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Theoretical Framework Essay Self- efficacy and perceived self-proficiency Bandura’s (1986) social cognitive theory is based on the concept that individuals possess a self-system that enables them to exercise a measure of control over their thoughts, feelings, and actions.   He defines this self-system as housing the individuals’ cognitive and affective structures which includes the abilities to symbolize, learn from others, plan strategies, regulate ones own behavior, and engage in self- reflection.   Bandura believes that through self-reflection, individuals could evaluate their own experiences and thought processes.    Bandura (1986) stresses that self-reflection is the most critical human capability.   Through self-reflection, individuals evaluate and change their own thinking and behavior.   Some of these evaluations include the perceptions of self-efficacy. Self-efficacy is the belief in one’s own capabilities to organize and initiate courses of behavior necessary to achieve specific types of performances. Bandura further elaborated on the belief that perceived self-proficiency could affect behavior in several ways.   Individuals may be influenced in the courses of action they undertake. He believed that individuals may only participate in tasks in which they feel confident and competent.   In contrast, they often avoid those tasks in which they feel unsuccessful.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Pajares (1996), self-efficacy beliefs could determine how much effort individuals will invest in an activity, how long they will persevere when confronting obstacles, and how resilient they are in adverse situations.   There exists a direct relationship among two sets of variables where the higher the self- efficacy, the greater is the effort, persistence, and resilience. In addition, self- efficacy beliefs could influence individuals’ emotions and thought patterns.   An individual with low self-efficacy could believe that things are more difficult than they really are.   This is a belief state of mind that could contribute to depression, stress, and a limited vision of how to best solve an issue.   On the other hand, high self-efficacy could contribute to an individuals feeling of confidence and serenity in approaching problematic tasks and activities (Bandura 1986; Pajares 1996).   Moreover, according to Bandura, an individuals self- efficacy beliefs are strong determinants and predictors of the level of accomplishment that one may attain.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In consonance with this, online art students are individuals possessing this self-system that Bandura was referring to. Their self-systems could pave the way for an introspection of one’s self. This self-reflection is a means for the students to evaluate their selves and this self-evaluation made by the students are the basis for behavioral changes towards improvement. When done in the educational setting, the students could use this self-system in reflecting with regard to their self-efficacy and self-proficiency. This would direct and pinpoint the strong and weak points of the students and the factors that keep them continuing in an educational endeavor or activity. Adult online art students would need to have the chance to review their set of characteristics such as self-efficacy. As stated above, this activity would pinpoint their strong and weak points and the identification of such would pave the way for reinforcement or reversal of certain behaviors. There might be some factors that would need to be reinforced or improved in the online courses and this would be identified based on the students’ self-efficacy beliefs. Motivations of adult learners   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The literature (Knowles 1995; Mezirow 1991; Rogers 1966) in adult education focuses on the distinct attributes of adults, which builds a rationale for practice based on those attributes. Knowles (1995) advocates that adults are autonomous, self-directed, and have unique needs and requirements as learners.   He also indicates that adults like to direct their own learning and are motivated by several factors:1) are attracted to the social relationships involved in learning; 2) want to create friendships and there is a need to foster interesting associations; 3)   have external expectations; 4) have a desire to comply with instructions from someone else; 5) want to fulfill the expectations of someone with formal authority; 6) want to be of service to the community;7) want to become connected and part of social networks;8) want to secure professional advancements or gain higher status in employment; 9) want to escape from boredom   and learning provides a break in the routine of their daily lives. Moreover, Knowles (1950) believes in informal education; that is education where the learning occurs in daily life and outside of formal school settings. Just the same, the adult students of the online art classes still possess practically the same motivations stated above. It can be noticed that the motivational factors presented here are not entirely in harmony with the elements of an online class. Transformative learning, best theorized by Mezirow (1991) suggests that the adult learner make changes through transforming personal perspectives. Mezirow believes that individuals could be transformed through the process of critical reflection and that changes which accelerate transformative learning are referred to as â€Å"disorienting dilemmas†. These are situations that fail to align with preconceived opinions. The dilemmas encourage critical reflection and guide the development of alternative paths of knowledge. The adult learner is given the chance to reflect on the attitudes, opinions and emotional responses that defined personal perceptions. Transformative learning can, thus, aid adult online art students in bringing about an act of contemplation within their personal perspectives of successes, barriers, and motivations with regard to the online art programs they take. As suggested by Mezirow, the change in personal perspectives can help in attaining necessary changes among the adult students in the educational setting. The theory of experiential learning, by Carl Rogers, evolved as a part of the humanistic education movement (Patterson, 1993; Valett, 1977). Rogers distinguishes two types of learning: cognitive and experiential. Cognitive learning corresponds to academic knowledge such as learning multiplication tables and vocabulary.   Experiential learning refers to an applied knowledge such as learning about sewing in order to make clothing. Rogers (1996) believes that a distinction between cognitive and experiential learning was that the learning addresses the means and desires of the learner.   The qualities of experiential learning are self-initiation, personal involvement, and evaluation by the learner and the pervasive effects on the learner. Rogers also feels that all human beings have the ability to learn and the role of the educator is to facilitate the learning. The educator’s responsibilities were to set a positive climate for learning, clarify the purposes for the learner, organize and make available learning resources, balance intellectual and emotional components of learning, and share thoughts with learners. However, an educator should avoid dominating the classroom.   Rogers (1996) states that real learning is facilitated when the learner participates in the learning process and has control over its direction. Also that it primarily is based upon direct application with practical, social, personal or research problems.   Moreover, self- evaluation is the main method of assessing progress or success. Indeed, the theme of self-evaluation by adult online art students remains to be the central focus of this theory. It is also to be emphasized that it is the adult online art students are the principal actors to whom the learning process should be directed. It is necessary that the inputs to the learning environment comes and directs to the learners, who are the adult online art students, and the teacher remains as a facilitator in the online classes. With the fact that they are the main actors here, they are also the ones who should reflect on the learning process and bring about the change. The teacher, as a facilitator would be the one to be the change agent. Both Rogers (1966) and Mezirow (1991) reflect Knowles’ ideas about informal education. Rogers’ (1966) approach to adult education focuses on relationships. He agrees with Knowles that adults want to create friendships and foster interesting associations. However, he believed that the facilitation of significant learning relied upon the attitudinal relationship of the facilitator and the learner. He also believes that it is impossible to teach another person directly—one could only really facilitate their learning.   Similarly, Mezirow (1991) recognizes that adults are autonomous and self-directed; however, he felt the adult learner needs to challenge their frames of reference by critically reflecting on their assumptions. Mezirow feels this is a critical step in the adults learning. Learning could change if the adult would implement ways to assess their beliefs or prior assumptions. With this, a line can be drawn in the path of the adult online art students. There is a relationship within the facilitator and the learner, who are the teacher and the adult online art student respectively. It is not possible to have a direct domination of the learning process of the adult online art students. There is a need for the adult online art students to evaluate on their current beliefs so as to gain a new perspective in the learning process.   Research by Csikszentmihalyi (1997) also explores motivation. He defines a â€Å"state of flow† as a condition of heightened focus, happiness and productivity that all individuals understand and hunger for. Csikszentmihalyi offers an interesting observation about what individuals believe makes them happy. What was discovered is that individuals are most happy and most productive while pursuing challenging activities. The majority of these activities are during work or pursuing a hobby.   Individuals who emerge from each flow state are more complex, self-confident, capable, and sensitive. The experience becomes its own reward. Moreover, in order to improve one’s life, one must improve the quality of the experience. Csikszentmihalyi believes the main advantage of flow is that it enabled adults to avoid psychic entropy or degeneration which could cause depression, dispiritedness and distraction. The adult online art students are motivated by different things. Generally, it can be said that these motivations come from the idea of being challenged with their online art programs. The very experience would serve as their means and their ends. In addition to this, what matters highly are the goals and experiences given and made by them to keep them going in the online art program. Intentions of adult learners One definition (Webster’s World dictionary 1998) of intention states that it is the reason, motive or purpose for ones actions. It is a determination to act in a specific way and on purpose. However, according to Davies (2006) this definition may be unfinished. Jackson (1994), Kuhl (1990) and McCarty and Siccone (2001) as cited by Davies (2006) believe that intention is an internal representation of a persons values, purposes, or commitment to a particular activity. In addition, intention includes willpower, persistence, determination, desire, effort, work ethic, mindfulness, striving, and focus. Rychlak (1997) adds that through intention individuals have the ability to choose specific actions. They also have specific intentions that can determine the effort and persistence with which they pursue those actions.  Ã‚   Fishbein and Ajzen (1975) add that actual learning behavior is more accurately predicted by a learner’s intent. Davies (2006) concludes that it is the learners’ intent that determines the effort expended and the quality of the learning achieved. Through self-reflection mentioned several times before, the adult online art students would be able to learn about their intentions as learners. The degree of the intensity of the intention also shows the effort that will be brought about by the learner in the learning process and in the online art programs. This would greatly affect their interest in their programs. Intention can be defined as an individuals commitment and will to learn what is expected of them when given a specific learning opportunity.   According to Bandura (2001) intention is the mental representation of commitment to learn which is separate from both from motivation and effort.   Learner intention can characterize an individual aims and values for participating in the learning activity. An individual’s capability to make accurate decisions may vary depending on aptitudes and abilities. Gardner (2006) makes the point that the ability to control oneself in this way is a category of intelligence.   Intrapersonal intelligence as Gardner expresses it, is the degree to which individuals are able to efficiently control motivational influences and accurately judge situations when making decisions and forming intent. Tyler (1995) notes that intentions which are associated with specific decisions are not always fixed.   Circumstances may change and motives can become reconsidered.   Certain individuals may have multiple intentions for multiple activities.   These can often compete for their time and attention.   According to Schunk and Zimmerman (1994) in learning environments where students are faced with conflicting intentions, compromises are made that are often situational.   Students who can self-regulate and prioritize specific learning goals are academically successful. Those who are unable can become unsuccessful. The online educational setting would provide the adult online art students conflicts with regard to their motivations, intentions, and personal perspectives. It is important for the adult online art students to be able to identify their main learning goals in vis-à  -vis their intentions and motivations in order for them to become successful in their online art programs. It is necessary for them to gain a full understanding of their personal perspectives and beliefs because these are the things which would pave the way for a successful academic setting. Success strategies and best practices Palloff and Pratt (2001) discuss successful strategies and principles of good practice for instructors in online undergraduate education. This includes, encouraging contact between students and faculty, developing cooperation among students, promoting the use of active learning techniques, and giving prompt feedback. Another good practice is to place an emphasis on communicating high expectations to all learners of diverse talent and learning styles. Palloff and Pratt (2001) believe that courses that encouraged interactivity are the key to a well constructed online course. It could be remembered that one of the motivations of the adult students is the interaction between the different stakeholders of the learning environment. Thus, the transformation of the online courses into an interactive one is a key step for the administrator and the teachers. The role of the student as the principal actor should be noted here because the adult online students should take a big part and should be considered in the redirection of the online class into an interactive one. Sales-Ciges (2001) separate the instructor’s role in the online classroom into three categories: social, intellectual, and organizational.   The instructor monitors the course content by tracking student’s activities, setting timelines, and introducing procedures.   The instructor also has the role of facilitator in discussions by providing students with feedback on discussion board responses.   Stolovitch and Keeps (1999) add that instructors need to understand how to foster human interaction in a virtual setting and to guide the students through their understanding of course materials. In addition, an instructor needs to promote students interactivity for communication, motivation, discovery and participation when presenting assignments.   Wiggins and TcTighe (2001) believe that the instructor should focus on the students understanding of the material and the ability to transfer the information into real life.   In addition, the assignments must be achievable and rewarding in order to keep the student motivated. In line with this, the teachers as facilitators in the online classes for adults should maintain its role as close as it is in the real setting. It should be as close to the real classroom environment and the adult online students should have all the necessary knowledge and skills to be able to put it into application. The maintenance of the real classroom environment and the ability to put it into application are motivations for the adult online art students. Barriers for completion The research (Mezirow 1991; Tough 1979) supports that adults have several barriers against participating in learning. Significant barriers include confidence, time, interest, money, scheduling, child care, transportation, and information about opportunities to learn. More importantly, less obvious barriers include their past experiences in acquiring new learning. Kennedy (2003) observes that adults have preconceived ways of thinking and this could cause a resistance to learning new information. The adult learners’ past experiences can be a barrier in gaining new learning. Crawford (2006) supports Kennedy’s belief about the adult learner. He notes that a resistance to learning new information can occur from past habits or old ways of thinking about a particular issue. He adds that the reason for this resistance in learning is that adults are often reserved about acquiring new knowledge, particularly if it is in direct contrast to what they believe. Similarly, the adult online art students bear the same difficulties with regard to learning, more so with a new environment which is the online classrooms for them. In addition to this, there are factors that prevent them from proceeding with the learning process as they take into consideration when they enroll and proceed with their online art programs. Motivations to continue According to Knowles (1980) adult learners are educated through life experiences. They gain their self-identity from their past experiences. If they cannot use those experiences or if those experiences are unacknowledged, they can feel rejected as an individual. Bandura (1986) also supported that if an individual perceived themselves as unable to accomplish a task, they would cease to participate in the task. In addition, Kennedy (2003) noted that the fear of failure an adult may bring to the classroom could bring on further rejection from their peer group.   Kennedy believes that past experiences could also be a handicap in acquiring new learning.    Adults sometimes have preconceived ways of thinking that are resistant to change.   Moreover, adult learners could be more reserved about new knowledge if it is in contrast to what they believe.  Ã‚   Lieb (1991) contends that how an adult uses their work provides a significant and important factor in self- identification. An important aspect of work that influences the adults motivations to learn has to do with job dissatisfaction. Changes in technology and other socio-economic factors could influence a great number of adults who change occupations over the course of their lives.   Adults are often motivated to acquire and update new skills for employment. To this, the motivations for the adult online art students are motivated by the environment within which learning occurs. This would also include their past experiences and how they use the things they learn from the online art programs. Palloff and Pratt (2003) support that online learning may require a high degree of motivation, self-directed learning, persistence, and commitment from the adult learner.   Many learners lack the required preparation for the demands of online learning in order to complete their programs. Retention (Frankola 2004) in distance education higher education is not a new subject; however the study of e-learning retention is a relatively new area for research. Most of the existing models (Tinto 1975; Bean 1980) of retention were built on the retention research of ground campuses and nontraditional learners. The field of retention for adult online art students remains an unknown one. It is also necessary to identify the preparedness of the adult online art students to the nature of the learning environment. This will provide them ample time to reflect and transform their personal perspectives and make them in parallel with the situations of the online art programs. The research (Frankola 2001) has shown that the reasons for dropping out of online education programs are multiple, interrelated and complex.   Students are most likely to leave an online program after they complete the first few courses. Few students decide to leave an online education program after they have several courses completed.   The students who persist in the early phases of the online program could be viewed as successful and are probably satisfied with their online learning experience in the program. The students who had issues adjusting to the online program or technology are likely to become frustrated in their first few courses. Taking the time and effort to putting forth the investment into the program could make the difference. The adult online art students who had the chance to reflect on their personal beliefs are the ones predicted to be more successful in their online classes. It is important that the adult online student feels motivated in the experiences and goals in the learning experience to keep them going. Martinez (2003) states that recent nontraditional attrition studies have considered the impact of psychological factors on persistence.   Bandura believes (1986) that some of these factors could be related to the learners’ self-efficacy in regard to self-proficiency. Other factors could have to do with learner intentions (Davies 2006), quality of instruction (Palloff Pratt 2003), and motivations to continue (Frankola 2004; Kennedy 2003). The level of persistence exuded by the students could be affected by several factors, which are important for the adult online art students. This, in consonance with the learning environment, could contribute to the success of the students and in the continuous endeavor in learning.

Impact of E-Technology on E-Learning

Impact of E-Technology on E-Learning Table of Contents (Jump to) Introduction Application Core Technology Competitors and Market data Future trends and Conclusion References and Bibliography Introduction The term Electronic-Technology (Also referred to Information Communication Technology) or E-Technology originates from the fact that most of these technologies are electronically facilitated. E-Technology has become a commonplace entity in all aspects of life (Carr, 2003). Across the past twenty years the use of E-Technology has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance (Oliver, 2002). Every organisation is looking to use the numerous advantages offered by these new evolving technologies and enhance their organisational prospects, be it business houses (E-commerce), banks (E-banking), educational institutions (E-learning, E-Training) etc. For the purpose of this report we will concentrate on the educational use of E-technology in the form of E-Learning. People have always had a need to learn from people who aren’t in their immediate vicinity (Dede, 1995). In the early days, for example, guilds provided opportunities to be trained by skillful teachers and learn from experts. People traveled great distances to learn from the best. Today’s technologies allow us to do similar sharing but at a distance. Early models of such learning were known as correspondence study and were text-based because books and paper were the technology that was available at the time. As technologies change and expand, the options for learning expand with them. Because of the ongoing technological evolution and progress, it can and will be harnessed for learning. These new technologies that can be used for learning purposes are collectively better know as E-Learning technologies. There seems to be no agreement on a unified view on the definition of e-learning as per the literature. The author of this report will use the definition of e-learning as proposed by NCSA: â€Å"E-learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and technologies (e.g., cellular phones, PDA’s) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time.† (NCSA, 2000) Applications A growing body of research supports that E-learning technologies, if appropriately used in the classroom, may allow students to create knowledge in a creative way by giving them opportunities to explore, interact, problem solve, and collaborate (Clarkson et al, 1999). Kirschner and Selinger (2003. p.6) elaborates by mentioning that these technologies offer the potential to: meet the learning needs of individual students; to promote equality of opportunity; to offer high-quality learning materials; and to increase self-efficacy and independence of learning amongst students of all ages. In the U.K., the Department of Education and Employment (DfEE) now known as Department for Education and Skills (DfES), believes that ICT can provide new levels of learning support and mentioned that: â€Å"We believe the ambitious and imaginative use of technology will be a central element in improving personalisation and choice across the system† (DfES, 2004, p.88). Some of the widely used appl ications of E-Technology in the form E-Learning in an educational setting are given below. Data – logging and Graphing: In data-logging activities, learners need only to make decisions about what parameter to measure, in a suitably designed experiment, and to select the appro ­priate sensor, to be able to record high-quality data. Bartons (1997) comparative study of graphing using computer and non-computer methods has highlighted the flexibility afforded by the computer approach. Real-time plotting has time advantages over manual methods, in particular in encourag ­ing pupils to focus on trends and patterns rather than individual data items. Spreadsheets and other types of software that provide graphing facilities enable pupils to explore the presentation of data in different graphical forms, and to look for trends and patterns in data. Obtaining and transmitting knowledge: The facility of computers to archive large quantities of information and to permit its ready retrieval was of potential educational benefit for conveying knowledge. Software that is designed to exploit these properties includes multimedia resources such as CD-ROM (O’Bannon, 1997) and web-based materials accessed through internet browsers . Presenting and reporting: The presentational tools provided by word processing, desktop publishing, web-based and other specialized presentation software offer pupils powerful tools for presenting and sharing their ideas with others. As well as deciding what information they may wish to report, pupils can decide on styles and formats for presenting their ideas. This allows for a degree of creativity and exploration in the search for the most appropriate and effective format. We believe that the creative processes involved in producing reports and presentations help pupils to develop and secure their understanding of science. Core Technology E-learning technologies are available in a variety of types and forms. Electronic learning has existed before the Internet came into existence. It was known as computer-based training (CBT), where training materials, some were even interactive, were stored in floppy disks and later in CD-ROMs (Schittek et al, 2001). The CD-ROM version still exists today. The current Web-based form of E-learning is merely an enhanced version, capitalising on the latest computer technologies to incorporate the capability of multimedia and global accessibility of the Web. The technologies could include hardware (e.g. computers and other devices); software applications; and connectivity (e.g. access to the internet, local networking infrastructure and video conferencing) (Toomey, 2001). The capacity of these new technologies to support learning in a creative way through experience of simulations, problem solving, investigating and handling information is considerable. With E-Learning, there is opportunity for high level interaction among students, the lecturers and the computer-mediated material. Teaching is flexible because as it can be conducted synchronously or asynchronously, contact is dynamic and can be as variable as the student or the lecturer desires and communication can take place through a variety of modes, such as email, chat, bulletin boards, etc all facilitated by the computer this can be viewed as distributed learning. It is general knowledge that the most widely used of the E-learning tools in the education sector is electronic communication tool (Email). Academic teaching staffs are making themselves available for 24 through the use of email and bulletin boards. Bates (2000) notes that the use of electronic communication for most lecturers actually increases their contact with students, which can be very beneficial for the students. Lecture notes and other teaching resources are placed on the internet for students to access, and linking useful web sites to these resources enables students to navigate through relevant resources. Academic staff also employs published classroom resources that are directly linked to the internet. Learning or Course management systems are used to create an online environment which houses a multitude of resources – such as course outlines, listed resources, internal email, bulletin boards, discussion forums, synchronous communication and so on. Presentation soft ware’s (PowerPoint etc) are also being widely used to enhance classroom teaching. Compared to preparing a â€Å"Chalk and talk† lecture, the preparation of appropriate presentation software requires more time although it may save time in comparison to preparation of detailed overhead transparencies. However, if one has to concur on a single technology that has resulted in the exponential growth of E-learning, it has to be the internet. The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically. The rate of job change has also caused a rethinking of the skills required for lifelong learning, such as skilful use of ICT. The potential is there for these new technologies to attract a more competitive market, thus making the institution a more financial and viable entity (Bates, 2000). Competitors and Market Data Government along with Industry leaders have identified the potential of E-Learning and this is clearly evident from the amount of investment made governments and the companies. For example the UK government has, â€Å"Programmes to invest an additional  £81m over three years awarded from HEFCE and HEFCW have been earmarked to support central objectives of the DfES’s E-strategy, the Science and Innovation Investment Framework: 2004 – 2014, and ‘Reaching Higher’, the Welsh Assembly Government’s strategy for the higher education sector† (JISC, 2006). The following figure shows the amount that has been set aside for E-learning which is an around 20% increase from the previous investment. The industry is not left far behind either. Organisations view learning increasingly as a competitive advantage rather than just another cost factor (Urdan Weggen, 2000). The industry is to a greater extent divided in two major groups. One that provides centralised learning management systems (LMS) with the most commonly used applications and the other group of companies are the ones who provide bespoke E-learning systems as per the requirements of their clients. The ability to sustain and compete in this growingly competitive market is evident from the increasing number of mergers that we have seen in the past few years especially in the LMS sector. The following table shows a recent market state after the mergers and comprise of the big players in the LMS or E-learning sector. Even though the bespoke E-learning market is growing every day the companies are not as big as the LMS vendors. However, this is a positive sign and it enables small sized organisations to integrate affordable E-Learning solution into their business provided by these companies rather then the ones provided by the LMS vendors which are hugely expensive. Commercial and social impact There is absolutely no doubt that these E-Learning technologies are having a massive impact at commercial as well as social level. Some of them are mentioned below: Online Social Communities – The asynchronous and synchronous communication ability of E-Learning systems has enabled institutions to cater for a variety of users by removing the barriers of time and distance. Users who are normally geographically disadvantaged have access to a variety of educational resources not usually at their disposal (Bates, 2000). This, in a way has lead to the evolution of online social networks (‘Myspace’, ‘second life’ etc). These networks are having an enormous social impact on the society in a positive way to a greater extent. Social networks are playing a instrumental role in learning environments as a major conduit of resource and knowledge exchanges (Cho, Stefanone, Gay, 2002) and as a source of social support and socialisation for distributed learners (Haythornthwaite, 2002). There are abundant discussions emphasising the value and the impact of social networks in the studies of organisational learning (Nahapiet Ghosh al, 1998), knowledge management (Cohen Prusak, 2001), and distance learning (Haythornthwaite, 2002). Pedagogical Improvement and staff renewal – Teaching staff are able to preset information using a variety of tools in order to better relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Asynchronous communication technologies are used outside the classroom to enrich classroom learning through discussion groups, mentoring and coaching (Burg Thomas, 1998). The challenge of teaching with ICT has led to revitalizing teaching practice for academic staff (Bates, 2000). Cost-effectiveness – According to Chute, Thompson and Hancock (1999) the potential financial savings associated with E-learning can be significant when compared to traditional methods. E-Learning can improve the cost-effectiveness of the operation of educational institutions in variety of ways. One way is by the ability to reach different students and in greater numbers. Academic teaching staff can be freed from many routine activities by replacing certain activities with appropriate technology (Deden Carter, 1996). Leading firms such as CISCO, Motorola, IBM and Ford are already reaping benefits associated with E-learning with some of them having cutting costs in the range of a whooping 30 to 50 percent (Greengard, 1999). Future Trends and Bibliography Although the growth of E-Learning is considerable there are those who are sceptical about its potential. Cuban (2001) argues that although governments are spending substantial sums of money to develop and implement educational policy to fund E-learning; research reveals that these new technologies are often oversold and underused (Cuban 2001, cited in Kirschner and Wopereis 2003). Also, with respect to E-Learning being a driving force behind educational innovation and reform, research indicates that the role of E-Learning is not as profound as one would expect (Kirschner and Wopereis 2003, p. 107). This may be because ICT is too often used as a modern and efficient substitute for existing learning and teaching materials and seldom as a vehicle for innovation and transformation of education (Kirschner et al 1995, cited in Kirschner and Wopereis 2003, p. 107). This has prompted the government to shift its attention from technology to pedagogy as shown below. Whether or not someone is keen on using technology for learning, the fact is that it’s here to stay. Technology has become an essential way to handle the education, training, and retraining needs of an expanding knowledge society. According to a recent report on job skills, 50 percent of all employee skills become outdated in three to five years. In addition, experts say the percentage of jobs that fit into the category of â€Å"knowledge workers† is rapidly increasing (Moe Blodgett, 2000). Even jobs that were traditionally thought to require fewer skills, such as retail sales, now commonly require computer skills and the ability to keep pace with product changes. Many blue-collar workers regularly use computers and databases in their work. We simply don’t have the capacity to support today’s educational and training needs by using traditional methods alone. References Barton, R. (1997). ‘Computer aided graphing: a comparative study.’ Journal of Information Technology for teacher education. 6(1), 59-72. Bates, A. W. (2000). 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Homicide Case Study: Homicide Patterns in the UK

Homicide Case Study: Homicide Patterns in the UK murder is when a man of sound memory and of the age of discretion, unlawfully killeth within any country of the realm any reasonable creature in rerum natura under the kings peace, with malice aforethought, either expressed by the party or implied law, so as the party wounded or hurt, etc, die of the wound or hurt, within a year and a day of the same. The aim of this essay is to determine whether the case study is typical of homicides and also to analyse in general and to clarify if it is an example of a particular type of murder and how does it fit into the general pattern of homicides in England and Wales. The author will look at typical cases of homicide and how it fits in with the case study, the general patterns of homicide in England and Wales. And finally we will analyse the biology, psychological and sociology state of Ryan with reference to the case study and the racial motive for the crime. The case study of Ryan is class as a typical homicide and also heavily involves racial violence leading to the homicide of Ryans victim. The criminological literature suggests some key behaviour traits that have been identified as potential contributors to violence and, thus, homicide. Such behaviours include physical aggression which often starts early in life (Ryan line 21 22) and can lead to homicidal violence later in life (Ryan line 40). Drug and alcohol abuse and criminal gang membership where with-in group norms can support violence and criminal activity. The number of homicides recorded by the police in 2011/12 (550) fell by 14 per cent compared with 2010/11. Homicide is at its lowest level since 1983 (when 550 were also recorded). The reducing trend in murder and homicide is reflected in a reduction in attempted murder, which is down 8 % and serious Grievous Bodily Harm (GBH) and Actual Bodily Harm also down 8 % across England and Wales. Home Office data concluded that in 2011/12; more than two-thirds of homicide victims were male. The most common method of killing continues to be by sharp instrument. Female victims were more likely to be killed by someone they knew. In most of these cases, female victim were killed by a current or ex-partner while male victims were most likely to be killed by a friend or acquaintance. Victims aged 16 years were most likely to be killed by a parent or step- parent. There is a growing body of evidence about factors that place individuals at risk of criminal offending. The theoretical approaches towards biological, psychological and sociology attempt to explain the relationship between those risk factors and criminal behaviour related to Ryan. There is no consensus on the relative merit of these theories and it may be that the casual mechanisms are more or less significant for different individuals. The study of criminology theory is an opportunity to analyse crime through explanations for the creation of criminals and criminal behaviour. Each theory explains a reason for crime, making logic of the causes for the criminal appeal. Making sense of the dilemmas that impact social structure, behaviour, and change make it easier to understand what needs to be done to prevent the behaviour and actions of the criminal. Classical and biological theories of thought explain crime through two different considerations that are necessary for the rationalization of deviant behaviour. Most homicides are committed by one of the three major types of perpetrators; the victim has a relationship with the perpetrator, lovers, and spouses, children, neighbours, or co-workers. The victim is engaged in the use, purchase, sale, storage, or distribution of illegal drugs. The victim is either an innocent target or is either an innocent target or is engaged in socially marginal activities, such as prostitution, gang behaviour. These with are classed as typical types of homicide. Homicides committed by serial killers, psychotic killers, and perpetrators who do not fit into one of the three major types are atypical homicides. Racist violence in the UK came under sharp public interest following the murder of a Black teenager, Stephen Lawrence, by a gang of racist white youths in 1993 and the subsequent public inquiry that was reported in 1999 (Macpherson 1999). Among the UK police it resulted in the creation of many new practices, training, and requirements to report, record and act on allegations of racist harassment and assault. (Bowling 2002) The targeting of racist violence, along with domestic and homophobic violence is part of a wider social and legal agenda to tackle the hate or bias crimes where the victim is selected on the grounds of their social status. As a result of this, the numbers of recorded racist attacks in England and Wales has risen from 15,000 in 1988 to 25,000 in 1999, and 54,351 in 2003. (Home Office 2002). Mesner (1989) stated that alongside inequality, an aggravating factor would be the mechanism by which inequality was reproduced, so that inequality based on racist exclusion woul d result in high levels of diffuse hostility and a high homicide rate. The elements of criminal behaviour are no means a simple equation. A small percentage of crime is attributed to abnormality or genetics. Criminal activity can be explained in terms of the learning of societal norms were an individual has mistaken or been influenced to develop a way of living that is not compatible with the laws of a given society, therefore a conflict is created that may lead to a criminal confrontation. Another aspect though is that a small percentage of a given societies people will suffer from abnormalities or mental infirmities that are actually the predominant cause of an individuals criminal conduct. This is exasperated by the social phenomena of stereotyping, prejudice and racism that that heavily contribute to social injustice (McKnight et al 1994) ( RYAN line 33). Seen in the light of frustration (Bartol 1999) and escalation (Bartol 1999) theories it can be seen that biological explanations of behaviour are far too limited in that it is next to impossible for a person to change their genetic structures. Normal criminals and abnormal criminals are better accounted for their behaviour by both biological and psychological theory though the more comprehensive theory is psychological as this takes into account biological factors as well as environment, the individual, cognitive processes and social and group processes. To explain these concepts of criminal behaviour theories from biological, learning and social cognition are outlined and evidence is presented that shows why more than just biological determinants of criminal behaviour are important. Lombrosos work is a biological theory, which he believed accounted for why criminals committed crimes. (Bartol 1999) in unison with the contemporary views makes the statement that Lombrusos work did not fully account for criminal behaviour. While the important role of psychosocial factors in the development of criminal behaviour has long been acknowledged, there has been an increasing interest in the neurobiological basis of aggression and crime over the past decade, boosted by methodological advances in genetics (Sterzer et al 2009). Researchers recognised the potential role of biological factors in the etiology of criminal behaviour and analysed whether abnormal fear conditioning predisposes to crime (Gao et al 2010). Fear conditioning is a basic form of learning in which fear is associated with a previously neutral stimulus. In relation to Ryan fear conditioning could of being a big part in his early life and this factor could have played a major part of this individuals biological make-up. In imitational learning, behaviour is observed and imitated and is maintained depending on the extent of re-enforcement that occurs. When aggression is observed it may lead to a swing in the norm of aggression as unacceptable to b eing acceptable. According to (Bandura 1995) behaviour that is learned can also be relearned with more appropriate responses, however (Bartol 1999) argued that cognitive scripts are resistant to change and they are subject to observational learning and reinforcement theory. Therefore, the age at which a given behaviour is learned is dependent on the rewards it brings when it is imitated and the length of time it is maintained before it is the form of criminal confrontation. The problem is that the behaviour that is causing the criminal confrontation will be more resistant to change the longer it went undetected, reinforced and maintained therefore this behaviour will be more resistant to being replaced with a more appropriate behaviour. In theory the better a young person is raised with good models of social normality the less likely the individual is going to adapt antisocial behaviour. Crime is a multifaceted behavioural outcome of complex interactions among multiple biological an d environmental factors and cannot possibly be explained by a single neurobiological factor such as fear conditioning. The degree to which criminal behaviour is controllable and correctable is determined by many connecting factors none of which alone can explain crime. The approaches of psychological learning theories are the subsequent developments are more comprehensive biological theories are far too simple and do not account for all areas of individual and social behaviour. The biological theories emphasise the values on a complicated issue that demands attention to detail and a broad minded approach that is willing to account for human behaviour and how they do or dont commit deviant behaviour in society. One in three men in the UK will have a conviction for a serious offence by the age of 31. (Newburn et al 1994) states that the most significant fact about crime is that it is almost always committed by men (Ryan was 22). There are many social and cultural theories of violent behaviour, stressing social learning (Hearn 1998). Through violence men attempt to affirm a positive self-concept, enhance self- esteem and reclaim personal power (Campbell 1993). Male violence reflects patterns of socialization in which the male role involves greater readiness to use violence as a means of control and assertion of power. The theory of hegemonic masculinity (Connell 1995 Messerschmidts 1997), masculinity is viewed as a crucial part of intersection of different sources and forms of power, stratification, desire and identity. Connell (1995) states that performance and choice rather than passively learnt behaviour. Violent behaviour is chosen while calling upon dominant discourses of masculinity fo r support and legitimation. In Ryans case, Ryan in fact made the informed choice to commit and act upon his own violent behaviour towards his victim (Ryan lines 30-46). In conclusion, Ryan just adds to the Home Office statistics of young male men who commit homicide in todays society, and unfortunately fits into the general pattern of homicides in England and Wales. Ryans actions on that night out will have a drastic effect on Ryan for the rest of this young mans life forever. Ryans act of homicide is labelled as a typical type of homicide. Ryans vicious attack on his victim will probably result in a typical murder charge and Ryan will be looking at a lengthy custodial sentence. It is unlikely Ryan could plead manslaughter due to the fact that Ryans actions on that night out, do not meet any of the criteria for a lesser charge of manslaughter. Ryans actions that night have destroyed so many lifes, his victim, his friend (who will also probably be charged with murder), and Ryans young life. Ryans decision to commit that vicious attack that lead to homicide will also have an effect on all family members of those mentioned.

Santiago as Code Hero in Hemingways The Old Man and The Sea Essay

Santiago as Code Hero in Hemingway's The Old Man and The Sea "The Old Man and the Sea" is a heroic tale of man's strength pitted against forces he cannot control. It is a story about an old Cuban fisherman and his three-day battle with a giant Marlin. Through the use of three prominent themes; friendship, bravery, and Christianity; the "Old Man and the Sea" strives to teach important life lessons to the reader while also epitomizing Santiago, the old fisherman, as a Hemingway code hero. The relationship between Santiago and the boy is introduced early in the story. They are unlikely companions; one is old and the other young, yet they share an insuperable amount of respect and loyalty for each other. Santiago does not treat Manolin as a young boy but rather as an equal. Age is not a factor in their relationship. Manolin does not even act as a young boy; he is mature and sensitive to Santiago's feelings. He even offers to disobey his parents and accompany Santiago on his fishing trips. Santiago is viewed as an outcast in his village because he has not caught any fish for more than eighty-four days and is therefore "unlucky". Nonetheless Manolin is loyal to Santiago and even when his parents forbid him he wants to help his friend. Their conversations are comfortable, like that of two friends who have known each other for a long time. When they speak it is usually about baseball or fishing, the two things they have most in common. Their favorite team is the Yankees and Santiago never loses faith in them even when the star player, Joe DiMaggio is injured with a heel spur. In this way Santiago not only teaches Manolin about fishing but also about important characteristics such as faith. In the story Santiago's bravery is uns... ...e does allow Christianity to be a more dominant theme than the other but instead makes it more symbolic than intentional. He does not smother the relationship between the old man and the young boy but instead separates them for a large part of the story. Finally, he does not make Santiago's bravery a central them by highlighting his weaknesses. In the end the old mans perseverance and faith pay off. He finally gains the respect of the village and succeeds in teaching Manolin the lessons of faith and bravery. In Ernest Hemingway's "The Old Man and the Sea", one will find many examples in which the main character, Santiago, surpasses many hardships while being courageous, brave, and being a friend. Each of these: courage, bravery, and friendship, are qualities in a Hemingway code hero. Hemingway, Ernest. "The Old Man and the Sea. New York: Simon & Schuster, 1999.

The Narrator Merges with Ottilie in Porter’s Holiday :: Porter’s Holiday

The Narrator Merges with Ottilie in Porter’s Holiday â€Å"Ottilie, now silent, was doubled upon herself, slipping loosely on the edge of the seat. I caught hold of her stout belt with my free hand, and my fingers slipped between her clothes and bare flesh, ribbed and gaunt and dry against my knuckles. My sense of her realness, her humanity, this shattered being that was a woman, was so shocking to me that a howl as doglike and despairing as her own rose in me unuttered and died again, to be a perpetual ghost. Ottilie slanted her eyes and peered at me, and I gazed back. The knotted wrinkles of her face were grotesquely changed, she gave a choked little whimper, and suddenly she laughed out, a kind of yelp but unmistakably laughter, and clapped her hands for joy, the grinning mouth and suffering eyes turned to the sky.† (Page 434) This passage shows how the narrator finalizes her exile from the story by merging with Ottilie. The storyteller excludes herself throughout the tale by never being identified with a name or origin; she is in a state of â€Å"perpetual exile.† The narrator allies herself with Ottilie halfway through the story when she describes a filament connecting them â€Å"so that her life and mine were kin, even a part of each other† (427). Here, they become one so that the narrator and her personal life safely disappear from the story. Ottilie â€Å"doubled upon herself† represents the doubling of the two women. In the next sentence, the words â€Å"her† and â€Å"my† are used back-and-forth five times, almost as if one possessive pronoun could be exchanged for the other. In this sentence, the narrator’s fingers slip between Ottilie’s clothing and flesh, and thus their bodily contact merges the two physically. The following sentence describes Ottilie as a â€Å"shattered being,† perhaps because her new being is mixed with the narrator’s presence. The narrator never feels real in her own right, and it’s only when she senses the â€Å"realness† and â€Å"humanity† of Ottilie that she feels a breakthrough. However, she no longer has thoughts/feelings/sounds of her own; her reactionary howl is described as being Ottilitie’s as it rises unuttered and dies again. Therefore, the narrator finds her own identity when allied with Ottilie. She is hereafter described as a â€Å"perpetual ghost† because she no longer exists in and of herself, but in Ottilie.

Thanksgiving Day Essay examples -- Descriptive Writing Examples, Observ

Thanksgiving Day I stepped out of the chilly November air and into the warmth of my home. The first snowfall of the year had hit early in the morning, and the soft, powdery snow provided entertainment for hours. As I laid my furry mittens and warm hat on the bench to dry, I was immediately greeted with the rich scent of sweet apple pie, pumpkin pie, mashed potatoes, and the twenty-pound turkey my mother was preparing for our Thanksgiving feast. As I walked into the family room, I could feel the gentle heat of the crackling fire begin to sooth my frostbitten cheeks. I plopped myself down on the sofa. The soft cushions felt like heaven to my muscles, sore from building snowmen, riding sleds, and throwing snowballs from behind the impenetrable fort. As I lay there resting, I closed my eyes and just soaked in the joyous sounds of the holiday. I could hear my father chatting with my grandmother, reminiscing of childhood memories and the joy of raising kids. Soft acoustic guitar melodies from the stereo sounded above the snapping and crackling of the fire. The ...

Women in Nation Building

Women’s participation in nation-building is an important ingredient in achieving an equitable, peaceful and more prosperous society. Gender equity and women’s inclusion play a central role both as a litmus test and as an active variable shaping a more democratic, stabilized and developed society. To enhance the results of nation-building, the study suggests that nations should place a greater emphasis on the broader concept of human security from the earliest phase of nation-building efforts. In addition, leaders should establish governance based on principles of equity and consistent rule of law, and should include women in the earliest economic reconstruction activities. Women play a special role in the overall development of the country. â€Å"There is no chance for the welfare of the world unless the condition of women is improved. It is not possible for a bird to fly on only one wing. † â€Å"woman is the builder and moulder of a nation’s destiny, though delicate and soft as lily, she has a heart, stronger and bolder than that of man, she is the supreme inspiration for man’s onward march. Today the educated women have come out of their inferiority complex and are shouldering all kinds of responsibilities, as Managers, officers, TV and radio news reader, pilots, Ministers, Anchors, Musicians, Clerks, Stenographers, and what not? state is a â€Å"union of families and villages†. Family is the basic unit of society, which is the foundation o f state itself. Happy families create a healthy society and healthy society is a pre-requisite of strong political order in democratic societies. A woman is an architect of society. She establishes the institution of family life, builds the home, brings up the children and makes them good citizens. Her strength in totality contributes in the making of an ideal family, ideal society and an ideal state. It has become essential for women to be politically empowered to achieve socio-economic justice. It has rightly been said who holds the purse holds the nation. As the women are better half of the nation, they deserve better share in political power. The male-dominated political parties and legislatures in the country do not bear with their equal number in epresentative institutions. What we lack is â€Å"political will† to understand the importance of women's role in nation building and all avenues open to them to get political power. MEN Should realize the power of women,And women should also realize their power too,what they can do for them,for their family,for their nation. They are the building blocks of nation building,In the words of Martin Luthar KIng ,†A mother's place is inside her home,But she should also make certain,she gets outside that home enough to help worth while crusades and actively mould the country her children will live in. She therefore holds a key position and her role in shaping the fate of the nation must be recognized and respected. This we see that a woman occupies a vital position in family,society and it is time we recognised and respected her ability. They should not search for the role models but try themselves to be role models in politics. It would be of no use giving equal share in parental property unless the social set-up is changed. That can be changed only by sincere implementation of laws made for women. A woman is shakti, the natural energy. The most ancient scriptures say that without the female power, it is not possible for humankind to survive. The female power has been the force behind all the great leaders of the world. Therefore, they must be politically empowered. The writing is on the wall – the hand that rocks the cradle is the hand that rules the world. OUR WOMEN have a great part to play in the progress of our country, as the mental and physical contact of women with life is much more lasting and comprehensive than that of men. For nothing was it said, â€Å"The hand that rocks the cradle rules the world†. In the apron string of women is hidden the revolutionary energy, which can establish paradise on this earth. Woman is the magnificent creation of god, a multi faceted personality with the power of benevolence, adjustability, integrity and tolerance. She is companion of man, gifted with equal mental faculty, a protector and provider, the embodiment of love and affection. The role given to women in a society is a measuring rod and true index of its civilisation and cultural attainment.