased in the sense that active, strongly motivated police units will tend to exaggerate the number and the danger of the crooks they are  hunting. Investigative journalists are in many ways in a better position to collect data than social scientists. The public exposure of journalists gives them a larger supply of informants. They will often have to handle the data carefully, since good stories demand the naming of actors with the obvious possibility of harming innocent individuals. The risk of being sued necessitates caution. Like the police, journalists possess much surplus information that they cannot use. This means that stories from the media are important sources of information also for social science research on corruption when it comes to establishing facts14. Media are also important subjects of research on corruption, mainly for political scientists. Some forms of corruption may be considered as a kind of political scandals, and the political effects may often be quite similar to the publication of private misbehaviour of politicians or their families. Media are not only important in bringing forward facts about corruption, but also for forming public and scientific perceptions of corruption. Moreover, the media are to a large extent setting the stage for determining the likely political consequences of revealed corruption scandals. Like court decisions, media sources have their evident biases when comparing corrupt transactions across countries and across time. Firstly, the media will tend to give priority to the more spectacular stories, making the less dramatic but more common practices of corruption less attention. Secondly, and more important, the number of stories on corruption that are reaching the public are not likely to be determined only by how many stories that exist out there, but is also a question of press freedom, of the market for corruption stories, the journalistic professionalism and resources available, and various kinds of journalistic bandwagon effects. The bias created is likely to be serious also when it comes to empirical research because of the need to rely on second hand information. This makes it almost impossible to determine whether the perception of increasing corruption levels worldwide is based on facts or not, because the main sources used are likely to be strongly influenced by shifts in media attention and public opinion. As far as we know, unlike the case of criminal convictions for corruption, no international counting of media stories has been attempted. It is clear that the actual occurrences of discovered and provable corrupt acts discovered through courts, media and the few instances of participatory research are  too few in most countries to constitute a representative sample of the underlying corrupt transactions. To create patterns and analyses, researchers have to bring in information that is relatively unreliable, and then try to process it and make explicit the large and hardly determinable margins of err or in the field. Or alternatively, researchers can decide to let the uncertain and imprecise information about patterns pass, and consider it as not amenable to serious research. Until recently, the last strategy has been the dominant one, but since the mid-1990s a number of quantitative studies have been published based upon quite subjective and commercial indexes of aggregate country levels of corruption. The first and most influential one was Mauro (1995) who brought corruption into the renewed field of economic growth studies among economists. It was an econometric study of the effects of country corruption level on the growth rate, and the results indicated, as discussed in chapter 7.4, that there was indeed a significant negative impact. The study was based on data on general country corruption levels. What kind of data had Mauro been able to find? Corruption measured: The construction of corruption indicators Mauro (1995) used mainly data from a commercial organisation, Business International (BI), which in 1980 made an extensive survey of a large number of commercial and political risk factors, including corruption, for 52 countries, among these several developing countries. Business International had an international network of correspondents (journalists, country specialists, and international businesspeople) who were asked about whether and to what extent business transactions in the country in question involved corruption or questionable payments. The perceived degree of corruption involved in these transactions was ranked on a scale from 0 to 10. BI also made efforts to make the rankings across correspondents consistent. In fact, Business International was not the only organisation that tried to monitor where international businesses have to expect the most extensive or frequent bribe demands. Quite a number of both profit and non-profit organisations constructed similar indexes. Today it is Transparency International’s â€Å"Corruption Perception Index† (CPI) that is the most well known and most used both in research and in the public debate. The Corruption Perception Index (CPI) The CPI is the most comprehensive quantitative indicator of cross-country corruption available, where each single country is recognisable. It is compiled by a team of researchers at Gà ¶ttingen University, headed by Johann Lambsdorff. The CPI assesses the degree to which public officials and politicians are believed to accept bribes, take illicit payment in public procurement, embezzle public funds, and commit similar offences. The index ranks countries on a scale from 10 to zero, according to the perceived level of corruption. A score of 10 represents a reputedly totally honest country, while a zero indicates that the country is perceived as completely corrupt15. The 1999 corruption perception index includes 99 countries. It is based on 17 different polls and surveys conducted by 10 independent organisations, not by TI itself16. None of these surveys are dealing with corruption only, but they cover a number of issues of relevance for development and business confidence. TI, however, is using only the data on corruption. Hence, the Transparency International index is not based upon information from the organisation’s own experts but is constructed as a weighted average of (for 1999) 17 different indexes from 10 different organisations. The majority of these indexes are based on fairly vague and general questions about the level or frequency of corruption perceived either by experts or business managers. About half are based upon expert opinions within built checks to ensure cross-country consistency. The other half is mainly based on questionnaires sent to middle and high-level management to either international or local firms. Only one organisation (i.e., International Working Group, developing the International Crime Victim Survey) asks the respondents directly about their own experience of corruption. Thus, the CPI is mainly a â€Å"poll of polls†, reflecting the impressions of business people and risk analysts who have been surveyed in a variety of ways17. According to TI, none of these sources combines a sufficiently large sampling frame with a convincing methodology to produce reliable comparative assessments. Hence, TI has opted for a composite index as the most statistically robust means of measuring perceptions of corruption. Each of the other surveys uses different sampling frames and varying methodologies. The definition of the concept corruption also varies between the surveys. Thus, we may question whether the surveys cover the  same phenomenon (see Lambdsorff, 1999b). Furthermore, all the surveys ask for the extent the phenomenon, although the meaning of â€Å"extent† is not obvious. Is it the frequency of corrupt transactions or the amount of bribes paid or money embezzled? 7. references Hamilton , Alexander (2013), Small is beautiful, at least in high-income democracies: the distribution of policy-making responsibility, electoral accountability, and incentives for rent extraction Morris, S.D. (1991), Corruption and Politics in Contemporary Mexico. University of Alabama Press, Tuscaloosa Senior, I. (2006), Corruption – The World’s Big C., Institute of Economic Affairs, London â€Å"Glossary†. U4 Anti-Corruption Resource Centre. Retrieved 26 June 2011. Lorena Alcazar, Raul Andrade (2001). Diagnosis corruption. pp. 135–136. ISBN 978-1-931003-11-7 Znoj, Heinzpeter (2009). â€Å"Deep Corruption in Indonesia: Discourses, Practices, Histories†. In Monique Nuijten, Gerhard Anders. Corruption and the secret of law: a legal anthropological perspective.

Defining Modernity in America

When I think of modernity I think of change. Modernity is the act of how and why things progress, move forth and new ideas emerge throughout history. It is also the effect of these changes. Such changes can be seen from about 1400 to now. It is these changes that have occurred that allow us to live in a post modern society. Modernity is the act of change throughout history. Religion is constantly changing. This force unifies and separates people. Changes in religion occur for many reasons. Some may see any particular aspect of their religion overlooked and set out to tell people why we should reexamine our beliefs and change the method in which we worship. Martin Luther was on person who had seen how his method of worship should change. Ultimately he established a new form of Christian religion called Lutheranism. This movement and movements similar to his has changed the way some will worship for centuries. Of all the things that bring about new ideas and change discovery has to be perhaps the most influential to change. There are two ways in which discovery is accomplished one is to search for something new and the other is to make findings purely be accident. Both methods of discovery often happen through observation. The finding of Charles Darwin and his observation of finches is one of the most influential and controversial discoveries of our time. If not for his observations science and religion would be very different than they are today. If discovery leads to change then education must as well. Once education was only for the rich and powerful. But as education spread man has changed. Education has helped lead man to towards more knowledge changing how society and the individual thinks, acts, and socializes. This knowledge has allowed man to recreate him/her-self, it has given man the ability to logically act on choice and decide what is write or wrong. Many have said that education is the key. Believe this because imagine how many doors would still be locked without it. Becoming a global civilization is also an important part of our society. This has often been a goal of main stream culture throughout most of history. Through trade we have succeeded. International trade has allowed the world to communicate with each other. It also gives all countries around the world an standard idea of many cultures, who they are, how to interact with these cultures, the value of many resources and product. It also allows us to share ideas, learn, and make friends and unfortunately make enemies with other cultures. Technology has also changed our way and standards of living. It has changed how we live in the world that it has made. First from an agricultural society to an industrial society. What had come from industry is specialization and the standard work day. No longer were farmers the majority of the workers Many didn't work from morning to night, instead getting paid for what they produced people got paid for how long they worked. With this new technology there were such creations as the television, weapons of mass destruction, and eventually the computer. Now we have come from a society that produces things to a society that produces thoughts. Through technology of life styles have changed and will continue to change. Modernity is the process of change through out history. It how and why we as a society change. It is also how and why things progress, discovery effects us, and new ideas are born throughout history. Modernity is why we are effected by these changes. It is also these changes through out history that allow us to live in a post modern society. Modernity is the process and act of change through out history.

The Middle Eat and the Woman Question essays

The Middle Eat and the Woman Question essays The role of women is crucial to any society's formation. Particularly in the Middle East, the correlation between gender and the nation is instrumental in the formation of the modern state. Essentially, the "Woman Question" attempts to understand the role of women within the modern state and their effect on its construction. It is not a gendered analysis but a holistic approach to understanding society in the Middle East. In following the emergence of women's movements in Egypt, Jordan, and Iran, a connection is clear: Nationalism and revolutions, or the lack thereof, have impacted women immensely. To understand the status of women in these countries, the relationship between women and the state must be established. In her examination of women's movements from 1900-1945, Ellen Fleischmann presents three thematic stages of development. The first is the awakening in which social practices that affect women are questioned. Following this awakening, is an "adoption of nationalism as a liberating discourse," which connects women's nationalist activities to their liberation. Finally, the third stage brings the evolution of state feminism. In this way, "nationalism often had a 'releasing effect' on women...through their involvement in nationalism, they developed over time an internal critique of gender relations." This framework referred to women's movements in the first half of the 20th Century. However, these stages are useful in examining the modern movements in the Middle East and how they relate to gender and the nation. Qasim Amin presents a convincing correlation between repressive government rule and the consequential treatment of women. He credits Egypt's system to authoritarian government rule, which was mirrored within the family. A repressive government led to the suppression of women within the home and society. Here the woman question is determined and overshadowed by despotic rule. The nation had its biggest impact ...

Hemophilia in Queen Victoria’s Descendants

Hemophilia in Queen Victoria’s Descendants Three or four of the children of Queen Victoria and Prince Albert are known to have had the hemophilia gene.  A son, four grandsons, and six or seven great-grandsons and possibly a great-granddaughter were afflicted with hemophilia. Two or three daughters and four granddaughters were carriers who passed the gene to the next generation, without themselves being afflicted with the disorder. How Inheriting Hemophilia Work Hemophilia  is a chromosome disorder which is located on the sex-linked X chromosome.  The trait is recessive, which means that women, with two X chromosomes, must inherit it from both mother and father for the disorder to appear.  Men, however, have only one X chromosome, inherited from the mother, and the Y chromosome all men inherit from the father does not protect the male child from manifesting the disorder. If a mother is a carrier of the gene (one of her two X chromosomes has the abnormality) and the father is not, as seems to have been the case with Victoria and Albert, their sons have a 50/50 chance of inheriting the gene and being active hemophiliacs, and their daughters have a 50/50 chance of inheriting the gene and being a carrier, also passing it along to half of their children. The gene can also appear spontaneously as a mutation on an X chromosome, without the gene being present in the X chromosomes of either father or mother. Where Did the Hemophilia Gene Come From? Queen Victoria’s mother, Victoria, Duchess of Kent, did not pass a hemophilia gene to her older son from her first marriage, nor did her daughter from that marriage seem to have the gene to pass down to her offspring - the daughter, Feodora, had three sons and three daughters.  Queen Victoria’s father, Prince Edward, Duke of Kent, did not show signs of hemophilia.  There is a small possibility that the Duchess had a lover who had survived to adulthood though afflicted with hemophilia, it would have been highly unlikely that a man with hemophilia would have survived to adulthood at that time in history.  Prince Albert showed no signs of the disease, so he’s unlikely to have been the source of the gene, and not all the daughters of Albert and Victoria seem to have inherited the gene, which would have been true if Albert had the gene. The assumption from the evidence is that the disorder was a spontaneous mutation either in her mother at the time of the queen’s conception, or, more likely, in Queen Victoria. Which of Queen Victoria’s Children Had the Hemophilia Gene? Of Victoria’s four sons, only the youngest inherited hemophilia.  Of Victoria’s five daughters, two definitely were carriers, one was not, one had no children so it is not known whether she had the gene, and one may or may not have been a carrier. Victoria, Princess Royal, German Empress and Queen of Prussia: her sons showed no signs of being afflicted, and none of her daughters’ descendants were, either, so she apparently did not inherit the gene.Edward VII: he was not a hemophiliac, so he did not inherit the gene from his mother.Alice, Grand Duchess of Hesse: she definitely carried the gene and passed it to three of her children.  Her fourth child and only son, Friedrich, was afflicted and died before he was three.  Of her four daughters who lived to adulthood, Elizabeth died childless, Victoria (maternal grandmother of Prince Philip) was apparently not a carrier, and Irene and Alix had sons who were hemophiliacs.  Alix, known later as Empress Alexandra of Russia, passed the gene to her son, the Tsarevitch Alexei, and his affliction influenced the course of Russian history.Alfred, Duke of Saxe-Coburg and Gotha: he was not a hemophiliac, so he did not inherit the gene from his mother.Princess Helena: she had two sons who died in infancy, which might be attributed to hemophilia, but that is not certain. Her other two sons showed no signs, and her two daughters did not have children. Princess Louise, Duchess of Argyll: she had no children, so there is no way to know if she had inherited the gene.Prince Arthur, Duke of Connaught: he was not a hemophiliac, so he did not inherit the gene from his mother.Prince Leopold, Duke of Albany: he was a hemophiliac who died after two years of marriage when bleeding could not be stopped after he fell. His daughter Princess Alice was a carrier, passing the gene to her eldest son who died when he bled to death after an automobile accident.  Alice’s younger son died in infancy so may or may not have been afflicted, and her daughter seems to have escaped the gene, as none of her descendants have been afflicted.  Leopold’s son, of course, did not have the disease, as sons do not inherit a father’s X chromosome.Princess Beatrice: like her sister Alice, she definitely carried the gene.  Two or three of her four children had the gene.  Her son Leopold bled to death during a knee operation at 32. Her son Ma urice was killed in action in World War I, and it’s disputed whether hemophilia was the cause. Beatrice’s daughter, Victoria Eugenia, married King Alfonso XIII of Spain, and their two sons both bled to death after car accidents, one at 31, one at 19.  Victoria Eugenia and Alfonso’s daughters have no descendants who’ve shown signs of the condition.

Using social media for advertising Coursework Example | Topics and Well Written Essays - 3000 words

Using social media for advertising - Coursework Example By seeing the growing reputation of these social networks among public, now advertisers are also choosing social networking sites to advertise their products and services. This paper discusses how advertisers take benefits of social networks to advertise their products. At the start we will discuss about social networks, after that we will discuss why people use social networks, and in the last we will discuss the role of social networks in advertising. According to (Boyd & Ellison, 2007), social media based sites or social networks are one of the most attractive web-based applications or tools which individuals/users use to perform the following actions: In this scenario, the basic objective of these social networks is not that they help individuals communicate and make relationships with unknown persons, but, it helps individuals create, maintain, and make identifiable their social networks or profiles. In other words, it can be said that this results in communication with individuals that would not in other ways be possible or done, even though that is not the main goal, since these communications or relationships are usually among "latent ties" the users having some offline links (Boyd & Ellison, 2007). Presently, the trend of social networking is growing everywhere and the social networking websites have turned out to be a family name. In spite of the fact that, it is an individual’s private or professional existence, they are in actual fact magnificent procedure for making new relationships online and communicating with friends, colleagues (Sedycias, 2009) because a social networking web site is a kind of website where individuals and groups are able to build up an online profile, after that they enter their interests in the profile, as well as they can add or insert connections to other profiles. In addition, the people using social networking sites are able

Airport screening Essay Example | Topics and Well Written Essays - 2250 words

Airport screening - Essay Example In his book, Airport and Aviation Security Elias2 (21) states that mandatory screening in airports is among the strategies that the DHS is employing to prevent terrorists from gaining entry into the country. According to the policy, all passengers from abroad are subjected to thorough screening at the airports to prevent entry of explosives and illegal arms or illicit drugs into the country. The screening policy at the airport was expanded recently following an Ebola scare. This follows a growing concern among Americans of the possible spread of the Ebola into the United States. In the news article â€Å"Ebola Airport Screenings May Seem Intrusive, But They’re Legal, Experts Say†, Tucker (6) notes that Ebola, a disease that was first reported in West Africa, has already claimed the lives of close to 2,000 people. Among the West African countries where deaths have been reported include Liberia, Guinea and Sierra Leone. Ebola has also been reported in Spain and the U.S., where the disease recently claimed the life of a patient who had been transferred from West Africa for treatment. The Ebola scare has caused a scare to Americans to the extent that the government has been forced to put stringent measures to prevent the spread of Ebola into the U.S. According to the new policy, passengers arriving from West African countries, such as Liberia, Guinea, and Sierra Leone are required to be subjected to thorough screening for Ebola virus. A news article published by Eye Witness News stated that the screening involves checking the passengers temperatures using non-touch thermometers and other screening techniques (5). The main aim of Ebola screening at the airport is to help identify sick passengers from Ebola affected countries so that appropriate measures are taken to prevent the passengers from mixing with the rest of the American population. Any passengers found showing symptoms of Ebola are quarantined immediately in the isolation facilities

Hw pt1 wk3 Assignment Example | Topics and Well Written Essays - 250 words

Hw pt1 wk3 - Assignment Example The other reason for the choice of insurance companies not to offer flood insurance is that they have to research on risks of floods and if they offer flood insurance, they have to set premiums at equilibrium with expected loss. Frequent floods make payments of premiums frequent leading to zero insurance, except for high end clientele who can afford to pay high premiums. Insurance in the United States and United Kingdom exist only owing to funds and subsidization but runs at a loss. There are two reasons suggested for Canada to adopt cross-subsidization scheme. The first reason is the belief by people that they are covered for floods yet in reality they are not, which hurts the insurance industry’s image. Secondly, it will provide growth opportunities owing to the fact that the insurance industry is a mature industry. Cross-subsidization entails payment of premium by non-risk homes but may result in moral hazard including building homes in high risk areas because they are insured. Watson, William. William Watson: Why universal flood insurance is a bad  idea. July 4, 2013. Retrieved from http://opinion.financialpost.com/2013/07/04/william-watson-why- universal-flood-insurance-is-a-very-bad-idea/ on February 19, 2014.

Evaluation of E-Learning Program

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