Grammar Lesson Plan - Future Progressive Tense Assignment

Grammar Lesson Plan - Future Progressive Tense - Assignment Example New Material Pointer: First orally then written Singular Plural He/she/it will be sleeping. He/she/it will be eating. Xavier will go to the beach next month. They will be sleeping. They will be eating. They will go to the beach next month. IV. New Material Transportation: Change sentences from future tense to future progressive aspect, first as a group and then individually. Illustration; -Xavier will go to the beach next month (future tense) -Xavier will be going to the beach next month. (future progressive aspect) -Janet will go to the prom next month. (future tense) -Janet will be going to the prom next month. (future progressive aspect) V. Rule Formation: Elicit from students What kind of tense is in these sentences? - He slept. - He will be sleeping? What does the future progressive aspect indicate about the verb? How is the future progressive tense formed? VI. Authentic material containing samples of new rule. Teacher made dialogue Narrative by some of the students on what acti ons they intend to complete in the future. The rule should be noted as; modal verb will + present participle of the verb (with an -ing ending).

Kant's Theory of Religion Essay Example | Topics and Well Written Essays - 2000 words

Kant's Theory of Religion - Essay Example The researcher states that in what has been grouped as his philosophy of religion, Kant gives an extensive discussion on the immortality of the soul, arguments for the existence of God and his attributes, the ‘moral argument’ for God, moral principles’ relationship to religious practice and belief as well as the problem of evil. He also gives criticisms of organized religion, among others. Before the 1781publication of the Critique of Pure Reason, Kant’s major interest lay in the theoretical standing and function of the concept of God. Therefore, he sought to locate this concept within a methodically ordered set of basic philosophical principles, which give an account of the world’s structure and order. As he developed his critical philosophy, Kant proposed a new philosophical principles’ role in understanding the world’s structure and order. Consequently, the critical project had an important effect upon the way he treated the role as well as the status of the concept of God within the hypothetical enterprise of metaphysics. Furthermore, Kant uses the critical philosophy as a locus for addressing more explicitly other key aspects of the concepts of God and religion than he had done in his former writings. Chief among these are the moral and the religious importance that humans ascribe to the concept of God. Important to note is the fact that throughout his entire career, Kant's interest in the theoretical function and status of the concept of God persists.

Research and Development at Thomas Company Essay

Research and Development at Thomas Company - Essay Example The principle bases on the cause and effect correlation (Millan, 2005). If no cause to effect correlation exists, accountants show an expense when the cost expires. According to U.S. (SFA No. 2) the expenditures are expensed by firms hence reducing net earnings of year in progress while IFRS capitalize such expenses leaving year in progress earnings unaffected (IASB, 2008). Even if the two small expenditures (R & D) are alike in their nature, their observed benefits vary significantly based on accounting handlings of such expenditures. It should be noted that small expensed intangibles are often viewed to be more auspicious to investors than small capitalized intangibles. When the expenditure is treated as the asset, significant expenditure is more beneficial than the small expenditure. Nevertheless, when the expenditure is expensed, there is no significant discrepancy between the large and the small expenditures (Sougiannis, 2014). Fundamentally, Intangibles that are acquired internally are to be expensed. Spending that from explore is recognized as cost when it sustains. The validation of this is that there should be insufficient inevitability as to whether future commercial benefits will occur or not (IASB, 2008). Similarly, the IAS 38 states that development costs shall qualify for the recognition of being intangible assets so long as the following criteria affect. The predominant criterion is the availability of plentiful technical and financial assets to accomplish the advancement. Hence, new product development $300,000 will be technically feasibly recognized in the statement of comprehensive income. Companies that adhere to IFRS classify intangible assets based on their lives. This results into assets with finite lives while others have indefinite lives (Millan, 2005). Tangibles with limited lives should be depreciated over

What do you understand by the phrase 'moral panic' Please Essay - 1

What do you understand by the phrase 'moral panic' Please refer to at least one contemporary example which illustrates how the media can be said to be responsible for creating moral panics - Essay Example ese institutions majorly use literature among the very many medium that exist to pass down morals from one generation to another.Going through the human history of literature, plenty of fictional stories, for example, the Goosebumps (Blaine, 2008). These stories served as an avenue of entertainment but also as a source of morals because they informed, improved, and instructed their readership or audience (Butts, 2006), for example, the novels by Dickens Charles, over the years have been a great source of morality. This is because Charles Dickens has extensively written on the various social and economic ills that face the society. Charles Dickens, in his book, David Copperfield talks extensively on the economic and social ills of the society (Dickens, 1899). In children’s literature, the concept of morality is widely depicted. For instance in storytelling, teachers are always concerned with the morality of the story. Literature has been widely used for purposes of explaining and imparting the concepts of morality in an individual (Butts, 2006). The concept of morality is more common in the literature of children. Literature books and stories are therefore a great source of moral teachings. Panic on the other hand is the sudden feeling of fear that is usually very great at particular instances that it replaces reasonable thinking with overwhelming agitation as well as anxiety (clarke, 2002). Panic might be experienced by an individual or get experienced by a group of people all at once at times referred to as panic of the mass or mass panic (Kenneth, 2006). Panic dates back, way back, and man over the years has deduced means of using panic to his advantage. It is believed that men used panic during the pre-historic period to hunt animals for food (Clarke, 2006). For example, pre-historic man would make weird sounds by blowing horns and would use this to direct herds to cliff edges and the animals would jump to their deaths or cripple themselves making it easy

CONTEMPORARY BRAND MANAGEMENT REPORT Case Study

CONTEMPORARY BRAND MANAGEMENT REPORT - Case Study Example The company took full advantage of the many synergies generated within the group while retaining its own identity and remaining faithful to its distinctive difference (Louis Vuitton.com). Louis Vuitton, the founder of the famous French luxury goods brand, began manufacturing trunks in Paris in 1854, and the company he started went on to become one of the world's most famous makers of luxury goods, known especially for its designer luggage pattern: a beige-on-chestnut monogram, "LV." Vuitton's high-quality travelling trunks were such a hit that he had to expand his factory within a few years, relocating to Asnires in 1860. As the years went by the Vuitton line gained international recognition, thanks in part to a bronze medal at the 1867 World's Fair and a gold medal at the 1889 World's Fair, both held in Paris. After Louis died in 1892, his son, Georges, took the company to new heights, developing what is recognized as the first "designer label" on a product. Widespread copying of Vuitton patterns pushed Georges to design the distinctive "LV" monogram. Vuitton's luggage company has since become a world leader in luxury consumer goods, with products that include trave l books, perfume, distilled spirits and designer clothing (Answers.com). Louis Vuitton is a truly global brand associated with lux... he stylish LV Monogram canvas that was carried on in the year 1896 and the soft Steamer Bag that was introduced in the year 1901 prefigured the opening of the Louis Vuitton building on the Champs-Elyses in Paris, the largest travel goods store in the world. The famous Keepall Bag, often seen as a forerunner of the duffel bag, was launched in 1924 and was followed by similar products. In the last quarter of the 20th century Louis Vuitton developed as a truly global brand: the first LV stores opened in Tokyo and Osaka in Japan in 1978, in South Korea in 1984, in China in 1992, in Marrakesh in the year 2000, in Moscow during 2003, and in New Delhi during 2003 (Answers.com). 3. Brand Analysis Consumers identify a brand's distinctive capabilities based on their perceptions that have themselves been created by the marketers over a period of time. A genuine brand is "the internalized sum of all the impressions received by the customers and consumers resulting in a distinctive position in their mind's eye based on perceived emotional and functional benefits" (Knapp). A brand, in general, conveys certain aspects like attributes, benefits, values, culture, personality and user each one of which are discussed below. Attributes: Attributes are things that usually speak about the product. A brand usually conveys attributes of the product in order to inform existing customers and at the same time attract new potential customers. If this aspect is compared with Louis Vuitton, the brand that is being discussed in this paper, the attributes of Louis Vuitton products' are stylish, fashionable and modern and are made of high quality premium leather. Benefits: In order for a brand to be successful in the market, it is necessary that the product attributes eventually transform into

Christianity and Hinduism Essay Example for Free

Christianity and Hinduism Essay I wanted to compare Hinduism to Christianity. I did not know anyone around here so I contacted a family member that lives in the Philippines. His wife’s family fallows Hinduism. I interviewed them over the Internet through video chat. That was very interesting. I had to have my family member translate to me somethings. But it was fun. I also have them write what they were answering to me. I e-mailed them the questions in advance so it would not be a shocker when I asked. I felt as if I was rude at times asking some of the questions. I kept apologizing and all they kept laughing at me. The interview was with Byra and Hansa Bose. Translation was Sandra and Justin Usry. Hinduism is generally regarded as the worlds oldest organized religion and the worlds third largest religion. Christianity is the largest religion in the world. Hinduism consists of thousands of different religious groups that have evolved in India since 1500 BC. Most forms of Hinduism are henotheistic religions. They recognize a single deity and view other Gods and Goddesses as manifestations or aspects of the supreme God. Hinduism has about nine hundred and fifty million followers that is about fourteen percent of the worlds population. It is the dominant religion in India, Nepal, and among the Tamils in Sri Lanka. Christianity was founded in the early 1st century AD. Christianity has around two billion followers. That is around thirty three percent of the world’s population. Hinduism is a constantly changing religion. It was not founded by a person or prophet. Hinduism is characterized by its beliefs in reincarnation. Hindus believe in one Supreme Being but in many Lords. There are said to be three hundred and thirty-three million Lords. The lords are perceived as divine creations of that one being. Hinduism views compose of three worlds, the physical universe, subtle astral, and the spiritual universe. Christianity was founded by Jesus Christ. To be a Christian you have to believe only in Jesus and acknowledge him as your only savior. The Bible is the main source of the principles and values of Christianity. The Veda is the Hindu holy book. The Veda consist of four books; Rig, Yajur, Sama, and Atharva. The books include over 100,000 verses.  The knowledge imparted by the Vedas ranges from earthy devotion to high philosophy. Christianity is an organized missionary religion. The Christian Church is divided into three major groups, the Roman Catholic Church, the Protestant Churches and the Orthodox Churches. Hinduism does not have a centrally controlling organization it has some ancient scriptures to guide it. That is a joke. Christianity believes that God created the world out of nothing. Hindus say that is not true. Nothing can come out of nothing. That everything has to exist from something. So Hindus think God created the world out of himself using the elements and qualities of his energy. Christians believes that God and men are different. God created man in His own image. The world and men exist separately from God. Hindus believe the whole universe is enveloped and inhabited by God. Hindus believes that the universe was created billions of years ago through a gradual process of materialization brought out by Prakriti and that the earth is just one world in a series of thousands of worlds. Christiani ty believes that the world was created a few thousand years ago over a period of seven days. That the earth is the center of the universe. Hindus do not believe in conversion of people. A person becomes a Hindu either by birth or through conscious that is by choice. Christians accepts conversion as a way of saving them from certain damnations. It is the responsibility and sacred duty of every Christian to save everyone who are not Christians by bringing them to Jesus. Hindus do not believe that you go to heaven or hell like Christianity rather they believe in the concept of Karma. Hinduism men are judged by their own karma. If you do badly in one life you have many more to work the bad karma off. The only way to get out of the cycle of life and death is to achieve true enlightenment. When a person achieves enlightenment he or she doesn’t go to heaven or hell, he or she is beyond heaven or hell. He or she would have become part of the entire universe. When enlightenment is reached they become part of God. Hindus believe that the death of a human being only extinguishes the bodily form of existences as the soul reincarnates in  another life form. They believe that a human being has it within his ability to attain Moksha, the final extrication of the soul, by applying the principles suggested by the scriptures. Christianity believes a person commits sin against God by bracken the ten commandments. If someone leads a life of sin without acknowledging God and without believing in Jesus, he will become a victim of the Devil and fall into temptation. If he is a true believer, God will save him and grant him an eternal life in heaven. It is the conduct of a person on earth that determines the person’s fate. A sinner can seek forgiveness of God and Jesus through repentance and submission and he will be forgiven according to the strength of his belief. On the Judgment Day all souls are resurrected and judged by God according to their actions on earth. Both Hinduism and Christianity believe in the eventual destruction of the world. However Hinduism does not believe in the permanent destruction of the world but in the repetitive nature of creation. There will be repetitive cycles of creation followed by destruction. In Christianity after that happens they reside either in the heaven or in hell eternally. Hindus worship a lot. They commonly worship shrines in three different environments, in temples, in the home, and in outdoor public spaces. Hindus believe that if proper care is not taken of a temples images, the deity will abandon the temple. Hence priests reside at the temple and take care of the gods needs. Priests perform puja at sunrise, noon, sunset, and midnight. For a layperson, however, visiting a temple every day or even regularly is not mandatory, and many devout Hindus worship at home. The essential aspect of puja is not congregational worship but an individuals offering to a deity. Worship in the home usually takes place daily. Christians will worship anywhere. However when they come together to worship they will usually come together in a church. Prayers are usually done before a meal and before bed. It can be done at any time whenever a Christian fills the need to pray. Some holidays that Hindus celebrate are Shivarathri The Night of Shiva† a festival celebrated in honor of Lord Shiva, Holi, Raksha Bandhan which is celebrated on the full moon day of the Hindu month of Sravan (August-September). It is one of the important Hindu festivals. Hindus who  wear a new holy thread offer their respects to the ancient Rishis by offering them water on this day. Telugu New Years is celebrated on the first day of the month of Chaitra (March-April).This is a happy day and is celebrated with great enthusiasm. This is New Years Day for the people of Andhra Pradesh and also the Telugu people all over the world. Navarathri is celebrated twice in a year, once it is celebrated in the month of Chaitra and then again in Aswayuja. It lasts for nine days in honor of the nine forms of goddess Durga. During Navaratri devotees of her observe a fast. Brahmins are given food and prayers are offered as it is believed that this provides protection of health and property. Ganesh Chaturthi is most popular of all Hindu festivals. It is the birthday of Lord Ganesha. It is the most sacred day for Lord Ganesha. It falls on the 4th day of fortnight called Bhadrapada. It is observed throughout India as well as by devoted Hindus in all parts of the world. Krishna Janmashtami is the birthday of Lord Krishna, who is the eighth Divine Incarnation. It is believed that Lord Krishna was born at midnight. Many people go on a twenty-four hour fast on this day, which is broken at midnight. Ramnavmi is the last one. Christianity has a lot of holidays too but the really important ones are Christmas Eve which is the day before Jesus Christ was born. Christmas Day is the day Jesus Christ was born. There is Ash Wednesday which derives its name from the practice of placing ashes on the foreheads of adherents. Doing this is a sign of mourning and repentance to God. When God was walking to be crucified there was a village that laid palm tree leaves down for him to walk on. When he left they burned them and that is where the ashes come from. It also starts Lent. During Lent, many of the faithful commit to fasting or giving up certain types of luxuries as a form of penitence. Good Friday, the passion or and death on the cross of the Lord, Jesus Christ. Easter is the day Jesus resurrected. Now let’s talk about food. Christians have no limitations to what they eat, but the Hindus do. They cannot eat onions or garlic. Onions and garlic cloud the mind with passion. I think that is funny. Also onions and garlic gives the breath an odor which offends Lord Krishna. Mushrooms cannot be eaten because they grow in dung and an unclean ground. Anything from a cow is forbidden. Cows are sacred. They are known as â€Å"the mother†. So they cannot  eat cheese, milk, butter, or any of the cow’s or cow’s meat. They also cannot eat pigs. Pigs are forbidden also. Vegetarianism is very common in the Hindu religion. About thirty percent of Hindus are Vegetarians. In conclusion I had a lot of fun learning about both these religions. I learned that Hindus have a lot of gods and pray a lot. I don’t think I could pray that much. Christianity only has one god that is thought to be three other things. I had a little trouble understanding that one. They both are very complex. They have many other religions that branch from them.

Teaching Essays E-Learning Students Education

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