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