Post-operative pain management Essay Example | Topics and Well Written Essays - 1500 words

Post-operative pain management - Essay Example This paper wills address the post operative management of pain for people who have undergone total knee replacement Surgery. The resultant physiotherapy and required exercises can result in patients experiencing substantial amounts of pain. Pain signifies trauma to the body and may be as result of tissue damage from injury, surgery, and diseases. Pain causes discomfort, immobility, and various biological responses that inhibit normal functioning of the body and its management becomes a necessary tool in nursing (Alfred, 2007). After total knee cap replacement surgery, effective pain relief measures are necessary for humane reasons and to facilitate an effective postoperative recovery, which necessitates intensive physiotherapy to reduce recovery time and facilitate mobility in most patients. Different people have different tolerances for pain and it is necessary to consider the individual patients before commencing on a post operation pain relief plan. Other important considerations that must be considered include clinical factors, patient related factors, and local factors. Post operative nursing care for patients who have undergone total knee replacement may include a combination of various procedures including education, assessment of pain, pharmacological, and non-pharmacological interventions.   Pain management is deeply integrated and ingrained in medicine and is especially invaluable in patients who have undergone major and minor surgeries. Total knee replacement surgery is done to alleviate pain in the knees and is highly successful in restoring mobility. Though expensive, it is economically justifiable due to increased mobility that reduces reliance on other members of the society. The procedure results in post operative pain, which if not well managed can lead to chronic pains and disability (Eccleston, 2011). Post operative pain management practices are often hindered by costs,

Geothermal Energy in Iceland Coursework Example | Topics and Well Written Essays - 1250 words

Geothermal Energy in Iceland - Coursework Example The researcher states that despite the slow pace at which the researches are being conducted, mainstream awareness, as well as government pressures, are on the rise. Various energy technologies have been proposed as appropriate for generating both electricity and heat to address the growing energy demand. A good example of a country involved in harnessing and utilizing renewable energy sources by use of various technological developments in Iceland. Various research findings have outlined different sources of alternative energy. The sources include solar energy, which can be converted either for heating purposes or by use of complex conversion into electricity. Next is wind power that can be used either for generation of electricity or for pumping water. We also have biomass that is used for various purposes including production of heat for warmth and cooking and production of methane gas used in alcohol production for powering electric power plants and fueling automobile. The other source of renewable energy is geothermal power. It is a reservoir of hot water and steam beneath the earth’s surface and can be used for heating as well as the generation of electricity. In addition, we have tidal and wave energy is used for heating and generation of electricity. Of all the stated alternative sources of energy, geothermal energy is one of the energy sources that have gained relevance as green energy leading to its widespread exploitation. The main purpose of this report will be to demonstrate an understanding and ability to assess, generation and the use of, geothermal energy in Iceland with different forms of alternative technologies. As a result, the research process will involve Identification of the primary ways in which energy is being generated from an alternative source (geothermal) in Iceland for the generation of electricity, heat, and transport.

Barriers to Implementing an E-Learning System

Barriers to Implementing an E-Learning System General Introduction/Background In todays world of globalization, knowledge and learning is considered the most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate more on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (GÃÆ'Â ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it is also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (GÃÆ'Â ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined E-lear ning as the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who do not have the opportunity to be physically available, due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many online universities were established and more universities were offering online courses, but mixed results of the E-learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in E-learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, financial support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in E-learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of E-learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in E-learnings success (AL-Hunaiyyan et al, 2008; Gujar and S onone, 2004). Problem statement There are different articles and books available in the market which mentioned about the usefulness and advantages of E-learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E- learning , an organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. Research question What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system? Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of E-learning system. Investigating the barriers of implementing E-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards E-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E-Learning system and to make the system work efficiently and successfully. Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E-learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, E-learning system is already in use in Sweden, we found out that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management student s. Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. Data Collection and source Fisher (2007, p.45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to E-learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching MÃÆ'Â ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; ÃÆ'ËÅ" Barriers of E-learning system implementation, ÃÆ'ËÅ" Implications of E-learning system in organizations, ÃÆ'ËÅ" Implementation of E-learning system in large organization, ÃÆ'ËÅ" Challenges of E-learning Implementation, ÃÆ'ËÅ" Limitations of E-learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; ÃÆ'ËÅ" Cultural issues of E-leaning system, ÃÆ'ËÅ" Cultural Influence on online Learning, ÃÆ'ËÅ" Cultural influence on student learning, ÃÆ'ËÅ" Analyzing cultural Influences on E-learning Transactional Issue, ÃÆ'ËÅ" Cultural difference and influence on E-learning, ÃÆ'ËÅ" Social and cultural impact on E-learning Effectiveness, ÃÆ'ËÅ" A cultural Analysis of relearning for developed and developing countries, ÃÆ'ËÅ" Cross and Multicultural issues for E-learning success, ÃÆ'ËÅ" Influence of organizational cultural in E-learning, ÃÆ'ËÅ" Organizational resistance towards implementing E-learning system. Data Analysis According to Miles and Huberman (1994, p.10) data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification. Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process. Validity and Reliability Validity is defined as the degree which researchers have measured what they have set out to measure (Kumar, 2005) whereas reliability means the extent to which another researcher can reach the same conclusion by following the same research process (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E-learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. Method Critique Due to the time limitation, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. E-learning What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as delivery of training and education via networked interactivity and distribution technologies.According to Khan (2008), the word E-learning is used for an open, flexible, and diverse E-learning environment. E-learning can be analyzed as an inventive approach for delivering learner-centered, well designed, interactive, and facilitated learning environment to anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other forms of learning materials suited for open, distributed, and flexible learning environment (Khan, 2008). In E-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad, 2008; Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. Implementation of E-learning One of the following three approaches is necessary for the implementation of the E-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation (Uhomoibhi, 2006). An E-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E-learning. Aligning and communication are two important factors in implementation of E-learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important(Khan, 2005). Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution (Khan, 2005). Most of the pitfalls of E-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation (Khan, 2005). An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5 percent in the market, but still failures exist (Sun et al., 2008). As many companies are moving very fast to the adoption of E-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure (Mungania, 2003). Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of E-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of E-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers Wong (2007). Distinct authors consider different barriers as most influential in implementation of E-learning Wong (2007). Wong (2007) has categorized E-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of E- learning (Hiltz, 1997; Kathawala, Abdou, Elmulti, 2002; Wong, 2007). Kember et al., 2001; Dearnley, 2003) stated that personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in E- learning. So the lack information, communication and technological skills might be barriers to E-learning because learners could get frustrated from this unconventional learning environment. (Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004).In E-learning environment students are usually supposed to communicate in a text based environment so learners poor writing ÂÂ ¨skills might be a disadvantage in E- learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: E-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors. (Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004).Poor course design could appear a major barrier in implementation of E-learning as it could frustrate the learners and teachers. (Young and Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005 ;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful E-learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to E-learning (Cronje, 2009; Galusha, 1997) Boondao et al. (2008) mentioned, It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account. The influence of culture cannot be ignored in successful implementation of E-learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of E-learning (Boondao et al, 2008). Discussing the different critical barriers Nowadays an escalating amount of companies are implementing E-learning System (Mungania, 2003). But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number of barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and can be classified as personal, organizational, situational, instructional and technological. (Mungania, 2003) Moreover Khans E-learning framework provides details on critical issues which may come across E-learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, pedagogical, technological, interface design, ethical, evaluation, and resource support. Institutional Issues Institutions need to build a complete plan for the successful implementation of E learning system (Khan 2005, p.23). Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E-learning process (Cronje, 2009).E-learning needs to be integrated to all departments of the institution therefore a strong commitment is needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions ambitions and strategic plans (Galusha, 1997; Belanger and Jordan, 2000). Therefore E-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development which are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, academic affairs and student services (Khan 2005, p. 24). Administrative affairs which includes organization and change (implementation of E-learning system), budgeting and return on investment, course information catalog, financial aid, course schedule, tuition fees, registration and payment, information technology services, instructional design, whereas academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005, p. 24 ). Moreover Student services deals with student support services for E-learning effectiveness. Management issues Magalhaes (2008) stated that lack of management support is number one barrier towards successful implementation of E-learning system in institution. Management issues of E-learning in organization refers to various phases of administration such as scheduling, design, construction, assessment, delivery, and maintenance (Romiszowski 2003 and Parkham et al, 2004). Managing issues in organizations depend upon various elements including content delivery, and technology Trentin (2003). Khan (2005) also stated that for the success of E learning system institution must focus on three key areas people, process, and products involved in E-learning projects which depends upon integrated team approach (Jung, 2003).Critical management factors categorized by Khan (2005) are mentioned below: Technological Issues Technological limitations are among the major barriers for the success of E-learning system (Wong, 2007).Technological limitations of E-learning system relates to computer hardware, software and relevant resources (Wong, 2007).Connectivity problems, lack of training, navigation issues, limitations of 24/7 technical support, loss of data and incapability to save or transfer data are the most common technological limitations (Mungania, 2003). Usually small and medium enterprises fail to implement E-learning system due to lack of support in hardware and software (Sambrook, 2003;Wong, 2007).The technological issues can be divided into three parts infrastructure planning, hardware, and software (Kearsley, 2000; Rumble, 2000). Success of E learming system in organizations depends upon infrastructure planning which includes a well documented strategy, focusing on infrastructure. (McGraw, 2001; Romiszowski, 2004).As E-learning environment depends on digital infrastructure, there for institutions should have consistent and well-organized networks to support E-learning (khan 2005, p.154). Moreover institutions should develop policies and guidelines to cater various issues of hardware, software, and networks as institutions involved in implementation of E-learning may suffer. (Wong, 2007, Romiszowski, 2004) Learners require basic hardware for E-learning such as desktop or notebook computers and printers (Kathawala, Abdou, Elmulti, 2002;Hiltz, 1997, Wong, 2007). Therefore, one of the major technological limitations of E-learning is the availability of computer hardware (wong,2007). Major hardware limitations of E-learning system is the necessity of relevant resources which includes servers, modems, microphones, wireless devices, printers, scanners, computers, networking devices, cameras storage devices and other equipments. (Wong, 2007, Khan 2005, p.159) Institution experience similar problems such as software costs as well as software support cost, particularly for software licenses which acts as a significant barrier (khan 2005, p.159). Software includes word processors, databases, e-mail, presentation programs, reader software, browsers and plug-ins, spreadsheets, learning management systems (LMS), authoring tools and enterprise software and so on (LytasPauloudi,2001 and Khan 2005, p.159-160) Pedagogical Issues Success of E-learning systems implementation depends on the adherence to underlay pedagogical principles that are entrenched in the E-learning (Uhomoibhi, 2006). Pedagogical issues in E-learning are major challenges in distance education therefore a strong need of resources for development of the course material arises Barriers to Implementing an E-Learning System Barriers to Implementing an E-Learning System General Introduction/Background In todays world of globalization, knowledge and learning is considered the most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate more on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (GÃÆ'Â ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it is also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (GÃÆ'Â ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined E-lear ning as the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who do not have the opportunity to be physically available, due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many online universities were established and more universities were offering online courses, but mixed results of the E-learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in E-learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, financial support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in E-learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of E-learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in E-learnings success (AL-Hunaiyyan et al, 2008; Gujar and S onone, 2004). Problem statement There are different articles and books available in the market which mentioned about the usefulness and advantages of E-learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E- learning , an organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. Research question What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system? Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of E-learning system. Investigating the barriers of implementing E-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards E-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E-Learning system and to make the system work efficiently and successfully. Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E-learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, E-learning system is already in use in Sweden, we found out that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management student s. Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. Data Collection and source Fisher (2007, p.45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to E-learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching MÃÆ'Â ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; ÃÆ'ËÅ" Barriers of E-learning system implementation, ÃÆ'ËÅ" Implications of E-learning system in organizations, ÃÆ'ËÅ" Implementation of E-learning system in large organization, ÃÆ'ËÅ" Challenges of E-learning Implementation, ÃÆ'ËÅ" Limitations of E-learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; ÃÆ'ËÅ" Cultural issues of E-leaning system, ÃÆ'ËÅ" Cultural Influence on online Learning, ÃÆ'ËÅ" Cultural influence on student learning, ÃÆ'ËÅ" Analyzing cultural Influences on E-learning Transactional Issue, ÃÆ'ËÅ" Cultural difference and influence on E-learning, ÃÆ'ËÅ" Social and cultural impact on E-learning Effectiveness, ÃÆ'ËÅ" A cultural Analysis of relearning for developed and developing countries, ÃÆ'ËÅ" Cross and Multicultural issues for E-learning success, ÃÆ'ËÅ" Influence of organizational cultural in E-learning, ÃÆ'ËÅ" Organizational resistance towards implementing E-learning system. Data Analysis According to Miles and Huberman (1994, p.10) data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification. Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process. Validity and Reliability Validity is defined as the degree which researchers have measured what they have set out to measure (Kumar, 2005) whereas reliability means the extent to which another researcher can reach the same conclusion by following the same research process (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E-learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. Method Critique Due to the time limitation, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. E-learning What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as delivery of training and education via networked interactivity and distribution technologies.According to Khan (2008), the word E-learning is used for an open, flexible, and diverse E-learning environment. E-learning can be analyzed as an inventive approach for delivering learner-centered, well designed, interactive, and facilitated learning environment to anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other forms of learning materials suited for open, distributed, and flexible learning environment (Khan, 2008). In E-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad, 2008; Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. Implementation of E-learning One of the following three approaches is necessary for the implementation of the E-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation (Uhomoibhi, 2006). An E-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E-learning. Aligning and communication are two important factors in implementation of E-learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important(Khan, 2005). Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution (Khan, 2005). Most of the pitfalls of E-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation (Khan, 2005). An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5 percent in the market, but still failures exist (Sun et al., 2008). As many companies are moving very fast to the adoption of E-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure (Mungania, 2003). Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of E-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of E-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers Wong (2007). Distinct authors consider different barriers as most influential in implementation of E-learning Wong (2007). Wong (2007) has categorized E-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of E- learning (Hiltz, 1997; Kathawala, Abdou, Elmulti, 2002; Wong, 2007). Kember et al., 2001; Dearnley, 2003) stated that personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in E- learning. So the lack information, communication and technological skills might be barriers to E-learning because learners could get frustrated from this unconventional learning environment. (Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004).In E-learning environment students are usually supposed to communicate in a text based environment so learners poor writing ÂÂ ¨skills might be a disadvantage in E- learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: E-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors. (Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004).Poor course design could appear a major barrier in implementation of E-learning as it could frustrate the learners and teachers. (Young and Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005 ;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful E-learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to E-learning (Cronje, 2009; Galusha, 1997) Boondao et al. (2008) mentioned, It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account. The influence of culture cannot be ignored in successful implementation of E-learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of E-learning (Boondao et al, 2008). Discussing the different critical barriers Nowadays an escalating amount of companies are implementing E-learning System (Mungania, 2003). But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number of barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and can be classified as personal, organizational, situational, instructional and technological. (Mungania, 2003) Moreover Khans E-learning framework provides details on critical issues which may come across E-learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, pedagogical, technological, interface design, ethical, evaluation, and resource support. Institutional Issues Institutions need to build a complete plan for the successful implementation of E learning system (Khan 2005, p.23). Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E-learning process (Cronje, 2009).E-learning needs to be integrated to all departments of the institution therefore a strong commitment is needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions ambitions and strategic plans (Galusha, 1997; Belanger and Jordan, 2000). Therefore E-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development which are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, academic affairs and student services (Khan 2005, p. 24). Administrative affairs which includes organization and change (implementation of E-learning system), budgeting and return on investment, course information catalog, financial aid, course schedule, tuition fees, registration and payment, information technology services, instructional design, whereas academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005, p. 24 ). Moreover Student services deals with student support services for E-learning effectiveness. Management issues Magalhaes (2008) stated that lack of management support is number one barrier towards successful implementation of E-learning system in institution. Management issues of E-learning in organization refers to various phases of administration such as scheduling, design, construction, assessment, delivery, and maintenance (Romiszowski 2003 and Parkham et al, 2004). Managing issues in organizations depend upon various elements including content delivery, and technology Trentin (2003). Khan (2005) also stated that for the success of E learning system institution must focus on three key areas people, process, and products involved in E-learning projects which depends upon integrated team approach (Jung, 2003).Critical management factors categorized by Khan (2005) are mentioned below: Technological Issues Technological limitations are among the major barriers for the success of E-learning system (Wong, 2007).Technological limitations of E-learning system relates to computer hardware, software and relevant resources (Wong, 2007).Connectivity problems, lack of training, navigation issues, limitations of 24/7 technical support, loss of data and incapability to save or transfer data are the most common technological limitations (Mungania, 2003). Usually small and medium enterprises fail to implement E-learning system due to lack of support in hardware and software (Sambrook, 2003;Wong, 2007).The technological issues can be divided into three parts infrastructure planning, hardware, and software (Kearsley, 2000; Rumble, 2000). Success of E learming system in organizations depends upon infrastructure planning which includes a well documented strategy, focusing on infrastructure. (McGraw, 2001; Romiszowski, 2004).As E-learning environment depends on digital infrastructure, there for institutions should have consistent and well-organized networks to support E-learning (khan 2005, p.154). Moreover institutions should develop policies and guidelines to cater various issues of hardware, software, and networks as institutions involved in implementation of E-learning may suffer. (Wong, 2007, Romiszowski, 2004) Learners require basic hardware for E-learning such as desktop or notebook computers and printers (Kathawala, Abdou, Elmulti, 2002;Hiltz, 1997, Wong, 2007). Therefore, one of the major technological limitations of E-learning is the availability of computer hardware (wong,2007). Major hardware limitations of E-learning system is the necessity of relevant resources which includes servers, modems, microphones, wireless devices, printers, scanners, computers, networking devices, cameras storage devices and other equipments. (Wong, 2007, Khan 2005, p.159) Institution experience similar problems such as software costs as well as software support cost, particularly for software licenses which acts as a significant barrier (khan 2005, p.159). Software includes word processors, databases, e-mail, presentation programs, reader software, browsers and plug-ins, spreadsheets, learning management systems (LMS), authoring tools and enterprise software and so on (LytasPauloudi,2001 and Khan 2005, p.159-160) Pedagogical Issues Success of E-learning systems implementation depends on the adherence to underlay pedagogical principles that are entrenched in the E-learning (Uhomoibhi, 2006). Pedagogical issues in E-learning are major challenges in distance education therefore a strong need of resources for development of the course material arises

Obesity and the American Disabilities Act :: Obesity and the ADA of 1990

The Americans with Disabilities Act of 1990 (ADA) bans discrimination based on disability. It provides individuals with disabilities civil rights protections like those provided to individuals on the basis of race, sex, national origin and religion (Mathias, 2003). The ADA defines â€Å"disability† as a physical or mental impairment that limits one or more major life activities and will not consider obese individuals as disabled unless the weight limits a major life activity. Federal courts have ruled that morbid obesity falls under the category of medical conditions which limit one or more life activities (Garcia, n.d). The Civil Rights Act of 1964 established basic federal laws on employment discrimination. It does not identify weight as a protected characteristic, and as a result, does not provide protection for obese individuals who have been discriminated against by potential or current employers. Obesity is now being called an epidemic affecting millions of individuals in the United States. The Equal Employment Opportunity Commission (EEOC) has taken the position that morbid obesity, even if voluntary, can be a protected disability under the ADA. Obesity-related health conditions such as diabetes, heart disease, and hypertension are considered disabilities based on the ADA. The article on obesity in the workplace tells the story of Joseph O’Connor. Mr. O’Connor sued McDonald’s for discriminating against him in violation of the ADA. He alleged that McDonald’s refused to hire him as a cook because of his obesity. Mr. O’Connor claimed his obesity was a disability and McDonald’s discriminated against him because of this disability. McDonald’s sought to dismiss the case, stating Mr. O’Connor was not disabled within the meaning of the ADA. The federal court, however, refused to dismiss the lawsuit. The court held that Oâ€℠¢Connor must be given the chance to prove that he is protected under the law (Garcia, n.d.). The challenge in dealing with the controversy, of discrimination and disability, surrounding obesity must involve the legal and medical communities.

Dante The Inferno Essay

In â€Å"The Inferno,† by John Ciardi, the protagonist, Dante is about to enter a place of great suffering. Dante believes that God is the architect of Hell, and that Hell is the product of divine omnipotence, primordial love, and ultimate intellect. Throughout the Cantos, one can see how Dante’s picture of Hell does reflect the gate’s description of God’s sacred justice. â€Å"I am the way into the city of woe. I am the way to a forsaken people. I am the way into eternal sorrow† (Canto 3, Line 1-3). In â€Å"The Inferno† Hell definitely has some relation to God’s justice, power, love and intelligence. Just from these three lines it shows that hell is a place for sinners being punished by God. By these individuals going to Hell, God is showing his justice that while on earth, they should have made a choice between sin and choosing God. However, while reading the Inferno one can draw the conclusion that there is a connection between one’s sin on Earth and the degree of torment/punishment they’ll experience in Hell, which exerts God’s justice. Dante’s picture of God is one that knows all, â€Å"The law of Dante’s Hell is the law of symbolic retribution. As they sinned so they are punished†(Canto 3). When Dante is in the Vestibule of Hell, he encounters The Opportunist. These were individuals who took no side, so they are given no place. Since God is the creator of Hell, he places them in a state of turmoil, â€Å"their sin was in darkness, so they move in darkness. As their own guilty conscience pursued them, so they are pursued by swarms of wasps and hornets† (17). Considering that they lived a morally â€Å"filthy† life. They now live for eternity through the filth of worms and maggots that feed off of them. Maggots and worms are often associated with filth, garbage and, or the dead. Since these people weren’t worthy enough of choosing a side. God being the product of divine omnipotence and ultimate intellect is essentially paying them back for only being for their selves, and possessing those same qualities while on Earth. In Canto 3 God exhibits his primordial love for people in lines 122-123. â€Å"Divine Justice transforms and spurs them so their dread turns wish: they yearn for what they fear. † According to the text â€Å"they yearn for what they fear† means that this is what the souls of the damned actually wished for. Hell was their deliberate choice, for divine grace is denied to none who wish for it in their hearts (24). The damned purposely turned away from God to have become damned. So God’s primordial love and grace is suffice to save those who desires to be saved. God gives everyone the opportunity to be saved but it’s ultimately the individual’s choice. Although these people are condemned to hell, God once offered them his primordial love. So now they have to endure the punishment. â€Å"Each circle is assigned to the punishment of the category of sin† (25). In the fourth Canto, Dante and Virgil is in Circle one: Limbo. In Limbo, Dante encounters the Virtuous Pagans, these were unreligious individuals, as well as people who were born without the light of Christ and weren’t baptized, and eminent poets like Homer, Ovid, Horace and Lucan. These individuals were also born before the Christian religion. â€Å"And still their merits fail, for they lacked Baptism’s grace, which is the door of the true faith you were born to. Their birth fell before the age of the Christian mysteries, and so they did not worship God’s Trinity in fullest duty† (Line 34-39). These individuals in Limbo aren’t heavily tortured, so their pain is that they have no hope. This can also go back to God’s primordial love. Since they weren’t baptized, God loves them enough to still give them mercy while in Hell, they aren’t tortured severely since they were around before Christianity. But instead their pain is that they have no hope, Virgil states â€Å"without hope we live on in desire† (Line 42). God shows them love and mercy because it’s not their faults that they lived before the Christian era. In Canto five, Dante reaches the second circle these are â€Å"The Carnal. This is where the complete lamentation of Hell begins. The Carnal are â€Å"those who betrayed reason to their appetites. Their sin was to abandon themselves to the tempest of their passions: they are swept forever in the tempest of hell, forever denied the light of reason of God† (Canto 5). This circle is smaller and the punishment is greater. â€Å"†¦the never-ending flight of those who sinned in the flesh, the carnal and lust who betrayed reason to their appetite† (Line, 37-39 Canto 5). Once again God is showing his justice to those in this circle, these individual put their appetites before God and everything else. So now they are swept through filthy air that represents their sin for the love of their passions. Not only God shows his justice in this circle but also his supreme intellect. The creation of this circle is clever because the people are punished by what driven them the most while living; excess sexual passions, lust etc. Although this circle had the lightest punishment, this showed God’s justice and wisdom. â€Å"Scared justice moved my architect† (Line 4, Canto 3). God created Hell for his justice. Dante’s picture of Hell wholehearted flowed from his picture of God. Throughout The Inferno, God had many different characteristics, not only is he the architect of Hell, God shows his divine omnipotence, primordial love and ultimate intellect. Although each circle one experienced a different degree of penance in accordance to their sin, God is still showing his power and sacred justice, regardless of the severity of punishment. God knew just what to do with each category of sin for the sinner. Before Dante entered Hell the gate promised a Hell that had relation to God’s justice, love, power and intelligence, and this was unveiled within the Cantos.

Lady Macbeth As A Catalyst To Evil Essay

The expression â€Å"behind every man, there is a woman,† rings true even in the Shakespearean tragedy Macbeth. Lady Macbeth is the catalyst that ignites the fire to Macbeth’s ambition. It is because she challenges his masculinity, questions his love, and belittles his bravery that Macbeth murders Duncan. His lady provides impetus for him to abandon all honorable nature in order to achieve what they both desire. Macbeth would not have murdered Duncan and continued on a downward spiral of evil were it not for the extra push from his ruthless and overly ambitious wife. Macbeth is filled with great hubris. Lady Macbeth plays on this pride when she challenges his masculinity. She goads him by saying, â€Å"When you durst do it, then you were a man / [. . .], you would / be so much more the man.† (Shakespeare, Macbeth. 1.7.49-51). Lady Macbeth tells her husband to kill Duncan to prove that he is a man, and states how much more of a man he will be as king. Eugene M. Waith states in his criticism Manhood and Valor in Macbeth, that â€Å"the pangs of Macbeth’s conscience [. . .] are no more than effeminate, childish fears to Lady Macbeth.†(64) She has a great deal of power over Macbeth; this power is the mere truth that she possesses more of a manly quality that he himself does. Macbeth is ambitious enough to want to become king, but would not think of murdering Duncan. Because Lady Macbeth knows this, she understands the necessity to push Macbeth into performing the deed. She does this by questioning his love for her. † What beast was’t then / that made you break this enterprise to me?/ [. . .] I would, while it was smiling in my face, / have plucked my nipple from his boneless gums a/ nd dashed the brains out, had I sworn so as you / have done to this.† (Mac. 1. 7. 47-48. 55-58) In saying this, Lady Macbeth proves her devotion to her lord and asks him to do the same. Lady Macbeth tells him that his love is worth nothing if he refuses to go through with the plan, â€Å"[. . .] saying that his love is as accountable as his indecisiveness.† (Macbeth and Lady Macbeth Switch Roles. www.planetpapers.com) Macbeth wants his wife to love and trust him, so he follows through with their plan. Macbeth is brave when it comes to thought, but when it comes to action he is  somewhat of a moral coward. Lady Macbeth bullies her husband into the action that will gain them the throne. The final way she badgers Macbeth is by deprecating his bravery. â€Å"We fail! / But screw your courage to the sticking-place / and we’ll not fail.† (Mac. 1.7. 59-61) Macbeth views himself as the epitome of bravery and upon hearing these words from the woman he loves, he succumbs to their ambitions. Lady Macbeth taunts him for his cowardice, â€Å"under the weight of her reproaches of cowardice he has dared do more, and has become less [. . .]† (Brooks. 45). Throughout the Renaissance, the idea that to be courageous is to be a man prevails. At the beginning of the play, Macbeth represents the ideal Elizabethan hero; therefore, bravery is an important character attribute. Lady Macbeth’s ruthlessness and manipulation of Macbeth causes him to defy his true principles and to murder Duncan. From the beginning of Act One Scene Five, until after the murder of Duncan, it is evident that Lady Macbeth manipulates and convinces Macbeth to do evil. Lady Macbeth knew that he would never go through with it alone, she realizes that he holds too much of the â€Å"milk of human kindness† (Mac. 1.5.12) to ever complete such an appalling feat. Lady Macbeth uses persuasion to coerce her husband. Had she not mocked his masculinity, challenged of his love, and vilified his bravery, Macbeth would not have been pressured into the murder of his king and thrust onto a path of malevolence led by ambition.

Advantages of Bilingual Children.

Advantages of Bilingual Children. "Bilingualism is to intelligence as food is to human fitness....A simple statement about bilingualism and intelligence is as impossible as prescribing one simple food for human survival" (Baker 1). For 30 years experts have had ongoing discussions concerning the bilingual child and his mental abilities relating to intelligence and education. Originally, experts believed that a bilingual person could not be an intellectual, since he/she was carrying two or more languages in their head. Consensus has changed considerably over the past three decades, with the development and use of new testing. Children with bilingual ability offer an opportunity for researchers to explore the connections between language and thought (Bialystok Cognitive 643). Bilingual children have advantages in education, due to cognitive development, divergent thought, and mental flexibility.Cognitive ability relates to mental activity, such as thinking, remembering, learning, or using language. Research demonstrate s the differences in cognitive functioning between monolinguals and bilinguals.Category:Educational researchAnalysis and control are language components that develop later in monolinguals than in bilinguals (Bialystok Cognitive 636). These abilities refer to representation and selective attention in language that aid in comprehension and understanding. Adults who speak two languages in childhood are profoundly affected in their cognitive development (Bialystok Cognitive 643).This advantage can be manifest itself in several ways. The majority of field researchers conclude that this ability allows bilinguals the advantage of diversity and flexibility in cognition to a significant level over monolinguals (Latham 79). Gonzalez proposes that bilingual children naturally develop cognitive representation verbally, non-verbally, and symbolically (230). Truly bilingual students surpass monolingual students on many intelligence tests, both verbal and nonverbal (Latham 79). Language fluency is determined by listening, speaking, and reading abilities (Rosenberg 1).However, since levels of bilingualism exist, the affect to cognitive development is correlative (Latham 79). In a study conducted by Ellen Bialystok, both...

Analysis Of Starbucks Five Forces And Value Chain Case Study

Analysis Of Starbucks Five Forces And Value Chain Case Study Analysis Of Starbucks Five Forces And Value Chain – Case Study Example Analysis of Starbucks Five forces and value chain The porters five forces are used, in theory, to analyse the industry and develop a strategy. The effects include competition, consumers, suppliers, substitution of products. Their relationship is explained diagrammatically as below.Starbucks as a global coffee company generated $14.9 billion in revenues in the year 2013. It has a network of over 200,000 partners. Competition: it faces a lot of competition from well-established operators within the industry like McDonalds, Caribou Coffee and Costa. Customer bargaining is very high on its side due to low switching costs. In addition, there is a significant threat to its substitutes from tea, water, soft drinks among many others. Their suppliers also have a very high bargaining power due to the vast demand for coffee while only a few places favor its production. However, there is little threat concerning entrants because of the saturation of the market and massive investments required to establish operations into the market (Lee 2014). Value Chain Analysis allows the firm to know varied aspects of its operation. These include infrastructure, human resources, technology development and procurement. The analysis exists as primary activities and supports roles. Inbound logistics of Starbucks involves establishment and communication of Coffee quality. The company operates in over 50 countries through its licensed stores. Outbound logistics includes sales of the products directly through its stores (Lee 2014). There is little involved in marketing as the quality sells itself. However, the company provides high-level customer service as stipulated in its mission statement.Support services involve infrastructures such as well defined management planning, finance, accounting and legal support. HR is seen by the company as the most valuable asset and accorded the necessary requisite to work. The company uses technology to save on its costs and to bust efficiency and effecti veness. Its procurement wing deals with purchases required in production (Lee 2014).ReferencesLee, H. (2014). Starbucks Building supply chain excellence. New York: Springer.

Poring over Pore and Pour

Poring over Pore and Pour Poring over Pore and Pour Poring over Pore and Pour By Maeve Maddox Some confusion appears to exist regarding the use of pour and pore. Charlie complains that he has to pour through stacks of badly-written letters to the editor every day. In this context the word should be pore. The usual idiom is to pore over. Apparently the preposition through has entered into use, as in the above quotation, and as in this headline in the New York Times: Teachers Pore Through Stacks Of Possibilities The verb pore, with the meaning examine closely, may derive from two Old English words, a verb, spyrian, meaning to investigate, examine, and a noun, spor, meaning a trace, vestige. The noun pore, meaning an opening in the skin, is not related to the verb in the expression to pore over. The noun comes from a Greek word meaning a passageway. The verb pour, meaning to transfer water or some other substance from a container, came into English by way of Old French from a Latin verb, purare, to purify. In ritual practice, objects are purified by pouring water over them. The English word pure comes from Latin purus, pure. The Latin verb came from the Latin noun. Memory device: Lore is learning, knowledge, doctrine. To become well-versed in computer lore or the lore of magic, or the lore of religion, one must pore over learned tomes. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Congratulations on or for?How to spell "in lieu of"8 Great Podcasts for Writers and Book Authors

Creating a Climate of Ethical Behavior at Workplace Research Paper

Creating a Climate of Ethical Behavior at Workplace - Research Paper Example Knowledge sharing practices enable organizational members to share ideas and fully exploit knowledge-based sources. Personal commitment and trust is necessary because they help in knowledge management process. This paper will explore ethics in an organization as well as workplace safety-enhancing behaviors and qualities such as personal commitment and trust. Undoubtedly, ethical behavior significantly contributes to the success of many organizations. An ethical work climate is part of the organization and it is a representation of organizational practices that are viewed as right or wrong. Many individuals believe that an ethical work climate is indispensable for a good business. Notably, organizations striving for excellence and success in their business activities tend to focus on a strong ethical culture. Organizations need to effectively respond to both economic and non-economic surroundings in order to achieve their goals, but this requires members to be socially responsible and behave ethically. Truly, creating a working environment guided by ethics can be a very important move for an organization. In contrast, unethical behaviors negatively influence the organization. For instance, unethical behaviors are more likely to increase the organizations’ liability and financial risk. Secondly, consumers would not be attracted to the products and services of the organization with an unethical climate. More so, an unethical climate negatively affects the workers since it lowers job satisfaction and performance. In most cases, unethical behavior emerges from lack of knowledge and an inability to come up with ethical solutions (Patterson, 1989). Unethical behavior makes individuals become more sensitive to the likelihood of censure and this will in turn motivate them to avoid censure behaviors (Sinha, 1967). Therefore, it is very appropriate to institutionalize an ethical attitude in the organization. This paper provides a thoughtful

Foreign Exchange Risk Case Study Example | Topics and Well Written Essays - 750 words

Foreign Exchange Risk - Case Study Example Another option to mitigate foreign exchange risk is the adaptation of foreign exchange services from a foreign currency exchange specialist. These specialists include the Canadian Forex and local banks in Canada. These experts will help reduce the risks associated with frequent transfers from Canadian dollars to the US dollar. This is done by entering into Canadian dollars earlier, and banks will only convert it during the payment period, so there will be no risk. The final and recommended option for mitigating risks is the purchase of foreign exchange contracts. In this case, Alliance will pay more cash than required to cover the costs of mitigation. This will cover any risk that may occur between the time when the money was deposited and the time of payment for the equipment to the supplier. For example, the price of equipment is $ 500,000, when the exchange rate is C $ 1.00 = U S 1.00. If the Alliance does not use the forward exchange contract and the payment time occurs when the exchange rate has moved by C $ 1.00 = 0.95 US dollars, then the Alliance will have to pay 526315 as the final price. This is $ 26,315 more than the original amount. But when the Alliance decides to buy a forward foreign exchange contract and which they decide with the bank to be one percent of the amount of Equipment, then the Alliance will have to pay 505,000. Therefore, the design concepts of the alliance will not worry about fluctuations in the exchange rate. They will save more than 21,000 US dollars.

Mini-Analysis Paper Research Example | Topics and Well Written Essays - 750 words

Mini-Analysis - Research Paper Example This is because as college men, it is important that students will be offered every available opportunity to engage in learning (Vianden, 2009). By exploring the college men’s perceptions about interacting with faculty beyond the classroom, it is becomes possible to understand ways in which this form of learning oriented interaction can be improved. It is therefore important that the questions are well diversified to identify key factors that hinder out-of-class interaction because until such factors are known, it will be difficult to try to improve interaction outside the classroom. The qualitative methodology used in the study was basic interpretive qualitative study. According to the researcher in the study, â€Å"such a design is utilized when researchers are interested in exploring and understanding participants’ perspectives and perceptions† (p. 227). Meanwhile, the researcher’s approach was to undertake a qualitative research. The rationale for selecting basic interpretive qualitative study can be said to be directly linked with the definition given to qualitative research by Diriwà ¤chter & Valsiner (2006). This is because qualitative method was noted to be suitable when a researcher seeks to develop deeper understanding about a given topic and understand how people make meaning of experiences related to the topic. As part of the basic interpretive qualitative study, the researcher used in-depth interview as the major approach to data collection. This approach was helpful in ensuring that the researcher could collect very detailed qualitative opinions and ideas of respondents concerning the topic at hand. Having said this, the researcher could still have used a focus group method to gain even more data than was gathered. Specifically, focus group would have made it possible to collect behavioral data that would have been very important for understanding the issue and for decision making purposes (Seidman, 2013). The writing presented in the

Strategic plans Essay Example | Topics and Well Written Essays - 500 words

Strategic plans - Essay Example An organization that aims to be cutthroat in today’s competitive market needs to seek talent and expertise from a broad array of countries and continents. This allows it to deal with consumers coming from different backgrounds, cultures, ethnicity and education. How a company deals with its operations to reach zenith necessitates integrated processes and functions. The company can curve to socioeconomic conditions in the ways it tailors its goods and services without disturbing the cultural sensitivity of either the employees or the consumers. In many circumstances a company will have to adapt its products and marketing mix strategy to meet unchangeable local needs and wants. Global player like Mcdonald has adapted its burgers to the local needs. In India where a cow is a sacred animal they serve their burgers with chicken or fish whereas in Mexico burgers come with chilli sauce (Jones, 2009, p.87). It is arguable that standardization is better for organizations because it reduces cost; however the thriving companies are ones which think globally, but act locally. In spite of globalization, geographic, demographic, economic and cultural characteristics of consumers vary dramatically in different countries. Thus it is critical to imply that, a business will need to adapt its product mix, communication and marketing strategy to match the disparity in product preferences, product uses, consumers’ attitudes, shopping patterns, income levels and education. Dennis and Harris manifested global branding strategy as a local plan for each served market by carefully singling the most significant differences and tailoring the products and services to suit local tastes and conditions (Beeson, 2011). According to them having a standard approach worldwide without considering local preferences and cultural differences a company is doomed to failure (Lauterborn, 2011, p.56). Food and beverage organizations can easily fall prey to impediments

Herman Melville Research Paper Example | Topics and Well Written Essays - 1500 words

Herman Melville - Research Paper Example Library of Congress would then honor him for he actually was the library’s first writer to collect and publish material. The great author was born in the city of New York as the third born child of Maria and Allan Gansevoort Melville. The letter e was added to his family name to making it Melville in the year 1832 by Maria on the death of his father. While growing up, young Melville was attacked by scarlet fever in the mid 1820s which adversely affected his health. Whereas he regained back his health after a short period, the disease permanently impaired Millville’s eyesight. The father was a very accomplished and successful merchant & importer and as such the family led a very good life when Melville was growing. However things changed in the year 1830 when Allan unsuccessfully attempted to enter fur trade. This failure spelt doom for the family’s fortune on his death in the year 1832, Allan left the family in an extremely desperate financial situation. Following the father’s demise, Herman Melville’s oldest brother Gansevoort took over their family business in New York City. Soon after, Melville joined Gansevoort in the business as a partner and later some of their brothers came on board. Melville would enrol with Albany Classical School in the mid 1830s to study literature and while at Albany he participated in the student debates. At the same time he had started his writing career; he wrote some proems short stories and essays. After a period of studies at the Albany Classical School Melville left and took up a job as a teacher in Massachusetts. The teaching job was not fulfilling and therefore after just three months of work, Melville quit his position and returned to New York City. The year 1837 was another bad one for the family, Gansevoort’s business of fur and cap went down again this time round putting the family in a

Attention Deficit Disorder Term Paper Example | Topics and Well Written Essays - 1250 words

Attention Deficit Disorder - Term Paper Example This leads to a lack of attention and it affects activities of an individual in everyday life (Grosenbach 2000 & Whiteman et al 1995). Thus it is a fact that ADD is a real and treatable psychological disorder; not just an excuse for people to misbehave. ADD derives its roots from the early eighteenth century when it was diagnosed by George Still. The name however was not designated for the disorder in 1902 by Still. George Still found 20 children with problems of attention deficiency and postulated a theory which stated that the children may be suffering from some genetic disorder which accounted for their unusual behavior. At that time the disorder was named as the Defect of Moral Thought by George Still. These symptoms were then analyzed again in 1922 and they were named as â€Å"Post Encephalitic Behavior Disorder†. In 1937 Charles Bradley used stimulants to treat children who were supposed to be suffering from this disorder and it was because of this work that in 1956 Rita lin as a drug was introduced to treat the hyperactivity disorder. In early 1960 the disorder was named as â€Å"Minimal Brain Dysfunction† and still stimulants were used to treat the disorder. In the latter stages of 1960 the disorder became known as â€Å"Hyperkinetic Disorder of Childhood†. ... ADD is diagnosed on the basis of psychiatric assessment and a detailed in depth discussion with the parents or teachers, and on the basis of a questionnaire taken by the child if he or she is old enough. The data collected is compared with a standard list of signs and symptoms, termed as "Diagnostic And Statistical Manual of Mental Disorders IV" (DSM 4) for North America and with "International Statistical Classification of diseases and related health problems (ICD 10)" for European Nations, where ADD is given the name of "hyperkinetic disorder" (Berger et al 2008). The affected individuals lack the ability to stay focused and are inattentive. They are hyperactive and are easily distracted. These symptoms can be present individually or as a combination of both of the above. ADD is the most common psychiatric disorder diagnosed in children affecting them at the frequency of 3-5%, though 4-7% of the affected children continue to suffer in the adulthood as well. Boys are affected 2-4 ti mes more frequently than girls are. These symptoms are considered a part of normal developmental behavior of a child at a young age, but when these symptoms do not resolve with increasing age or if the severity of the symptoms worsens, and then this leads to the diagnosis of ADHD (Southhall 2007; Berger et al 2008). According to the National Resource Center on ADHD, 5-8 percent of children of the school going age are affected with this condition and 2-4 percent of adults develop this disorder. The Center for Disease Control and Prevention has also indicated that 8 million children in the United States between the ages of 3 to 17 years have been diagnosed by this

Herman Melville Research Paper Example | Topics and Well Written Essays - 1500 words

Herman Melville - Research Paper Example Library of Congress would then honor him for he actually was the library’s first writer to collect and publish material. The great author was born in the city of New York as the third born child of Maria and Allan Gansevoort Melville. The letter e was added to his family name to making it Melville in the year 1832 by Maria on the death of his father. While growing up, young Melville was attacked by scarlet fever in the mid 1820s which adversely affected his health. Whereas he regained back his health after a short period, the disease permanently impaired Millville’s eyesight. The father was a very accomplished and successful merchant & importer and as such the family led a very good life when Melville was growing. However things changed in the year 1830 when Allan unsuccessfully attempted to enter fur trade. This failure spelt doom for the family’s fortune on his death in the year 1832, Allan left the family in an extremely desperate financial situation. Following the father’s demise, Herman Melville’s oldest brother Gansevoort took over their family business in New York City. Soon after, Melville joined Gansevoort in the business as a partner and later some of their brothers came on board. Melville would enrol with Albany Classical School in the mid 1830s to study literature and while at Albany he participated in the student debates. At the same time he had started his writing career; he wrote some proems short stories and essays. After a period of studies at the Albany Classical School Melville left and took up a job as a teacher in Massachusetts. The teaching job was not fulfilling and therefore after just three months of work, Melville quit his position and returned to New York City. The year 1837 was another bad one for the family, Gansevoort’s business of fur and cap went down again this time round putting the family in a