E-learning in Saudi Arabia - Free Essay Example

Sample details Pages: 28 Words: 8299 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Chapter one Introduction Nowadays, higher education is experiencing big challenges driven by many emerging trends, among which is the introduction of the means of online learning. Accordingly, many universities all over the world are taking different moves to cope with the new requirements; some universities were established as purely online learning providers, other conventional universities launched new online programs, and some introduced online learning programmes to enhance some of their already existing programs. E-Learning redefines the teaching/learning processes and the overall learning environment. It changed the old university system to a new set of practices by introducing significant changes in the roles of its main key players; learners, faculty members, and the institution as an entity (Mendenhall, 2001). Don’t waste time! Our writers will create an original "E-learning in Saudi Arabia" essay for you Create order The change which e-learning brings to higher education, accompanied by its vast spreading as an accepted learning delivery mode, has been always questioned by its components who tie this type of learning to poor quality. Therefore, studying the different aspects of evaluating the quality of e-learning has been rising as an issue that is worth researching and enhancing (Kistan, 2005; Wirth, 2005). A big range of perspectives on what factors to address when evaluating the quality of e-learning has been developed. Nevertheless; most of those studies either addressed a few factors pertaining to a single aspect or dimension (Ally, 2004) or addressed multiple aspects but without looking at the e-learning institution comprehensively (Cohen and Ellis, 2004). In view of the lack of a holistic framework of factors to evaluate the quality of e-learning programs, the aim of this study is to hopefully contribute to the body of knowledge in this area, by developing a framework for the evaluation of quality in e-learning programs. Research objective: The main purpose of this study is to evaluate the quality of e-learning programs through investigating the related critical factors that have been identified by researchers and practitioners of this field. It also intends to examine the relevancy and importance of such frameworks within e-learning practise in Saudi Arabia. The study aims also at understanding how the key learners and faculty members differ in perceiving the importance of such factors on impacting on the quality of an e-learning program? Research Question: The research intends to answer in broad perspective the following questions as well: What are the factors which affect the quality of e-learning? In this question the researchers are trying to address the quality factors which affect the success of E-learning in Saudi Arabia based on 12 factors that have been addressed from the literature. How can we increase e-learning practice in Saudi Arabia? The second question to know is whats the best way to increase the number of E-learning practise in Saudi Arabia and what do learners think based on their experience. Dissertation structure: This dissertation includes six chapters in addition to its introduction. Below is a brief description of each: Chapter two; outlining the background information of the research to put the reader into the perspective of this study. The chapter includes a discussion of the emerging trends in higher education that have pushed for the introduction of e-learning and discusses broadly the quality issue in this type of learning. Chapter three; covers the literature review of e-learning, i.e. critical factors for evaluating the quality of e-learning programs. The chapter starts with identifying the distinctions between e-learning and traditional education, discusses in detail the definition of the Quality concept in higher education generally, and in specific e-learning. Chapter four; Cover the research methodology such as the process of data collection and analysis which will be used. Chapter Five; we will be describing and analysing the data and present the data gathered. Results of the analysis are then discussed. Chapter six; this chapter summarizes the study, lay out the conclusion and ends up with recommendations for future research. Bibliography Research Methodology: In this study the researcher will to collect his data by the quantitative method where a questionnaire will be designed based on the factors which have been discovered from the literature review and then will be sent to random group in Saudi Arabia. The Data later on will be analysed to show the result and the findings. Saudi Arabia Background: Saudi Arabia which is the birth place of Islam and home to Islams two holiest places, Mecca, and Medina, is located in the Middle East bordering the Arabian Gulf and the Red Sea. The kings official title is the Custodian of the Two Holy Mosques. The modern Saudi State was founded in 1932. It is a large Middle Eastern nation that ranks as one of the worlds leading producers of petroleum, and exports more oil than any other nation. The government is of a monarchy type and the monarch is both the chief of state and head of government, and administratively it is divided into 13 provinces, with the constitution governed according to Islamic Law. The countrys legal system is based on Sharia law and several secular codes have been introduced. Commercial disputes are handled by special committee. Saudi Arabia has an oil based economy with strong government controls over major economic activities. It possesses more than 20% of the worlds proven petroleum reserves. It not only ranks as the largest exporter of petroleum, but also plays a leading role in OPEC. The petroleum sector accounts for roughly 75% of budget revenues, 45% of GDP, and 90% of export earnings. It is believed that about 40% of GDP comes from the private sector and roughly 5.5 million foreign employees play an important role in the Saudi economy, particularly in the oil and service sectors. The researcher carried out this research in Saudi for the following reasons which are described in detail. The access: as the researcher is a Saudi national and has good access to the people in Saudi Arabia where he can collect more information and find a better response rate than carrying out research in any other place. The Language: The researcher is multi lingual as he can speak Arabic and English fluently, therefore he will not face any problem in collecting the data The Information: The researcher understands the situation in Saudi Arabia which enables good research as he will not spend too much time understanding the situation and its cultural factors. The Organisation of the Education System in KSA The education system in Saudi Arabia has five divisions. They are: kindergarten for children from three to six years old, elementary (6-11), intermediate (12-14), secondary level (15-18), and university level (typically 19-24, depending on the subjects studied, and the form of higher education). The secondary stage is the final phase of general education in the Kingdom. It is a three-year period, following on from the intermediate stage. Students are admitted to this stage if they have obtained the intermediate stage certificate. Normally students follow secondary stage education between the ages of 16 and 18 years. This stage is considered the most important period in the general education ladder because students who successfully complete this stage are eligible to join any higher education institution. The administration of the education system in the Kingdom of Saudi Arabia is highly centralised. All educational policies are subject to government control and supervision by the Supreme Council of Education. Textbooks and teaching tools are uniform throughout the Kingdom. The four principal authorities responsible for education in the Kingdom of Saudi Arabia are: the Ministry of Education; the General Presidency for Girls Education; the Ministry of Higher Education; and the General Organisation of Technical Education and Vocational Training. Conclusion In this chapter we gave a sample overview about the research and the reasons for carrying out this research such as the lack of understanding in the practice of the E-learning program in Saudi Arabia. The research is trying to develop a good understanding of this and the information of other studies carried out in similar fields of the success factors of the quality of E-learning in Saudi Arabia. Also in this chapter we have described the dissertation structure and the research questions which are going to measure the main factors for the success of learning Quality. Finally the Saudi Background has been analysed to give the reader the information to understand where the study has been carried out and why. Chapter Two Introduction: The main objective of this chapter is to put forward the point of view of this study by laying out its background information. The chapter starts with presenting the emerging trends in higher education that have lead to the introduction of e-learning. It then continues by explaining the quality issue that is associated with this type of learning. The chapter also includes an overview of the background information about e-learning in Saudi Arabia. Education An overview: According to a recent publication by UNESCO, the education sector in general comprised of all of its components including higher education is experiencing new trends that exert on it new pressures and challenges (Hernes, 2003). Those trends are either classified under demography, such as the continuing growth and increase of population, particularly young populations, migration between countries, and increase of life expectancy, or are due to globalization where nations in general and learners in particular flow across borders without limits, allowing learners to have easy access to the best universities in the developed countries. Finally, perhaps the most important trend is knowledge growth accompanied by advanced information and communication technologies which have changed forever the way information is obtained, stored, used and displayed. Despite the divide between one country and another, or within the same country, more knowledge development opportunities have been created. Information technologies offer the possibility of modularization and customization of education through the use and re-use of learning objects focusing on learners, the possibility of engaging learners more than ever and therefore changing the role of the faculty from a teacher to a facilitator. In response to the challenges described above, the growth of the e-learning programme with its different modes in higher education is apparent and best reflected by the increasing number of e-colleges and e-universities, or the increasing number of higher education institutions that introduced e-learning programs and definitely by the growth of enrolment rate among learners. A study of e-learning in the United States in 2005, suggested that e-learning is penetrating the higher education institutions both in size and breadth and that e-learning is part of the mainstream of higher education. Figures of the study showed that sixty-five percent of schools offering graduate face-to-face courses also offer graduate courses online. Sixty-three percent of schools offering undergraduate face-to-face courses also offer undergraduate courses online. Among all schools offering face-to-face Masters degree programs, 44% also offer Masters programs online. Among all schools offering face-to-face Business degree programs, 43% also offer online Business programs. The same study showed an increase of around 20% of learners enrolment rate compared to the previous year (Allen and Seaman 2005). For different reasons, those statistics do not seem to be applicable to other countries. The USA is certainly the worlds largest provider of e-learning; however the market for e-learning and lifelong learning is also growing in Europe. Moreover, the Arab world, which represents 5 per cent of the worlds overall population, has entered the 21st century with a striking statistic, which shows that it has only 0.5 per cent of the worlds Internet users. This obviously impacts on the number of its e-learning initiatives and enrolled learners in such type of learning systems (UNDP, 2002). Using Computers in Learning: These days, computers have become an important educational tool kit. Many educational organizations and training centres rely on them to deliver information and learning knowledge. However, using computers in education has a long history and is deep-rooted in the field. The idea of using computers in training first appeared during World War 2, when the US military trained farmers to use weapons and other equipment via this systematic approach (Horton, 2000). The first real use of the computer in educational organizations was seen in the 1960s, when the University of Illinois together with the Data Corporation developed the PLATO system. PLATO is a system which enabled the learning and understanding of complex subjects. Apples Macintosh and Microsoft Windows operating system have since provided a standard platform on which programmers can develop training programs (Horton, 2000) Definition of E-learning: E-Learning refers to the employment of information and communication technologies to support the development and delivery of learning in academic and professional development institutions. E-Learning is used widely with other terms such as online learning, technology-mediated learning, web-based learning, computer-based learning, etc. Several definitions of e-learning have been developed reflecting the diversity in its application, used tools, and associated technologies. Whatever definition was used, the meaning of e-learning always contains two fundamental terms; Learning and Technology. In one way or another, all definitions of e-learning indicate the learning that takes place with the support of multimedia objects, the internet and technological applications as a delivery mode. One of the highly used definitions of e-learning is: Education via the Internet, network or standalone computer; it refers to using electronic applications and processes to learn, where communication and content is delivered via the Internet, intranet/extranet, audio or videotape, TV and CD-ROM etc as appropriate (LTSN Generic Centre, 2004). A recent definition that uses the terminology of higher education institutions was laid out by Ally (2004) who defines e-learning as: The use of the Internet to access learning material; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience. According to Horton (2000) E-learning is a general phrase that has several definitions. However, the comprehensive definition that covers all aspects of e-learning is what Ruth and Richard offer: E-learning is defined as instruction delivered on a computer by way of CD-ROM, Internet, or intranet with the following features: Includes content relevant to the learning objective. Uses instructional methods such as examples and practice to help learning. Uses media elements such as words and pictures to deliver the content and methods. Builds new knowledge and skills linked to individual learning goals or to improve organizational performance Feature of E-learning: Eaton (2001) outlines that e-learning is characterized with the following features: Computer-mediated classrooms: faculty members and learners communicate through the computer, making face to face interaction less frequent. Separation in time between communications: communication between faculty members and learners can also be in asynchronous modes. Availability of services online: learners are not only provided with online learning experience but also with online services such as advising, registration, and library services. Distinction between e-Learning and Conventional Education: To understand the quality of e-learning requires a full understanding of how this type of learning differs from the conventional style of education and the changes it brings to higher education institutions. This section presents in a broad perspective the distinctions between e-learning and traditional education which shape higher education nowadays. Such distinctions will be taken into consideration when materializing a definition for quality in e-learning, and deciding what to be taken into consideration for evaluating the quality of this type of learning. The following areas were highly repeated in the literature as key distinctions between e-learning and traditional education: Educational Changes: McLaughlin and Oliver (2000) believe however that new technologies have a positive impact on the learning environment where more choices for forms of learning are provided to the faculty and learners. This includes the delivery and presentation of content in more flexible way and a variety of modes, the provision of interactivity, engagement, communication, feedback, and communication and collaboration tools. Weller (2000) sees that those types of new choices will facilitate the quick use of courses for easier customization and individualization resulting in more satisfied learners. Change in Faculty Roles: With the growing amount of knowledge and information every day, and the availability of a huge amount of content over the internet, faculty members will not continue to be seen as the source of knowledge, instead, according to Cashion and Palmieri (2002), faculty members are expected to direct learners where to find the most relevant knowledge and provide them with tools that teach them how to learn. Different Types of Learners: Oblinger and Oblinger (2005) have referred to young learners of today as the Net Generation who grew up being familiar with technological products and facilities. Internet access, computer and electronic games have been a daily activity of learners lives. Learners today have different expectations with respect to their learning styles; they prefer to experience things instead of reading or hearing about them, they expect immediate response to questions or actions, they appreciate interactivity and dialogue (Pashuk, 2005). Learners of today consider themselves as customers who demand to be served high quality services. They have consumers attitudes towards their academic program and any of its services (Wager, 2005). E-Learning institutions should be arranged to different types of learners, not only in their preferences and expectations but also in their level of variety. Change in Administrators Role: Administrators of an academic institution are usually referred to as staffs who are not participating in direct teaching or research work, their role is usually to assure that the institutions systems are running properly. Administrators are responsible to create, maintain and improve an environment that helps learners and faculty achieve their academic goals. Administrators of an e-learning institution can be involved in selecting, orienting, and preparing qualified faculty for courses, administer and manage the technological facilities at the institution, provide different types of faculty and learners support from the technical helpdesk; library services, financial aid, etc. Administrators can also be involved in the planning, quality assurance, and performance management of an activity to help the institution serve its learners better (Williams, 2003). Reliance on Infrastructure: Although e-Learning is basically about learning rather than about technology, the technological infrastructure of e-learning programs is still the critical and primary component of the education systems. E-Learning is characterized by its high independence on the validity, and reliability of its infrastructure, which has the role of facilitating and providing accessibility of the learning/teaching process and its support services between faculty members and learners (Pashuk, 2005). Institutional Demands: E-Learning institutions must set up their systems, policies and procedures to deal with issues like data security from both internal and external threats as well as copyrights from the learners, faculty and the institutional perspectives. Developing a high quality online course will not only require the intellectual contribution of faculty members, it rather involves other key team members from the same institution or from partnered institutions. Copyright issues are usually linked to revenue sharing models, especially when the course developers are contracted or granted any incentives (Mendenhall, 2001). Advantages of using E-learning Methods: As we know, traditional education requires effort, time and money that can lead to some difficulties in achieving the goals of learning. On the other hand, e-learning contributes to the spread of knowledge among people around the globe by easy, fast, and comfortable means, that helps people to attain their personal learning objectives. As a result, several educational organisations have proceeded along the e-learning approach to facilitate and improve the process of learning. In this section, several advantages of using an e-learning approach will be discussed. The author has divided the advantages into two main categories, advantages for learners, and advantages for instructors. Advantages for learners: According to Mayer (2003) he has concluded the common advantages that learners can gain from e-learning. The following list illustrates the main advantages for learners: Learners can get the best instruction available The wide popularity of the e-learning programme makes learning more flexible and gives freedom to learners to choose the best course available which fits their needs. Training occurs just in time. Web-based training is available 24 hours a day and 7 days a week which allows learners to study when they need it without any conditions or constraints. They do not need to wait for training sessions or a specified time to attend. Learners set the pace and the schedule. Learners can study at their own time; learners can take as many lessons as they need depending on their time and their plans. For example, some of them may wish to study full-time while others prefer to study a few hours a week. Learners get better access to the instructor. Communication with the instructor(s) through web based e-learning systems can be more effective than the traditional classroom approach. Training adapts to the learners style Many different learning styles can be incorporated within an e-learning environment, and the learner is able to adapt to a style or series of styles which they prefer and in the way they feel is most efficient. Learners get immediate feedback There is no need to wait while for the results of the exams, or games. The results can be obtained immediately. Learners are treated more equally A degree of anonymity is ensured, therefore personal characteristics are not considered. Saves money and time for learners Hidden costs are eliminated in that here are no travelling expenses, parking fees, etc. It is also efficient for time in that almost all the time is spent on learning and no time is wasted on travelling. Produces positive side effects Learners are constantly improving their other skills, such as general computer skills, various internet technologies and how they apply them in their jobs. Advantages for Instructors According to Mayer (2003) the most common advantages for instructors can gain from e-learning are: Instructor can teach from anywhere Instructors are able to teach the course from any location in the world. All they need is connection to the internet. Instructors travel less Almost all the time is spent on planning, producing and publishing courses with no time wasted on travelling to attend. Course content can be dynamic Instructors have the opportunity to deal with course matter at any time and in any place such as home, office etc. Instructors save time Time consumed in preparing the course document such as handouts, having course paper printed etc., are eliminated. Conclusion In this chapter we have covered a wide range on academic study in order to understand this subject, starting with the definition of E-learning and what do we mean by E-learning, followed by another important part which is what is the difference between E-learning and Conventional education. Also the researcher has included a brief explanation concerning the history of E-Learning and the feature of E-stand and its practise. Moreover, we can see that based on the literature there are many advantage of E-learning for the learner. For example, he can study from anywhere and at any time which is the flexibility of E-learning and also there is an advantage for the instructor as he can also teach from any place and with a flexible time schedule. Chapter three Introduction: In order to understand what constitutes quality of e-learning and the critical factors that should be addressed when evaluating this type of learning, an understanding of the distinctions between e-learning and traditional education needs to be attained. Therefore the first section of this chapter is dedicated to exploring what changes have been brought to higher education by e-learning. This chapter includes a literature review for to explore what has been recognized by the researchers and practitioners of this field as key factors that affect the quality of e-learning programs and institutions, and therefore should be used to evaluate this type of learning. A list of highly rated and most repeated factors was then generated and categorized to form the basis for a comprehensive framework intended for evaluating quality of e-learning programs which will be used later in the empirical research. Quality in E-learning: A range of perspectives on what defines quality in e-learning, and what should be considered when evaluating the quality of e-learning has been developed. Some studies have addressed few factors pertaining to a single aspect or dimension, and some have developed frameworks for evaluating the quality of e-learning addressing many aspects. During those studies many different approaches were adopted ranging from surveying learners, faculty members, designers and policy makers for their views, building models for effective e-learning, and constructing camps that contextualize and debate the e-learning environment (Brennan, 2001). Despite the important contribution of each of those studies, a complete framework for evaluating the quality of e-learning couldnt be found. Developed frameworks either addressed the quality of the e-learning program with an emphasis on the classroom environment only, or overlooked some important aspects, such as the impact of the institution on the quality of e-learning programs (Cashion and Palmieri, 2002). E-Learning has been addressed by governing or accrediting bodies which developed quality standards, principles or frameworks. Such standards however, were developed to help institutions plan for their e-learning programs (Cashion and Palmieri, 2002) or as a self assessment tool, therefore they usually address in general perspective quality standards, academic standards, standards of competence, service standards and organizational standards (Harvey, 1999). According to Vlasceanu et al (2004), the definition of quality in a higher education institution differs with the changes in: The interests and needs of various types of stakeholders The institutions own inputs, processes, outputs, purpose, mission and set of objectives The characteristics and attributes of the academic world The historical evolvement and development of higher education Revisiting the changes that e-learning brought to higher education especially to the role of its fundamental stakeholders, learners, educators and administrators, it perhaps becomes logical when we look for a definition of quality as a concept, to consider these stakeholders first. For this reason, a growing literature in the field of e-learning tends to define quality of e-learning programs as the degree to which principal 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 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 successful. Clarity of course goals: Not surprisingly, there has been consensus in the literature that in order to assure the quality of the teaching/learning process, designing a course should start with explicit outcomes that identify the expectations from learners and the faculty from the very beginning. Learning outcomes which usually drive the effectiveness assessment process of courses should be also challenging and linked directly to the institutions overall goals and objectives. (Mayer et al 2000) faculty members have to adjust course content by selecting appropriate learning styles to achieve course goals and learners needs. Learner Interaction: Interaction is one of the most widely mentioned factors in the literature in relation to its impact on the quality of e-learning programs. (Moore, 2002) Interaction in the e-learning environment compensates for the loss of direct and face to face contact between learners and their faculty member or colleagues. Moore (1989) has identified three types of interaction: Interaction between faculty and learners, which is considered to be the most vital component that creates an effective learning environment upon which the other two types depend and are facilitated through; Interaction between learners among themselves; Interaction between the learner and content material. Relevancy of multimedia components to course goals Research on the quality of e-learning programs outlined that effective multimedia components are those which are highly in conformance with, and explicitly linked to course learning goals and objectives Graham et. al (2000) have also identified four main technical components pertaining to the multimedia which affect learners and hence the quality of e-learning programs, these are: Consistency of pages layout and design; which is necessary for allowing learners to recognize the graphic language of the interface, use and re-use their knowledge in different applications and retrieve information easily. Clear organization and accessibility of information; which allows learners to accomplish their tasks effectively when understanding the relationship between the media elements, without getting distracted by irrelevant features. Attractiveness of design and graphics; learners who are studying through the multimedia elements or using the learning interface can be encouraged to spend Navigation consistency and ease of use; if not consistent, navigation can place a heavy mental load on learners and therefore hinders their learning process. Faculty proficiency Clay (1999) considered the need to educate faculty members on how their involvement in e-learning programs fits with the overall strategy and mission of the institution. He also added that discussing issues and concerns of faculty members regarding this type of learning is also very important to increase their level of awareness. The success of e-learning courses depends on the type of development offered to faculty members. The following three areas of development have been considered by Caplan (2004) as the most crucial requirements due to their impact on the success of e-learning programs: Educational Proficiency; where faculty members are introduced to and experience the class room environment, requirements of course design and delivery. Administrative skills; methods of management of the classroom, identification of the support needed and offered by the institution are among the topics that are addressed in this area. Technical skills; learning of the basic and more advanced technical skills as needed, learning more about the technology, its benefits and barriers. Reliability of technology Reliability of technology refers to the capability of the technology to perform a required function and maintain a certain level of performance under stated conditions for a stated period of time. Reliability of technology has been highlighted as one of the most important factors that essentially impact on the quality of the learning experience and the success of online courses. Faculty members and learners can be easily distracted from the continuation of a teaching/learning task which usually causes a high level of frustration due to unreliability or stability of technology. (Hartman et al, 2000) Initially, many concerns regarding the future and substantiality of online learning were raised resulting from the doubts about technology reliability and its impact not only on the quality of e-learning but also on the survival of the entire concept. Technical shut downs faced by learners and faculty members during their virtual sessions, discussions and even assignments were among those issues, and therefore reliability and stability of technology was top rated in many studies as a critical factor that affects the success of the e-learning experience. Accessibility of technology In this respect, accessibility refers to the ability of learners of varying technical means and technical limitations related to computer power, bandwidth, or hardware limitations, to have equal opportunity of access courses material like other colleagues. Schrum and Hong (2002) argued that there is a substantial relationship between the number of learners dropping their online courses and the difficulties they face trying to access the technological tools and equipments. Accessible technologies represent therefore a distinct advantage to learners to study according to their convenient time and pace, otherwise learners will spend their times trying to solve technical problems instead of engaging in the learning experience. Therefore, an understanding of the technological and financial limitations of learners, their preparedness, and ability to participate equally in the learning experience is necessary for the success of e-learning. It is also important for the selection of appropria te technological infrastructure that enables learners to focus on their learning (Davis, 2004). For this reason, many e-learning institutions today offer their learning content using online and offline tools (CDs and DVDs) to accommodate for those who have no access to high-speed connectivity. Suitability of support services to learners needs There is no doubt about the importance of learners support services which usually complement the learning/teaching process and enhance their learners experience. Many authors have highlighted the importance of learners support and its impact on the quality of e-learning programs. (Hughes, 2004) Although many higher education institutions claim to know the needs and wants of their learners, they actually do not. Cashion Palmieri (2002) explained that many institutions go wrong by assuming that learners needs are only educational and therefore learners support is exclusive to educational support. For instance, and despite the assumption that many of todays learners are aware of the technological tools and facilities, the level of learners awareness of education technologies is still not up to the desired level. Many of todays learners might be exposed to e-learning courses for the first time in the higher education level, therefore the preparation of learners to cope with the requirements of study, understand the new role they have to assume, and also understand the technology they will deal with during their study, is necessary for learners before they engage in their learning experience. According to Hughes (2004), learner support tools should exceed educational needs, and should be extended to include: Information and administrative support; Technological support Study skills assistance such as time management, balancing personal demands and study pursuits, information about usage of web content and plagiarism, etc Educational counselling Program advising and digital library Responsiveness of learner support Responsiveness to learners enquiries, suggestions, or complaints has also been highlighted as an important factor that affects learners satisfaction and therefore impacts on the quality of learning. According to Smith (2004) responsiveness of learning support tools and staff to learners enquiries can increase their tolerance and satisfaction, and hence increase the quality of their learning. Most often a high percentage of e-learners are usually busy senior professionals or full time employees who would value and appreciate the timely response to their enquiries and the availability of support when needed. Smith (2004) outlines that availability of responsive learners support can be demonstrated in three forms: The ability of learners to get in touch and to make contact with the person to whom they wish to speak. The reassurance of learner support staff that if a message is left or an e-mail is sent, this will at least be acknowledged. The prompt action response, where if the action cannot be taken immediately, the information of action support will be received soon by the learner. Leadership commitment to effective learning According to Barker et. al (1999) effective learning requires a whole institution approach that pays enough attention to the teaching/learning processes, facilitates the work of faculty members, and provides necessary support to the faculty whenever needed, starting from its leadership. According to the author e-learning institutions cannot be successful without leadership commitment to set, maintain, and share a clear direction for the institution, with focus on its teaching/learning processes. Setting up the institution priorities in favour of the teaching/learning quality and providing support to develop competencies and infrastructure are some exemplary forms of leadership commitment for effective learning. Top management should therefore be involved in continuous monitoring, evaluation, and improvement of the institutions academic performance, as part of that e-learning institutions should continuously monitor learning effectiveness, learners satisfaction, faculty satisfaction, efficiency, and cost effectiveness (Bourne and Moore, 2003). Commitment to effective learning and teaching culture Quality commitment is an obvious factor for developing a quality culture in an organization and for assuring and maintaining continual improvement. This factor has been highlighted generally in many quality management and excellence standards or models, such as the ISO 9000 and the EFQM Excellence model. Similarly, quality commitment at all levels of the e-learning institution, including top management, faculty and staff, has been highlighted heavily in the literature as a pre condition to the success of e-learning institutions (Mayer et al, 2001) Appropriateness of processes to the e-learning environment The changes that accompany the introduction of e-learning in a higher education institution should be associated with a new definition of processes which impact organizational structures, and roles and responsibilities of educators and staff. According to Bates and Poole (2003), planning for e-learning programs by defining relevant and appropriate processes to the e-learning environment and changed roles and responsibilities of staff and faculty, is considered to be a critical factor that impacts the quality of e-learning programs. The processes of e-learning are not quite similar to those of conventional learning; many additions have occurred regarding the day to day work of institutions with the introduction of this type of learning. Instructional designing, dealing with intellectual properties, planning for, and maintaining the technological infrastructure, program management, administrative support for faculty or learners, dealing with faculty workload and incentives, governance and decision making processes or pricing are only some examples of the processes that need redefinition or customization in the e-learning environment. Among the changes that e-learning has introduced is the overall change of the needs and role of learners. In this context, Austin (2001) argues that the starting point for defining and shaping processes in an e-learning environment is the understanding of customers needs (learners, families, employers and society) that represent the input for the learning/teaching Financial feasibility and sustainability It is obvious that many elements in the e-learning type of education are costly and require more financial investments and support from higher education institutions. Preparing learners to this type of learning through introductory and orientation programs, the necessity to offer different types of learning styles that accommodate the different learning needs and talents of learners, along with offering more flexible learning methods and timings, the development of faculty competencies, compensation for faculty workload and copyrighted work, developing reliable, accessible, and maintained IT equipments, infrastructure and multimedia components, and the need for timely and responsive learners support are only few examples of what investment this type of learning would require. Therefore, the financial management in e-learning institutions has been highlighted as an important factor that should be used to judge the quality of e-learning programs. (Bourne and Moore, 2004) Financial sustainability which relates the cost of the program to its financial benefits (Bartolic-Zlomislic Bates, 1999) is considered to be one of the factors that affect the quality of e-learning programs for the following main reasons: The ability to support and sustain the program while it is running even if the number of enrolled learners did not match the expectation in order to protect the interests of learners. The ability to re-invest in the program to enhance it and advance it. The ability to offer affordable e-learning programs. Conclusion: In this chapter we have looked into the previous study and analysed the data to build on a good understanding about the factors which affect the quality of E-learning in Saudi Arabia. The twelve factors will be examined to see what the effects are on the quality of E-learning. Based on these factors we will take into consideration the culture difference as some of these factors may not necessarily affect the quality in Saudi Arabia. The twelve factors are related with the main player in E-learning which is the learner, the course, the provider and the technology. All twelve factors should be examined in order to measure their effect. Chapter Four Introduction: This chapter presents a description of the research methodology used throughout the study supported by a justification for the selection. During a brief description about the data and description of the questionnaire which has been used. The second part will be about a description of the data analysis method which will be used to analyse the data in this study. Data collection: Usually data can be collected through two sources: primary sources and secondary sources. Primary data sources include surveys, observations, and interviews. Secondary data sources include Newspapers, Books, Journals, Internet, etc. After turning the practical idea into a research question and reviewing the necessary literature, the method of research must be considered. The methodology which will be selected should be the one that will be the most effective one to collect the data needed to answer the research question, or to test the hypothesis. Data collection methods are mainly divided under two major methodological methods, quantitative and qualitative methodology. Each method contains several type of data collection technique. Quantitative research is an objective approach which includes collecting and analyzing numerical data and applying statistical tests (Collis and Hussey, 2003). The emphasis of quantitative research is on collecting and analyzing numerical data. It concentrates on measuring the scale, range, frequency, etc, of phenomena. This type of research, although harder to design initially, is usually highly detailed and structured, and results can be easily collated and presented statistically. Qualitative research is a subjective approach which includes examining and reflecting on perceptions in order to gain an understanding of social and human activities (Collis and Hussey, 2003). The research strategy in the research project will be a Quantitative approaches as the researcher doesnt have enough time to carry further investigations and to do face to face interviews with the selected sample so the mail survey will be the best choice to go for. Questionnaire: To collect data for the research project a research questionnaire will be designed and then distributed. The questionnaire included different sections seeking information about many aspects of quality in E-learning factors. Multiple-choice and scale-type questions will be used to collect response in an objective manner. In addition, open questions were used to collect subjective information. The Licker scale of 1 to 5 will be used to rate the critical success factors. A questionnaires prime advantage is its efficiency in terms of speed and cost in generating large amounts of data that can be subjected to statistical analysis. Also questionnaires have inherent advantages as compared to other methods as they allow respondents to answer questions at times that are convenient, to see the context of a series of questions, to take time in answering, and to look up information. According to Robson (2002), the advantages of a questionnaire are as follows: It can be one of the least resource intensive. It is simple to use basic awareness training being sufficient to get things started. It can readily involve many people within the organization. The questions asked can be customized to suit the organization. It enables the organization to receive feedback which can be segmented by function and by level. It can be used in parallel with the workshop approach to provide a more balanced view of deployment team. It can give a good visual reference if results are graphed. In fact, the questionnaire has several weaknesses, particularly their typical low response rate. Low response rates are problematic in that they reduce confidence about the extent to which survey findings generalize the population from which the survey is drawn. Response errors are another problem. A third problem area arises from the conceptual inadequacy and administrative errors that can be caused by the researcher (Saunders, 2000). Data analyses: To have a good interpretation of the data, it is important that data is organized in such a way that it may be analyzed efficiently. There are a number of computer programs that can be used to analyze survey research. Such programs allow users to quickly sort information and look at the data from different angles. Computer software programs with database spreadsheets are widely available. Microsoft Access and Microsoft Excel are just a few of the available programs that can be used. More advanced statistical programs such as SPSS (statistical package for social science) is also suitable for data storage, but they require greater technical skill to use the more sophisticated statistical analyses. For quantitative data analysis the researcher will use (Microsoft Excel), as the researcher has the previous skill to use this program. Conclusion: In this chapter we have described the data collection and analysis method which will be used in this study to get the best information, taking in to consideration the time which is limited for a research of this kind. The researcher is going to use the Quantitative method to collect his data by distributing a questionnaire to the targeted group; the questionnaire is going to include a multiple question based on the factors which have been discovered from the literature. Furthermore, after collecting the data the researcher is going to analyse the data using Microsoft Excel software to show the data in a good way so it can be useful and easy to understand. References: Ally, M. (2004) Foundations of Educational Theory for Online Learning. In: Anderson, T. D. and Elloumi, F. (Eds.) (2004) Theory and Practice of Online Learning. Athabasca: Athabasca University. pp(3-31). Allen, I. E. and Seaman, J. (2005) Growing by Degrees: Online Education in the United States. USA: The Sloan Consortium. Barker, K., Wendel, T. and Richmond, M. (1999) Linking the Literature: School Effectiveness and Virtual Schools. [Online]. The Society for the Advancement of Excellence in Education. Vancouver. Available from: https://www.futured.com/pdf/Virtual.pdf. [Accessed 20 Jan 2008] Bartolic-Zlomislic, S. and Bates, T. (1999) Assessing the Costs and Benefits of Telelearning: A Case Study from the University of British Columbia. [Online]. Available from: https://research.cstudies.ubc.ca/nce/EDST565.pdf [Accessed 25 Jan 2008] Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey-Bass. Bourne, J., and Moore, J. (2003.), Elements of Quality Online Education. Needham, MA: Sloan Center for OnLine Education. Caplan, D. (2004) The Development of Online Courses. In: Anderson, T. D. and Elloumi, F. (Eds.) Theory and Practice of Online Learning. Athabasca: Athabasca University. pp. 175-194. Cashion, J. and Palmieri, P. (2003) The Secret is the Teacher: The Learners View of Online Learning. [Online] Australia: NCVER, Available from: https://www.ncver.edu.au/research/proj/nr0F03a.pdf. [Accessed 25 Jan 2008] Clay, M. (1999) Development of Training and Support Programs for Distance Education Instructors. [Online] Available from: https://www.westga.edu/~distance/clay23.html. [Accessed 22 Jan 2008] Collis, J., Hussey, R. (2003). Business Research: a practical guide for undergraduate and postgraduate students (2nd ed.). Basingstoke: Palgrave Macmillan. Cohen, M. and Ellis, T. (2004) Validating a criteria set for an online learning environment. In: 34th ASEE/IEEE Frontiers in Education Conference: 20th 23rd October 2004, Georgia Tech Savannah Campus, Savannah, GA. Davis, A. (2004) Developing an infrastructure for online learning. In: Anderson, Elloumi, T. D. and F. (Eds.), Theory and Practice of Online Learning. Athabasca: Athabasca University. pp. 97-114. Eaton, J.S. (2001) Distance Learning: Academic and Political Challenges for Higher Education Accreditation. (CHEA Monograph Series 2001, Number 1) Washington DC: Council for Higher Education Accreditation. Graham, C., Cagiltay, K., Craner, J., Lim, B., and Duffy, T. M. (2000) Teaching in a Web Based Distance Learning Environment: An Evaluation Based on Four Courses. CRLT Technical Report No. 13-00, Bloomington: Indiana University Centre for Research on Learning and Technology. Hartman, J., Dziuban, C. and Moskal, P. (2000) Faculty Satisfaction in ALNs: A Dependent or Independent Variable?, Journal of Asynchronous Learning Network, 4(3). Harvey, 1999, Editorial, Quality in Higher Education, 1(1), pp. 5-12 Hernes, G. (2003) The new Century: Societal paradoxes and major trends. In: DAntoni, S. (Ed.), The Virtual University, UNESCO, [Online], Available from: https://www.unesco.org/iiep/virtualuniversity/home.php [Accessed 1 Dec. 2007] Horton, W. (2000), designing Web-based Training: How to Teach Anyone Anything, Anywhere, Anytime, Wiley, New York, NY. Hughes, J. (2004) Supporting the online learner. In: Anderson, T. D. and Elloumi, F. (Eds.), Theory and Practice of Online Learning Athabasca: Athabasca University , Canada. Kistan, C. (2005) Improving the quality of e-learning through evaluation: Whose interest is served. In: Smout, M. (Ed.) The decade ahead. South Africa: South African Universities. LTSN Generic Centre. (2004), LTSN pedagogy and Policy vocabularies. [Online], Higher Education Academy. Available from: https://www.heacademy.ac.uk/scoping_notes.doc [Accessed 20 Dec. 2007] Mayer, D. P., Mullins, J. E. and Moore, M. T. (2000) Monitoring School Quality: An Indicators Report.[Online] Available from: https://nces.ed.gov/pubs2001/2001030.pdf [Accessed 20 Oct. 2007] McLoughlin, C., and Oliver, R. (2000) Designing learning environments for cultural inclusivity: A case study of the indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16(1), pp. 58-72. Mendenhall, B. (2001) Technology: Creating New Models in Higher Education. National Governors Association, [Online], Available from: https://www.nga.org/cda/files/HIGHEREDTECH.pdf, [Accessed 25 Nov. 2007] Meyer, K. A. (2002) Quality in Distance Education: Focus on Online Learning. Higher Education Report, 29(4), pp. 1-21 Moore, J. C. (2002). Elements of Quality: The Sloan-CTM Framework. Needham: Sloan Centre for On Line Education. Oblinger, D. and Oblinger, J. (2005) Is it Age or IT: First Steps Toward Understanding the Net Generation. EDUCAUSE, [Online], Available from: https://www.educause.edu/books/educatingthenetgen/5989, [Accessed 30 Nov. 2007] Pashuk, K, (2005) Turning Technology Invisible: Best Practices to Support a Successful Distributed Education Environment. Athabasca University, [Online], Available from: https://library.athabascau.ca/drr/download.php?filename=mba/open/kevinpashukProject.pdf, [Accessed 15 Dec.2007] Robson, C. (2002). Real World Research (2nd ed.). Oxford: Blackwell Publishing. Rockart, J. (1979). Chief executives define their own data needs. Harvard Business Review , Vol. 57 No. 2, 238-41. Saunders, M., Lewis, P., Thornhill, A. (2000). Research methods for business students (2nd ed.). Harlow: Pearson. United Nations Development Program (UNDP), (2002) Arab Human Development Report. New York: UNDP. Vlasceanu, L., Grnberg, L. and Parlea, D. (2004) Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions. Bucharest: UNESCO-CEPES Wager, J. (2005) Support Services for the Net Generation, EDUCAUSE, [Online], Available from: https://www.educause.edu/ir/library/pdf/pub7101j.pdf, [Accessed 25 Nov. 2007] Weller, J. M. (2000) Creating a large-scale, third generation distance education course. Open Learning, 15(3), pp. 243-308. Williams, P. (2003) Roles and Competencies for Distance Education Programs in Higher Education Institutions. American Journal of Distance Education, 17(1), pp. 45-57. Wirth, M. (2005) Quality Management in e-Learning: Different paths, similar pursuits. Proceedings of the 2nd international SCIL Congress, [online], Available from: https://www.scil.ch/congress-2005/programme-10-11/docs/workshop-1-wirth-text.pdf, [Accessed 20 Nov. 2007] Austin (2001 Brennan, 2001 Schrum and Hong (2002 Smith (2004)

Conflict Between Great Britain And The British Colonies

Thompson 1 Teona Thompson Ms. Puckerine World and U.S History June 1, 2015 Conflict between Great Britain and the British Colonies On a quest to expand their empire, Great Britain tried to colonize any land they could find. The British settlements established on the east coast of North America include Delaware, Pennsylvania, New Jersey,Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire, Virginia, New York, North Carolina, and Rhode Island, and were founded between 1607 and 1732. These colonies would later be recognized as the the thirteen original colonies of the United States. Their relationship was based on the exchange of goods and new resource for being protected by the crown. Leading up to the American Revolution, the relationship between Great Britain and the colonies became hostile as the colonist became rebellious due to the heavy taxes, the unjust acts forced upon them, violence, and their lack of representation in British monarchy. To pay off British Empire’s debt after the Seven Years War, it used the colonies as a source for revenue. It started with the Sugar Act of 1 764, which imposed taxes on sugar and other goods. The Stamp Act, proposed by George Grenville, was later passed in 1765. This act required the use of stamped paper for legal documents, diplomas, almanacs, broadsides, Thompson 2 newspapers and playing cards. â€Å"The right of the Parliament of Great Britain to impose taxes of every kind on the colonies has always beenShow MoreRelatedThe American Revolutionary War And Defeat Great Britain852 Words   |  4 Pagesfrom Great Britain. It was the British who controlled and basically owned the Thirteen Colonies of North America in which we now know as the United States. Making the lives of American citizens miserable and unable to bare the bondage from the rules, regulations, and tariffs brought on by the British could no longer be tolerated. If all men were to be created equal the Americans wanted just that and that meant having their own control. In order to break away from the bondage Great Britain had onRead MoreThe War Of The American Revolution1207 Words   |  5 Pages No conflict in American history is as well-known then the American Revolutionary war. War between the colonies and Great Britain began in April of 1775 and, in a yearsâ€℠¢ time, the conflict will grow into one of the most arduous wars ever fought. After eight years of a hard-fought war, the colonists eventually won their independence over the British. Rooted in the conflict are countless causes and events that ultimately shaped the country into how it is today. The American Revolution also influencedRead MoreSimilarities Between The French And Indian War1639 Words   |  7 Pages1774 the citizens of the British-American colonies began to perform formal acts of revolt with the rejection of the Massachusetts government act. After that point, there were many revolutionary actions towards the mother country, be it protests, boycotts, the Boston Tea Party, or other similar behaviors. The aforementioned examples of early revolutionary feats were certainly pivotal towards the revolutionary effort. However, they were not quite entirely caused by the British colonists. Most of theRead MoreThe American Revolution : The United States1517 Words   |  7 Page sto raise taxes, and the conflicts that resulted from these acts were the key factors in leading the thirteen colonies to become independent. The French and Indian War began with small battles or conflicts between the French and the British. Both empires wanted more control over North America during the late 1600s, and they were willing to fight for it. This conflict caused a sequence of battles: King William’s War, Queen Anne’s War and King George’s War. Although Britain was pleased with their victoriesRead MoreThe American Colonies Military Struggles with European Nations687 Words   |  3 Pagesgroup of European colonies. Lasting from 1756 until 1763, The French and Indian War was mainly a proxy war fought between the American Colonies acting as proxies for Great Britain, versus an alliance made between France and Native American tribes. It was also a part of the larger Seven Years War between Great Britain and France, and was the culmination of the second Hundred Years War between France and Great Britain over colonial supremacy. The French and Indian War began because Britain and France bothRead MoreEssay on Dbq Causes of Revolutionary War726 Words   |  3 PagesParliament justified in imposing on the colonies? According to Dickinson, Parliament was justified in imposing the Stamp Act on the colonies. Why did he object to the Stamp Act and the Townshend Acts? Dickinson objected to the Stamp Act and the Townshend Acts because he did not have the authority to levy taxes. Document 3 How does the engraving tell a different story from the above description of the Boston Massacre? The engraving was a anti-British propaganda. Where do you suppose the termRead MoreThe Creation Of The United States Of America981 Words   |  4 PagesAmerican colonies became more separated from their mother country as time went on. After several generations had passed many colonists no longer believed they were there to serve Great Britain. Since most colonist no longer felt loyal to Great Britain they resisted when parliament passed legislation and imposed taxes on them. The will to be free and govern oneself is simply human nature and is the reason all of Great Britain’s attempts to control the colonies ultimately failed. After Great Britain’sRead MoreThe Race Towards Independence Of The 1770 S946 Words   |  4 PagesHistory 201 2016. February 14 The Race Towards Independence In the 1770’s, Great Britain established a number of colonies in North America. The Americans thought of themselves as citizens of Great Britain and subjects of King George III. Over the span of ten years, Great Britain has experienced deterioration in their relationship with the thirteen colonies. There were numerous factors that came into play in relation to the conflict such as the Navigation Acts and Colonial Legislatures, which eventuallyRead MoreThe Long Road Of Revolution During Colonial America1368 Words   |  6 PagesLong Road to Revolution in Colonial America The four major events during the period of 1763-17751 led to the conflict between colonial America and Great Britain are the Stamp Act, Townshend Acts, Tea Act, Continental Congress. First of all, in February 1765, Grenville escalated his revenue program with the stamp act, precipitating a major conflict between Britain and the colonies over Parliament’s right to tax. The Stamp Act imposed a tax on all paper used for official documents —newspapers,Read MoreWhat Was The Cause Of The American Revolution?1705 Words   |  7 PagesAmerican Revolution was Britain’s selfish action that made the American colonies suffer from Britain s problem. 3: The Americans were not being sensible and unwilling to compromise for the greater good. 1: Britain, what do you mean by compromise? 3: After the French-Indian war, we were in need of money because our funds were spent helping the Indians. Because of the grave debt that we were in, we decided that we would tax the colonies in order for us to regain some of our economic prowess. 2: Speaking

Karl Marx Essay Paper Example For Students

Karl Marx Essay Paper Karl MarxThe most influential person pre-1900 If a fair list were given, , it would seem reasonable to say that he was bad tempered, caustic, fierce, vain, self-sacrificing, selfish, whining, capable of great love, a good father, a lover of mankind, fatherly to all, honest, scrupulous, tender, brilliant, eminently rational, racist in an off hand manner, irony as an art, a person obsessed with irony, obsessive in general, flexible, a brilliant politician, but a candid one as they go.(Olson 11)Hopefully we have all heard the name Karl Marx at some time or another, but what did he do thats so important? Marx was a great influence from before 1900, but his influences are also felt throughout this century. Marx was the most influential person in world history before 1900 because he developed a new form of government, Marxism influenced several world leaders, and Marxism can be linked to such important events as the Russian Revolution and the Cold War. The main reason Marx is so important is because of the political philosophy that he developed, appropriately dubbed Marxism and commonly called Communism. Marxs goal was to spiritually release mankind by freeing him of his economic chains and allowing him to find harmony with his fellow man and with nature (Fromm 3). Marxs interests in economics started when he wrote two extensive essays on the position of Eifel peasants and Moselle vinegrowers (Leonhard 4). His interests were also engaged by the labor movement, which the effects of were just becoming apparent (Leonhard 4). As talk about communist ideas first began to rise, Marx was reserved about his opinions (Leonhard 4). In spite of his reservations, Marx heavily researched the contemporary French literature on socialism and Communism, and in 1843 moved to Paris, the heart of the revolutionary movement (Leonhard 4). While in Paris, one of the most important events of his stay occurred, his meeting with Friedrich Engels. This was t he beginning of a lifelong friendship and collaboration of the founders of scientific socialism. (Leonhard 5)Marx and Engels emphasized the connection of socialist aims, economic reality, and the struggle of the working class (Leonhard 5-6). In 1847 Marx was invited to join the League of the Just which was later renamed the Communist League(Leonhard 6). Marx and Engels were instructed to work out a political program form the Communist League (Leonhard 6-7). Engels sketched a draft of questions and answers know as the Principles of Communism, after reworking by Marx this became the Communist manifesto (Leonhard 7). The basic idea of the Communist Manifesto as stated by Engels wasEconomic production and the structure of society at every historical epoch necessarily arising therefrom, constitute the foundation for the political and intellectual history of the epoch; that consequently (ever since the dissolution of the primeval communal ownership of land) all history has been a history of class struggles, of struggles between exploited and exploiting, between dominated and dominating classes at various stages of social development; that this struggle, however, has now reached a stage where the exploited and oppressed class (the proletariat) can no longer emancipate itself from the class which exploits and oppresses it (the bourgeoisie) with out at the same time forever freeing the whole of society from exploitation, oppression, and class struggles. (Leonhard 7) Not long after the Communist Manifesto was published in London, revolution spread throughout many European countries. In an effort to support the revolution, Marx edited and published the Neue Rheinische Zeitung with Engels (Leonhard 7). After the defeat of the 1848 revolution, Marx was exiled to London (Leonhard 7). While in London, Marx went into deep analysis and continued to study economics. Engels suggested to Marx that he write a 4 volumes dedicated to scientific socialism. However, this was never done due to other works and health problems. Marx continued to discuss a future classless society in documents such as Critique of the Gotha Program. Much of the later part of Marxs life was devoted to the second and third volumes of his Capital. Marx has written many essays on scientific socialism and is a co-founder if not the founder of Communism, which is a form of government adapted by several countries (although they do contradict a great deal of Marxist doctrine). To quote the Marx himself:The philosophers have interpreted the world in various ways; the point however is to change it. (Rossiter 61)The form of government that Marx shaped has influenced several world leaders. The three most prominent examples are Lenin, Stalin, and Mao Tse-tung. Vladimir Ulyanov, better know by his party name Lenin had been working since the beginning of this century to transform Marxism for the socialist movement in Czarist Russia (Leonhard 47). Lenins first writings reveal a conflict between the Marxist theoretician and the active revolutionary (Leonhard 47). Marx believed that the classless society could be begotten only from an economically advanced society. However, in the case of the feudal Czarist Russia, that was too far in the future. Why should one have to wait that long for liberation? Lenin being the practical revolutionary he was, had to rebel against the theory he committed himself to (Leonhard 48). World War I led Lenin to deeply analyze the socia l-democratic countries of Western Europe and War (Leonhard 48). This eventually led to his conclusion that the social revolution need not take place in every county at the same time, but can take place in one single country. Lenin decided that instead of the Marxist idea of peaceful transition, the forcible overthrow of the government was necessary. Lenin, believing that his generation would not live to see the revolution, was surprised by the February Revolution of 1917(Leonhard 49). A few months later Lenin, at a Bolshevik convention, put together the April Theses which demanded that the democratic revolution should be further developed into a socialist revolution (Leonhard 49). Later, the October Revolution brought to power the First Marxist Government in history (Leonhard 49). After Lenins death, the power of the nation shifted to Stalins Secretariat. One after another, Stalins opposition was diminished and expelled from the party (Leonhard 96). By his fiftieth birthday Stalin a ssumed the position of Vozhd or Leader(Leonhard 96). Stalins theses of intensified class struggle and capitalist encirclement were designed to give the population an impression of a beleaguered fortress, which, it was argued, required iron discipline and terror (Leonhard 97). Stalin did not only have conceptual changes from Marxism, he was also nothing like Marx, Engels, or Lenin in personality (Leonhard 99). The Chinese Communists developed a Communist ideology of their own (Leonhard 210). They follow the thoughts of Mao Tse-tung. Maoism had its origins in the attempt to transfer Marxist ideals to the conditions of China (Leonhard 210). There were, however, many problems from the start of Chinese Communism. In china the conditions did not exist for a Marxist revolution (economically advanced society), nor did it apply a revolution in the sense of Lenin (Leonhard 211). Marxism has been manipulated into many different forms of government, but has an influence on every Communist socie ty, from Lenin to Mao. .ua2ea6cbaef2c4f2cf826c1edcea13b33 , .ua2ea6cbaef2c4f2cf826c1edcea13b33 .postImageUrl , .ua2ea6cbaef2c4f2cf826c1edcea13b33 .centered-text-area { min-height: 80px; position: relative; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 , .ua2ea6cbaef2c4f2cf826c1edcea13b33:hover , .ua2ea6cbaef2c4f2cf826c1edcea13b33:visited , .ua2ea6cbaef2c4f2cf826c1edcea13b33:active { border:0!important; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .clearfix:after { content: ""; display: table; clear: both; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua2ea6cbaef2c4f2cf826c1edcea13b33:active , .ua2ea6cbaef2c4f2cf826c1edcea13b33:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .centered-text-area { width: 100%; position: relative ; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua2ea6cbaef2c4f2cf826c1edcea13b33:hover .ctaButton { background-color: #34495E!important; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua2ea6cbaef2c4f2cf826c1edcea13b33 .ua2ea6cbaef2c4f2cf826c1edcea13b33-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua2ea6cbaef2c4f2cf826c1edcea13b33:after { content: ""; display: block; clear: both; } READ: Aticles Vs. Constituion EssayMarx not only influenced world leaders, but he also influenced some major historical events. Two of these events were the Russian Revolution of 1917 and the Cold War. In Czarist Russia, the feudal government was exploiting the proletariat. In order to free the workers, Lenin adapted a new form of Marxism. He decided that the transition couldnt be peaceful, if anything was going to change, force must be used. Eventually the government was overthrown and a Communist government put into place. A few decades later, after World War II, both the US and the USSR had established themselves as world powers. The US felt it had to intervene with Russias C ommunist government (Downing and Isaacs). One of the most apparent aspects of the cold war was the arms race. Both nations had the power to completely destroy the other. Russia wanted to spread its influence while the US wanted to prevent more communist countries. Real war would have disastrous effects. The American hostility towards Communism and the Iron Fist of Stalin fueled the cold war, which did not completely end until the Berlin wall came down. Karl Marx has influenced so much of the world today, his writings have influenced people and events. Whether one finds it positive influence or negative, it is definitely there. BibliographyDowning, Taylor and Isaacs, Jeremy. Cold War an Illustrated History,1945- 1991. Boston, New York, Toronto, London: 1998. Fromm, Erich. Marxs Concept of Man. New York: Frederick Ungar Publishing Co., 1961, 1966Leonhard, Wolfgang. Three Faces of Marxism. New York, Chicago, San Francisco: Holt, Rinehart, and Winston, 1970, 1974. Olson, Richard E. Karl Marx. Boston: G.K. Hall Co., 1978. Rossiter, Clinton. Marxism: The View From America. New York: Harcourt, Brace World, Inc., 1960.Words/ Pages : 1,510 / 24

Running head Decision Making Process in Managemen Essays - Economy

Running head: Decision Making Process in Management Decision Making Process in Management Amber B.N. Campbell Belhaven University Decision Making Process in Management 2 SWOT Analysis is the most widely recognized and eminent model for choice making in the business world today. It is utilized for leading the review, examine and dissect the general vital position of the business and the earth in which the business works SWOT is a shortening of Strengths, Weaknesses, Opportunities and Threats. The fundamental target of SWOT examination is to devise the best procedure for the association, utilizing it to set up the plan of action for the organization while keeping in perspective the assets, capacities and imperatives that are pertinent. It is indeed used to evaluate the inward capability of the association and how it can be used to misuse the roads accessible in nature. It thinks about all the great and unfavorable elements connected with the association. This instrument when utilized reliably can help as a part of the anticipating the future result and incorporating those figures in the association's technique. Directing SWOT examination is not a mind boggling assignment but rather incorporates an extremely basic and intriguing movement. It likewise incorporates meetings to generate new ideas. SWOT investigation might be utilized to build up the business thought, evaluating a chance to make a securing, examining a potential organization or settling on choice around a brand, item, and a speculation opportunity. Strengths are the focused edge or the capacities an association must be used when contending with its rivals. They can be utilized to accomplish the expressed mission of the association they go about as columns on the premise of which an organization van continue with achievement and development. Qualities as appeared in the above table can be as resources which are substantial. For instance: hardware, money. It can likewise be in immaterial for like licenses, duplicate rights. It can be an element which is Decision Making Process in Management 3 subjective and can't be changed over in numerical terms, for example, prepared human asset. They help in contending with the contenders and change in the execution of the association. They give an upper hand in examination with alternate organizations in the business. They can be abused to guarantee the future prosperity of the association. The hierarchical structure of a worldwide organization assumes a critical part in the achievement of choices made at the local level. Brought together business structures can regularly be excessively strict, making it impossible to permit socially delicate choices to be made by neighborhood administration. A reckless move from a self-governing structure to a unified structure can bring about issues in the middle of corporate and neighborhood specialty units and contrarily impact business execution. A worldwide organization will succeed in the event that it can keep up a harmony between concentrated control and self-sufficient provincial control that will encourage choice making that considers social contrasts. Extensive organizations have been endeavoring to discover a harmony between the conventional various leveled structure and the adaptable nearby entrepreneurial structure for a long time. Expanding worldwide rivalry has made it basic that multinational ventures both all-around coordinated and locally responsive in the meantime (Bartlett and Ghoshal, 1988). Sohn and Paik (2004) depict the endeavors of Toshiba to accomplish a half and half of brought together control and confined self-governance. Regardless of the structure picked, partnerships can all be put some place along the continuum in the middle of incorporated and decentralized administration. A unified structure will be slower to react to changing economic situations however gives dependability and control. A decentralized structure gives self-sufficiency to Decision Making Process in Management 4 nearby organizations to settle on their own choices rapidly, in any case, the choices may not adjust to the guardian associations' key targets and morals. Numerous business choices include struggle between profiting and moral treatment of representatives, clients, and the earth. Halfway oversaw associations will probably adjust choices to an all-inclusive corporate set of principles. Independent auxiliaries will settle on choices that are intelligent of the nearby social qualities. The danger to the guardian association is that some of these choices might seriously strife with shareholder values. Treatment of ladies, youngsters, and regard for

AFFIRMATIVE ACTION A NECESSARY POLICY TO PREVENT DISCRIMINATION AND INEQUITIES OR A DISCRIMINATIVE AND INEQUITABLE POLCY INTRODUCTION essays

AFFIRMATIVE ACTION A NECESSARY POLICY TO PREVENT DISCRIMINATION AND INEQUITIES OR A DISCRIMINATIVE AND INEQUITABLE POLCY INTRODUCTION essays A NECESSARY POLICY TO PREVENT DISCRIMINATION AND INEQUITIES A DISCRIMINATIVE AND INEQUITABLE POLCY Historically, there have been arguments about what Affirmative Action (AA) really is. The basis of the argument for the most part, debates the goal(s) of AA. Is the goal of AA to erase past inequities for the disabled, minorities and/or women without protest? Or is Affirmative Action a culture or spirit that rewards diversity and differences? Basically there are two definitions or schools of thought for AA. The first school of thought is that AA is an umbrella term for laws and policies that the United States Executive, Judicial, and legislative bodies have mandated. Specifically, AA is a series of social policies and statutes that regulate activities and laws with the primary intent to achieve equity and increase opportunity for all. The second school of though is that AA is an umbrella term defining a broader set of activities whereby public and private institutions voluntarily incorporate practices and polices to increase diversity, opportunity and equity. Under this school of thought, AA is in spirit and an institutional policy. The intent of this paper is to address the serious and profound arguments of both schools of thought. In addition, this paper will address issues relative to determining whether or not AA is necessary instrument for the demise of discrimination and the formation of justice and whether or not AA needs to be maintained, modified or terminated. A. A Brief History of AA in the United States of American Contrary to popular belief, the concept of AA actually began prior to the executive order signed by President John F. Kennedy in 1961. The concept of AA began upon the signing of Amendment XIII of the Constitution. 1. The Late 19the and Early 20th Century America began to deal with the inequities and lack of justice for mean of African decent in the 1800s. In my opinion, the initial an...

50 Best Topics and Ideas for a Persuasive Essay

50 Best Topics and Ideas for a Persuasive Essay The goal of everyone who writes a persuasive essay is to convince readers to accept a certain point. You have to write about various ideas and prove that one of them is right, as well as others are wrong. Your arguments must be logical. Persuasive essays are somewhat similar to argumentative essays, but these two types also have many differences. For example, argumentative essays imply a discussion which may help you prove your point. Persuasive essays require you to write in details all arguments that support your point, so that readers could accept it as the only right one. No matter what topic you have, your point must be expressed clearly, and your essay must leave readers with no doubts. Usually, students get a certain topic assigned, so they dont have an advantage of choosing it themselves. On the contrary, when you can choose a topic yourself, it simplifies your task significantly, since you can do a choice in favor of the most familiar subject. At the same time, some students would rather take an assigned topic, because they are not sure what to write about. If this is exactly your case, we can help you with a list of good topics. How to Choose a Topic We already mentioned that this type of essay requires special attention paid to your particular point. Your opinion is the most important part of the paper, and its what defines the whole chain of arguments and evidence. Dont try to impress your instructor, think what seems to be your favorite topic, what you know best. At the same time, we suggest considering the audience, since such an essay must convince them. A great advantage of choosing a topic yourself is that it gives you additional motivation. Writing on your favorite topic, you will work better, paying attention to all details, and thinking about your style. Moreover, you will be involved in the process, since you want to prove a point that is really valuable to you. Check out a few useful tips that may help you choose a topic worth writing with passion: Always brainstorm ideas. Call your friends or meet with other students, and discuss as many ideas as possible. You all will profit from it, since such an approach provides you with many creative thoughts that may be used in work. Note everything that looks interesting. When you have a list of interesting ideas, you have a range to choose from, and you can sort your thoughts by priority. If you narrow your topic, it will be easier for you to write about it. Make your topic specific, and youll be able to convince your readers easily, because your point will be specific and clear. Dont forget to discuss something that you really like. Write about something that touches your emotions, because emotions are a very important tool for convincing. And last but not least: remember that providing readers with most detailed information isnt your main agenda. They have to accept your opinion, and you need as many facts as it takes. Easy Topics for Persuasive Essays Social isolation and social media. Exotic pets. Is the school schedule optimal? Should kids by soda in restaurants? Breastfeeding in public. Dependence on technologies. Criminal responsibilities of parents. Professional football: is it too dangerous? Dress code in the workplace. Athletes: are they overpaid? Controversial Topics Hunting and its role in the development of small business. Adoption by single parents. Climate change issue: is it political or scientific? Does childhood determine sexual orientation? Should euthanasia be legal? Do most people all over the world benefit from religious freedom? Whether or not Israeli-Palestinian conflict can be solved? Capital punishment: is it a crime? Certification of parents who want to have children. Is human behavior determined by genetics? Best Topics for College Essays How smartphones affect concentration? Marriage between people with the same level of education. Is online education more effective than the classical method? Girls in football and wrestling. Work and college. Are private schools better than private ones? The efficiency of grades as an indicator of how smart students are. Should foreign languages be required in universities? Homeschooling as a preparation for a university. Should we read more books? Topics for Masters Degree Essays Free healthcare. Are any things really good or evil? Should the internet be free? Helping others: can it make you happy? Should smokers pay special taxes? Do young women receive negative signals from magazine advertisements? An impact of TV violence on people. The right for euthanasia for people with terminal illnesses. Is current driving age optimal? What role model celebrities show kids? Still Have Problems? Get Our Help! Choosing a topic may be not the only problem for you. If it looks like you never will write a really good essay, we suggest relying on our professional team of graduated experts. We will write your essay fast and good, and we always care about every client!

Procter nd Gmble nd 'Orgnistion 2005' Case Study

Procter nd Gmble nd 'Orgnistion 2005' - Case Study Example HÐ °lf the brÐ °nds were mÐ °rked with potentiÐ °l the growth while the rest were frozen. In Ð ° retÐ °il business more Ð °nd more occupied by privÐ °tely owned lÐ °bel goods, P&G’s top products were hÐ °ving difficulty competing. More Ð °gile competitors were left P&G behind the mÐ °rket by lÐ °unching products, executing mÐ °rketing plÐ °ns better Ð °nd finÐ °lly by fÐ °ster product innovÐ °tion. It wÐ °s Ð °lso thought thÐ °t P&G’s profitÐ °bility wÐ °s being slowed down due to increÐ °sing dominÐ °nce of retÐ °ilers like WÐ °l-MÐ °rt, who controlled the point-of-sÐ °le.In Ð °n Ð °ttempt to reinforce the growth, P&G Ð °nnounced Ð ° corporÐ °te restructuring progrÐ °m, cÐ °lled OrgÐ °nizÐ °tion 2005, in September 1998. The objective of the progrÐ °m wÐ °s to improve P&G’s competitive position Ð °nd generÐ °te operÐ °ting competences through more Ð °mbitious goÐ °ls, enhÐ °ncing greÐ °ter innovÐ °tions Ð °nd dimi nishing time-to-mÐ °rket. This wÐ °s to be reÐ °ched by considerÐ °ble redesign of compÐ °ny’s orgÐ °nizÐ °tionÐ °l structure, work processes, culture Ð °nd pÐ °y structures. OrgÐ °nizÐ °tion 2005 design Ð s it wÐ °s Ð °lreÐ °dy mentioned, OrgÐ °nizÐ °tion 2005 is the lÐ °test initiÐ °tive by Procter & GÐ °mble (P&G) worldwide Ð °nd the one thÐ °t defined the next phÐ °se of orgÐ °nizÐ °tionÐ °l development Ð °nd growth. ... 2) Plcing Compny's Globl Business Services to stndrdize systems, reduce internl opertions nd better serve customers worldwide; 3) Simplifying Compny's orgniztionl structure to reduce hierrchy nd hurry up decision mking. From the words of P&G Chief Executive Durk I. Jger, the compny ws ment to redesign orgniztionl structure completely, struggle for constnt innovtions through work process, substntil finncil benefits, fster speed of mrket nd greter growth. Under Orgniztion 2005, P&G is chnging from four business units bsed on territoril regions to seven Globl Business Units (GBU) bsed on product lines. This chnge is designed to drive greter innovtion nd speed by emphsizing strtegy nd profit responsibility globlly on mrkets, rther thn territories. P&G lso estblished eight Mrket Development Orgniztions (MDO), the regions whose objective ws to tilor globl mrketing progrms to locl mrkets nd develop mrket strtegies to build compny's entire business on superior consumer nd customer knowledge. Within Orgniztion 2005, P&G lso lunched Globl Business Services (GBS). Its overhed functions such s humn resources, ccounting, order mngement, nd informtion technology were consolidted from seprte geogrphic regions to one corporte orgniztion tht would serve ll GBUs. Finlly, P&G redefined the role of Corporte Functions. Most of the corporte stff were trnsferred to one of the new business units, with the remining stff refocused on developing cutting-edge new knowledge nd serving corporte needs. Costs of the Progrm Orgniztion 2005 involved substntil costs. Of the pproximtely $1.9 billion in costs, $400 million were plnned for 1999, $1 billion over the next two fiscl yers,

Length paragraphs project Essay Example | Topics and Well Written Essays - 1500 words

Length paragraphs project - Essay Example On the 50th anniversary of the Universal Declaration of Human Rights (1998), the UN also celebrated the tenth anniversary of the Vienna Convention on Drug Trafficking, and reaffirmed the resolve to intensify international efforts to eradicate this evil. This paper attempts to briefly examine the impact of laws and policies in this ongoing war, and to suggest possible changes and measures in order to accelerate the pace of international efforts in curbing the drugs menace. The war against drugs has assumed global dimensions, and almost resembles the crusades. The problem has apparently assumed alarming proportions primarily due to years of inaction by several governments, apart from the lack of clear policies, laws, and implementing machinery relating to drugs. Increasing drug use as such is not seen as the major culprit in compounding the crisis. It is estimated that in the U.S. alone, illegal drug trafficking accounts for over 8% of international trade revenues, totaling US$400 billion annually (Riley, 2001). Among other things, the evils propagated by the mushrooming drug industry include the following: â€Å"The need for an integrated approach to drug control is now well accepted, and was endorsed by the international community with the establishment in 1990 of the UN’s Global Program of Action† (Knaack, 1995, p. 349). This Program set out to implement â€Å"balanced strategies that are comprehensive and multidisciplinary in scope† and targeted at â€Å"combating all aspects of drug abuse and illicit trafficking† (1995), apart from tackling certain other related problems, such as: Unless tougher, more consistent and better-organized international action can be mounted against trafficking, we will continue to pour tens of thousands of billions of dollars into the ‘war against drugs’ without rooting out the evil. The potential profits are so enormous that major traffickers will always have an interest in stimulating demand and

Reflection of the Films Every Child Is Special Essay Example for Free

Reflection of the Films Every Child Is Special Essay We all know that there’s a difference between special children and normal children but both have similarities. For instance, they both have talents and perspective towards life. They can play and have fun in their own. Both need attention and discipline from their parents to avoid any misconception while they are growing and guide them from learning. Special children need more attention and extra help to develop their social skills. Parents must be extra careful with their special children because they have special needs to be attended. Also, they need to be understood by their family and everyone around them to gain more confidence about themselves and can interact well. On the other hand, normal children can develop their social skills on their own and can gain friends. They can play with another child and gradually learning to share and take turns. They can join in groups and enjoy group experiences. Their needs are easily observe and directly accommodated but still need guidance. These children are part of the society, whether they have disabilities or just normal ones and they must be respected. see more:every child is special reflection Every one of us has rights in the society we are in and that includes them. They have the right to choose whoever they want to become and whatever they want to do but with a proper given guidance and attention. The happiness and joy they brought will never be unmatchable especially to their parents. The story of the film Every Child is Special is a kid suffering from dyslexia and with the help of an understanding teacher he overcomes it against all odd. There’s a scene when the protagonist runs away from school and loiters on the road for the whole day for the fear of being punished for not having done his homework. It never happened to me and I never did a thing like that in school but I didn’t say that I’m not lazy rather than I’m not like the protagonist of the story who runs away and would not do anything. The comparison might not be warranted but this is just one of those scenes which made me realize the importance of guidance and understanding of parents. Unlike the protagonist who suffered from learning disabilities such as reading because for him the letters are dancing, his writing don’t match the right spelling of words and dealing with numbers with difficulty, I learned quite fast and I also helped myself from learning the things that must be learned while in starting years in school. In spite of his learning disabilities, there’s a person who willingly teaches him and knows best for him because of his illness. His new art teacher, also a teacher of a child school with disabilities found out the reasons why he’s not active and always down.

Fall of the House of Usher :: essays research papers

The Fall of the House of Usher is definitely a piece written in Poe's usual style; a dark foreboding tale of death and insanity filled with imagery, allusion, and hidden meaning. It uses secondary meanings and underlying themes to show his beliefs and theories without actually addressing them. It convinces us without letting us know we're being convinced, and at the same time makes his complex thoughts relatively clear.   Ã‚  Ã‚  Ã‚  Ã‚  On the literal level the story is about a man (the narrator) visiting his boyhood friend who is suffering from â€Å"acuteness of the senses†. His friend, Roderick Usher, sent for him in hopes that his friend might afford him solace. Though his mental problems were a large part of his sorrow, most of it was due to his sister's illness. Much of the narrator's time at The House of Usher was spent reading philosophical books with Usher, apparently a great hobby of them both. One evening Usher came to the narrator and informed him â€Å"that the lady Madeline [Usher's sister] was no more.† He also informed him of his intentions of keeping her corpse for a fortnight in one of the many vaults in the house. Having no wish to oppose his wishes, the narrator helps him entomb the body at Usher's request. The mood in the house has worsened, and Usher is no longer himself. The narrator finds him ranting about the storm, and he explains to him its only a natural phenomenon, and turns to their earlier hobby of reading to distract him. He chooses the Mad Trist, which is apparently a story completely created by Poe (and is definitely in his style). It is a story of a Hero, Ethelred, who forcibly enters the home of a hermit and finds a dragon in his place. During his telling of the story, the narrator hears noises but dismisses them as coincidence. As he continued the sounds began to get louder, and eventually Usher speaks , â€Å"yes, I hear it, and have heard it ... We have put her living in the tomb!† At this point the reader still thinks Usher is mad and is hearing his sister in death (as did the character in The Tell Tale Heart), but soon that theory is disproven when the lady Madeline does indeed still live and enters the room killing her brother. The narrator flees at the sight of this and soon after the House of Usher collapses.

Lockheed Martin Corporation Essay

Lockheed Martin is an American aerospace multinational that also specializes in defense, security and advanced technology industries. The corporation was instituted in 1995 following the merger between Lockheed Corporation and Martin Marietta (Yenne, 2000). The corporation is based in Bethesda in Maryland with global centers that specialize in different aspects of the corporation’s many operations. Currently, the corporation employs over 120,000 employees scattered across the world. Presently, Lockheed is one of the largest defense contractors in the world and enjoys almost unlimited orders across the world. The operations of the corporation are divided into different segments comprising electronic systems (27%), aeronautics (27%), information systems and global solutions (27%) and space systems (19%). Today, US government contracts account for much of the corporation’s revenue while foreign government contracts also make up a substantial share of the revenue. On the other hand, orders from commercial clients only make up a mere 2 % of the total revenue the corporation nets in a year. In 1996, the corporation finalized the plans to acquire Lorad Corporation which subsequently became part of the corporation at a cost of $9. 1 billion. Like any other global corporation engaging thousands of employees across the world, Lockheed is certainly faced with a myriad of challenges that normally define business operations in the present world. One of the greatest challenges facing the corporation is the need to address employee concerns and effectively tackle the aspects of employee and industrial relations without many problems like is always the case. On certain instances the corporation has had to face the challenge of striking workers and go slow as employees complained about various aspects relating to their operations in the organization (Terris, 2010). In that regard, the aspect of dealing with these employee concerns has been one of the greatest employee challenges affecting the organization. Like most workers in the industry, most of Lockheed’s workers are unionized under the International Association of Machinists and Aerospace workers and are always part and parcel of the activities steered by the association. The International Association of Machinists and Aerospace Workers is a worker organization, which draws its origin in 1888 when a group of nineteen machinists came together and formed the Order of the United Machinists and Mechanical Engineers. With time, the small organization grew in membership and adopted the present name. The organization has had a turbulent history characterized by the growth of labor movements in the twentieth century. The growth of the union went in tandem with the development of the transport industry throughout the years as more and more workers became employed in the industry. During its formation, the organization was generally a secret affair given that employers of the time were very critical and hostile toward organized labor movements. However, the Order rapidly spread beyond its formation zone of Georgia and was soon a recognized affair in the United States. Much of the growth in the membership of the union was mostly evidenced during the World Wars when workers in the transport industry increased owing to the increased demand of vehicles and airplanes (Cimini, 1994). In the course of the 1970s, the union was segmented into several divisions dealing with specific issues affecting the members. These included civil rights, organizing, older workers and retired workers and women. At a convection held in 1984 in Seattle, Washington, the delegates voted and decided to use the Placid Harbor Education Center in order to train and educate the members of the union. In 1998, the center was renamed to the Winpisinger Education and Technology Center in order to recognize and honor the late president of the union. Throughout history, the union has always addressed the issues affecting the workers and negotiated with the relevant employers on specific aspects relating to the welfare of the employees Contract Management, 2010). Over 3000 workers of Lockheed Corporation are unionized under the IAM and are always in track with the labor union. The union has always negotiated in several instances regarding the welfare of the workers of Lockheed. In 2009, IAM came under much negotiation with the management of Lockheed at Fort Worth where the corporation manufactures jets. The issues at play in that case were healthcare costs and pensions where the workers were over 3,900 people in total opposition with the management of the corporation. At an address to the workers on 19th April, 2009, IAM President promised the workers that the union would keenly negotiate for a fair and just contract between the members and the management of Lockheed (Julian & Denver, 2011). The core of the matter in this regard emerged out of the decision by Lockheed’s management to announce that it would eliminate pension programs for new hires and would also increase healthcare costs for all the workers at the corporation’s Fort Worth plant. The IAM Negotiating Committee promised that it would effectively address the issue with the parties and warned Lockheed against its wrong moves. There were also allegations that the company was planning to introduce very expensive healthcare plans if the workers rejected the idea of elimination of the then present healthcare plan (Sears, 2006). In the course of the negotiation, the union thwarted the efforts by the company to keep the proceedings away from the workers. They periodically informed the workers on whatever was transpiring between them and the management. Much of this effort was complemented when the union created a website from where information relating to the preceding talks was posted and the workers could easily follow. The union organized a series of committees to handle the various logistics of the strike and to keep the employees as well as the public well informed of the proceedings. Several committees came into formation, including the strike committee, communication, community service, film crew and kitchen (2010). These committees were basically assisting the union officials in addressing the challenge of the talks given that the public and the government had very special interest in the whole situation. In the course of the negotiations, the union officials presented the management of the corporation with an economic counter proposal. The management was supposed to go over the proposal and respond to the various questions that were thereby addressed. After going through the contents of the proposal, the officials of the organization invited the union officials to the bargaining table. In their arguments, the management enunciated that their plan to cut off the pension for the new hires was just appropriate and was basically a process of addressing the challenges the organization was facing at that time. In the process, it appeared that the management of the corporation was very adamant and did not want to cede ground on the bargaining table. While the management claimed that they actually paid their workers well and they could therefore afford the new proposal it was putting forward, the union members totally rejected the notion as giving through one hand and taking by the other which was basically unethical in business practice. As part of the initial negotiations, the management of Lockheed confirmed that it had given the union the option of accepting a 3 percent wage rise increase for the contract workers who were facing the challenge of the healthcare plan (Boyne, 2010). Moreover, additional signing bonus of $3,000 was also offered per worker as part of the deal. This was to be supplemented by $ 800 to cover the annual increase in the cost of living in the United States. According to the management, this was basically to be a contingency plan in order to address the fundamental issue at hand and enable the workers to return to their work. In the same process, Lockheed was facing similar pressure from Pentagon and was seriously in a fix to accept the proposals of the union. It was, however, a blow for the company when the union officials totally rejected the contingency plans on the account that they had never been successful in the past and that the company had always not honored such obligations (Anderson, 2009). In retaliation, Lockheed created the view that it could effectively continue its operations without much regard to the unionized workers who were seeking a change of the healthcare plans. The corporation announced that the mployed workers would effectively replace the unionized workers in the course of the operations ((IAMAW, 2012). For a while, amid the negotiation talks, it appeared that the strike was actually an unending affair given that most operations in the corporation had began resuming despite the striking unionized members. It was certainly a blow and a great challenge to the negotiation process and it created the need for further talks and measures to address the situation. The emerging situation presented the union officials with a lot of challenges and they opted to seek for alternative measures of operations while continuing with the negotiation process. Collective bargaining was effectively used in the negotiation between the union officials and the management of the corporation. For a while, it appeared that much of the efforts of the union and the workers would not bore any fruit given the obduracy of the management in seeking to rescind the initial plans. However, light was seen at the end of the tunnel when finally the management of Lockheed agreed to give their presentation regarding a new pension plan that they had opted to adopt instead of their earlier proposal. However, the union was very keen on accepting the proposal and several more negotiations were further made before an amicable solution was reached. In any case, collective bargaining had been the most applicable strategy in the negotiation process and it certainly appeared that most of the challenges of the workers at that time had been resolved at least for a while. The unit that was involved in the collective bargaining process was drawn from the members of the union and also had representation from the unionized members. The committees that were established had actually been drawn from the corporation’s workers. The negotiation process basically consisted of the union officials and the management of Lockheed who were mostly represented by the top officials at the corporation. The corporation being the largest defense contractor in the United States and beyond meant that the government has a lot of interest in its operations. Pentagon, therefore, played a great role in the negotiation process by its advice on the management to seriously regard the specific aspects that were under consideration in order to avoid any disruption of the production process. At the end, it was realized that the basic issues of health care and pension plans that had actually affected the workers were resolved quite amicably and the whole episode ended effectively. The management of Lockheed is certainly faced with a myriad of challenges, which normally affect the operational process. In any case, the corporation has always continued to address the issues affecting the employees in the most effective manner that mutually benefits all the parties in the negotiating table. (Rubenstein, 2007) In conclusion, it has to be stressed that the aspects of employee relations is a fundamental issue that affect large and small corporations alike. The most important concern is, however, the need to provide effective working environment and address the challenges facing the employees in the most effective way possible. The role of the labor unions in this regard cannot be overemphasized given their imperative role in representing the needs of the workers. In the collective bargaining process as a way of seeking to arrive at amicable solution with regard to the issues affecting the organization, it is realized that mutual understanding on each part of the bargain team is certainly an important consideration in the process. Whichever the case, negotiations can always help address the issues so long as the parties approach such negotiations with the seriousness they certainly deserve.