Sunt Leones. Stevie Smith Essay Example For Students

Sunt Leones. Stevie Smith Essay â€Å"Sunt Leones† This sonnet shows the absolute most agent expressive highlights that describe Stevie Smith’s verse. Economy of articulation and verbal variance are two of the most astounding parts of her verse, yet perhaps the innovation of Smith’s work lies particularly in the manner she joins her wonderful comic voice with the earnestness of the subjects managed. â€Å"Sunt Leones† plainly embodies these highlights. The sonnet is a sort of philosophical theory created in a prevalently funny tone. Stevie Smith was a pronounced strict doubter who (in her own words) was â€Å"always at risk for falling into belief† (NAEL, eighth release, vol. 2, 2006: 2373). She, at that point, felt to some degree pulled in to strict topics, and in â€Å"Sunt Leones†, she sends an astute reflection about the job the lions that ate up the Christians at the Roman Coliseum could have played in the combination of Christianity. The significance given to the truth of the matter is plainly communicated in the last couplet, wherein the word â€Å"Lionhood† (with beginning capital â€Å"L†) especially strikes our consideration. We will compose a custom exposition on Sunt Leones. Stevie Smith explicitly for you for just $16.38 $13.9/page Request now Hence, from one perspective, we have a genuine topic in both strict and otherworldly terms, since the sonnet bargains with Christianity as well as with death itself. Then again, the reality of the topic appears differently in relation to its verbal and formal articulation. As respects the meter, the sonnet doesn't have a customary example: the length of the lines fluctuates from seven up to sixteen syllables, and the cadence is additionally factor. In any case, aside from in the lines 5-7, the sonnet follows a practically standard example of rhyme. It has two distinct impacts: now and again, there seems a rhyming versifying pentametre couplet, which is a great abstract example (for example, in lines 15-16); in some different cases, the rhyming lines appears to be progressively similar to a nursery rhyme. It is that mix of old style and mainstream structures which strikes the peruser. Simultaneously, the broad utilization of enjambment gives the sonnet a composition tone, along these lines testing the limits between types. The most away from of enjambment shows up in the lines 2-3, with a line finishing in a relational word (â€Å"†¦has now been seen a/not so much irrelevant part†). Diversity is especially astounding in her verbal articulation, which incorporates complex expressions with refined jargon (â€Å"not totally irrelevant part†, â€Å"liturgically conciliatory hue†), idioms (â€Å"well†, â€Å"it appears†), editorial articulations (â€Å"the condition of things†), and even an expression in Latin (the title). The blend of structures and registers consolidates with the utilization of mind and cleverness (overwhelmingly dull funniness, as should be obvious in lines 11-12: â€Å"And if the Christians felt a little blueâ€/Well, individuals being eaten frequently do†), so the difference among substance and structure, among gravity and incongruity, is the most striking component of the sonnet. To put it plainly, both the substance and the explanatory gadgets utilized by the writer eventually target testing all sort of customary examples or convictions, either abstract or profound.

History Of The Clarinet Essay Example For Students

History Of The Clarinet Essay The clarinet is a woodwind instrament comprising of a round and hollow wood, metal, or ebonite pipe with a chime formed opening toward one side and a mouthpiece at the opposite end, to which a slight reed is connected. The clarinet has five unique areas, the mouthpiece, the barrel, the upper segment, the lower segment, and the ringer. The length of the whole instrument is 60 cm long. The mouthpiece segment comprises of an opened chamber, to which a reed is appended by a metal clasp called a ligature. The mouthpiece connects to the following area which is a barrel. The barrel is essentially an interfacing chamber to which the mouthpiece and the upper area connects to. The upper segment is a tube shaped funnel comprising of 4 gaps and 9 keys put in various areas along the channel. On the rear of the funnel there is a gap and a key that is utilized by the thumb. The lower area connects to the upper segment and is additionally associated by means of an exceptional scaffold key. This piec e comprises of 3 gaps and 8 keys. On the internal confronting side of the funnel, there is a projecting bit of metal called a thumb rest, which bolsters the whole clarinet. The chime connects to the lower area. It comprises of a chamber that flares out into a ringer shape and parts of the bargains. Clarinets are primarily made of African blackwood, metal, or an uncommon hard plastic called ebonite. The keys on the clarinet are made of metal. The mouthpiece is for the most part made of ebonite. The ligature is made of metal. The reed is made of stick. The clarinet was made in and around the eighteenth century. By the mid eighteenth century, the five key clarinet got standard. In 1844, the clarinet was additionally reexamined into what we are aware of it today. Around the start of the eighteenth century, a German instrument creator, Johann Christoff Denner imagined the clarinet by improving the chalumeau. He did this by multiplying the length of the chalumeau and including two keys. The clarinet gradually obtained more keys during the eighteenth century. By 1750 the five key clarinet was the norm. In 1844, two french artists, Louis-Augustine Buffet and Hyacinthe Klos made the most noteworthy improvement in the instruments history. They applied the Boehm woodwind key framework to the clarinet. This was finished by putting each opening in better places with the goal that each note would have a similar tone quality. At that point, they formulated a key framework that would cover all the gaps. The upgrades were a triumph, and the recently modified instrument got mainstream everywhere throughout the world. The clarinet produces sound when air ignores the reed. The reed at that point vibrates, making the streaming air vibrate, in this manner delivering sound. The air at that point leaves the closest opening. The more distant the air goes before leaving, the more profound and lower the note will be. To create a wide assortment of notes, the clarinet has numerous keys and gaps. Squeezing various mixes of keys will bring about various notes. Since the clarinet is an exceptionally flexible instrument, it can play practically any music. Today they play in groups, symphonies, move groups, jazz groups, and woodwind gatherings. It is additionally regularly included as a performance instrument. The clarinet has a wonderful fluid sound that turns out to be warm and dim when playing low notes, yet brilliant and penetrating when playing high notes. The clarinet has a scope of 3 octaves and can play all semitones between an E three record lines beneath the staff, to a D two record lines over the staff.

MIT Womens Soccer

MIT Women’s Soccer When I came to MIT I joined the marching band. We played at all sorts of sporting events, some of which I had never seen before. I saw lacrosse, water polo and crew competitions for the first time. I joined the intramural pistol team and came to appreciate the huge variety of sporting opportunities available at MIT for students at many levels of mastery. But given that I didnt even know what the rules were for a lot of the sports I was watching (i.e. water polo), it was hard to know how good MITs varsity teams really are. I just found out. This year, MITs Womens Soccer team won their conference, NEWMAC! NEWMAC is a conference including Babson, Clark, Smith, Wellesley, Wheaton, Mount Holyoke, WPI, and of course MIT. After winning their conference, the MIT team went to the NCAA Championship tournament for the first time in program history. They were knocked out of the tournament by Rowan University. This week, I met with two players from this years Championship team to find out more about playing a varsity sport at MIT. Liz is a senior, majoring in Mechanical Engineering (course 2) and Math (course 18). Shes been playing soccer since she was 8, and specializing as a striker since high school. Her profile on the MIT Intercollegiate Athletics site has a long list of achievements. Meghan is a freshman, and she is considering majoring in Aerospace Engineering (course 16) or Mechanical Engineering (course 2). Shes been playing soccer since she was 4 (!) and is one of two goalies on MITs team. Her profile on MITs site also lists plenty of achievements, including leading her high school team to two state championships. Looking at their lists of accomplishments in soccer, you can tell that these women are not only extremely talented, but also dedicated to their sport. Sports players are among the first students to arrive in the fall and practice twice per day before the school year starts. Even after school starts, they practice for two hours every day and travel to games on the weekends. As a reminder, this is MIT. Many students struggle to find time to sleep without playing a varsity sport. But, Liz and Meghan insist, excelling at sports is possible for busy MIT students. Playing a sport helps them to develop their time-management skills and gives them a strong focus. Meghan told me that having such a full schedule during soccer season actually helps her to get more work done than she would otherwise. Besides this, the team supports each other. For instance, before the last freshman physics exam, two of the upperclassmen put together an informal review session for the freshmen on the team. Liz 10 and Meghan 13 Working together so closely as a team and as MIT students has made this group very close. Team members will often eat dinner together, and most players stick with the team all four years. When I asked Liz and Meghan what their favorite memories from this season were, they told me about winning the NEWMAC Conference but first they told me about the goal dance one of the freshmen on the team did after scoring her first goal. The soccer team holds open tryouts for MIT students, and they also recruit high school students. The recruiting process is largely about showing high school students that MIT can be a great athletic experience as well as an academic one; athletes still go through the normal admission process. I hope that this post has been useful to some high school athletes out there. Let me know what other questions you have about soccer or other athletics at MIT; Ill do my best to find answers. P.S. Im not really sure why Im writing in pink Liz and Meghan asked me to do it because its a soccer bonding thing. P.P.S. Happy Thanksgiving!

General Albert Sidney Johnston in the Civil War

A Kentucky native, General Albert Sidney Johnston was a notable Confederate commander during the early months of the Civil War. After graduating from West Point in 1826, he later moved to Texas and joined the Texas Army where he acted as aide-de-camp to General Sam Houston. Following service in the Mexican-American War, Johnston returned to the US Army and was commanding the Department of California when the Civil War began. He soon accepted a commission as a general in the Confederate Army and was tasked with defending the region between the Appalachian Mountains and the Mississippi River. Considered one of the finest officers available at the start of the war, Johnston was mortally wounded at the Battle of Shiloh in April 1862. Early Life Born in Washington, KY on February 2, 1803, Albert Sidney Johnston was the youngest son of John and Abigail Harris Johnston. Educated locally through his younger years, Johnston enrolled at Transylvania University in the 1820s. While there he befriended the future president of the Confederacy, Jefferson Davis. Like his friend, Johnston soon transferred from Transylvania to US Military Academy at West Point. Two years Davis junior, he graduated in 1826, ranked eighth in a class of forty-one. Accepting a commission as a brevet second lieutenant, Johnston was posted to the 2nd US Infantry. Moving through posts in New York and Missouri, Johnston married Henrietta Preston in 1829. The couple would produce a son, William Preston Johnston, two years later. With the beginning of the Black Hawk War in 1832, he was appointed as chief of staff to Brigadier General Henry Atkinson, the commander of US forces in the conflict. Though a well-respected and gifted officer, Johnston was forced to resign his commission in 1834, to care for Henrietta who was dying of tuberculosis. Returning to Kentucky, Johnston tried his hand at farming until her death in 1836. Texas Revolution Seeking a fresh start, Johnston traveled to Texas that year and quickly became embroiled in the Texas Revolution. Enlisting as a private in the Texas Army shortly after the Battle of San Jacinto, his prior military experience allowed him to swiftly advance through the ranks. Shortly thereafter, he was named aide-de-camp to General Sam Houston. On August 5, 1836, he was promoted to colonel and made adjutant general of the Texas Army. Recognized as a superior officer, he was named commander of the army, with the rank of brigadier general, on January 31, 1837. In the wake of his promotion, Johnston was prevented from actually taking command after being wounded in a duel with Brigadier General Felix Huston. Recovering from his injuries, Johnston was appointed Secretary of War by Republic of Texas President Mirabeau B. Lamar on December 22, 1838. He served in this role for a little over a year and led an expedition against Indians in northern Texas. Resigning in 1840, he briefly returned to Kentucky where he married Eliza Griffin in 1843. Traveling back to Texas, the couple settled on a large plantation named China Grove in Brazoria County. Fast Facts: General Albert Sidney Johnston Rank: GeneralService: US Army, Confederate ArmyBorn: February 2, 1803 in Washington, KYDied: April 6, 1862 in Hardin County, TNParents: John and Abigail Harris JohnstonSpouse: Henrietta PrestonConflicts: Mexican-American War, Civil WarKnown For: Battle of Shiloh Mexican-American War With the outbreak of the Mexican-American War in 1846, Johnston assisted in raising the 1st Texas Rifle Volunteers. Serving as the regiments colonel, the 1st Texas took part in Major General Zachary Taylors campaign in northeastern Mexico. That September, when the regiments enlistments expired on the eve of the Battle of Monterrey, Johnston convinced several of his men to stay and fight. For the remainder of the campaign, including the Battle of Buena Vista, Johnston held the title of inspector general of volunteers. Returning home at the wars end, he tended to his plantation. Battle of Buena Vista, 1847. Photograph Source: Public Domain The Antebellum Years Impressed with Johnstons service during the conflict, now-President Zachary Taylor appointed him a paymaster and major in the US Army in December 1849. One of the few Texas military men to be taken into regular service, Johnston held the position for five years and on average traveled 4,000 miles a year discharging his duties. In 1855, he was promoted to colonel and assigned to organize and lead the new 2nd US Cavalry. Two years later he successfully led an expedition into Utah to confront the Mormons. During this campaign, he successfully installed a pro-US government in Utah without any bloodshed. In reward for conducting this delicate operation, he was brevetted to brigadier general. After spending much of 1860, in Kentucky, Johnston accepted command of the Department of the Pacific and sailed for California on December 21. As the secession crisis worsened through the winter, Johnston was pressured by Californians to take his command east to fight the Confederates. Unswayed, he finally resigned his commission on April 9, 1861, after hearing that Texas had left the Union. Remaining in his post until June when his successor arrived, he traveled across the desert and reached Richmond, VA in early September. The Civil War Begins Warmly received by his friend President Jefferson Davis, Johnston was appointed a full general in the Confederate Army with a date of rank of May 31, 1861. The second-most senior officer in the army, he was placed in command of the Western Department with orders to defend between the Appalachian Mountains and the Mississippi River. Raising the Army of Mississippi, Johnstons command was soon spread thin over this wide frontier. General Albert S. Johnston. Library of Congress Though recognized as one of the prewar armys elite officers, Johnston was criticized in early 1862, when Union campaigns in the West met with success. Following the loss of Forts Henry Donelson and the Union capture of Nashville, Johnston began concentrating his forces, along with those of General P.G.T. Beauregard at Corinth, MS, with the goal of striking at Major General Ulysses S. Grants army at Pittsburg Landing, TN. Shiloh Attacking on April 6, 1862, Johnston opened the Battle of Shiloh by catching Grants army by surprise and quickly overrunning its camps. Leading from the front, Johnston was seemingly everywhere on the field directing his men. During one charge around 2:30 PM, he was wounded behind the right knee, mostly likely from friendly fire. Not thinking the injury serious he released his personal surgeon to aid several wounded soldiers. A short time later, Johnston realized that his boot was filling with blood as the bullet had nicked his popliteal artery. Feeling faint, he was taken from his horse and placed in a small ravine where he bled to death a short time later. With his loss, Beauregard ascended to command and was driven from the field by Union counterattacks the next day. Believed to be their best general General Robert E. Lee would not emerge until that summer), Johnstons death was mourned across the Confederacy. First buried in New Orleans, Johnston was the highest-ranking casualty on either side during the war. In 1867, his body was moved to the Texas State Cemetery in Austin.

How Early Do Presidential Candidates Start Campaigning

Presidential elections are held every four years, but campaigning for the most powerful position in the free world never really ends. Politicians who aspire to the White House begin building alliances, seeking endorsements, and raising money years before they announce their intentions. The never-ending campaign is a modern phenomenon.  The  all-important role money now plays in influencing elections has forced members of  Congress  and even  the president to begin tapping donors and holding fundraisers even before theyre sworn into office. The Center for Public Integrity, a nonprofit investigative reporting organization in Washington, D.C., writes: Once upon a time not terribly long ago, federal politicians more or less kept their campaigning to election years. They reserved their energies in odd-numbered, non-election years for legislating and governing. No longer. While much of the work of running for president happens  behind the scenes, there is a moment when every candidate must step forward in a public setting and make an official declaration that they are seeking the presidency. This is when the race for president begins in earnest. The 2020 presidential election will be held Nov. 3. The Year Before the Election In the four most recent presidential races  in which there was no incumbent, the nominees  launched their campaigns an average of 531 days before the election took place. Thats about one year and seven months before the presidential election. That means presidential campaigns typically begin in the spring of the year before the presidential election. Presidential candidates select running mates much later in the campaign. 2016 Presidential Campaign The 2016 presidential election  was  held on Nov. 8, 2016.  There was no incumbent because President Barack Obama was  finishing his second and final term.   The eventual Republican nominee and president, reality-television star and billionaire real-estate developer  Donald Trump, announced his candidacy on June 16, 2015—513 days, or one year and nearly five months before the election. Democrat Hillary Clinton, a former U.S. senator who served as secretary of the Department of State under Obama, announced her presidential campaign on April 12, 2015—577 days or one year and seven months before the election. 2008 Presidential Campaign The 2008 presidential election was held on Nov. 4, 2008. There was no incumbent because President George W. Bush was serving his second and final term. Democrat Obama, the eventual victor and a U.S. senator,  announced he was seeking his partys nomination for the presidency on Feb. 10, 2007—633  days, or one year, 8 months and 25 days  before the election. Republican U.S. Sen. John McCain announced his intentions to seek his partys presidential nomination on April 25 of 2007—559 days, or one year, six months and 10 days  before the election. 2000 Presidential Campaign The 2000 presidential election was held on Nov. 7, 2000. There was no incumbent because President Bill Clinton was serving his second and final term. Republican George W. Bush, the eventual winner and governor of Texas, announced he was seeking his partys presidential nomination on June 12, 1999—514 days, or one  year, four months and 26 days before the election. Democrat Al Gore, the vice president, announced he was seeking the partys nomination for the presidency on June 16, 1999—501 days, or one year, four months and 22 days before the election. 1988  Presidential Campaign The 1988  presidential election was held on Nov. 8, 1988. There was no incumbent because President Ronald Reagan was serving his second and final term. Republican George H.W. Bush, who was vice president at the time, announced he was seeking the partys presidential nomination on Oct. 13, 1987—392 days, or one year and 26 days before the election. Democrat Michael Dukakis, the governor of Massachusetts, announced he was seeking his partys presidential nomination on April 29, 1987—559 days, or one year, six months and 10 days before the election.

The Invisible Man And Racial Identity - 1813 Words

Olivia Seeney 4/19/17 ENGL 365 The Invisible Man and Racial Identity The Invisible Man is a story of individuality, equality, and identity. Many of the issues that the Invisible Man encounters during his search for purpose during this time, are applicable to individuals in the society that we live in today. Is it better to exchange our racial and cultural differences for secure equality? Or should we encourage the individuality of each culture’s differing values, characteristics, and attitudes, while recognizing that doing so nearly removes any hope for complete equality between separate nations? These conflicting views are displayed throughout this novel as the Invisible Man struggles to find himself as an African American man in a†¦show more content†¦Much like in today’s society, people have been blinded by racial stereotypes when confronted with differences and disagreements. These confrontations lead to hate and misunderstandings between those of different races or cultures. Even within the same culture there are difference s that cause individuals to misjudge one another and discriminate against those who are like them. â€Å"Racist whites sarcastically project undesirable traits upon black bodies (Hsu).† Hsuan Hsu states that â€Å"as a result of such racial projections, blacks are susceptible to both the over-identification with white ideals which Ellison’s protagonist often feels and the counter-identification which fuels the racial nationalist crusade against any interaction whatsoever with whites (Hsu).† The words of the Invisible Man’s grandfather follow the protagonist throughout his life and serve as a reminded to him that he should not let the white men that tower over him control him. He believes that in order to survive without betraying his own race one must be underhanded in the way that they live their life. Due to conflicting ideals and frames of mind the Invisible Man is tossed about his life without proper direction. Unknowingly, the protagonist of this sto ry is one that is taken advantage of easily due to his naivety and willingness to obey those that he perceives to be superior to him.Show MoreRelatedCritical Analysis: Ralph Ellisons Invisible Man Essay1651 Words   |  7 PagesRalph Ellison’s Invisible Man, we are presented with an unnamed narrator whose values and potentials are invisible to the world around him. Throughout the entirety of the novel, we see the unnamed narrator, also known as the Invisible Man, struggle in an attempt to uncover his identity buried beneath African American oppression and an aggregation of deception. Ellison shows us how lies and deceit may serve as a grave but invaluable obstacle to one’s journey to find their identity. Through the useRead MoreInvisible Man1629 Words   |  7 PagesAmanda Trujillo Gianunzio English 1B 24 October 2017 Invisible Man: Impact of Invisibility and Blindness on Individual identity The themes of blindness and invisibility are evident throughout the novel. The society is blind to the behavior and characteristics of the narrator. The narrator makes himself invisible since he knows the society already sees him as an unimportant individual. The aspect of invisibility is evident throughout the novel including his aim of impressing the white, his innocenceRead More`` Blackness `` : An Invisible Disposition Explored Through Free Enterprise And Invisible Man1509 Words   |  7 Pagesâ€Å"Blackness†: An Invisible Disposition Explored Through Free Enterprise and Invisible Man As observed throughout history and various societies, the notion of a â€Å"racial hierarchy† proves to be a superficial design that ultimately assigns value to a group of people based solely upon their skin color. As a result, certain groups are promptly associated with influence and supremacy, while others are disregarded in their â€Å"inherent† inferiority. Michelle Cliff’s Free Enterprise (1993) and the prologueRead MoreAnalysis Of Invisible Man By Ralph Ellison1665 Words   |  7 PagesRyan LaFleche 2-21-16 Dr. Valkeakari AMS 365 The Complexity of Identity in Invisible Man by Ralph Ellison Invisible Man (1952), written by Ralph Ellison, tells the story of a young, college- educated African American man struggling to survive and succeed in a society that is racially divided that refuses to consider him to be a human being. Taking place in the late 1920s and early 1930s, this novel describes the extraordinary journey of an unnamed African AmericanRead MoreDesiree s Free Enterprise And Ralph Ellison s Invisible Man1493 Words   |  6 PagesAs observed throughout history and various societies, the notion of a â€Å"racial hierarchy† proves to be a superficial design which ultimately assigns value to a group of people based solely upon their skin color. As a result, certain groups are promptly associated with influence and supremacy, while others are disregarded in their â€Å"inherent† inferiority. Michelle Cliff’s Free Enterprise and Ralph Ellison’s Invisible Man approach this paradigm by facilitating their readers’ understandings reg ardingRead MoreAnalysis Of The Motif Of Black Invisibility, By Michelle Cliff s Free Enterprise And Invisible Man Essay1492 Words   |  6 Pagesâ€Å"Blackness†: An Invisible Disposition Explored Through Free Enterprise and Invisible Man As observed throughout history and various societies, the notion of a â€Å"racial hierarchy† proves to be a superficial design which ultimately assigns value to a group of people based solely upon their skin color. As a result, certain groups are promptly associated with influence and supremacy, while others are disregarded in their â€Å"inherent† inferiority. Michelle Cliff’s Free Enterprise and Ralph Ellison’s Invisible ManRead MoreRalph Ellison s Invisible Man925 Words   |  4 PagesRalph Ellison’s, Invisible Man, Grandfather’s dream presents a piece of advice that challenges and opens Invisible Man’s eyes to different perspectives. The dream haunts Invisible Man as he often refers to and reflects upon his grandfather’s advice. Invisible Man struggles with its complex and unclear meaning, but it eventually leads him to find his true identity. Through this struggle, Ellison suggests that power and conflicting ideologies c an make it difficult to find one’s identity in a racist societyRead MoreAnalysis Of Double Eyes Were Watching God By Zora Neale Hurston And Invisible Man1335 Words   |  6 PagesNeale Hurston and Invisible Man by Ralph Ellison are considered a bildungsroman. In the case of those two novels, there is one unique concept that contributes to their examples of self discovery. Double consciousness is that idea. It emphasizes how a person may struggle to adapt to more than one varying identities in order to fill a role within society. Double consciousness is present in both novels through the mindset and actions of characters who try to conform to the gender and racial roles placedRead MoreMetaphors In Ralph Ellisons Invisible Man1235 Words   |  5 PagesMetaphors in Invisible Man Ellison uses many examples of metaphors in his novel to convey invisibility, especially with references to music, imagery, and the use of a nameless character. With literature that challenged the accepted ideals surrounding that time period, Ellison expresses his thoughts by comparing an invisible man to various relatable subjects in life. When the narrator firsts starts on his journey and gets constantly bumped, he states that â€Å"You constantly wonder whether you aren’tRead MoreThe Religious And Theological Dimensions Of Ralph Ellison s The Invisible Theology909 Words   |  4 PagesHarriss’s monograph, Ralph Ellison’s Invisible Theology, brings into focus the religious and theological dimensions of Ralph Ellison’s authorship. Against reductive tendencies of materialist and secular accounts of racial identity, Harriss argues that Ellison’s understanding of race, characterized as an invisible theology in a secular age, makes possible a reconsid eration of the relation between race, religion, and secularism. In order to bring the religious aspects of racial life into view, Harriss proceeds

Mehdi Research free essay sample

The agenda of this report is to analysis the customer purchase patterns and the different factors that influence the customer decision making for purchasing any particular product or acquiring any services. The data analyzed in this report will give a general perspective in respect to consumer behavior. This can be helpful in making marketing strategies using a set of marketing mix relevant to the target audience. High Involvement Products Purchased The analysis nominates few of the high involvement products purchased by the customer. The (Table-9) shows that Gucci Shoe, phone-5 and Smuggles Gift cards are noninsured as high involvement brands by the customer. This is due to the fact that these products are socially and personally important for the customers psychological needs. For instance Gucci Shoe bought for $580 reflects social need to wear such expensive shoes to satisfy his social need at professional environment. Whereas phone-5 purchase reflects the brand consciousness of customer and also his professional need. We will write a custom essay sample on Mehdi Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While purchase of Smuggles Gift card though not a very expensive purchase but requires high emotional involvement. Weekly Purchase Patterns There is a mix behavior being pursued by the customer on weekdays and weekend researches. Most of the purchases have been made at the night timings. There has been a trend of most purchases made on the weekends. Retail items have been purchased mostly on the weekdays with the influence of family. The Customer spends $2,299 for the week that clearly suggests that the customer demographics and income are way higher than the average ordinary earning per week in Australia. This may affect the purchase behavior and bring about the brand conscious behavior of customer. Approximately 59. 22% of the spending is based spent on the high involvement products which contain personal involvement of customer, which clearly suggests that the disposable income allows the customer to spend impulse. The behavior of customer A seems to be influenced both by internal and external factors. However the trend shown in Table-8 suggests that external motivators are more towards the higher side. The genuine motivators mentioned for customer A are family, friends, Known supplier or known service providers in this case. The purchase made between the weeks mentioned in Table-9 clearly suggests that customer has less personal involvement in purchasing the house hold retail goods however there is higher involvement in few services like Body massage, Shoes, Phone ND GAPS. The reason for this may be that these products are directly related to customers social or self-esteem needs. The (Table-2) suggest the relation of the suppliers and outlets that customer visited and made the purchases and also the amounts spent on each supplier or service providers. Here in Table-3 it is clearly shown the most of the purchases I. E. 33. 33% and 20% were made from Woolworth and Craggier Plaza respectively. These are mostly the FMC and the low involvement products. But this does not reflect the clear picture until there is an analysis of amounts spent on each Supplier, Service reviver or Retailer.

Customer Driven marketing strategy for Only Oz

Free Essays on What Services Above Self Means To Me

â€Å"What Services above Self Means To Me† When I was a little girl my mother told me that â€Å"it takes an entire village to raise a single child.† Of course she told me this in response to my cries about being scolded by the lady who lived above us for playing in the street. But, what she said left a lasting impression on me. Today, although I do have healthy self-esteem, I realize that I am but a component of my community, and that the strength of any fabric is never any stronger than the strength of its weakest thread. My community is my fabric and I want to be a positive contributor to my community. The thread that I am, wants to be strong and I am, but not at the expense of my community, my state or my country. I know that I have to have a healthy balance of desire to succeed, individually, and self sacrifice, because a better me makes a better community, and a better community enables me with greater opportunity. To me, â€Å"Service above Self† means that I would work at the Animal Shelter, as I do, and devote most of my free time to volunteer work by helping people less fortunate than I am. But, these are things I derive much pleasure from. I enjoy helping people. I believe even more so, however, that â€Å"Service Above Self† is what happens when you sacrifice yourself and give the fruit of your soul. It is when you extend yourself with no concern for reimbursement or even losses. It is the thing you did purely because was the right thing to do. In many ways, my education is like service above self, because I devote a lot of myself to my studies. Studies that eventually will lead to a career in helping people. Helping people will enhance my life and add to the lives of future generations. The solidity of future generations will add to the quality of life for my family and myself and improve my community. I want to make that â€Å"village† that helped raise me proud, and I’m ... Free Essays on What Services Above Self Means To Me Free Essays on What Services Above Self Means To Me â€Å"What Services above Self Means To Me† When I was a little girl my mother told me that â€Å"it takes an entire village to raise a single child.† Of course she told me this in response to my cries about being scolded by the lady who lived above us for playing in the street. But, what she said left a lasting impression on me. Today, although I do have healthy self-esteem, I realize that I am but a component of my community, and that the strength of any fabric is never any stronger than the strength of its weakest thread. My community is my fabric and I want to be a positive contributor to my community. The thread that I am, wants to be strong and I am, but not at the expense of my community, my state or my country. I know that I have to have a healthy balance of desire to succeed, individually, and self sacrifice, because a better me makes a better community, and a better community enables me with greater opportunity. To me, â€Å"Service above Self† means that I would work at the Animal Shelter, as I do, and devote most of my free time to volunteer work by helping people less fortunate than I am. But, these are things I derive much pleasure from. I enjoy helping people. I believe even more so, however, that â€Å"Service Above Self† is what happens when you sacrifice yourself and give the fruit of your soul. It is when you extend yourself with no concern for reimbursement or even losses. It is the thing you did purely because was the right thing to do. In many ways, my education is like service above self, because I devote a lot of myself to my studies. Studies that eventually will lead to a career in helping people. Helping people will enhance my life and add to the lives of future generations. The solidity of future generations will add to the quality of life for my family and myself and improve my community. I want to make that â€Å"village† that helped raise me proud, and I’m ...

Microsoft Organisation - Overview, Challenges, Recommendations Research Paper

Microsoft Organisation - Overview, Challenges, Recommendations - Research Paper Example Unfortunately, an antitrust case was filed by the US Justice Department. The government argued that the customer must have a choice to choose products in a competitive market. It was not right on Microsoft's part to monopolise not only the operating systems market but also plan to do the same for the browser by porting their browser to the operating system. " Microsoft's share of the market for Intel-compatible PC operating systems has stood above ninety per cent. For the last couple of years, the figure has been at least ninety-five per cent, and analysts project that the share will climb even higher over the next few years. Even if Apple's Mac OS were included in the relevant market, Microsoft's share would still stand well above eighty per cent." Microsoft was set up as a company to develop and sell BASIC interpreters for the Altair 8800, a microcomputer design from 1975, based on the Intel 8080 CPU and sold as a mail-order kit through advertisements in hobbyist magazines. The ris e and popularity of home computers are attributed to Altair 8800. This was a turning point for Microsoft. With the growing popularity of home computers, Microsoft had started to dominate the home computer operating system market with MS-DOS in the mid-1980s. Microsoft has been a real wealth creator for its employees and shareholders. Statistics show that subscribing to shares of Microsoft has made four billionaires and an estimated 12,000 millionaires from Microsoft employees. Microsoft has footholds in other markets besides operating systems and office suites, with assets such as the MSNBC cable television network, the MSN Internet portal, and the Microsoft Encarta multimedia encyclopedia3.  

Letter of recommendation for pharmacy residency program Essay

Letter of recommendation for pharmacy residency program - Essay Example She consistently performs her duties with a high degree of competency and often goes the extra mile, doing more than expected. she always puts her clients best interests above everything else. She values their health concerns so much that she does not hesitate to contact their physician’s office and insurance company in order to find cheaper alternative medicines for customers who could not afford certain medications. She genuinely cares for her patients wellness and takes the extra time and effort to ensure that the patients receive the treatments that they actually need. Claire’s clinical knowledge and communication skills are excellent. She consistently provides knowledgeable counseling to her patients, effectively answering their questions regarding prescription and non-prescription medications. She does not hesitate to contact the physician’s office to clarify questions about prescriptions, communicating effectively with them in order to get the problem identified in order to come up with possible solutions, proving that she has excellent problem solving skills. Claire works well under pressure and knows how to manage her time well. She is a master multitasker who can promptly process prescriptions and help customers. Even during our peak hours at the pharmacy, she manages to remain calm and always has a ready smile for the patients in life. She always meets our customers needs and provdes excellent customer service. Many customers have appreciated her helpfulness and have commended her by writing to me in my capacity as her supervisor in order to commend her commitment to her duties and responsibilities. Compared to her peers and numerous other interns that I have encountered, she has been the best of the lot. Claire has always been a hard working, fast learner, and a mature individual. She genuinely cares for the patients and takes her responsibilities seriously. She has excellent work ethics and always brings a positive attitude to the

Edoxaban for Stroke Prevention

Edoxaban for Stroke Prevention 1. Indication (86words) Edoxaban, a drug part of the direct factor Xa group is licensed on two indications. The first indication, treatment of pulmonary embolism (PE) and deep vein thrombosis (DVT). (1). Treatment is only conducted following the use of parenteral anticoagulants on a minimum 5-day course. Second, prevention of systemic embolism (SE) and stroke in nonvalvular atrial fibrillation (NVAF). Treatment conducted in line with risk factors such as transient ischaemic attack (TIA), diabetes mellitus, congestive heart failure, hypertension, prior stroke, or age>75 years. (2) 2. Design (278) Edoxaban is part of NOAC, which includes apixaban and rivaroxaban. The development of edoxaban is primarily focused on overcoming the drawbacks of warfarin which requires frequent monitoring, unpredictable dosing and interactions with various food and drugs. (3) The API of edoxaban, edoxaban tosilate is accessible in two polymorphic forms, form I and form II with form I being the most thermodynamically stable. The crystalline form I of edoxaban tosilate is synthetically produced with no conversion of forms during the drug manufacturing process. (4) Edoxaban is available in 15, 30 and 60 mg immediate release film coated tablets that disintegrates quickly. Having a relatively long half-life of up to 14 hours, with dose-dependent, linear pharmacokinetic parameters, it is suitable for once a day dosing. Oral bioavailability is approximated to be at 62% and concentration levels reach a steady state within 3 days of oral administration and is unaffected by food. Edoxaban is 50% renally cleared, requiring doses for elderly and renally impaired patients to be reduced. The pharmacodynamics effects are usually produced within 1-2 hours in correspondence to the peak exposure levels of edoxaban. (5) Edoxaban tablets are manufactured from common granulate and are quantitatively proportional when manufactured. API particle sizes are reduced during the final steps of the API manufacturing process utilising milling. The final manufacturing process involves four main stages, fluid bed granulation; blending; tableting and film coating. Final product requires no special storage as it is photostable and is packaged in a PVC and aluminium blister. Storage of edoxaban ranges from 24 months for long and intermediate conditions and as low as 6 months in accelerated conditions. All excipients used in this formulation are compliant to European Pharmacopoeia Standards. (4) Figure 1: Structure of Rivaroxaban, Apixiban and Edoxaban. (6) 3) Safety (199 words) Warfarin is the current GOLD standard indicator for DVT and AF. Large scale pivotal phase II studies have been conducted to compare the safety and efficacy profile of edoxaban and warfarin. The results of studies; ENGAGE AF(7) and Hokusai VTE(8), are tabulated for analysis below in Table 1. Findings of the study place the adverse events (AE) among patients of each drug be well within tolerable range with only mild to moderate events occurring. However, the Treatment-emergent adverse event (TEAE) and serious TEAR were found be higher in warfarin. This is clearly seen in Table 2. Major bleeding is the primary safety endpoint for safety as defined by the International Society on Thrombosis and Haemostasis (ISTH). The ENGANGE AF study showed reduced major bleeding against warfarin with the annualized rate of 3.43% as compared to 2.75% for Edoxaban. Intracranial, major or nonmajor relevant bleeding and fatal bleeding were found to be significantly lower compared to warfarin (p

Knowledge and Attitudes of A Healthy Lifestyle :: components of a healthy lifestyle

The components of a healthy lifestyle include many things. A few examples of these components are eating right, exercising regularly, and keeping your mind calm and content. Eating right means staying on a healthy diet. This does not mean that you cannot eat sweets or fatty foods, it just means that you should constantly keep in mind how a certain food will affect your body. One wants to always remain in control, do not gorge yourself and then skip a few meals to make up for it. Always keep things in proportion, such as maybe eating a light healthy breakfast and lunch and then allowing yourself a slightly heavier food for dinner or for snack. Remember, this does not mean that you must become a health-food nut it is simply a reminder that you should exercise some control over your food intake. Exercising regularly is another very important component to a healthy lifestyle. You should exercise a minimum of 3 days a week for a minimum of about 20 min. This does not mean that you have to impose a strict regiment of exercise into your daily schedule. An easy way to attain a nice amount of physical activity would be to begin going for power-walks or jogs with your pet or your neighborhood friends. It is also very good to stretch before you begin any kind of strenuous physical activity. Not only does it result in you being able to do more than you would without the stretching, it also enables you to gain more out of your workouts. One could also take up a sport such as tennis, soccer, volleyball, basketball, swim, or track. All of these and a multitude of others would greatly help you along on your path to a healthy lifestyle. If you are unsure of how to initiate yourself into one of these sports you could join a team at your local community center or simply organize a group of friends and play at your neighborhood park. Remember: Just because it is a sport does not mean that you have to be on an official team to be allowed to play it. These sports help you maintain a healthy lifestyle because when many people are playing them they are having fun, and thus do not think of it as actually â€Å"working out†. Sports also increases the amusement of exercising because you usually do them with a group of friends, which makes you not concentrate entirely on the exertion your body is going through.

Factors to Instructors Satisfaction of Learning Management Systems

Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, persona l innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins & A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins & A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly & A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh & A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should b e carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems & A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly & A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh & A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh & A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo & A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh & A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo & A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which e nable teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone & A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) assessed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone & A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball & A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij & A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch & A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner & A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone & A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical.Teacher FeaturesThe acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a l ittle private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Albirini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 )LMS FeaturesThe features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction.Organization FeaturesAn organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner & A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics HypothesesComputer Anxiety HypothesisComputer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball & A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij & A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-lear ning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS.Technology Experience HypothesisUsers ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh & A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction . Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS.Personal innovativeness HypothesisPersonal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics HypothesesSystem Quality HypothesisSystem quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch & A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster & A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch & A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction . Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS.Information Quality HypothesisInformation quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was imp ortant for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS.Service Quality HypothesisService quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger & A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features HypothesissManagement Support HypothesisManagement support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner & A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptan ce and credence of LMS may be associated with the indorsement of their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS.Incentives Policy HypothesisIncentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS.Training HypothesisSupplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner & A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention HypothesesContinuous Blended Learning Intention HypothesisThe purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh & A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition.Pure Use Intention hypothesisMany organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh & A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learni ng for distance instruction ( Pituch & A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij & A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) were self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS & A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally.Table 1: Independent Constructs Measures and LoadsConcept MeasuresLoadingComputer AnxietyI believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961Technology ExperienceI feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333Personal InnovativenessI like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735System QualityThe system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190Information QualityThe information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186Service QualityThe system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769Management SupportSenior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517IncentivesThe usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685TrainingI receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761Table 2: Dependent Concepts Measures and LoadsConcept MeasuresLoadingUser Satisfaction ( SAT )I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684Continuous Intention to LMS Use in Blended Learning ( CUI )I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917Purpose to Pure LMS Use ( PUI )I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts.Table 3: Concepts Reliability and ValidityConceptEntireItemsDependabilityAVEComputer Anxiety ( CA )3 0.932 0.821Technology Experience ( TE )3 0.794 0.566Personal Innovativeness ( PI )2 0.818 0.699System Quality ( SQ )4 0.827 0.545Information Quality ( IQ )4 0.917 0.734Service Quality ( SvQ )4 0.921 0.744Management Support ( MS )4 0.899 0.692Incentives ( IN )3 0.970 0.915Training ( TR )3 0.866 0.683User Satisfaction ( SAT )3 0.898 0.747Continuous auxiliary Use Intention ( CUI )3 0.909 0.769Pure Use Intention ( PUI )3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept.Table 4: Concept ‘ Correlations and Discriminant ValidityConceptCalciumTelluriumPiSQIntelligence quotientSvQMultiple sclerosisInchTRSaturdayCUIPUIComputer Anxiety( CA )0.906Technology Experience( TE )-0.1530.752Personal Innovativeness( PI )-0.295 0.5510.836System Quality( SQ )-0.092 0.159 0.2600.738Information Quality( IQ )-0.078 0.179 0.209 0.6330.857Service Quality( SvQ )-0.027 0.056 0.128 0.472 0.6890.863Management Support( MS )0.199 -0.174 0.125 0.298 0.226 0.2290.832Incentives( IN )0.227 -0.224 -0.106 0.158 0.124 0.142 0.5300.957Training( TR )0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.2970.826User Satisfaction( SAT )-0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.3880.864Continuous auxiliary Use Intention ( CUI )-0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.7640.877Pure Use Intention( PUI )0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.4350.943Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values.Table 5: Model Evaluation & A ; Paths AnalysisWayBeta( I? )p-valueHypothesisCAi? SAT– 0.3058 & lt ; 0.0005 H1: supportedTEi? SAT0.0587 & gt ; 0.5 H2: non supportedPIi? SAT0.1115 & lt ; 0.025 H3: supportedSQi? SAT0.1808 & lt ; 0.025 H4: supportedIQi? SAT0.2371 & lt ; 0.001 H5: supportedSvQi? SAT0.0398 & gt ; 0.5 H6: non supportedMSi? SAT0.1272 & gt ; 0.5 H7: supportedINi? SAT0.1476 & lt ; 0.01 H8: supportedTRi? SAT0.2046 & lt ; 0.001 H9: supportedSATi? CUI0.7693 & lt ; 0.0005 H10: supportedSATi? PUI0.3592 & lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P & lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P & gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P & lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of L MS ( I? =0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P & gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P & lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P & lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P & lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P & lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P & lt ; 0.0005 ) ; therefore, hy pothesis 10 and hypothesis 11 severally are supported. DISCUSSION & A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij & A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS.

Use of Symbolism in The Catcher in the Rye and The...

Use Of Symbolism In The Catcher In The Rye and The Great Gatsby There are many writers like James Joyce, Patrick Kananach and Thomas Moore who use symbolism to convey and support indirect meaning in their writings. J.D. Salinger and F. Scott Fitzgerald both use symbolism in similar ways. In both The Catcher In The Rye and The Great Gatsby, the authors used symbolism to convey emotions and reality. In The Catcher In The Rye, J.D. Salinger uses Holdens red hunting cap, the exhibits at the Museum of Natural History and kings in the back row as symbols whose meanings help tell the story. Holdens red hunting hat stands for Holdens disapproval of adult society and phonies. Although, Holden and his hat are out of place in New†¦show more content†¦Fitzgerald also uses colors for symbolism. The color white is used many times in the story. The author uses white to describe Gatsbys clothes and his mansion. The color white represents Gatsbys innocence and pure heart. The color yellow is also used throughout the story as a symbol of corruption and death. The car that Gatsby drives was yellow and his yellow car killed Myrtle. The flower that Daisy is named after is white on the outside and yellow in the middle. Daisy seems innocent on the outside, but her real character is as corrupt and greedy as Toms. Throughout The Catcher In The Rye and The Great Gatsby, symbolism is used to paint mental pictures for the reader. The symbols used allow the reader to foresee the characters emotions, beliefs and values. Ultimately, the authors uses of symbols make both novels more interesting andShow MoreRelated Use Of Symbolism In The Catcher In The Rye and The Great Gatsby804 Words   |  4 PagesUse Of Symbolism In â€Å"The Catcher In The Rye† and â€Å"The Great Gatsby† There are many writers like James Joyce, Patrick Kananach and Thomas Moore who use symbolism to convey and support indirect meaning in their writings. J.D. Salinger and F. Scott Fitzgerald both use symbolism in similar ways. In both â€Å"The Catcher In The Rye† and â€Å"The Great Gatsby†, the authors used symbolism to convey emotions and reality.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Catcher In The Rye†, J.D. Salinger uses Holden’s red hunting cap, the exhibitsRead MoreLiterary Features in The Great Gatsby and The Catcher in the Rye1158 Words   |  5 Pages Symbolism is used in different ways in both the novels, ‘The Great Gatsby’ and ‘The Catcher in the Rye’ and I have explored the ways in which two different authors have used this literary feature to enhance meaning behind their novels. Fitzgerald uses colour imagery throughout ‘The Great Gatsby’, especially using the colour white which cleverly changes meaning as the story progresses. When the reader is first introduced to both Daisy Buchanan and Jordan Baker, they are first described as beingRead MoreThe Great Gatsby By F. Scott Fitzgerald3044 Words   |  13 Pagesof personal happiness and material comfort. The central theme of both ‘The Great Gatsby’, by F. Scott Fitzgerald, and ‘The Catcher in the Rye’, by J.D Salinger, is American lifestyle and mind-set during a time of prosperity. Both texts suggest that changes to American culture causes disappointment as many spent their life searching for the false sense of perfection that the American dream offered. In ‘The Catcher in the Rye’ Holden Caulfield, a boy with extremely high standards finds society and AmericanRead More Mythology and Archetypes in Harper Lees To Kill a Mockingbird2536 Words   |  11 Pagesall the various approaches to criticism, the Mythological/Archetypal achieves the greatest impact over the entire literary scope, because the themes and patterns unearthed apply universally to all works, yielding results that can be applied to a great many texts. This is because the very nature of the Mythological/Archetypal approach is the exploration of the canon for widespread and pe rvading symbols, plots, and characters. These are all greatly extant in Harper Lees classic novel To Kill aRead MoreAnalysis Of The Book A New Hope 2190 Words   |  9 Pagesdirectly from the recent Suicide Squad movie, that features a team of rag-tag criminals brought together by the United States government to defeat a greater evil. These villains are kept in control by threat of bombs implanted in their heads, and the plot uses a teammate known as Slipknot to show the other characters, and the audience, the stakes of disobeying orders by detonating said bomb when he attempts escape. This character was never given a background as all of the other characters on the team hadRead MoreMedia Magic Making Class Invisible2198 Words   |  9 Pagesdetermines what social class you are in; you can see how it affects lives. Mantsios is convincing in that, he has hard facts, (meaning that his examples are real true, and taken from a scholarly source), true lifestyles and data to show the reader. He uses secondary sources which are legitimate and the reader can choose to research it for themselves. Mantsios back himself up by using more than one source to prove his theory about test scores and what class you are in. Whether you choose to believe himRead MoreBrief Survey of American Literature3339 Words   |  14 PagesBrief Survey of American Literature 1. Beginnings to 1700 Great mixing of peoples from the whole Atlantic basin Bloody conflicts between Native Americans (or American Indians) and European explorers and settlers who had both religious and territorial aspirations - Native American oral literature / oral tradition - European explorers’ letters, diaries, reports, etc., such as Christopher Columbus’s letters about his voyage to the â€Å"New world†. - Anglo (New England) settlers’ books, sermons