Equality of conditions according to Tocqueville? Essay

In his Democracy in America, Toqueville states that equality of conditions â€Å"exercising domination over civil society as much as over the government it creates opinions, gives birth to feelings, suggests customs, and modifies whatever it does not create.† (p. 9) Clearly, to understand Tocqueville, one must understand what he means by equality of conditions. These conditions are common circumstances, origins, education, and mores. The settlers of America came primarily from England. They faced the same uncertainty with one another of what they would find upon arriving in the New World. They all had to deal with the harsh landscape and with doing without all the comforts of living in the developed countries they left behind. They came, not in search of greater political or financial opportunities, but for a place to freely exercise their religion. They shared religious beliefs (within each of the colonies). Therefore, they shared mores, which is reflected in the harsh penal codes they developed by vote of majority. They shared a common language, common goals. Most were well-educated and left behind comfortable lifestyles. There were no landowners when they arrived in the New World. There was no expectation of superiority, which always come with landed gentry. Freedom and equality are the very reasons most came to the New World. Each citizen was also equally responsible for social obligations. As a consequence American political and legal systems developed to protect freedom and equality. The result was more equality. This equality manifests itself, according to Tocqueville in a society where generations face greater and greater equality. As Tocqueville writes America’s equality in conditions creates â€Å"[a] nation as a body [which] would be less brilliant, less glorious, and perhaps less strong, but the majority of the citizens would enjoy a more prosperous lot, and the people would be pacific not from despair of anything better but from knowing itself to be well-off.†

Romeo: Static Character

Throughout the play we see that Romeo’s impulsive decisions land him in onerous situations. His capricious behavior is demonstrated through his rash love when he immediately moves on, without remorse or second thoughts, from Rosaline to Juliet whom he falls in love with instantly after laying eyes on her. Prior to seeing Juliet, Romeo talks about his infatuation with Rosaline, and the torment he suffers when he finds she does not love him back. Upon searching for her at the Capulet’s party, sees Juliet, when he says, â€Å"Did my heart love till now?Forswear it, sight! For I ne’er saw true beauty till this night,† (i. V. 51). His immediate transition between lovers proves that his love for Juliet was impulsive and irrational. When Romeo hears of Juliet’s death, he says to himself, â€Å"Well Juliet, I will lie with thee tonight. Let’s see for means. † (V. i. 34). His first thought is that if Juliet is dead, he must dies too. Without co nsidering any other options or going to Friar Laurence for further details, he acts on a whim and kills himself, when in reality Juliet isn’t actually dead.These actions prove Romeo as a static character because throughout the course of the play, when his love for Juliet ignites, comes to an end, and in other situations, Romeo does not think his decisions through and acts on impulse. Romeo is in love with the idea of being in love. Instead of using his head, Romeo only defines love with his eyes and heart. When it comes to emotions, Romeo is ardent about being in love. Because he unconditionally loves many characters throughout the play, it causes major conflicts.This makes him static because during the play he always lets love, and other emotions, get in the way and never learns from his mistakes. When Tybalt wants a duel Romeo says, â€Å"To such a greeting. Villain am I none,† (III. i. 63) and backs down. After Tybalt starts to insult Romeo, Mercutio gets in between them and is then killed by Tybalt. â€Å"Now, Tybalt, take the ‘villain’ back again that late thou gav’st me; for Mercutio’s soul,† (III. i. 125) Romeo bellows before he stabs Tybalt.Because Romeo loves his friend, he lets his emotions take over and without thinking through his actions, carries them out no matter the consequences. To further prove that this is a static behavior, when Romeo goes to see the Friar and tells him about his love for Juliet the Friar says, â€Å"Women may fall, when there’s no strength in men. † (II. iii. 76) By this the Friar means that *women can be excused for being weak, since mean are not stronger. * This has happened to Romeo many times, and this makes him weak and irresponsible when it comes to love.

Belle Technologies Essay Example | Topics and Well Written Essays - 750 words

Belle Technologies - Essay Example The engineers were also irritated with his obsessive ness with perfection even when it was not required like the diction, fonts etc. of written documents. All this worked against him and despite being the most loyal employee of the company; he did not receive good appraisals from his subordinates and was finally demoted. A: Hersey and Blanchard would never say that Derek is leading the newly hired engineers properly because the approach they believe in and the approach Derek applied was totally different. Though Derek expected greatness from his new recruits he purposely maintained a distance from them because he believed that its better if they learn on their own. Whereas Hersey and Blanchard thought that the recruits are in the R1 stage and the leader should use the telling style of leadership and take time out as much as possible to tell them what to do and give specific directions on how to proceed and complete the work satisfactorily. A: Hersey and Blanchard would not agree with Derek's leadership of the experienced engineers. Derek believed in supervising them in every step of their work. According to him he checked with them as much as six times a day to see whether everything is going well or not. This naturally irritated the engineers a lot. On the other hand Hersey and Blanchard believed that at this stage the experienced workers should be allowed to work on their own as much as possible and give them advice and suggestions when they really require it. This way they will feel that they are worthy enough to be trusted completely. Q.4 Now that they have a new manager, Sinha, how do you think the new engineers ought to be led Your recommendations A: The new manager Sinha should follow Hersey and Blanchard's approach of leadership. He should understand that the new recruits are fresh out of college and would require time, encouragement and guidance to understand work. They are in the R1 stage, which is the telling stage from the leadership point of view. Therefore Sinha should not wait for them to ask questions, as they might be skeptical and conscious that whether they are asking the right questions or not. So Sinha should resort to one-way communication and keep directing them from time to time about what is required and also, guide them on how to go about it. Q.5 Now that they have a new manager, Olin, how do you think the experienced engineers ought to be led Your recommendations A: The experienced engineers should be left alone. With experience they have become experts in their fields and they very well know how to do their work. Unnecessary interference will irritate them and they might even gossip on their leader's back. All this might affect the leadership position of the leader negatively. Therefore advice should be given when really required. They must be led by thrusting complete trust on their abilities. The leader should always be available to them and should not be too task centered. The leader should create a more participating and friendly atmosphere to successfully lead this group.

In what ways do sociological and political economic theories of news Essay

In what ways do sociological and political economic theories of news production explain the relatively easy generation of popula - Essay Example This is a reflection of the general public disillusionment with the functioning of government institutions. More importantly, it is an indication of the distrust of mainstream media sources and the information (misinformation) being generated by them. Sadly, though, such expressions of disagreement and distrust only account for a politically aware minority, whilst a large majority of the population are subject to government propganda, orchestrated and implemented by major media institutions. Indeed, the ruthlessness and brazenness with which the Bush Administration went about achieving its strategic goals can be learnt from the following quote: â€Å"The issue of whether the Pentagon was waging an orchestrated domestic propaganda campaign was first openly acknowledged in the fall of 2002. Donald Rumsfeld was asked whether the Pentagon was engaged in propagandizing through the Defense Department's Office of Strategic Influence (strategic influence is military jargon for propaganda). Military officials said they might release false news stories to the foreign press, but they had to retract that when news organizations expressed concern that the bogus stories could be picked up in the domestic press. Mocking concerns about propaganda blowback, Rumsfeld informed the media on November 18, 2002, that he would eliminate the program in name only. (Goodman & Goodman, 2004, p.253) One might wonder why such a nexus between apparently two different kinds of institutions should exist and what benefits would its leaders attain in the process. There are a few sociological and political economic theories of news production that attempt to answer this most pressing question of modern democratic societies. The rest of this essay will try to encapsulate the essence of such theories and find out if they resonate in the case of the Iraq War. One of the major contributions to the subject of government-media propaganda is made by Noam Chomsky and Edward Herman. Their seminal work ti tled Manufacturing Consent: The Political Economy of Mass Media is perhaps the most illuminating work on this subject, alongside Ben H. Bagdikian's another path-breaking work 'Media Monopoly'. In Manufacturing Consent, Chomsky and Herman layout a template for how propaganda works. This they called the Propaganda Model. In it they identify a set of five key factors that contribute to the functioning of propaganda machinery. These are: 1. Ownership of the medium 2. Medium's funding sources 3. Sourcing 4. Flak and 5. Anti-Communist Ideology. (Mcchesney, 1989, p.36) It should be remembered that during the time of the book's publication, Soviet Union was still in existence and Anti-Communist ideology comprised the dominant American foreign policy paradigm. In the context of the ongoing occupation of Iraq, one could replace it with such contrived fears as Terrorism and Islamophobia. (Edgley, 2000) What follows is a brief overview of these five factors that helped propaganda efforts in the lead-up to the Iraq war to be successful. First, mainstream media outlets in the United States (a fact that is equally applicable to most capitalist countries) is largely privately owned. Let us take the case of Television news. The facade of diversity created by hundreds of news channels breaks down with the realization that most channels are owned by a few major media houses such as CBS,

Annotated bibliography Essay Example | Topics and Well Written Essays - 1500 words

Annotated bibliography - Essay Example Abdulla states that this is evident in the number of bankruptcy reports from online companies. Accordingly, Abdulla concludes that developing the online skills of employees in business if they should attempt to thrive amidst the stiff competition in the online market. Barkley, D. L., Markley, D. M., & Lamie, R. D. (2007). E-Commerce as a business strategy: Lessons learned from case studies of rural and small town businesses. (UCED Working paper). Clemson University, South Carolina. This article focuses on the usage of internet of small businesses in rural areas. The research respondents include 25 rural businesses and 3 small business service providers with an average number of less than 200 workers. The firms are evaluated relative to the extent of their E-commerce usage. Further, the research covers the benefits, drawbacks, and overall implication of E-commerce in small businesses, such as the profitability of using the internet in establishing B2B and B2C relations. The research a lso outlines the potential points to improve E-commerce business process; this includes the capacity for growth, change, and innovation. Consequently, the research also suggests that, in using E-commerce, it is better to maintain the company’s niche, partner with appropriate business providers, and design and maintain profitable websites. Bryant, J. B. (n.d.). What are the benefits of the internet to business? Chron. Retrieved from http://smallbusiness.chron.com/benefits-internet-business-316.html Bradley’s article discusses the benefits of using the Internet to improve business operations. The discussion relies on the theoretical concept of internet use as a business strategy although it does not relate the strategy to a specific company. Specifically, the article suggests that effective Internet usage opens businesses toward faster communication, global competitiveness, and profitability due to decreased expenses. For instance, using the Internet as an information su perhighway allows businesses to leverage information toward profitability, while integrating internet features in business operations strengthens global audience of businesses. The most significant of these benefits is the cost saving opportunity because of the lower expense compared to face-to-face transactions. Specifically, using the internet saves time, money, and effort while in the long run, the reduction of expenses through internet usage increases the savings and profit rate. Cain, G., & Jones, J. (2008). Employment law: The dangers of social networking sites. NZ Marketing Magazine 27(10), 59. The article discusses the use of social networ

Innovating the process of Custom-made Thobe by the use of technology Essay

Innovating the process of Custom-made Thobe by the use of technology - Essay Example Being custom-made, the thobe is highly unique for each customer. This is particularly true in the recent years where the process of buying a thobe has changed from just having to choose a fabric and take the size measurements, to advanced levels of specialization that are inherent in the modern process. Today a customer has to choose the color, fabric material, sleeves, collar, number of pockets, design and button style. This whole new and continuously updated process expanded the thobe market, increased the number of thobe stores and designers, and most of all, increased the need to buy thobes more frequently. In addition, these differences in styles and colors forced each customer to buy more than double the number he usually buys each year. Now he can have a different style for every occasion: work, formal look, in house, family and friends. The customer must first select a place to make his costumed thobe. This is usually done by random selection or based on advertisements or recommendations from other people. The customer then picks the fabric material, fabric colors, as well as other details including button shape and size; the shop’s staff records these specifications manually. Next, the customer goes through the measurement process where a staff from the shop makes size measurements using a measuring tape. Finally, the customer makes a down payment. Each tailor shop operates independently and relies on its own resources. For example, each tailor shop has their own garments, fabric, and staff who take body measurements. There are also tailors who work on the orders in the production facility, and some shops have their own exclusive and branded designs. The body size measurement process can be very time consuming for customers, especially when there are a lot of them waiting their turn. In many cases, new customers know how long the process could take. Therefore, if there are a number of customers being served, they are most

Corparate finance Essay Example | Topics and Well Written Essays - 2500 words - 1

Corparate finance - Essay Example In the case of Hoad limited the capital investment is the resources needed to acquire new and replace old production equipment. Organizations should come up with efficient capital investment plans for how the budget should be allocated and how the financing will be acquired. An organization can obtain funds through two approaches namely equity and debt. Equity investments refer to a situation where the company offers ownership to investors or uses retained earnings to finance projects (Dow, 2009: p.91). In the case of Hoad limited, the retained earnings and issuing of more stock won’t be adequate to fund their intended capital expenditure. The other option that is viable to Hoad limited is the use of debts. Debt financing involves acquiring investors who receive a promise of future payments without acquiring ownership of the organization (Dow, 2009: p.91). Deciding on the best funding approach is relevant for Hoad Limited given that investment is a crucial component for organizations. Though markets may be the preferred mode of financing in developed countries for organizations, establishing an alternative finance option is critical in regions with underdeveloped stock exchange (Allen, Carletti, Qian, & Valenzuela, 2012: 4). In regions with under-developed stock exchange, a well-established system is crucial in exploiting the gains from trade. These opportunities ought to be matched with relevant funding based on the standard and non-standard sources and also domestic and international sectors. Before Hoad limited decides on the best approach to adopt in acquiring debts to finance the capital expenditure, the organization has to evaluate its capital structure and determine the best way forward. The business has to decide whether to use more equity or more debt in its capital structure (Dow, 2009: p.95). The company can increase its expected returns when the return from a capital investment is greater than the cost of

John Lennon and Yoko Ono's campaign for peace Essay

John Lennon and Yoko Ono's campaign for peace - Essay Example The essay "John Lennon and Yoko Ono's campaign for peace" discovers campaign for peace by John Lennon and Yoko Ono. The war was causing great suffering to the women and children. However, the US government was not ready to stop the war anytime soon. However, after the people stood against their own administrators, the political leaders who needed their votes during the next election had to bow down and listen to their concerns. Currently, it’s easier to mobilize people to the streets. This is because the media has advanced tremendously. In addition, there is freedom of expression. Moreover, the entry of the internet in the world has revolutionalized the communication sector. Many people have access to technological gadgets such as phones, tablets, and computers to enable them communicate with other people at ease. On the other hand, social media has increased the connectivity of the people. Therefore, people are able to interact and share ideas without have to move from one pl ace to the other. However, during those times, the media was less developed. As a result, it was hard to mobilize people towards common objectives. As a result, the fact that John Lennon and Yoko Ono were able to convince people towards their ideologies is a clear indication that their campaign was of great success. The military in Vietnam were being blamed for various atrocities. In addition, the war was characterized by torturing of women and violation of other human rights. However, the world was silent as all these acts continued.

Victory and the Blight Essay Example for Free

Victory and the Blight Essay Victory and the blight, is written by Trinidadian author Earl Lovelace and is a simple tale about a man who lives in Rio Claro, a village in Trinidad. His story is about Victory, a barber, who takes pride and pleasure in his job. Victory, begins his day, by finding his friend Braun and a stranger at his barber shop, even before it has opened for the day. He thinks to himself that this stranger is going to be blight or a stain on his day. Victory is a man who doesn’t believe in taking the short way but believes that things must be done in a smooth process. He also believes in doing his job right, hence his choice of scissors and razor over the clippers. This is also clearly evident in the manner in which he prepares for a haircut and completes the job His barbering skills are a reflection of his attitude and approach to life. The pictures on the walls of Victory’s shop show his interest in sports and there are also pictures of Victory, the winner of long and high jump prizes. As the story continues readers come to know of Victory’s club, the Wanderers, a cricket team, and of the members who are soon to leave it. We also learn of his passion for the sport. As the bench on which Braun and the stranger, Ross, sit collapses he realizes that Ross like him is also a sportsman and also a man who knows what he wants. The story on one level describes a simple incident in a barber shop and Victory’s way of living life. It also speaks of how leaving your homeland changes things, ‘as if they were never there’.

American Japanese Internment Camps Essay Example for Free

American Japanese Internment Camps Essay 1.0   Introduction Japanese Americans refer to all Americans of the Japanese heritage who were born in Japan or the descendants of those who were born in Japan. Initially, they were the largest Asian American group but currently they are sixth largest group in those of mixed race and mixed ethnicity. The largest group of these people is found in California while others are distributed in other states such as Washington, New York, Illinois and Hawaii.   Although every year there is quite a considerable number of Japanese immigrants who enter United States, the net migration still remains low since the older Japanese Americans still leave United States and go back to their original country, Japan. Japanese Americans have a long history in the United States since history records that the first group arrived American in the late 1800s.   In the year 1942, the United States government forced all the Japanese Americans and the Japanese who had settled along the Pacific Coast to relocate to war relocation camps which were referred to as internment camps.   Since the internment camps resulted from the presence of Japanese Americans, this research shall first focus on their history and later discuss about the internment camps. 2.0   History of Japanese Americans in the 19th Century United States has ever been known as the country of immigrants as a result of war, food shortages and political persecutions in other countries where the immigrants hail from. Japanese people happen to make a large percentage of the immigrants, and as highlighted earlier, they began to migrate in to the United States from the late 1800s.   The main cause of the immigration of the Japanese was to work in the sugar plantations which were established along the Pacific by traders who had settled in the Hawaiian Kingdom. The sugar industry had grown tremendously as it was aided by the Americas civil war in the year 1861-1865, and that called for more workers after the Hawaiian population was decreasing due to disease. Other workers were leaving the plantations for better work, and as a result the Hawaii’s foreign minister sought more workers from Japan. Consequently, in the year 1868, the first one hundred and forty nine Japanese immigrants arrived in Hawaii.   Since they were not used to the harsh conditions in the region and all the hard work in the sugar plantations, about forty of them returned to Japan. The rest went ahead and even intermarried with the Hawaii residents. The first Japanese immigrants in to the Hawaii gave formed the Japanese American community.   In the year 1886, the Japan and the Hawaii signed labor convection after which a lot of Japanese migrants arrived to Hawaii as contract workers and some went to California as student laborers.   According to the studies of Niiya and Japanese American National Museum-Los Angeles, Calif. (1993), the Japanese migration to Hawaii was mainly labor migration which intensified following Chinese exclusion from the United States in the year 1882.   It also involved emigration back to Japan and also to West Coast. It was halted by the Gentlemen’s Agreement in the year 1908 and finally by the Exclusion Act in the year 1924. 2.1   Reasons for the Japanese Migration to America Although most of the Japanese went to America for the contract labor, some still had others reasons. For instance, some just followed their parents like the case of one teenage girl who narrates that she just followed her dad. In another case, a woman followed her spouse after he had stayed for quite some time without returning back to Japan. Though she had thought that they would make enough money and return home, they ended up settling there permanently. Student’s immigrants also made a good number of Japanese Americans especially in San Francisco. In the year 1890, there were about three thousand Japanese students in America. Since they did not have enough money for their upkeep and studies, they resulted in to working in the plantations to earn extra money. Consequently, they ended up living in very poor conditions and one newspaper described them as â€Å"poor students and youths who have rashly left their native shores. Hundred of such are landed every year, with miserably scant funds in their pockets†¦Their objection is to earn with labor of their hands, a pittance sufficient to enable them to pursue their studies in language, sociology and politics† (Niiya Japanese American National Museum (Los Angeles, Calif.) 1993 pp. 3). 2.2   Japanese Americans Life in the Early 20th Century Contrary to what most Japanese had expected, life in America was quite hard for any one else other than the Native Americans.   The life and the work were made difficult by the banks, labor recruiters, and the immigration agents who used to charge Japanese immigrants extortion fees. In addition to the economic exploitation, the Japanese Americans also used to face racial discrimination. The social attitude, laws, and practices limited and excluded them from enjoying life fully, liberty, and also property. The salary that they were getting was barely enough to sustain them, leave alone saving money to enable them go back to Japan.   Most of them wished they were back in Japan like one worker who used to be paid fourteen dollars a month and out of those dollars, he used to pay more than half for the sleeping quarters. The rest was spent in buying food and other personal use.   In such a situation, it was practically hard for such a person to save enough money that would have enab led him to go back to Japan. As a result, majority were eventually forced to settle completely in America (Niiya, Japanese American National Museum (Los Angeles, Calif.) 1993). 2.3   1941-1945 The harsh living conditions of Japanese Americans continued to worsen as the years progressed.   In the year 1941, the situation worsened further especially after the Japan attacked and damaged the Pearl Harbor. The Americans accused the Japanese Americans of collaborating with Japan and as a result, they betrayed America. Since every one had started spreading rumors of how the Japanese Americans had helped Japan in the war, the whole of the American population started to have a bad altitude towards them.   As a result, many people started to propose for their removal from the Western States, as they feared Japan might attack them from West Coast although Japan did not have such plans. However, other Americans had other reasons for their removal since some coveted their farms. The groups who were pressing for the Japanese Americans removal from the West Coast continued to increase as groups like Anti-immigration Organizations, Chambers of Commerce from every city, and the American Legion joined the rest who were pressing for the same. The major reason why the Americans wanted the Japanese Americans removed was mere hatred other than the reasons that they were giving initially. Henry McLemore, one of the San Francisco Examiner was quoted to have said that â€Å"let us have no patience with the enemy or with any one whose veins carry his blood.† He continued to say that â€Å"I personally hate Japanese† (Spickard 2009 pp. 106). Still, some politicians continued to express their sentiments towards Japanese as some said that it was impossible to know whether they were loyal or not and were often referred to as inscrutable Orientals. With such hatred, it was obvious that the Japanese Americans were not going to escape relocation. The decision of relocating or imprisoning the Japanese Americans was made in the Washington D.C. by the administration of Roosevelt guided by the military leaders. They were arguing that it was of military necessity to do so, though they were not able to demonstrate that necessity. The military leaders believed that Japanese were dangerous regardless of whether they are loyal or not. Moreover, they continued to argue that even giving them citizenship was not to help in any way, since that would not change their nature. Despite the fact that there were a few protests who argued that they had already jailed all the dangerous Japanese Americans, the administration went ahead and made the decision to remove all of them from the West Coast. Studies of Spickard (2009) record that on 19th February 1942, President Roosevelt issued executive order 9066 that empowered the Secretary of War, Henry Stimson, to designate military areas with an aim of excluding Japanese Americans from the West Coas t. As a result, Arizona, Washington, Oregon and California were divided in to two military regions and the Japanese Americans were prohibited from western parts of the states and some inland sections. Following the order, some of the Japanese Americans started to move towards east with their belongings and family. However, moving with such a short notice was almost impossible for them and many American did not want them to settle in their territories. They were continuously harassed, and due to this, they continued to move to the east.   One governor from Idaho was quoted to have said that â€Å"The Japs live like rats, breed like rats, and act like rats. We do not want them buying or leasing land or becoming permanently settled in our state† (Spickard, 2009 pp.107). When voluntary migration failed to produce desirable results, on March 27, DeWitt stopped it and put travel restrictions on the Japanese Americans in the military zone. In addition, the army decided to move all of them in the concentration camps. 3.0   Concentration Camps The concentration camps were the barbed wire enclosures where the Japanese Americans were moved to after the executive order was issued in the year 1942, to bar them from residing in the West Coast parts of America. Though there had been camps earlier in the history of America, these camps were exceptional because a whole ethnic group was forced to reside there. Since Japanese Americans were passive by nature and accepted anything that was imposed on them, as some people argue, they did not resist moving in to the camps neither did they move out of the same without an order. Some people planed to resist legally though much was not derived from the same, since it did not stop them from being evacuated from their places. Studies of Spickard (2009), record that during the evacuation day, one hundred and twelve thousand Japanese Americans were taken to the evacuation camps. The camps were of very poor conditions since it is recorded that even the ground was wet especially on the day of evacuation. There was no adequate light and the rooms were very small. The environment was not favorable either since it was hot during the day and very cold at night. Whichever the case, they had no alternative but to stay in the barbed wire enclosures. The ten camps were located at different locations particularly in the interior west, in the isolated desert areas. Some of the camps were located at Amache, Minidoka, Poston, Manzanar California, Jerome, Tula lake California and Heart Mountain. After evacuation, only six Japanese Americans remained in the local hospitals since they were seriously sick.   Since they were living communally, all facilities were being shared by about two fifty people. Given that the conditions in the camps were not conducive at all, around one thousand and two hundred left the camps when they were given the chance of joining the US Army. Although many of the Japanese Americans had become desperate and frustrated at first given that some of them even attempted suicide, they later decided to adapt to the life of the camps. Each camp had a government owned farm land that was leased to them; they engaged in agricultural activities and produced poultry and dairy products. The cost of food was not high and other services like the medical cares were provided free of charge. Education was also offered free of charge up to the high school level and majority of the internees were recruited as teachers and others were trained to fit in the employment programs that were available at the camps. 3.1   Japanese Americans Life after Relocation from Concentration Camps After January 1945, all people were finally allowed to leave the internment camps.   The Japanese Americans were given the identification card and they were told that once they presented them to the authorities, they would be allowed to go back to their homes. However, though the government had allowed them to leave, they were still afraid of the Americans for they were still hostile towards them. Even the people who received them were similarly harassed by the rest.   One man who had returned to California in May after the executive order was removed was quoted to have said â€Å"Everybody was afraid of being attacked by the white people. The war was still going on at that time and prejudice and oppression were very severe† (Niiya Japanese American National Museum-Los Angeles, Calif., 1993 pp. 19) as he described the situation. Moreover, on top of racial discrimination and other forms of harassment, the Japanese Americans still went through a lot trying to rebuild their lives once again. 4.0   Conclusion The Japanese Americans are among the many immigrant groups found in the United States. Since the late 1800s nearly half a million Japanese immigrants have settled in America and more than twice of that number today claim Japanese ancestry.   Although they went to America being optimistic that they would work hard and establish themselves, some of these dreams were never realized. Some thought that after making some money, they would go back to their motherland which never came to be since life in America was characterized by a lot of economic hardships. In addition, they faced a lot of prejudice and were discriminated against. The worst came to worst during the Second World War when all the Japanese Americans were forced in to camps with no apparent reason –other than being of the same ancestry with the America’s enemy, Japan. The relocation camps which were located far from the West Coast were characterized by the poor living conditions.   Since the year 1942 when the Japanese Americans was relocated to the internment camps, they were able to go back after the year 1945 when the executive order was finally removed.

The Flaws Of Fracking Environmental Sciences Essay

The Flaws Of Fracking Environmental Sciences Essay Most people who drive cars or heat their houses would concur that finding a cheaper, more accessible substitute for oil would be a positive advancement. With benefits such as energy independence from foreign oil companies and economic stimulus, natural gas drilling seems the obvious solution. However, substituting oil drilling with natural gas drilling is not as positive of an alternative as it may seem. Commonly known as fracking, the process of drilling for natural gas is fairly uncomplicated, yet it poses some serious risks. The process starts with geologists who identify types of rock that are most likely to contain natural gases within them. These gases began forming millions of years ago when layers of plant and animal matter decayed, and then became trapped by sand and silt that later turned to rock. Beneath the rock, heat and pressure acted together to turn this organic matter to coal, oil, and natural gas (Natural Gas Basics). However, unlike coal and oil which remain structurally trapped under the rock, most of the tiny bubbles of natural gas mainly composed of methane with butane and propane byproducts are absorbed into the micro-porous matrix of coal. This type of gas is called coalbed methane (Environmental Protection Agency). In order to access this energy-convertible methane, drilling companies have turned to a process called hydraulic fracturing. Its name basically explains the process; hydraulic means operated by the  pressure created by forcing water, oil, or another liquid through a comparatively narrow pipe or orifice, and fracturing is defined as to break or crack (Dictionary.com). Basically, a small crack in underground rock or coal is turned into a large crack using a water-based fluid pumped into the ground at a high pressure, so that the gas contained within the rock can more easily escape. The first step in the process is to drill a production well deep into the earth until it meets the coal seam that contains the gas. The next step is to make a connection between this well and the coal seam so that once the gas is released it has a structured means of transportation to the surface. This connection is made by creating or enlarging a fracture in the seam by pumping a thick fluid into the ground at a steadily increasing speed and pressure. Eventually, the rock will not be able to capacitate the fluid at the rate at which it is enteri ng the seam, and a fracture will ensue because of the high pressure. The size of the fracture depends on the features of the surrounding rock, the type of fracturing fluid, the pressure at which it enters the ground, and the depth of the coal seam. However, all contributing factors aside, a hydraulically created fracture will always take the path of least resistance through the coal seam and surrounding formations (Environmental Protection Agency). So in order to keep the fracture from being consumed again by the surrounding rock once the pumping of fluid is discontinued, a proppant usually sand is also pumped into the ground to prop the fracture open. Once the flow of injected substances has stopped, the open fracture filled with proppant becomes a discontinuity in the continuous pressure of the surrounding rock. When the gas contained within the rock is no longer being held under strict pressure it can escape, and the fracture functions as an avenue for deabsorbed gas to flow ba ck up the production well (Environmental Protection Agency). The risk mentioned in the opening paragraph does not manifest itself in the fracturing process itself, nor in the mere presence of fractures. The danger of this practice is based upon the consistency of the fracturing fluids. However, the recipes for these fracking cocktails are hard to come by, and thus measuring their true negative impact is difficult. Drilling companies strive to keep the chemical make-up of their fluids a secret so as not to lose their competitive edge. In a comment to ProPublica writer Abrahm Lustgarten, Diana Gabriel, a spokesperson for natural gas drilling pioneer Halliburton Energy Services Inc., stated, Halliburtons proprietary fluids are the result of years of extensive researchà ¢Ã¢â€š ¬Ã‚ ¦ We have gone to great lengths to ensure that we are able to protect the fruits of the companys researchà ¢Ã¢â€š ¬Ã‚ ¦. We could lose our competitive advantage (Abrahm Lustgarten). In an effort to keep their businesses viable and lucrative, companies have made an effo rt to publicly assure people that drilling fluids are mostly made up of non-toxic, even edible substances, and that when chemicals are used, they are just a tiny fraction of the overall mix a mix that can reach up to over a million gallons of liquid (Lustgarten). However, that small fraction as tiny as less than one percent of the total can actually end up as over 10,000 gallons of unknown chemicals being dumped into the ground. While many of these chemicals used remain unidentified, The Bureau of Land Management believes they can identify about 300 different compounds being used in fracking fluids, and of these suspect 300, 65 are considered hazardous by the federal government. The Environmental Protection Agency [EPA] has established several of these known chemicals as lubricants and biocides that with repeated exposure can be linked to kidney, liver, heart, blood, and brain damage. Most of the remaining 235 out of the 300 have not been studied so their negative affects cannot be predicted. Also, even if these chemicals really are only used in trace amounts as the drilling companies assert, scientists believe that even low doses of contact with them through contaminated drinking water can have damaging affects (Lustgarten). One instance of water contamination happened in July 2008 when a hydrologist took a water sample from a 300-foot water well in Sublette County, Wyoming near where drilling had been taking place. The sample contained brown, foul-smelling, oily water, and when tested it showed benzene a chemical found in gasoline and cigarettes, known to cause aplastic anemia and leukemia at 1,500 times the safe level for human ingestion. Another unsettling encounter with contaminated drinking water showed fluoride which although commonly used for medicinal purposes, can cause bone damage or even be fatal in high doses in drinking wells near drilling sites at nearly three time the maximum limit set by the EPA. Fluoride is listed on Halliburtons hydraulic fracturing patent applications, which those opposed to drilling would say leaves little room for doubt as to how the above mentioned fluoride ended up in drinking water. Spokespeople for drilling companies argue that the advent of high levels of th ese and other chemicals happened naturally or as a result of another catalyst. Thus far it has been a challenge to prove otherwise because of the secrecy surrounding the contents of the fracking fluids not even the EPA knows what is in them. Thus, it is hard for them to measure the relative safety of the use of these solutions in the ground. As a result, movements are being made by those who are concerned about the contamination of their drinking water towards requiring drilling companies to disclose the chemicals in their frac juice (Lustgarten). Natural gas drilling companies are not required to disclose the makeup of their fluids because of an exemption laid out in the 2005 Energy Policy Act. Signed into law by President George W. Bush on August 8, 2005, the act exempts oil and gas producers from certain requirements of the Safe Drinking Water Act, which means that the EPA does not need to monitor water affected by drilling for possible health-risk-carrying contaminants (Energy Policy of 2005). This loophole is commonly known as the Halliburton loophole, because of the alleged involvement in its passage by former Halliburton CEO and then Vice President of the United States, Dick Cheney (Energy Policy of 2005). Validating this assertion, Benjamin Grumbles, a  former Bush-Cheney EPA  Assistant Administrator for Water, admitted his knowledge of foul play during an interview with ProPublica. In order for the exemption to be included in the bill, the EPA needed to be able to prove to lawmakers that the hydraulic fracturing p rocess was not dangerous, and therefore liable for an exemption, while also not digging themselves into a hole if their findings were later challenged. That is where Grumbles comes in: What came across clearly to the EPA was that the [Bush] administration did not want us to take a formal position of opposition to the exemption. It wasnt so much a pressure. It was just very clear, here is the situation: EPA officials or career staff are not to take a position of opposition or support for the legislationà ¢Ã¢â€š ¬Ã‚ ¦I know the office of the vice president [Dick Cheney] was involved (Bill Wolfe). Representatives Diana DeGette and Maurice Hinchey seek to repeal this unfair and unfounded exemption by introducing the Fracturing Responsibility and Awareness of Chemicals [FRAC] Act. Commenting on the bill, DeGette said, Our bill simply closes an unconscionable Bush-Cheney loophole by requiring the oil and gas industry to follow the same rules as everyone else (Sarah Jones). Adding to her comment, another anti-drilling Representative, Jared Polis, said, It is irresponsible to stand by while innocent people are getting sick because of an industry exemption that Dick Cheney snuck in to our nations energy policy (Jones). While industry executives have strongly opposed this comment, one point that reporter Sarah Jones makes is extremely valid: if the gas industry is not doing anything harmful to the water ergo, if they have nothing to hide then why do they need to be exempt from regulations? In Jones opinion, and in the opinions of many others, these drilling companies have come up with an effective yet dangerous method of making millions of dollars; thus, the American people are saddled with the potentially disastrous consequences of Cheneys tsunami of massive and reckless special interest deregulation, whose sole motivation still appears to be the enrichment of the former vice presidents personal financial interests (Jones). The FRAC Act is being supported in the Sen ate by Frank Lautenberg of New Jersey, Chuck Schumer of New York, and Bob Casey of Pennsylvania. As a result of repealing its exemption, the Act would require public disclosure of fracking chemicals. It would also force drilling companies to adhere to the standards set by the Safe Drinking Water Act by modifying it to include hydraulic fracturing in its definition of underground injection. Lautenberg commented on the act saying, People have a right to know if chemicals are being injected into the ground near their homes and potentially ending up in the water supply. This bill will ensure that the [EPA] has the tools to assess the risks of fracking and require appropriate protections so that drinking water in New Jersey and other states is safe (Matt Fair). The FRAC Act is not the only major piece of legislation in the works that is pursuing regulation of natural gas. Three congressmen in the House of Representatives, led by Rush Holt, echoed Lautenberg and Caseys motions towards cleaning up drilling processes by introducing the BREATHE Bringing Reductions to Energys Airborne Toxic Health Effects Act. The act will undo additional exemptions from the Clean Air Act for oil and gas rigs, requiring them to meet air quality standards. Although this law will not impact hydraulic fracturing specifically, it will help create a sense of accountability for drilling companies who up to today have had to answer to next to no one. The act will also help clean up the pollution that ensues from the process itself. Noting this lack of monitoring by authorities, Holt said, Our loyalties shouldnt be with oil and gas companies our loyalties should be with families affected by fracking (Fair). Moving to bypass small preventative measures, Senator Linda Greenstein and two other legislators introduced a bill last year that would outlaw fracking completely in New Jersey if it passed (Fair). Additionally in New Mexico, a survey conducted in Santa Fe discovered hundreds of cases of water contamination from unlined pits where fracking fluids and other wastes are stored. As a result, the state has passed a one year moratorium on drilling around the city, until further research can be conducted (Lustgarten). Colorado has been fighting against natural gas drilling with the most gusto of any state, completing a complete rewrite of all drilling regulations in 2007 and moving towards requiring full disclosure of the exact make up of all fracturing fluids. An early compromise between the state and drilling companies was reached in August of 2008 when gas companies agreed to disclose the makeup of fracturing liquids only to health officials and regulators. This compromise was stimulated by news of an accident involving fracking fluid that nearl y killed Colorado nurse, Cathy Behr. While treating a hunter who had run in to a fracking fluid spill, she came in contact with the fluid. The hunter was eventually discharged, but shortly afterwards Behr was admitted into the hospital herself with multiple organ failure and in critical condition. In order to treat her in hopes of saving her life, hospital doctors asked to be informed of the chemicals she had been exposed to, but the gas company declined. The Behr incident inspired public outcry against the drilling industry, which moved companies to make concessions with the state. However, their partial disclosure deal was not as much progress as it was made out to be; a clause was included in the deal that would ensure that the disclosure agreement would only apply to chemicals stored in containers that could hold 50 gallons or more. So to avoid full disclosure it has been found that drilling companies often store their fracking fluids in smaller containers. This agreement was un fortunately the best deal that could be reached, because the three main fracking companies in Colorado threatened to leave the state if disclosure was forced upon them. Their absence would deprive the state of $29 billion in future gas-related tax revenue over the next ten years, so the state settled for a mediocre deal (Lustgarten). These anti-drilling legislative actions have been brought about by the rising awareness of the risks that the effects of drilling pose. Legislators, namely in Pennsylvania, seek to update their regulations so as not to allow their communities to fall victim to the negative effects of fracking (Risky Gas Drilling: Threatens Health, Water Supplies). Such negative effects fall into three main categories that are often interrelated: environmental, human, and animal risks. The most notable environmental risk of natural gas drilling is the pollution of ground water that it has been shown to cause. Fracking fluids leak into the surrounding water tables which then provides for the possibility of the chemicals leeching into drinking wells that are for human and animal use. Fracking is a suspect in polluted drinking water in Arkansas, Colorado, Pennsylvania, Texas, Virginia, West Virginia and Wyoming, where residents have reported changes in water quality or quantity following fracturing operations (Risky Gas Drilling: Threatens Health, Water Supplies). Although in their 2004 study on hydraulic fracturing the EPA asserted that it posed no threat to drinking water, there have been more than 1,000 documented cases of water contamination near drilling sites in Colorado, New Mexico, Ohio and Pennsylvania alone. More recently, the EPA has discovered that up to one third of injected fracturing fluids may stay in the ground subsequent to drilling. They have also a sserted that these fluids, specifically benzene, are likely to be transported by groundwater (Lustgarten). In September of 2008, tests performed on wells in Sublette County, Wyoming showed contamination in 88 of the 220 wells examined in an area spanning over 28 miles. Upon returning to these same sites at a later date, scientists were unable to even open the water wells because their monitors showed they contained so much flammable gas that they were likely to explode (Lustgarten). Although the State is aware of these risks, New York legislators are looking towards allowing drilling in the Marcellus Shale region of their state, which holds an underground abundance of natural gas. This region runs underneath a portion of the New York City watershed that provides pure, unfiltered drinking water (Risky Gas Drilling: Threatens Health, Water Supplies). Drilling in this area would leave over 9 million New Yorkers at risk of being exposed to and/or ingesting contaminated water (Risky Gas Drilling: Threatens Health, Water Supplies). Another problem regarding contaminated water arises not from underground drilling, but from chemical spills on the surface that allow fluids to seep into the water table from above. Accidental spills and leaky tanks, trucks and waste pits [have] allowed benzene and other chemicals to leach into streams, springs and water wells (Lustgarten). State records in Colorado have shown that between 2003 and 2008 over 1,500 fracking chemical spills have occurred, with 206 of those spills occurring in 2008. 48 of the 206 have been reported as linked to water contamination (Lustgarten). Beyond just water contamination, natural gas drilling threatens to pollute clean air and destroy natural landscapes. Inevitably, this damage to the environment caused by drilling will rapidly begin to disturb the inhabitants of that environment. As people must have a place to live, they are very much affected by the contamination of their surroundings. Because of the large-scale nature of drilling operations and the isolated landscapes where natural gas reservoirs often are found, rural communities end up being transformed into industrial zones. Even when done in compliance with existing regulations, natural gas production brings with it toxic waste, diesel fumes, traffic and wall-rattling noise all of which would be incredibly disruptive to people who are accustomed to pure, tranquil landscapes (Risky Gas Drilling: Threatens Health, Water Supplies). Besides just noise pollution and traffic which, while they can be annoying, are not life threatening the safety of those who live in close proximity to drilling sites can be in jeopardy. Because we are talking about natural gas, there is always the possibility of a fire or gas explosion. While safety procedures are in place to prevent this from happening, it can, and does hap pen (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Just the mere possibility that an explosion could occur is troubling, as a REBUBLIKID writer noted that fluid storage tanks and other drilling materials have been kept in residential areas, and even near a school (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). There have been several documented cases of explosions. In one case, investigators deduced that the explosion of a house was caused by methane gas that entered the residential water supply. Fracturing provided a means for the gas to reach this water supply, as it forged underground passageways through which the gas could travel. In a similar case that occurred in December 2007, a house in Bainbridge, Ohio exploded in a fiery ball (Lustgarten). A study of the situation proved that hydraulic fracturing produced pressure that forced methane gas upward from its usual location of thousands of feet below the surface. The gas traveled through a series of cracks until it reached the groundwater aquifer, and eventually the tap water of the Bainbridge neighborhood. Investigators discovered that the neighborhoods tap water contained so much methane that the house ignited (Lustgarten). The most famous case of an explosion occurred at the home of Larry and Laura Amos in western Colorado. Just beyond the Amoses property line, the usual drilling for the day had commenced, when suddenly, less than 1,000 feet from their house, their drinking water well exploded like a Yellowstone geyser, firing its lid into the air and spewing mud and gray fizzing water high into the sky. State inspectors tested the Amos well for methane and found lots of it (Lustgarten). Following the incident, the family was assured that they were in no real danger, as long as they vented their house by keeping doors and windows open to ensure an explosion did not ensue as a result of more gas trapped inside th eir house. However, they were never warned that the water could possibly be seriously contaminated, even after it returned to its original color. Thus, the family continued to bathe in and drink the water, until three years later when Laura Amos was diagnosed with a rare adrenal tumor (Lustgarten). Concerned for her then three year old daughter, who had been bathed in the possibly polluted water daily as an infant, she began to challenge the state about the mysterious chemicals that might have been in her well. Laura contacted scientist Theo Colborn, whose studies on the affects of low-dose exposure to chemicals are considered the most comprehensive available (Lustgarten). In Colborns Congressional testimony to the House Committee on Oversight and Government Reform, she expressed grave concern at her discovering that fracturing fluids contained the chemical 2-butoxy ethanol [BE-2]. She produced a long list of bizarre health effects that were possible at relatively low levels of expo sure, and explained that BE-2 is odorless, colorless, tasteless, and evaporates at room temperature. If this chemical were to surface as a gas or get into a drinking water supply, it could cause health problems in domestic and wild animals and humans that could baffle veterinarians or physicians (The Applicability of Federal Requirements to Protect Public Health). In what could be considered undisputable proof of the contribution of fracking fluids to Laura Amos condition, Colborn also noted that adrenal tumors, which are extremely rare, are known to be caused by exposure to this chemical (The Applicability of Federal Requirements to Protect Public Health). This is just one case, regarding one health issue, caused by one chemical; however, fracturing fluids contain hundreds of known and unknown chemicals that have been linked to dozens of other critical health problems. Colborn believes even very low doses of some of the compounds can damage kidney and immune systems and affect repr oductive development, which is very disturbing from a health standpoint, as millions of people already have been, or will be exposed to these chemicals in the future (Lustgarten). A third and final risk posed by natural gas drilling is the negative impact that the influx of drilling machinery and the contact with fracturing fluids has on animals. Drilling companies may need to clear forests and pave roads in order to have access to their drilling sites, which is disruptive to the natural habitat of wild animals. Animals may also flee when they encounter drilling machinery, as they perceive it as a new predatory. The combination of these two factors may lead to forced migration of animals to another area, which then starts off a chain reaction of wildlife related problems (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). More than 25 million acres of wildlife habitat in the West have been leased by the Bureau of Land Management, and could potentially be opened to drilling, which would be devastating to the natural ecosystems there (Risky Gas Drilling: Threatens Health, Water Supplies). Contact with fracturing fluids t hrough contaminated water has proved to be extremely detrimental to animals, both wild and domestic. In one area of Wyoming, as drilling activity increased, mule deer numbers declined by 30 percent from 2000 to 2007 (Risky Gas Drilling: Threatens Health, Water Supplies). In Garfield County, Colorado, domestic animals that had produced offspring like clockwork each spring were no longer giving birth to healthy young (Lustgarten). In addition, a bull went sterile, and a herd of beef cows stopped going into heat, as did pigs. In the most striking case, sheep bred on an organic dairy farm had a rash of inexplicable still births (Lustgarten). All these peculiarities occurred near drilling waste pits, where wastewater that includes fracturing fluids is misted into the air for evaporation (Lustgarten). Many organizations are fighting against this devastation, as well as the other two types addressed above. The Natural Resource Defense Council especially is fighting to protect communities a cross the country from the pollution caused by natural gas production. By tightening loopholes in our bedrock environmental laws, banning drilling on sensitive lands and requiring the most stringent regulatory requirements wherever production does take place, we can help protect critical water supplies and other precious resources and keep our communities safe and healthy (Risky Gas Drilling: Threatens Health, Water Supplies). After addressing all these negative factors and reasons not to drill, a reader could be left wondering why companies do it at all. Below are some of the pros to the fracturing process that drilling companies stand behind. First is accessibility. The technological advances in the drilling process make extracting gas from previously inaccessible sites possible (Risky Gas Drilling: Threatens Health, Water Supplies). This new ability to tap into a previously nonexistent resource has been exciting for many, and as inspired a gold rush affect for those in the gas and oil business. The fracturing method allows gas to be collected from thousands of feet beneath the earth, a feat that, as of yet, can only be accomplished by hydraulic fracturing (Risky Gas Drilling: Threatens Health, Water Supplies). Secondly, natural gas drilling provides energy independence from foreign oil companies. More domestic drilling means less dependence on oil from terror sponsoring countries Like Saudi Arabia, and Iran, and socialist dictatorships such as Hugo Chavezs Venezuela (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Many would also agree that weaning the United States from dependence on oil would be good for everyones pocketbooks. According to T. Boone Pickens in a comment to ProPublica, natural gas is cleaner, cheaperà ¢Ã¢â€š ¬Ã‚ ¦abundant, and ours. Gas is also more environmentally friendly than oil, as it emits 23 percent less carbon when burned (Lustgarten). Finally, the collection of natural gas provides economic stimulation. Drilling companies are always hiring, and they provide jobs that have an annual income of $40,000 a year. As many drilling sites are located in rural and often poor areas, that kind of salary is welcomed by struggling families. If plans for full-scale drilling in Pennsylvania and New York are carried out, thousands of such jobs could be created. Local employees and workers from out of town will end up spending much of their salary near the drilling site, stimulating the local economy and allowing local businesses to keep their doors open (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Land leases and taxes on drilling sites will generate income for the state, and landowners will receive royalties as high as 10 percent for relinquishing their lands to be leased for drilling (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). When all of these factors are examined and weighed against each other, it is my personal opinion that the risks of drilling far override the benefits the health and safety of human beings should always have priority over money. However, the benefits certainly have merit, and provide a solution to several problems facing the American people today. If a safer drilling process could be developed without using harmful chemicals and with increased safety precautions to prevent explosions, natural gas drilling could possibly be the catalyst towards a better, more stable US economy.

Close Reading of the Two Holes Passage of Toni Morrisons Sula :: Sula Essays

A Close Reading of the Two Holes Passage of Sula   Ã‚  Ã‚   Toni Morrison’s novel Sula is rich with paradox and contradiction from the name of a community on top of a hill called "Bottom" to a family full of discord named "Peace." There are no clear distinctions in the novel, and this is most apparent in the meaning of the relationship between the two main characters, Sula and Nel. Although they are characterized differently, they also have many similarities. Literary critics have interpreted the girls in several different ways: as lesbians (Smith 8), as the two halves of a single person (Coleman 145), and as representations of the dichotomy between good and evil (Bergenholtz 4 of 9). The ambiguity of these two characters allows for infinite speculation, but regardless of how the reader interprets the relationship their bond is undeniable. The most striking example of their connection occurs right before the accidental death of Chicken Little. In the passage preceding his death, Nel and Sula conduct an almost ceremonial co mmitment to one another that is sealed permanently when "the water darkened and closed quickly over the place where Chicken Little sank" (Morrison 61): Together they worked until the two holes were one and the same. When the depression was the size of a small dishpan, Nel’s twig broke. With a gesture of disgust she threw the pieces into the hole they had made. Sula threw hers in too. Nel saw a bottle cap and tossed it in as well. Each then looked around for more debris to throw into the hole: paper, bits of glass, butts of cigarettes, until all the small defiling things they could find were collected there. Carefully they replaced the soil and covered the entire grave with uprooted grass. Neither one had spoken a word. (Morrison 58-59) The image of the girls working together to dig holes in the dirt begins with each girl digging her own hole, but symbolically the two separate holes become one, representing the merging of Sula and Nel into a deep and meaningful relationship. The imagery of a "hole" is used to describe the "whole" of Sula and Nel, indicating the completeness of the two when they are together. When the girls concurrently throw their twigs into the hole it is as if they are throwing themselves into each other’s consciousness, making a permanent connection with one another. Each twig represents their independent selves being joined with the other when they are thrown together into the hole to be buried.

Desktop Computer vs. Laptop Computers :: Compare Contrast Technology Essays Papers

Desktop Computer vs. Laptop Computers The invention of computers has made a huge change in human civilization and society, by changing the way people think. Computers replaced jobs and tedious repetitive thoughts that were done by human originally. People became more and more reliant on computers, and thus, computers became essential to our lives. Computers can manufacture products quickly, and eliminate possible human errors. As technology progresses, new ideas have been brought into computer to make them perform more efficiently. Also, scientists and engineers tend to make things â€Å"smaller†, so we can enjoy the benefits from electronic devices anywhere and anytime. Therefore, size and efficiency are two main points for consumers. Desktop computer and laptop computer are representatives for each of these concepts. Although desktops and laptops come from the same origin, they are different in many ways. The history of computers is an amazing story filled with interesting statistics. â€Å"The first computer was invented by a man named Konrad Zuse. He was a German construction engineer, and he used the machine mainly for mathematic calculations and repetition† (Bellis, Inventors of Modern Computer). The invention shocked the world; it inspired people to start the development of computers. Soon after, â€Å"In 1946, John Mauchly and J Presper Eckert developed the fastest computer at that time, the ENIAC I. It was built under the assistance of the US army, and it was used on military researches. The ENIAC I contained 17468 vacuum tubes, along with 70000 resistors, 10000 capacitors, 1500 relays, 6000 manual switches and 5 million soldered joints. It covered 1800 square feet of floor space, weighed 3 tons, consumed 160 kilowatts of electrical power.†(Bellis, Inventors of Modern Computer) These statistics are amazing, but even more amazing is the development of computers. Now in 2005, in this short 68-year period, computer technology has changed its entire look; now, we use computer chips instead of vacuum tubes and circuit board instead of wires. The changes in size and speed are probably the biggest. When we look at computers today, it is very hard to imagine computers 60 years ago were such big, heavy monsters. Desktop computers were commonly used since the late 90’s. The increasing number of applications on desktop computers allowed us to do all kinds of different activities like games, music, video, document editing and so on. In comparison with laptop computers, desktop computers have more stable performance, greater capacities, and throughout history, they have proven themselves more reliable to handle every job they have been assigned.

Psychological Profiles of Characters in Julius Caesar Essay

Five most interesting characters in The Tragedy of Julius Caesar, Acts I & II, are the following: Julius Caesar, Mark Antony, Brutus, Cassius, and Portia. Julius Caesar is described to be a powerful, tyrant king of Rome. He is the figure people loved, but conspired to be assassinated by his own senators. Mark Antony is the most loyal subject of Julius Caesar. He loved Caesar so much that’s why he’s well-trusted, and is feared by conspirators for his loyalty. Brutus is one of the senators who saw a great need to stop Caesar from becoming a more powerful king. He is believed to be a protagonist here, if Caesar’s death is justified due to Caesar’s cruelty as a king. Cassius is one of the senators who conspired to plot against Caesar too. Somehow, Caesar felt that Cassius should not be trusted because â€Å"he thinks too much. † Portia is the loving wife of Brutus. She knows the secrets of her husband, and she’s always worried for him. (Shakespeare, W. Act I) Caesar got scared at one point, when his wife dreamed of his assassination. Mark Antony was also believed by conspirators that his loyalty will get buried along with Caesar’s body. Brutus, though the main conspirator, didn’t want Caesar to be â€Å"dismembered,† and he does show some respect to Caesar all along. Cassius, as a senator, should protect Caesar, but he is one of the main conspirators too. Portia wasn’t able to tolerate her husband’s silence on the fact he’s hiding something for her. (Shakespeare, W. Act II). All the characters mentioned have believable qualities, but most of them turned out to have a weak side. This is true too amongst us, because we are our own characters, but our weak side is what makes us human. That makes this tragedy a real life story we can relate to.

Dell Computer Corporation †Share Repurchase Program Essay

1. Why do companies use stock options to compensate employees? What are the advantages of stock options relative to cash compensation? What, if any, are their disadvantages? 2. What, if any, risks do Dell’s shareholders face from Dell’s stock option program? Draw terminal payoff diagrams to illustrate the risk. Is this risk something that shareholders of Dell expect to bear when investing in Dell? 3. How does Dell remove, or hedge, the perceived risk of the stock options program for shareholders? Draw terminal payoff diagrams to illustrate. 4. Why does Dell transact in both call and put options? Use put-call parity to reformulate the put and call positions that Dell takes in terms of Dell’s stock and borrowing. What effectively does Dell’s call and put positions accomplish? Is risk management the primary motivation for Dell’s actions? A stock option is an offer by a company that gives employees the right to buy a specified number of shares in the company at an agreed upon price (usually lower than market) by a specific date. The benefit of granting options to employees is viewed as a good thing because it (theoretically) aligned the interests of the employees (normally the key executives) with those of the common shareholders. If a material portion of a CEO’s salary were in the form of options, she or he would be incited to manage the company well, resulting in a higher stock price over the long term. The higher stock price would benefit both the executives and the common shareholders. Substituting options is supposed to keep executives eyes on the long term since the potential benefit (higher stock prices) would increase over time. Also, options programs require a vesting period (generally several years) before the employee can actually exercise the options. This is in contrast to a â€Å"traditional† compensation program, which is based upon meeting quarterly performance targets, but these may not be in the best interests of the common shareholders. For example, a CEO who could get a cash bonus based on earnings growth may be incited to delay spending money on marketing or research and development projects. Doing so would meet the short-term performance targets at the expense of a company’s long-term growth potential. Stock options creates a financial stake of employees in the firms growth. The executive stock options allows the employees to participate in the upside performance of the firms, incenting them to work harder. Although there is a cost associated with the use of employee stock options. The equity holders do not earn same level of returns as they would have if the firm would not have issued executive stock options to its employee. This loss of return in the form of dilution is the cost that equity holders have to pay for having the employee stock option program. However, this cost is mitigated by the fact that if the market value of the firm’s asset decreases, the employee shares the downside as well, thereby absorbing some of the impact of the market value decrease from equity holders. Another cost that the equity shareholders bear is the liquidity cost. The employees are usually paid a higher market value of stock options then they would otherwise receive solely through wages due to the fact that the options they received cannot be traded or realized until a particular date. The use of executive stock options transfer some of the market risk from the equity holders to the employees thereby reducing the beta of the equity. At the time of case, companies are not required to report any compensation expense in their publicly filed financial statements when they grant stock options. However, when certain options are exercised, companies receive a tax deduction, which can provide significant income tax savings. There are two arguments that you’ll commonly find against the use of stock options: Dilution of ownership and overstatement of operating income. When an employee exercises her stock options, the company has to either issue new shares or go out on the open market and purchase shares. If new shares are issued, then your ownership is diluted. If the company purchases shares on the open market, then the company, which only receives the exercise price from the employee, has to pay market price for the shares it purchases. This results in a net cash outflow for the company. Since the impact of the compensation deduction that a corporation can claim for tax purposes is not included in a company’s GAAP income, many take the view that using options enables the company to overstate its income. Risks to Dell shareholders: Dell Share holders bear the risk in the form of cost of potentially issuing the stock at below market values if the employees do convert the options into stock when the options are in-the-money. However, if the options expires out of the money, the shareholders realize equally better benefits. In this case, the firm obtains labor from employees without having paid for the labor by issuing shares. The employee stock options provides a cushioning from the full burnt of the downside of a firms poor performance while taking a share of the upside benefits also. There is essentially a risk transfer from shareholders to employees through the use of employee stock options. The share holders pay a fair cost to incent employees to be more productive. The executive stock options seem to counteract some of the risk that shareholders naturally bear when they buy a stock. Hedging the risk of Stock options: By issuing employee stock options, Dell presumably takes a short call position on its stock thereby creating a liability to be paid in future. (Appendix shows the payoff diagram of Dell’s liability because of the employee stock option program.) To hedge the risk associated with the liability Dell is purchasing a 2.8 M call options. This effectively hedges the risk of the executive stock option program back to the shareholders. Dell by engaging in the put and call options is basically equivalent to buying a forward contract on its own stock. With the share repurchase program, Dell is also pursuing a strategy of having long call and short put position. Using the put-call parity, (Appendix) the long call and short put transaction is equivalent to buying stock by borrowing money. So dell’s long call and short put transaction is equivalent to a levered share repurchase. As a result of the above transaction the risk of having a combination of long call and short put is higher then that of just having a long call position (employee stock option program), which is transferred to dell shareholders. In this case dell is hedging the risk in the same way as a levered share repurchase program would work by creating more value to the shareholders by increasing the risk borne. I had completed the analysis of the Dell’s proposed stock repurchase program for upto 12 Million shares and the use of the equity options as part of the repurchase. As per the information available the put-call transactions along the share repurchase program being employed by Dell would create substantial value for the firm and the shareholders only if management has private information that Dell stock is undervalued and would perform above expectations in the coming months.

Li&Fung

Summary Li & Fung, which is a long-standing Hong Kong based company, has evolved from an export trading company to a coordinator of value-added services across the whole supply chain in a global, open manufacturing circumstance. Its corporate culture has enabled it to keep pace with the current trend of global business. The successful acquisitions and the venture capital make the company grows stably and rapidly. However, the company now faces some challenges coming from Asian financial environment and related policies.High sensitive of the change in macro environment is essential for the company to success. At the same time, keeping Asia in an important position could take long time competitive advantages. Finally, the update of information and technology may bring more efficiency and effective within the organization. Introduction Li & Fung was the first export company that solely funded by Chinese capital in Chinese trade history. Fung Yiu-hing and Li To-ming founded it in 1906 in Guangzhou, China. The firm grew to be a limited company in Hong Kong on December 28, 1937.The company expanded quickly to globalize by the leading of the second generation from the Fung family. The high-speed growth of Li & Fung Limited started when the third generation of Fung’s family took over the organization. The core parts of the company’s business are foreign trade, logistic, distribution and retail. Victor and William tried to restructure the company, use the modem human resource management, and utilized professional management skills to control the company without eliminating the Chinese style management.Li & Fung Limited made use of acquisition to take over the competitors and expanded their suppliers and clients all over the world. The most famous and successful one is the acquisition of Inchcape Buying Services (IBS), which helped Li & Fung Limited to open the European market. At the same time, the brothers establish a venture capital corporation to accomp any the suppliers and stable its supply chain. According to one anonymous (1999), Li & Fung is the world’s largest trade sourcing company and it pioneers a new model for multinationals.By now, William and Victor want to expand the company from Asia based company into a region closer to their target market. With the new trend of the global economy, Li & Fung Limited will encounter more challenges and find a way out of a difficulty. Since its foundation, the company has establishes a culture that incorporates pragmatism and innovation. According to Msmith (2008), the progressive corporate culture, which blends traditional pragmatic reasoning with entrepreneurial innovation, has enabled adaptability and growth in a dynamic market.Additionally, it combines the Chinese business culture (â€Å"Chineseness†) with the foreign operations. Not only is it expects loyalty and reward diligent, but it also has a reasonable and transparent bonus system, where bonuses were based solel y on profit performance. Generally, the company is employee-concerned, where the workers and managers are treated as family. As is the vision of the corporation, they strive to use resources efficiently; to add business value for our customers and their suppliers; to focus on the health and wellbeing of our colleagues; and to positively impact our communities and societies (2013).Analysis of Li & Fung Li & Fung’s outsourcing matrix suits particularly well to its global position and activity: To begin with, outsourcing teams are firstly divided into two main product categories: soft and hard goods. Since they â€Å"specialized† in a certain kind of good, they develop a certain expertise, which is an asset in their discussions with external agents. Besides, inside each category, the teams are divided depending on their geographical market. This organization displays an advantage in satisfying specific local needs.Furthermore, connection and communication is established a nd fostered between the divisions, which know exactly whom to contact for each particular issue. Finally, Li & Fung is able to efficiently master the â€Å"4Cs† (connections, communications, control of quality, and consolidation of shipments), and obtain a competitive advantage because of their organizational chart. In terms of Li & Fung’s business model, it is â€Å"a virtual factory† or â€Å"private label manufacturing program†. This means that it specializes in providing product itself, not brand or promotion.Although there is big scale merit in production of textile industry, it is difficult that each company has a big factory as there are lots of competitors and fashion of the clothes are always changing, as is thought by Swan (2008). As to company which has a talent of designing or marketing, it is better not to have its manufacturing and outsourcing. Maybe this is why Li & Fung is always required from many customers. Also, Li & Fung has developed the relationship through its network so that it can get such soft goods as textiles at high speed and excellent quality with the lowest cost.Successful acquisition Li & Fung’s mergers have been the main way of expending their business. Among all the mergers, the biggest merger during 1994 to 1997, which is acquiring IBS, is the most successful and famous one even in the global range. The main reason why Li & Fung can get so many benefits from merger is based on the following reasons. The first reason is that, Li & Fung knows which company to merge. When Li & Fung choose companies, they will look for what the company is having at that time, the sourcing, the customers and the employees.In this way, Li & Fung can complement the blank its current business. For example, although the margin of IBS was only 0. 8% and the combined average was 2. 2%, the sourcing supplement brought by IBS has make up the blank of Li & Fung’s South Asia, Europe, the Mediterranean and Latin Amer ica. The second reason is that Li & Fung knows how to merge. At that time Li & Fung is the largest world’s supplier of retailers and IBS was the second largest. So the merge was very difficult and was treat as an elephant eat elephant merger.Especially for the huge difference between the two companies, Li & Fung was a U. S. – style Chinese-family business, While IBS was a British company. There would be a lot of unaccustomed and conflicts as expected. So Li & Fung created a transition team to review organizational processes and implement a unit-by-unit transition. Instead of doing the transition after the merger, Li & Fung did it ahead of the merger, in order of saving accustoming time. When the scale of the company increases, the operational mode of the company has to keep changing as well.After the merger, Li & Fung’s scale is twice as big. Li & Fung changed its mode into a more efficient and suitable one. It assigned managers to customer groups and not countr ies. This has made the management to be more professional and make the production more efficient. The merger has made the sourcing matrix of Li & Fung more mature. The margin of Li & Fung was higher than those of other companies due to their regionally coordinated sourcing services. Small Venture Capital Arm In 1986, Li & Fung established a small venture capital group in order to improve and perfect the whole supply chain.LFI invested in companies, which could assist the Li & Fung’s sourcing services. Magretta (1998) indicates that Victor said â€Å"A big piece of our corporate development is plugging those holes-the phrase we use is â€Å"filling in the mosaic† – and we use venture capital to do it. † LFI pay the same attention on the companies’ management system as the product when they were choosing the company to invest. Biers (2000) said, â€Å"Its venture activity has remained modest by industry standards, with just two or three new investme nts a year, each typically of just a few million dollars or less. The CEO of LFI mentioned that they only invested in companies that had at least $3 million profit, lack of resource and kept the control of the company. At the same time, they were looking for the young and creative companies that owned by people with design and marketing talent. The most successful capital injection is the investment to a promotional company; Cyrk Inc. LFI spent $200,000 in order to take 30% shares in Cyrk Inc. during 1990. At the very start, Cyrk Inc. provided service of T-shirt print.Three year after the capital injection, the sales volume raised 20 times more than before through capitalized on its logo and promotional design capabilities. In this case, they made contract with Philip Morris to produce a full line of promotional clothing. Five years later, LFI sold their shares of Cyrk Inc. for about $65 million. After spending a great deal of investment in America, LFI transferred their sight to th e European market. As a result of diverse culture and language, it was more difficult to invest in several companies to cover the whole European market.The complex situation required the managers in European have more experience and different strategies for different countries. During the process of helping these companies, they gain experience about the selection of the collaborate companies and create more opportunities to broaden their business fields. At the same time, Li & Fung can gain high reputations among the growing companies, because the goal of the LFI is not acquire these companies. In this case, these companies could unconstrained develop themselves. And Li & Fung could not only maintain the good relationship with both potential partners and current partners.Challenges & Recommendations For Li & Fung, although it is already the largest export company in the world, it is still facing a lot of challenges. According to the trend of international Economics, Asian Financial Crisis will be gone. By then, the labor cost of Li & Fung will not be as low as now. So margin will be lower in the coming future. But even if the Asian market has recovered, its labor cost is still lower than other countries; also the gap between the wealthy and poor is huge. Most of people are living under average level, which will bring a low cost of labor.Also Asian has a large population, which will involve a large number of rich people, whose price sensitivity is low and needs are high. They can purchase the products, which have been produced in Asian. So Li & Fung could give more attention to Asian Market, instead of giving it up. Policies of trade protection, which have been published by governments in different countries, will also be a huge challenge to Li & Fung. Under this circumstance, all that Li & Fung can do is to prevent before it or actively adjust after the coming of policies.Li & Fung should do market research and macroeconomics analysis regularly in order to ch oose the very best sourcing places. Also, it ought to try to find outstanding suppliers in different economic regions and different fields, so that the risk will be shared. Thereby, Li & Fung should closely monitor the changes of economics and adjust it in time. With the development of technology, information system is playing an important role in supply chain management. In this case, Li & Fung could establish a proprietary information network that enabled clients to view the status of an order.This will improve their customer relationship management. At the same time, they could set up a powerful database to do data mining, which could collect the data of suppliers and consumers, in order to calculate the shortest time and distance and lowest cost in operation. Also they can collect the data of customers, so that they can know better of market needs and offer better service. Overall, for Li & Fung, challenges and chances are coexisting. If it could continue to reflect, to improve, it would keep up with the trend of world economics and update information and technology timely.References 1. Biers, D. (2000). Thinking small. Far Eastern Economic Review, 163(46), 48-48. Retrieved from http://search. proquest. com/docview/208225120? accountid=9744 2. Li & fung pioneers a new model for multinationals. (1999). Strategic Direction, 15(6), 24-25. Retrieved from http://search. proquest. com/docview/218626878? accountid=9744 3. Li & Fung: Beyond â€Å"Filling in the Mosaic†, 1998-1998(HBS Case 9-398-092). 4. Magretta, J. (1998), Fast, global, and entrepreneurial: Supply chain management, hong kong style: An interview with victor fung.Harvard Business Review, 76(5), 102-114. Retrieved from http://search. proquest. com/docview/227758445? accountid=9744 5. Mismith068 (2008, 12). Li and Fung Case Analysis. StudyMode. com. Retrieved 12, 2008, from http://www. studymode. com/essays/Li-Fung-Case-Analysis-185365. html 6. Swan (2008, 9). Agri-Future; trendspotting & futu re thinking. Retrieved 9, 2008, from http://swan-futurethinking. blogspot. ca/2008_09_01_archive. html 7. Sustainability (2013, 3). Retrieved March 14, 2013 from http://www. lifung. com/eng/csr/csr1. php

Learing Style Aspects In E Learning Education Essay

3.1 IntroductionLearning is any addition in cognition, memorising information, geting cognition for practical usage, abstracting intending from what we do, and a procedure that allows us to understand ( Marcia, 2005 ) . There are a big figure of factors that can act upon that extent of acquisition and some of these can be viewed in Figure 3.1. Learning manner is besides defined as attitude and behaviour which determine an person ‘s preferable manner of acquisition ( Honey et al, 1992 ) . A pupil for illustration who prefers practical experience, when larning a new scheduling linguistic communication may prefer to get down composing codification instantly whereas another may favor reading up and analyze the new linguistic communication prior to composing any codification. Most scholars unaware of their ain acquisition manner penchants but are mistily cognizant of what they feel comfy with, and larn more from certain activities than others. Figure 3.1 Factors that influence acquisition 3.2 Learning Style Models Assorted larning manners theoretical accounts have been forwarded by many research workers working in instruction. Descriptions of these theoretical accounts are presented in the undermentioned subdivisions. 3.2.1 Kolb ‘s Learning Style Model Kolb ( 1984 ) used combinations of comprehending and treating to find four acquisition manners. The learning rhythm involves four procedures that must be present for larning to happen. Kolb ‘s has developed a trial ( Learning Style Inventory ) which describes the manner in which people learn and how they deal with thoughts and daily state of affairss in their life ( Ronald & A ; Virginia 2001 ) . Figure 3.2 illustrates the theory by superposing a perpendicular line stand foring ways of comprehending information and a horizontal line for treating information. In comprehending information, scholars fall someplace on a continuum between the two extremes of concrete experience ( experiencing ) and abstract conceptualisation ( believing ) . In treating information, scholars fall someplace on a continuum between the two extremes of active experimentation ( making ) and brooding observation ( watching ) . Concrete Experience ( Feeling ) Brooding Observation ( Watching ) Abstract Conceptualization ( Thinking ) Active Experiment ( Making ) Diverges Obligers Learners Convergers Figure 3.2: Kolb larning manners. Learning manner stock list ( LSI ) is a trial designed to depict pupils ‘ acquisition manner. Kolb exemplary consist of four elements stand foring different acquisition manners. These elements ( Figure 3.2 ) are: divergers, learners, convergers, and obligers as shown in ( Curtis 1997 ) . Kolb ‘s theoretical account works on two degrees – a four-stage rhythm: Concrete Experience – ( CE ) Brooding Observation – ( RO ) Abstract Conceptualization – ( AC ) Active Experimentation – ( AE ) and a four-type definition of larning manners, each stand foring the combination of two preferable manners, instead like a two-by-two matrix of the four-stage rhythm manners, as illustrated below, for which Kolb used the footings: Diverging ( CE/RO ) Assimilating ( AC/RO ) Converging ( AC/AE ) Accommodating ( CE/AE ) Here are brief descriptions of the four Kolb larning manners: Diverging ( experiencing and watching – CE/RO ) – These people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss from several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to garner information. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. Assimilating ( watching and believing – AC/RO ) – The Assimilating acquisition penchant is for a concise, logical attack. These people require good clear account instead than practical chance. They excel at understanding wide-ranging information and forming it in a clear logical format. Peoples with an Absorbing acquisition manner prefer abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. In formal acquisition state of affairss, people with this manner prefer reading, talks, researching analytical theoretical accounts, and holding clip to believe things through. Converging ( making and believing – AC/AE ) – Peoples with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to practical issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. They are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. They like to experiment with new thoughts, to imitate, and to work with practical applications. They are more attracted to proficient undertakings and jobs than societal or interpersonal issues. Accommodating ( making and experiencing – CE/AE ) – Those in this class are ‘hands-on ‘ , and relies on intuition instead than logic. They use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, carry out their ain programs. They normally act on their backbones instinct instead than logical analysis. They tend to trust on others for information than carry out their ain analysis. This learning manner is prevailing and utile in functions necessitating action and enterprise. They prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim ( Ronald & A ; Virginia, 2001 ; Curtis 1997 ) . To sum up, Kolb theoretical account describes larning as cyclical procedure involve four distinguishable larning phases that learner follow in sequence. Each measure in the learning rhythm represents a different acquisition scheme. Preferences for certain schemes become accustomed by reiterating successful schemes, and as a consequence acquisition manners develop. Kolb ‘s theory acquisition includes intents, ends, purposes, pick and determination devising. Is non clear where these elements fit into the learning rhythm. Kolb ‘s LSI creates a narrow scope of pertinence for larning manners by restricting larning penchants to one or two dimensions. Further, Kolb ‘s LSI, which has been widely used, is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms ( Curtis, 1997 ) . 3.2.2 Honey and Mumford Learning Style Model This theoretical account derived from Kolb ‘s theory as shown in Figure 3.3. This theoretical account categorized people by their preferable acquisition manners into ( Nafisah & A ; Nurhaiza et. Al, 2004 ) : Figure 3.3: Honey and Mumford Learning Style Model Reflector They like to roll up and analyse informations and are really careful at doing determinations. They do non like to go leaders. The instruction and acquisition activities that are effectual for this group is stimulate to watch like watching picture or giving them clip to believe before react, giving decision without force per unit area. The instruction and acquisition activities that are non effectual for this group are giving them the function as leader or making something in forepart of people. They get nerve-racking if required to make something instantly after a brief direction. Activist- They are open-minded and they like to happen new experiences. However, they get bored if something is repeated. They like to acquire involved in a treatment such as brainstorming, etc. The instruction and acquisition activities those are effectual for this group is giving new experiences, problem-based acquisition, games, and group research. They will go forth things if they find them hard such as they feel the beginning is non good plenty or the state of affairss are contradicted. The instruction and acquisition activities that are non effectual for this group is one-way talk, inactive acquisition, larning that involves many assorted and unarranged informations, reiterating the same activity, etc. Theorist Since they are really aims, they do non like something that is subjective. They like to do decision based on grounds, informations analysis and logic. They have clear heads. The instruction and acquisition activities which are effectual for this group is giving them clip to form their feelings, giving them clip to inquire inquiries and procedure in item, the methodological analysis, premise or logic. The instruction and acquisition activities that are non effectual for this group are larning that involves emotion, feelings, and affecting in an activity that is unstructured. Pragmatist They like to seek a new thought, expand the thought, and work out jobs particularly in which are existent life state of affairss. The instruction and acquisition activities which are effectual for this group are by demoing the technique how to make something practically, giving the chance to show what they learn and focus on the practical issues. The instruction and acquisition activities that are non effectual for this group if the acquisition is non related to immediate demand and making something with no clear pattern or lineation. To sum up, Honey and Mumford theoretical account is similar to Kolb theoretical account. They made a little alteration to Kolb ‘s nomenclature whereby the cardinal stages/styles are reciprocally corresponding and overlapping, whereas for Kolb model the acquisition manners are the consequences of uniting the learning rhythm phases.3.2.3 McCarthy ‘s 4MAT ModelIn 1979, Bernice McCarthy developed the 4MAT system based on her survey of a figure of other theoretical accounts of learning and David Kolb ‘s learning manner theory. She referred to the four acquisition manner every bit types as shown in Figure 3.4: Figure 3.4: McCarthy ‘s 4MAT Style Model Type1 – Divergers ( favourite inquiry: Why ) . They perceive information in a concrete mode and reflectively procedure it. It is indispensable that instructors provide grounds for phenomena. They are inventive scholars with the undermentioned features: Understanding others. Are oriented toward feeling and people Judge people by intervention of others Seek personal significance and integrate experience with personal values. See many positions and imagine deductions of equivocal state of affairss Creativity and working in groups. Learn by shearing thoughts and feelings Prefer the instructor/leader to give personal attending and to be a incentive and informant of their acquisition. May go indecisive and hampered by excessively many options. Excel at insight thought, creativeness, and working in groups. Type2 – Learners ( favourite inquiry: What ) . They perceive information abstractly and treat it reflectively. They are interested in elaborate and facts that lead to greater conceptual apprehension. Their features are: Value logic and order. Require facts, accurate information, and adept sentiment. The chief concerns are the construct and the thoughts. Prefer working entirely. Learn by reading, detecting, roll uping informations, and analysing. Form theories and processs. Prefer the instructor/leader to be an authorization and bask traditional talks. May sometime be impractical and tool theoretical. Excel at incorporating cognition, planning, and making theories. Type3 – Convergers ( favourite inquiry: How ) . Learner process information actively after they perceive it in an abstract manner. They are interested in processs. A strong penchant is demonstrated to â€Å" seek things out † which leads to conceptual apprehension. They are common sense scholars with these features: Value to cognize how things work. Learn by using and proving information and following theoretical account. Require action and custodies on experience. Excel at practical application, strategic thought, and speedy determinations. Work good with clip lines and hatred to waste clip. Like to acquire consecutive to the point and to the bottom line. Normally prefer work entirely and sometimes see group work, particularly group determination devising and treatment, as wasting clip. Prefer the instructor/leader to move as manager and usher. Type4 – Obligers ( favourite inquiry: What If ) . Learner is considered hazard takers, as they perceive information concretely and actively procedure it. They are interested in self-discovery and have a desire to larn by test and mistake. The feature of these type of scholar are: Value assortment, find, and new experience. Thrive on hazard pickings and alteration. Rely on intuitions instead than logic to work out jobs. Learn by test and mistake and by learning others. Excel at originative job resolution, seeking new possibilities, and act uponing others. Like to be challenged and execute good in crisis state of affairss. Dislike strict processs and agendas. Like assortment and unstructured scenes and open ended jobs. Rely on others for information in work outing jobs and non on their ain proficient analysis. Work will in group and enjoy treatment. Prefer instructor/leader to move as a resource and judge ( Ronald, et Al. 2001 ; Felder 1996 ) . To sum up, McCarthy ‘s theoretical account is developed based on Kolb ‘s theoretical account. The 4MAT theoretical account is constructed along two classs: perceiving and processing. Together, comprehending and treating depict the whole scope of the learning experience. While scholars engage in all types of acquisition, most seem to prefer one peculiar type. In acquisition and instruction, usually both information about features of a scholar and how this scholar learns is needed. For illustration the facets concrete experience and active experimentation are multi dimensional because other mental acquisition activities take topographic point while making and seeking in order to accomplish acquisition consequences. Therefore, how learner execute these sequences of activities is really of import particularly in e-learning environment, which is non identified in this theoretical account.3.2.4 Grasha Rechman Student Learning Styles Scales ( GRSLSS )Grasha Rechman Student Learn ing Styles Scales ( GRSLSS ) promotes understanding of larning manners in a wide context, six classs. Grasha ‘s attack has besides developed a corresponding typology of learning manners, based on existent schoolroom behaviour. As a consequence acquisition and learning manner can be mapped together to to the full depict the societal kineticss of the schoolroom scene ( Susan & A ; Linda, 1998 ) . A brief treatment of each of larning manner is given below: Independent pupils prefer independent survey ego paced direction, and would prefer to work entirely on class undertakings than with other pupils. Dependent scholars look to the instructor and to equals as a beginning of construction and counsel and prefer an authorization figure to state them what to make. Competitive pupils learn in order to execute better than their equals and to have acknowledgment for their academic achievements. Collaborative scholars get information by sharing and by collaborating with instructor and equals. They prefer talks with little group treatments and group undertakings. Avoidant scholars are non enthused about go toing category or geting category content. They are typically uninterested and are sometimes overwhelmed by category activities. Participant scholars are interested in category activities and treatment, and are eager to make every bit much category work as possible. They are keenly cognizant of, and have a desire to run into, teacher outlooks. To sum up, what separate this theoretical account from others it concerns about both acquisition and learning manner instead than larning manner merely. However, avoidant scholars is non clear identified in learning and larning activity for this theoretical account.3.2.5 Felder- Silverman ModelThis theoretical account developed by Richard Felder and Linda Silverman, incorporates five dimensions, two of which replicate facets of the Myers-Briggs and Kolb theoretical accounts as shown in Figure 3.5. A This theoretical account classifies pupils as: Figure 3.5: The Honey and Mumford Learning Styles linked with Kolb theoretical account Sensing/intuitive: Feeling scholar prefers concrete information such as descriptions of physical phenomena, practical, oriented toward facts and processs. Intuitive is conceptual, advanced, oriented toward theories and significances.Visual/verbal:Ocular scholar prefers ocular representations, images, diagrams, and flowchart. verbal scholars prefer written and spoken accounts.Inductive/deductive:Inductive scholar prefers presentations that proceed from the particular to the general. Deductive scholars prefer presentations that go from the general to the particular.Active/reflective:Active scholar learns by seeking things out, working with others. Brooding scholar learns by believing things through, working entirely. Active and brooding scholars have trouble taking notes hard for both larning type. Active scholar will retain information better if s/he find ways to make something with it. Writing short sum-ups for brooding scholar will be really helpful to counterbalance the deficit of category clip belie ving about new information. Sequential/global: Consecutive scholars tend to derive understanding in additive stairss. Global scholars tend to larn in big leaps, absorbing stuff about indiscriminately without seeing connexions. ( Felder, 1969 ; Sabine et.al 2007 ) . To sum up, five dimensions represent this theoretical account to place several acquisition and instruction manner. Analogous ( sensing/intuitive ) is the Percept of both Myers-Briggs and Kolb ; the Processing dimension ( active/reflective ) is besides found in Kolb ‘s theoretical account. In add-on, Felder-Silverman postulate three extra dimensions: Input ( visual/verbal ) , Organization ( inductive/deductive ) , and Understanding ( sequential/global ) . 3.2.6 Dunn and Dunn Model This theoretical account is complex and encompasses 5 strands of 21 elements that affect each person ‘s acquisition. Some of these elements are biological while others are developmental. A sum-up of these elements is provided below ( Dunn 2003 ; Thyagharajan & A ; Nayak 2007 ) . 1 ) Environment: immediate environment ( sound, light, temperature, and furniture/seating design ) . Sound refers to play down sound while larning preferred by pupils. Light refers to the degree of light preferred while analyzing. Temperature refers to the degree of temperature the scholar prefers during the survey clip. Design relates to the room design and furniture. 2 ) Emotional: ain emotionalism ( motive, continuity, duty, and construction ) Motivation related to the degree of motive the pupil has for academic acquisition. Continuity relates to the scholar ‘s attending span and ability to remain on undertaking. Duty relates to the penchant on working independent on assignments with small supervising, counsel or feedback. Structure relates to the penchant to being told precisely what the acquisition undertaking is, how should continue, and what is expected. Or being given an aim and so left entirely to make up one's mind which processs or options are used to make the aim? 3 ) Sociological: sociological penchants ( larning entirely, in a brace, in a little group, as portion of a squad, or with either an important or collegial grownup ; and desiring a assortment as opposed to forms and modus operandis ) Self depends on the individual ‘s character. Whether working entirely or with group when making assignment. Pair relates to preference to work with individual as opposed to work as member of a group. Some scholar may prefer working with others but non in a little group or entirely. Peers and squad this component helps find a pupil ‘s penchant for working with a little group with interaction, treatment and completion of the undertaking as a squad member instead than independently. Adult this component relates to preference for interaction and counsel from an grownup. Variety versus concentrating in modus operandis or forms this refers to a penchant for engagement in a truth of undertakings while larning. 4 ) Physiological: physiological features ( perceptual strengths, time-of-day energy degrees, and need for consumption and/or mobility while larning ) . Perceptual this component focuses on larning by listening, sing, sing or touching. Intake it is related to the demand to eat, imbibe or masticate while engaged in larning activities. Time this relates to the energy degrees at different times during the twenty-four hours. Mobility this is focus on the extent to be traveling, while involved in concentration. 5 ) Psychological: processing dispositions ( global/analytic, right/left, and impulsive/reflective ) . Global Analytic this determines whether a pupil learns better when sing the entire subject of survey or when nearing the undertaking consecutive one facet at a clip. Hemisphericity this sing the type of scholar whether is left or right encephalon. Left-brain pupil tend to be more analytic, whereas right encephalon pupil tend to be associated with coincident or planetary scholars. Impulsive-Reflective related to whether doing a determination rapidly or believe about options before doing determination. To sum up, it has been noticed from the features of this theoretical account that it concerns larning penchants but non learning activities. The variables of this theoretical account affect the environment of the acquisition procedure, instead than the learning manners themselves. For illustration, it is non possible to interpret, room temperature, duty, or mobility, to existent acquisition activities.3.2.7 Myers-Briggs Type Indicator ( MBTI )This theoretical account is derived from psychologist Carl Jung ‘s theory, which classifies pupils harmonizing to their penchants on graduated tables derived by Felder ( 1996 ) as shown in Figure 3.6. Figure 3.6: The Myers-Briggs Model Extroverts ( E ) /Introverts ( I ) : extroverts try things out and the introverts think things over. Detectors ( S ) /Intuitors ( N ) : detectors focus on facts and processs and intuitors focus on significances and possibilities. Thinkers ( T ) /Feelers ( F ) : minds make determination based on logic and antennas make determination based on personal and humanistic considerations. Judgers ( J ) /Perceivers ( P ) : judgers set and follow docket, seek closing even with uncomplete informations, whereas percipients adapt to altering fortunes, resist closing to obtain more informations. To sum up, this theoretical account identified four graduated tables to mensurate personality. There are 16 different combinations of letters – giving us the 16 different psychological types. However, practically it is difficult to happen person that is extravert or believing to the absolute extreme. The individual could be 80 % thought and 20 % feeling type and normally one of the penchants is the chief.3.2.8 Gardner ‘s Multiple IntelligencesMultiple Intelligence ( MI ) theory provinces that there are at least seven different ways of acquisition, and there are seven intelligences: body/kinesthetic, interpersonal, intra-personal, logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial as shown in Figure 3.7. Most people have the ability to develop accomplishments in each of the intelligences, and learn through them. Figure 3.7: The Multiple Intelligence Model Visual/Spatial Intelligence: These scholars tend to believe in images and need to make bright mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. Their accomplishments include puzzle edifice, reading, composing, understanding charts and graphs, a good sense of way, chalk outing, picture, making ocular metaphors and analogies ( possibly through the ocular humanistic disciplines ) , pull stringsing images, building, repairing, planing practical objects, construing ocular images. Verbal/Linguistic Intelligence: These scholars think in words instead than images. They prefer listening, speech production, composing, storytelling, explicating, instruction, utilizing wit, understanding the sentence structure and significance of words, retrieving information, converting person of their point of position, analysing linguistic communication use. Logical/Mathematical Intelligence: These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these scholars ask tonss of inquiries and like to make experiments. They prefer job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, managing long ironss of ground to do local patterned advances, A making controlled experiments, oppugning and inquiring about natural events, executing complex mathematical computations, and working with geometric forms Body/Kinesthetic Intelligence: These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. Through interacting with the infinite around them, they are able to retrieve and treat information. Musical/Rhythmic Intelligence: This intelligence is based on the acknowledgment of tonic forms such as: sounds and beat. They instantly respond to music either appreciating or knocking what they hear. Interpersonal Intelligence: These scholars try to see things from other people ‘s point of position in order to understand how they think and feel. They are great organisers, although they sometimes resort to use. They use both verbal ( e.g. talking ) and non-verbal linguistic communication ( e.g. oculus contact, organic structure linguistic communication ) A to open communicating channels with others. Intrapersonal Intelligence: These scholars try to understand their interior self-reflection and consciousness of religious worlds. Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, A understanding their function in relationship to others ( David, 1991 ) . To sum up, this theoretical account expresses the acquisition manner within seven intelligences. This theoretical account is a combination of many different facets. However, non all the theoretical account elements can be translated as a larning activity such as Kinesthetic or intrapersonal intelligence. In add-on, the theory of multiple intelligences suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, and interior contemplation. These elements are non ever possible to implement in traditional schoolrooms whereas some of these elements can be implemented in e-learning system.3.2.9 The Herrmann Brain Dominance Instrument ( HBDI )This theoretical account classifies pupils based on the undertaking specialized operation of the physical encephalon as in the followers ( Felder, 1969 ) as shown in Figure 3.8: Figure 3.8: The Herrmann Brain Dominance Instrument Quadrant A relates to go forth encephalon ( intellectual ) , they are logical, analytical, factual, and critical. Quadrant B relates to go forth encephalon ( limbic ) , they are consecutive, organized, planned, and structured. Quadrant C relates to compensate encephalon ( limbic ) , they are emotional, interpersonal, and symbolic. Quadrant D relates to compensate encephalon ( intellectual ) , they are ocular, holistic, and advanced. To sum up, this theoretical account is multi-dimensional since many different dimensions are put together as one. Further, the chief features of the different parts of the encephalon, indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities ( Marjolein et al. 2008 ) .3.3 Learning Approaches For E-learningThe acquisition attacks are larning manner methods and introduced in this subdivision to foreground the methods can be implemented in e-learning environment to show information and can move as a instruction manner. The following are available methods that can be implemented in e-learning system: Holistic present information as a whole image prior to the detailed. Consecutive method concerns logical presentation of information. The scholar follows a really rigorous sequence of instructions to accomplish an result and normally capable of rapid processing of information. Mind Map offers a method to stand for information visually. In the late sixties Mind maps were developed as a manner of assisting pupils make notes that used merely cardinal words and images. It is allow the scholar to do faster determination, and because of their ocular quality much easier to retrieve and reexamine. Flowchart is a graphical representation demoing the flow of control among the stairss in a plan, people in an organisation, or pages of a presentation.A The elements themselves are represented by simple icons ( circles, rectangles, diamonds ) to let the spectator to concentrate on the manner the user move through the stairss in a process.A A A flow chart indicates sequences and determination points every bit good as get downing and halting points.A It is easier to hold on relationships visually in a flow chart than in a verbal description, so such diagrams help avoiding go forthing out stairss in a procedure. Multimedia: The usage of multimedia objects in educational systems can heighten their efficaciousness to a great extent in easing cognitive accomplishments. Well designed multimedia applications have the undermentioned advantages: Additions motive, through immediate feedback, multi centripetal engagement and greater enjoyment of acquisition. Additions engagement as more activity is required. Ensures instructional consistence. Reduces larning clip. Additions keeping of content over clip ( Dave, 1999 ) . 3.3.1 Problem Based Learning ( PBL ) PBL is any learning environment in which the job drives the acquisition. The pupils are given a job before given any new cognition. Then the pupils discover that they need to happen some information before they can work out the job as shown in Figure 3.9. Figure 3.9: Problem Based Learning Process The chief advantages of this technique are: Emphasis on intending non facts. Increased self way. Higher comprehension and better accomplishment development. Interpersonal accomplishments and teamwork. Self motivated. Degree of acquisition. Facilitator pupil relationship. The scholars are being guided to make both the aims involved in work outing the job and the aims related to the procedure. Therefore, the lector while utilizing this technique should see the undermentioned characteristics: Introduction Content Learning aims Resources Expected result Steering inquiries Appraisal exercisings Time frame3.3.2 Inquiry Based LearningInquiry is an attack to larning that involves a procedure of researching the stuff that leads to inquiring inquiries and doing finds in the hunt for new apprehensions as shown in Figure 3.10. Figure 3.10: Inquiry Based Learning Process The chief advantages for this attack are: Can be adaptable for a assortment of undertakings. Using this method helps people build self-esteem by leting them to be more active in their ain acquisition procedure, instead than inactive via traditional talk based methods. It can construct several accomplishments of pupils in the countries of physical, emotional, and cognitive. It can work with any age group. It gives all pupils the ability to lend to a undertaking non count what their background. The disadvantages of Inquiry-Based Learning are as the followers: Requires more planning, readying, and reactivity from the pedagogues. Educators must be skilled in assisting pupils learn the art of inquiring a good inquiry. To assist pupils inquire good inquiries, pedagogues must besides be able to inquire good inquiries.3.3.3 GammingGames and simulation can be a fabulous manner to larn, but to maintain most scholars ‘ battle the game ‘s component should be considered such as: merriment, drama, regulations, a end, winning, and competition. Computer game used for larning and identified a demand for research refering acquisition manners and educational games. Abrahamian, et Al. ( 2004 ) stated that computing machine based learning Game is an attack to recognize extremely motivated larning including playing activity. There are different features for gamming such as interactivity, regulations, end, challenge, and hazard.3.4 Teaching MannersMerely as the scholars, the instructor or teacher besides have their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. The teachers need to place the acquisition manners of the pupils every bit good as their instruction manners and so vary their instruction methods to run into the scope of scholars ‘ penchants ( Filder & A ; Silverman 1988 ) . To guarantee effectual larning procedure instructors should play their function to guarantee that their instruction attacks and techniques match with the scholar ‘s penchant and manner of larning. Therefore, the right pick and execution of instruction and acquisition activities in the schoolroom will ensue positively on the pupils ‘ academic accomplishment. This is influence both traditional category room and e-learning environment. Because both environments are wholly different and all the above theoretical accounts and techniques implemented in general acquisition facet ; the instruction every bit good as acquisition must be considered to better e-learning system toward accommodating persons in their acquisition penchants. Felder & A ; Silverman ( 1988 ) presented a theoretical account to match the above acquisition manner component with learning manner as in Table 3.1. This theoretical account defined the instruction manner in footings of the replies to five inquiries below: What type of information is emphasized by the teacher: concrete factual, or abstract conceptual, theoretical? What manner of presentation is stressed: ocular images, diagrams, movies, presentations, or verbal talks, readings, treatments? How is the presentation organized: inductively phenomena taking to rules, or deductively rules taking to phenomena? What manner of pupil engagement is facilitated by the presentation: active pupils talk, move, reflect, or inactive pupils ticker and listen? What type of position is provided on the information presented: consecutive bit-by-bit patterned advance ( the trees ) , or planetary context and relevancy ( the wood ) ? Table 3.1: Dimensions of Learning and Teaching StylesPreferable Learning StyleMatching Teaching Stylesensory perceptual experience intuitive concrete content abstract ocular input auditory ocular presentation verbal inductive organisation deductive inductive organisation deductive active processing reflective active pupil engagement passive consecutive understanding planetary consecutive position planetary3.4.1 Teaching Techniques to Address All Learning StylesFelder & A ; Linda ( 1988 ) presented techniques for learning to all acquisition manners model the undermentioned subdivision a brief description: Motivate acquisition. Equally much as possible, associate the stuff being presented to what has come before and what is still to come in the same class, to stuff in other classs, and peculiarly to the pupils ‘ personal experience ( inductive/global ) . Supply a balance of concrete information ( facts, informations, existent or conjectural experiments and their consequences ) ( feeling ) and abstract constructs ( rules, theories, mathematical theoretical accounts ) ( intuitive ) . Balance stuff that emphasizes practical problem-solving methods ( sensing/active ) with stuff that emphasizes cardinal apprehension ( intuitive/reflective ) . Provide expressed illustrations of intuitive forms ( logical illation, pattern acknowledgment, generalisation ) and feeling forms ( observation of milieus, empirical experimentation, attending to item ) , and promote all pupils to exert both forms ( sensing/intuitive ) . Do non anticipate either group to be able to exert the other group ‘s procedures instantly. Follow the scientific method in showing theoretical stuff. Provide concrete illustrations of the phenomena the theory describes or predicts ( sensing/ inductive ) ; so develop the theory or explicate the mod ( intuitive/inductive/ sequential ) ; demo how the theory be validated and infer its effects ( deductive/sequential ) ; and present applications ( sensing/deductive/sequential ) . Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff ( sensing/visual ) . Show movies ( sensing/visual. ) Provide presentations ( sensing/visual ) , hands-on, if possible ( active ) . Use computer-assisted direction detectors respond really good to it ( sensing/active ) . Do non make full every minute of category clip talking and composing on the board. Provide intervals nevertheless brief-for pupils to believe about what they have been told ( brooding ) . Provide chances for pupils to make something active besides transcribing notes. Small-group brainstorming activities that take no more than five proceedingss are highly effectual for this intent ( active ) . Assign some drill exercises to supply pattern in the basic methods being taught ( sensing/active/sequential ) but do non exaggerate them ( intuitive/reflective/ planetary ) . Besides provide some open-ended jobs and exercises that call for analysis and synthesis ( intuitive/reflective/global ) . Give pupils the option of collaborating on prep assignments to the greatest possible extent ( active ) . Active scholars by and large learn best when they interact with others ; if they are denied the chance to make so they are being deprived of their most effectual acquisition tool. Applaud originative solutions, even wrong 1s ( intuitive/global ) . Talk to pupils about larning manners, both in reding and in categories. Students are reassured to happen their academic troubles may non all be due to personal insufficiencies. Explaining to fighting detectors or active or planetary scholars how they learn most expeditiously may be an of import measure in assisting them reshape their acquisition experiences so that they can be successful ( all types ) . These techniques are developed and implemented in traditional schoolroom. In e-learning some of these elements are implemented utilizing ITS and AHS and successfully resulted effectual acquisition procedure. However, e-learning system is unequal to cover all the learning techniques due to inability to get by with single acquisition differences ( Deborah 2009 ) .3.5 Comparison of Learning Style Models and their Suitability in e-Learning.Most of the available and the presented acquisition manner theoretical accounts are in the country of acquisition and learning facet for long clip and some of them are successfully implemented. However, most of these theoretical accounts are related to the scholars over 16 old ages of age ( Marjolein et al. 2008 ) . In add-on, some of these theoretical accounts or elements of different theoretical accounts have been used in several e-learning undertakings ( Mullier, et Al. 1999 ; Mullier 2000 ; Christian 2003 ) . However, e-learning has different eleme nts and different environment from the traditional category room. Therefore, it is of import to recognize these differences and look into the suitableness to e-learning. Table 3.2 nowadayss types of larning manner theoretical accounts and high spots the suitableness to be implemented in e-learning. Two standards must be considered toward making this survey represented as followers: Learning activities indicate what larning activities scholars really perform. In e-learning the scholars are more independent and have more chances to take their ain acquisition activities whereas in educational contexts it is largely the instructor who makes the picks ( even if the acquisition takes topographic point outside of the schoolroom ) . In this criteria the focal point will be on larning activities instead than larning penchants ( which indicate the fortunes the scholars prefer for larning ) or larning orientations ( which refer to how people think about larning ) is more relevant in this context. Teaching activities indicate what learning activities suited to be implemented in e-learning system. Merely as the pupils, the instructor is besides holding their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. Therefore, the instructor is the 1 who is responsible in guaranting and finding the success of their instruction and in guaranting that the pupils understand their lesson good. As a consequence mismatch between single acquisition manner and learning manner create mismatch between larning and learning methods. As a consequence instruction activities is critical for traditional category room and e-learning every bit good. Table 3.2: Type of Learning Style Models and e-learning suitablenessLearning Style ModelsSuitability for e-learning contextKolb Kolb is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms. Kolb elements can be translated into larning activities. Teaching activities are non represented. Myers-Briggs Relevant for general motivational and personality features but can non be translated straight to larning activities. Honey & A ; Mumford It describes a rhythm of larning procedure. By and large, the theoretical account is non equal to cover all the learning manner facet such as personality, emotional issues, graduated table differences, and penchants. Mccarthy The acquisition manner elements can be used in e-learning system but the whole theoretical account is non equal. Because how the scholar execute the sequences of activities in this theoretical account is non clearly identified. GRSLSS The theoretical account concerns on both acquisition and learning facet. However, avoidant scholars can non be transited into larning activity and non clear how to cover with them in term of learning facet. Some component of this theoretical account can be modified and so implemented in e-learning. Felder- Silverman All the five acquisition manner elements are suited to be implemented in e-learning system. Dunn & A ; Dunn This theoretical account does non concern learning activities but larning penchants. The penchants described in this theoretical account can non be translated to larning activities such as room temperature and others which are non suited for e-learning environment. HBDI The chief features of this theoretical account are different parts of the encephalon, which indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities for e-learning. Milliliter Some component can non be implemented as acquisition or instruction activity in e-learning such as interpersonal or Kinesthetic. To sum up, there are many researches attempted to measure how the human head operates, how it perceives and processes information. As a consequence, many larning theoretical accounts have been developed by which an person ‘s manner of acquisition can be assessed. Among these theoretical accounts, there is no cogent evidence that one manner is better than the other is or likewise ( Syed & A ; Ahmed, 2005 ; Harris et. al 2006 ) . It depends on whether the acquisition manner is suited and comfy to the pupils. This is the acquisition in general signifier but e-learning environment and elements are different. Table 3.2 shows the suitableness of these theoretical accounts in e-learning environment. The following are consequences concluded from this survey: There is no acquisition and learning manner theoretical account is for e-learning. Most of the acquisition activities presented in the available learning manner theoretical accounts are adequately covered and suited for e-learning. Combination of some learning manner theoretical account to be implemented in e-learning can better the acquisition and learning procedure. The sequence in how the acquisition activities can be implemented in acquisition is non identified in most of the acquisition manner theoretical accounts. 3.6 Drumhead Learning manner refers to how a scholar perceives, interacts with, and responds to the acquisition environment. Different larning manner instruments are used to find pupils ‘ acquisition manners. These theoretical accounts are developed to depict and place single acquisition manner in face to confront environment. However, e-learning has different features and technically is different environment. Table 3.3 summarizes all learning manner elements and their suitableness in e-learning contexts. Comparison between the available acquisition manners theoretical accounts is presented in Table 3.4. Table 3.3: Overview of all learning manner elementsLearning StyleDescription and FeaturesSuitability to be a learning manner for e-learning pupilOcular Ocular scholars remember best what they have seen. Ocular stuff such as artworks, diagrams, images and lifes. Auditory They are listening scholars ; they will larn efficaciously when they can listen to what they are larning. Stress on text-based stuff. Sensory Feeling scholars prefer to larn concrete stuff such as informations, facts, and illustrations. Feeling scholars besides like practical job resolution. Increase the figure of illustrations, exercisings and multimedia. Problem based method is suited. Intuitive Intuitive scholars like challenges and prefer to larn abstract stuff and do non like repeats. Number of illustrations and exercisings should diminish. Kinesthetic Other esthesiss which includes touch and temperature every bit good as motion. Gamming and simulation may be affectional for those scholars. Inductive Prefer facts, observation and underline rules. Problem based and Inquiry based acquisition can be effectual for this type. Deductive Prefer presentation that goes from the general to the particular. Course content presentation. Active Prefer to larn by seeking things out and making something actively, active scholars tend to be less interested in illustrations, since with illustrations they can see how others have done something instead than making it themselves. Learners prefer larning by speaking, explicating, and discoursing the stuff with others and besides like to work in groups. Less illustrations are recommended for active scholars. Communication characteristics such as forum and confab, undertakings that incorporate such characteristics, every bit good as group work are good. Brooding Brooding scholars prefer to larn by reflecting on the tilting stuff and thought things through. The figure of larning objects inquiring for active behaviour should diminish. it is recommended to first present the learning stuff, so that scholars can reflect on it and afterwards present illustrations or inquire them to make some undertakings based on the learned stuff. Consecutive Consecutive scholars prefer to larn by additive Stairss. Showing the larning stuff utilizing consecutive acquisition based attack. By utilizing predefined learning way and supported by concealing links within the learning stuff and foregrounding the dorsum and following buttons. Global Global scholars, it is really of import to acquire the large image of the subject and they tend to be hapless in utilizing partial cognition. Global scholars are interested in related subjects and besides prefer to travel through the stuff in a non-sequential manner by leaping to more complex. Geting an overview of the subject can be supported by supplying lineations and a high figure of illustrations, exercisings and trials. stuff, links should be displayed and Mugwump Prefer to be independent in survey and undertakings. The scholar in e-learning is independent but can non be translated as acquisition activity. Dependant Looking to the instructor as beginning of construction and counsel. Can be implemented by utilizing adaptative interaction support. Collaborative Acquired information by sharing and by collaborating with instructor or others. By utilizing communicating techniques, such as forum, chat, or picture conference. Avoidant They are non interested to category activities and go toing. Supplying this type of scholar the preferable acquisition method. Participant Keen to participant. Problem based, Inquiry based can be supported. Competitive Compete with other pupils. Gamming attack may actuate this type of scholar. Musical They respond to music. Synergistic support system with multimedia. Emotional/ sociological / physiological / psychological/ environment Emotional, environing and substructure facets. Not suited for e-learning environment. Table 3.4: Comparison of Learning Style ModelsMannerScopeKolbMyers-BriggsHoney& A ;MumfordMccarthyGRSLSSFelder-SilvermanDunn& A ;DunnHBDIMilliliterOrientation to life Processing Extrovert-Introvert Ten Active-Reflective Ten Ten Ten Ten Percept Decision devising Concrete-Abstract Ten Ten Ten Feeling-Thinking Ten Percept Attitude to outside universe Sensing-Intuitive Ten Ten Judging-Perceiving Ten Input signal Visual-verbal Ten Ten Organization Inductive-Deductive Ten Ten Understanding Sequential-Global Ten Mugwump Ten Dependant Ten Collaborative Ten Avoidant Ten Participant Ten Competitive Ten Environment Ten Emotional Ten Sociological Ten Physiological Ten Psychological Ten Kinesthetic Ten Musical Ten Interpersonal Ten Ten Intrapersonal Ten Logical Ten Imaginative Ten In e-learning when the acquisition manner of the pupil is non compatible with the learning manner of the instructor ; troubles in acquisition can ensue. Table 3.5 nowadayss learning techniques to turn to all learning manner and their suitableness in e-learning contexts. Table 3.5: Teaching Techniques to Address Learning Styles Teaching Techniques Learning Manners Matching e-learning Technologies or Methods Motivate acquisition and associate the stuff being presented to what has come before. inductive/global ITS ( course of study sequencing ) Provide concrete information such as facts, informations, existent or conjectural experiments and their consequences. Feeling Problem Based/ Inquiry Based larning Abstract constructs such as rules, theories, mathematical theoretical accounts. Intuitive Inquiry Based Learning Material that emphasizes practical problem-solving methods. sensing/active Problem Based Learning Material that emphasizes cardinal apprehension. intuitive/reflective Problem Based/ Inquiry Based larning Observation of milieus, empirical experimentation, and attending to item. Feeling Problem Based/ Inquiry Based larning Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff. sensing/visual Adaptive presentation and the usage of Mind Map/Flowchart methods Use computer-assisted direction. sensing/active Synergistic support system Do non make full every minute of category clip talking and composing on the board. Supply intervals-however brief-for pupils to believe about what they have been told. Brooding Problem Based Learning Provide chances for pupils to make something active besides transcribing notes. Active Gamming Based Learning Applaud originative solutions, even wrong 1s. intuitive/global Synergistic support and Gamming Based larning can heighten this technique. There are many learning manner theoretical accounts, theories, and methodological analysis that has been used for a long clip in instruction, none of them have adequately covered all larning facets such as personality, emotional issues, graduated table differences, and penchants.