International Labour Migration And Its Implications Social Work Essays

Universal Labor Migration And Its Implications Social Work Essays Universal Labor Migration And Its Implications Social Work Essay Universal Labor Migration And Its Implications Social Work Essay 2003 ) . In Northeast piece of Thailand, in particular, worldwide relocation has become so much a segment of the activity of the unassuming community as we found in old sections, in both financial and cultural footings, that it was seen as holding become standardized inside the humble community scene. Seemingly, there are the two advantages and impediments for provincial families as a result of the movement of family individuals to abroad. While their going decreases neighborhood work power and handiness to flexibly regular individual consideration or family help, provincial families may benefit from remittals or get pride from their family unit individuals word related or cultural achievement in the new scenes ( Asis, 2006 ) . Moreover, relocation including conceivable return are likely antiphonal to the adjusting situation of the families. The fundamental subject is that resettlement influences bolster trades among migrators and their families which sway the families cultural and monetary prosperity. A portion of the changes will take to augmentations and others to losingss for each gathering ( Asis, 2006 ) . At the point when a family part moves, the most seeable and prompt effect is the material advantage, in impossible to miss improvements in the financial situation of the family. As we found in Chapter 7, the salary degree and financial prosperity of families are improved after movement going. While improved financial fortunes after relocation have been noted in an extent of surveies, the cultural expenses of their going, especially on those left-behind, have been habitually excluded from the movement writing. While army movement surveies have just perceived that relocation is non essentially the worry of the individual yet adjacent to includes and influences the migrators families, less surveies have advanced to dissecting in thing the fortunes of those left-behind and how their lives have been reshaped in a perplexing mode by the going of cardinal relatives ( Toyota, Yeoh and Nguyen, 2008 ) . This exploration was centered around trepidation of global work relocation and the prosperity of families rather than portability itself, and this development looks to focus on the effect of worldwide movement on two plainly stable ; the matured and the children who are by and large left-behind by moving adults who are their children ( for the matured ) and guardians ( for the children ) . The investigations of this region depend on the hands on work informations from family polls and meetings. Because of the limitations of informations gathered, the examinations here are centered around a few family occurrences during the hands on work. 8.2 Wellbeing OF THE ELDERLY 8.2.1 Migration and Social Support Given the point of convergence of examination, I am curiously keen on the prosperity of matured guardians who left-behind in country families. In spite of the fact that the effect on the migrators themselves is past the scope of the current overview, it is of import to perceive that for guardians, the migrators prosperity seems to hold been an unquestionably a greater amount of import thought than their ain prosperity, especially when children left to happen work in abroad. Questioner: When she was roughly to go forward, did you accept with whom you would populate? Did you consider yourself in such manner? Father: I was scarcely worried about myself. Since I have some land, cultivating work and another kid, I only stressed over the young lady who left spot. She was juvenile at that cut ; she may non hold pondered it. ( Case 103 ) From the above proclamation, we can believe that since quite a while ago run findings of relocation for country parent s prosperity in mature age were only from time to time considered by either transient children or their folks at the clasp of beginning going from place. This possible gets from a few cardinal impacts. To begin with, given the juvenile age at which transient children left, the underlying going normally happened when the guardians themselves were still financially dynamic and truly great. Along these lines, guardians much of the time did non see an interest for the child to remain in the region to support them. Second, given that today s matured ordinarily have numerous children, when one withdrew abroad, there would often still be others at place or close by. In add-on, when children moved, there was much of the time echt uncertainness about the perpetual quality of the move, and a few guardians held viewpoints or if nothing else trust that at least one of their chil dren would in this manner return. To the degree that the conclusions for the provincial guardians prosperity were considered by either party, it was ordinarily from a more prompt than a since quite a while ago run position. The powerlessness of certain guardians to back up their transient children enough added to this. Some with little or no land considered the to be of their children as reducing monetary strain inside their family. Questioner: Having your children leave place for here and at that place, some of the time returning so go forthing again, makes you concerned, does nt it? Father: No, non by any means. Simply that they have an occupation and cash without relying monetarily upon us. Their life off, it is okay for us. They come place one time each twelvemonth or on point of family unit occasions. ( Case 72 ) Unquestionably increasingly normal, particularly in the Northeast part, was the anticipation of the help that transient children would have the option to gracefully to their folks soon after the transition to mitigate current financial misfortune. The idea that movement could help to back up guardians could be started by either the child or the parent. She said she did nt wish life in the open country, however best life in the city. She talked with me and disclosed to me that, in the event that she could pick up cash, she would guide me a few. So I let her movement as she wanted to be, going for work, non for happiness. Leaving to work, she could bear to take care of herself and the family unit. Remaining here, she had nil to make. ( Widowed mother, Case 238 ) Not all guardians, by and by, anticipated significant material help. A few expressly denied this, doing clear that their essential thought was that the move would benefit their child. Connection with transient children, including up close and personal contact, is an esteemed and of import start of cultural and passionate help for matured guardians. Since the relocation of children plainly diminishes chances for up close and personal connections, it conceivably subverts such help. Notwithstanding, topographical detachment does non forestall keeping contact, and intermittent eye to eye contact is conceivable through visits. In the undermentioned region, I look at how contact among guardians and transient children is kept up, each piece great as the nature and frequence of visits in any case. Keeping Contact While Away Quite recently, keeping contact, especially on an ordinary or continuous balance, was hard for both country guardians and their children populating in far off topographic focuses in abroad. In the event that guardians urgently expected to make transient children, the main choice was through wire. This required both dish to a station office and cognizing a reference where the child could be reached. The last could introduce a genuine activity if the child moved frequently or lived in fleeting housing run of the mill for those in building work, a typical business of transitory children abroad. Letterss could be utilized for less squeezing issues, however took a few yearss to get, required education, and took an endeavor to create. Messages could be passed by arbiters who went to and fro, yet this relied upon circumstances ( Knodel et al. , 2000 ) . In the last barely any mature ages, the across the board handiness of migrant telephones has actually altered the capacity of country guardians and their children populating another state to arrive at one another. At the point when I led hands on work, private land-line phones are uncommon. Open compensation pay phones, albeit now regular in unassuming communities, are habitually faulty and are simply helpful for naming out yet non for having calls ( Interview informations, Case 219 ) . Conversely, migrant telephones are both advantageous and dynamically normal. The colossal greater part of guardians detailed that they have had at any rate incidental and, in army occasions, sensibly visit telephone contact with transitory children through itinerant telephones. Many had an itinerant telephone of their ain, commonly gave by a transient child. Once in a while a co-occupant child or grandkid would hold a migrant telephone. Indeed, even seniors with no migrant telephone in the family typi cally had dish through a neighbor or close by connection. Just a couple of cases, phone contact was now and again saved for squeezing undertakings, and thusly rare. In add-on to extraordinarily facilitating contact for cultural and passionate grounds, itinerant telephones other than serve handy expectations for the two guardians and children. Spouse: Merely a ring. We do nt hold one, yet the entirety of our children do. It has gotten considerably more advantageous since itinerant telephones are utilized everyplace. They were costly prior, yet I ve heard now the rate is gaining littler. Previously, we needed to form them letters, which took long to make their authorities. It s better now through telephone. ( Case 219 ) Questioner: What do you make, when you need to secure in contact with the transient children in abroad? Spouse: I call them using an itinerant telephone. We as often as possible call one another. They call me to ask about us in the event that I neglected to contact them for unnecessarily long. ( Case 219 ) One situation that plainly served to expand the likeliness of continuous calls was the nearness of the transitory child s ain children in the family. Vagrant boies or young ladies would name to investigate up on and converse with their children if the children were old bounty, yet at a similar clasp they would other than address their ain guardians. In certain occurrences, the grandkids had even been given their ain phones. Cell phones other than make it simpler for migrator

About and For with Adjectives

About and For with Adjectives About and For with Adjectives About and For with Adjectives By Maeve Maddox The ongoing post on energized for made me imagine that a rundown of descriptors that take about and for may be valuable. for anxious for glad for (as in Im upbeat for you since you have succeeded.) remedial for unacceptable for about determined about eager about rich about excited about amped up for thrilled about nervy about monitored about artless about upbeat about (as in Im cheerful about my advancement.) furious about educated about meddlesome about thrilled about phobic about calmed about inflated about ambiguous about Here are a few citations from papers: Sharks Evander Kane anxious for first end of the season games in ninth season Pumas mentor Doug Marrone cheerful for Bills, yet wont dig into his odd exit from Buffalo. Such a declaration is improper. In the event that the Captain decided the plane was unacceptable for the flight, it is their obligation and Quarry neighbors furious about dumping, water quality. Benton Township inhabitants close to the Rocky Ridge Development quarry are disturbed about Detroit Lions veteran players are amped up for first-round draft pick Frank Ragnow. He took speaks harshly to both focus and left gatekeeper at tenderfoot Kristin Higgins was inflexible about not pushing girly generalizations on her little girl, and painted her room in shades of green. Higgins later Need to improve your English shortly a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Writing Basics classification, check our well known posts, or pick a related post below:Creative Writing 101One Fell SwoopHow Long Should a Synopsis Be?

Amelie †Intercultural Film Review Essay

Amelie is a French film about a youthful twenty something young lady who’s world opened up to her when her mom kicks the bucket and she is permitted to wander out. After a wellbeing misdiagnoses at a small kid Amelie is abandoned in her home away from all individuals and connections until her mom dies and she ends up free. She turns into a server and chooses to help all the individuals around her until one day she herself discovers love. This film shows a French social example where the individuals are liberal, eccentric, remarkable, and peculiar. The primary character Amelie, needs to take advantage of her life. She takes the watcher on a way through a progression of subplots where she is attempting to help individuals that encompass her discover bliss and happiness. Paris and the individuals of France are appeared in an unconventional and fantasy condition. At the same time, Amelie, is expelled from all human contact which makes for a fascinating film on the off chance that one is endeavoring to see this film through the perspective of relational correspondence. All the conveying in the film is done using analogies, conspire, plots, stunts, and so forth. It’s fascinating in light of the fact that Amelie doesn’t legitimately speak with individuals despite the fact that she isn't hostile to social. She is extremely social and likes to help individuals however she does so solely nonverbally. One special case to this is when Amelie causes a visually impaired man to go across a bustling road and, inverse to her typically quiet nonverbal character, she continues to rapidly depict everything that she sees and everything that is going on to the visually impaired man in excellent detail. This is done as a demonstration of generosity for somebody who can’t see and not as a type of genuine or genuine correspondence. All genuine correspondence in this film, is done in a virtuous design of feline and mouse. It feels practically like relational correspondence in this film is a game that isn't to be paid attention to. When Amelie finds a kid that she is impractically keen on, she ends up expecting to speak with him just from a separation. Amelie indeed plays one of her games so as to hide her personality. Nino, the object of Amelie’s love, is a kid who gathers old photographs from an old photograph corner. The utilization of pictures in this film is overpowering and sh ould have some explanation for it. It’s as though the characters are imparting through the photos as opposed to with words. In any event, when Amelie was rapidly depicting the encompassing to the visually impaired man she was helping over the road, maybe she was making an image in his brain so he could interface with her. Maybe Amelie can onlyâ communicate through symbolism like allegories and photos in light of the fact that she spent her whole youth alone with just her folks since they thought she was too sick to even consider being around others. I have blended sentiments about this movie since I can value a decent rom-com and I comprehend the believing the executive was attempting to make yet I’m not a devotee of the whimsical fantasy sentiments which I think this film falls into. I would have favored a film with a genuine underlining tone and I could manage without all the impulsive notion. Amelie felt like a kid in a woman’s body, much the same as 13 going on 30â ¸ and for me the doe peered toward cutesy character started to wear on me and I got myself more irritated than anything by the end. The setting is Paris, however not the genuine Paris but instead a dream adaptation of Paris similar to a fantasy or the Paris you can find in old films. The story itself felt very Disney-like in that the mother bites the dust at the outset which is the reckless to the principle character being constrained ill-equipped onto the world, the fundamental character at that point helps many sub-characters out en route to discovering her genuine affection. Very Disney in fact. I’m sure that I would not prescribe this film to my companions or my family, however perhaps it would have a spot in a social interchanges study hall. I figure the main issue I would have with it is that it doesn’t depict a genuine or genuine culture, and just depicts a dream like culture. The lead character can frame connections and make the crowd care about her without saying much by any stretch of the imagination, which can have some worth with regards to the investigation of nonverbal correspondence. Likewise, there may be an incentive to figuring out the French culture from this film, in light of the fact that despite the fact that I didn’t love the story or the film-production, there was something in particular about the ‘sound’ in the film. The exchange drew me into the French culture which was fascinating in light of the fact that I don’t talk any French. Despite the fact that I battle to pinpoint the inclination o r climate of the film, I do feel that something was caught regardless of whether it was only the Disney form of Paris and French Culture.

Redesigned SAT Essay Prompts

Upgraded SAT Essay Prompts  The SAT Essay is not, at this point a straightforward peruse and react sort of a brief where the analyzer frames their own assessment on a theme and supports it with realities and models. The Redesigned SAT paper prompts require the analyzer to peruse a convincing book, and afterward dissect the writers conclusion, clarifying how the writer assembles their argument.â Overhauled SAT Essay Prompts Here are a few prompts from the College Board and the Khan Academy, trailed by a brief on this page so you can begin rehearsing at the present time! School Board SAT Essay Prompt 1College Board SAT Essay Prompt 2Khan Academy SAT Essay Prompt Practice With a Redesigned SAT Essay Prompt Now As you read the entry underneath, consider how Caroline Walkerâ uses proof, for example, realities or models, to help claims.reasoning to create thoughts and to interface claims and evidence.stylistic or convincing components, for example, word decision or offers to feeling, to add capacity to the thoughts communicated. Adjusted from Caroline Walker, Media Outlets Are Getting the Drift That a Daily Dose of Heavy News Isnt Enough for Well-Rounded Brains.  © 2009 by the HuffingtonPost.com Originally distributed September 6, 2009. Caroline Walker is an independent essayist and editorial manager. There’s a pattern getting on in the news; it’s called seeing the brilliant side and it couldnt come at a superior time. Regardless of relationship with sincere optimism, â€Å"goodness† is a shrewd sell. It comes down to advertising rationale - with the side advantage of conceivably improving our aggregate inner voice. It’s about utilizing language that connects with perusers and keep our sadness under control. We definitely comprehend what it feels like to be beaten over the head with terrible features. The planning is more right than wrong to have a go at something new. It begins just, with gentler sections peppered in among grim stories. Take this model from the New York Times, distributed a short time back and procuring strong reactions from a huge number of fans. In â€Å"The Consolation of Animalsâ€Å" by Richard Conniff, the creator discusses seeing creatures in their component, watching untamed life do its thing. He presents the defense that encountering the wild realm doesn’t require a costly safari or a dip down the Amazon. Check your terrace, your closest lake, your shadiest tree. â€Å"People who do stupid stuff like dashing red-throated nut cases down a sea shore in the dead of winter - or even simply halting to respect swans flying overhead, their wings squeaking like entryway pivots - are at risk to get a notoriety for being somewhat nuts. Yet, I want to consider it what makes me practically normal. These experiences with the rulers of life (and furthermore with the soybeans) pull me up out of the insignificance and ineptitude of my workaday life.† The post caused me to notice its home on the newish Times arrangement called â€Å"Happy Days: The Pursuit of What Matters in Troubled Times.† Most features slant toward fate and agony, leaving feel-great stories in the residue. Burrowing through day by day articles to look for motivating ones can in some cases feel like a vain fortune chase. We know they’re out there, all over... they’re just not in every case simple to discover. News sources additionally appear to perceive that a peruser can unfortunately take a limited amount of much greatness, and that if we’re going to contribute toward improving things in our reality we’ve got the chance to be helped that there’s bounty to remember goodness to be found. From the Happy Days site: â€Å"The extreme monetary downturn has constrained numerous individuals to reconsider their qualities and the manners in which they follow up on them in their every day lives. For a few, the quest for bliss, mental soundness, or even endurance, has been changed. Glad Days is a conversation about the quest for happiness in its numerous structures - monetary, enthusiastic, physical, profound - and the accounts of those endeavoring to grapple with the lives they lead.† The Times isn’t alone. CNN began the CNN Heroes arrangement a year ago, it’s as yet going solid. At that point NBC Nightly News and Brian Williams requested that perusers offer their own â€Å"good news† stories. Entries - and demands - for positive news poured in. It can’t be some time before others get on and balance the need of finding out about the world’s disasters and battles with the craving to catch wind of humanity’s endeavors to recuperate these injuries. I think it’s safe to state that we’ve arrived at a state of sympathy weariness where emergency and catastrophe don’t enter our cerebrums and hearts in an adequately compassion inciting way. We need balance. It’s critical to think about war and financial accidents, sickness and fiasco that influence our reality, however without anything to counter the weight, it makes for a somewhat forlorn layout. The situation begins looking sad, change appears to be tricky, and the Kardashians become vastly more intellectually edible than dispossession rates and bombings. Needing to re-outline issues in a decent light isn’t just optimism; it’s mindful business and successful influence. It’s a tad of subconscious control, and it’s all great to the extent I’m concerned - re-outline an issue with a positive inclination and we can fool perusers into finding out about worries that need our aggregate consideration. It’s official: Kindness is cool. Decent is OK. Uplifting news is digging in for the long haul. SAT Essay Prompt:â Compose an article where you clarify how Caroline Walkerâ builds a contention to convince her crowd that positive reports are significant. In your paper, break down how Walker utilizes at least one of the highlights in the ways that go before the entry (or highlights voluntarily) to reinforce the rationale and influence of her contention. Be certain that your examination centers around the most pertinent highlights of the section. Your exposition ought not clarify whether you concur with Walker’s claims, yet rather clarify how Walker manufactures a contention to convince her crowd.

Inventions & Discoveries Essay Example | Topics and Well Written Essays - 500 words

Developments and Discoveries - Essay Example It has additionally been credited to various aspects of life stopping the distinctions on social, conservative, political, and social relations. Coca-Cola Company has profoundly organized the worldwide network all through its activities, which is as per social desires. In this way, the Company makes vital courses of action in regards to business forms so as to lighten essential hazard, which may have unfriendly impacts to people in general as far as wellbeing and security (Coca-Cola Company, 64). By and by, because of centrality of this wonder in the life, globalization is viewed as a factor for advancement, which upgrades mix and guarantees that the advantages harvested are appropriated to all people over the globe. One of the principle marvels to which social orders are faced and that has impacted all parts of public activity of individuals living in the earth is globalization, which is credited to relationship to Coca-Cola Company. Globalization is a multifaceted wonder, which prompts vanishing of the fringes between financial, social, social and political relations and shapes a cutting edge connection and correspondence between countries (inside nations and among nations (Dreher, Noel and Pim, 32). Given that Coca-Cola is a global organization which utilizes individuals from various pieces of the world and these workers are moved to different provinces dependent on the requirement for abilities in different nations in which they work. Thusly, this adds to globalization dependent on culture, whereby individuals take in things from different regions and they likewise devour similar items from this organization (Dreher, Noel and Pim, 32). Thusly, purchasers have built up a high enthusiasm for th e Company’s social, moral, and ecological execution because of dynamic social-social and monetary conditions and high

27 Tweets About Books Only 90s And 00s Teens Will Understand List List #337

27 Tweets About Books Only 90s And 00s Teens Will Understand List List #337 Sponsored by The Familiars by Stacey Halls and MIRA Books. Young Fleetwood Shuttleworth, noblewoman of one of the finest houses in Lancashire, is pregnant for the fourth time, having been unable to carry a baby to term so far. When Fleetwood finds a hidden letter from the doctor who delivered her last stillbirth, she learns of the prediction that she will not survive another pregnancy. By chance she meets a midwife who promises to help Fleetwood deliver a healthy baby and prove the physician wrong. As the midwife, Alice, is drawn into the witchcraft accusations sweeping the area, Fleetwood must risk everything to help clear her name. Historians have asked, “was witch-hunting woman-hunting?” THE FAMILIARS explores the themes of women’s rights in this period, many of which still resonate today. at BuzzFeed,  27 Tweets About Books Only 90s And 00s Teens Will Understand at Electric Lit,  11 Books About Stalkers and Obsessives for Fans of “You” at the Guardian,  10 Books About Coming Out at The Bold Italic,  Books That Take Place in San Francisco at The New York Times, Books By 2020 Presidential Candidates at Off the Shelf,  9 Film Adaptations Nominated for Oscars This Year at Read it Forward,  Books That Celebrate Women of the African Diaspora at Tor.com,  the 2018 Nebula Awards Finalists at Vanity Fair,  6 Must-Read Books from Around the World at Bustle,  The Best Non-Fiction Books Out This Month In The UK at Paste,  The Most Anticipated Essay Collections of 2019

The Best Scholarships in Maryland

Students have many financial aid options available to them to pay for the cost of attending Maryland college or university. These options include scholarships, grants, tuition waivers, and loans. Maryland scholarships and grants do not have to be paid back which enables the student to not have the burden of accumulating thousands of dollars in debt. This can make the college experience more enjoyable and less stressful for the student.There are numerous scholarships, grants, and tuition waiver programs available to students who live in the state of Maryland, and a sample of some of the options are listed below. 1.2+2 Transfer Scholarship Amount: $2,000 annually for students enrolled in STEM, teaching or nursing programs.$1,000 annually for students enrolled in other programs. Qualifications: A student and their parents have to be residents of Maryland. The student has to be enrolled in a community college in Maryland, be in their final semester before transferring to a four-year higher learning institution where they have been accepted and have earned an associate’s degree. They must submit an application through MD CAPS, apply for financial aid, submit official college transcripts, and register with the selective service system.You can learn more about the 2+2 Transfer Scholarship​ here. 2. Mahindra USA Women in Ag Scholarship Amount: Maximum $2,500Qualifications: This scholarship is only available to female students who are in a two or four-year agriculture degree program. This is a needs-based scholarship for students who demonstrate strong academic and leadership skills. Students must demonstrate an interest in a career in agriculture, and they must have participated in community service.You can learn more about theMahindra USA Women in Ag Scholarship here. 3.Maryland Delegate Scholarship Amount: The minimum annual award is $200; the maximum is $19,000Qualifications: A student and their parents have to reside in Maryland. Students must be enrolled full-time or part-time in a two-year or four-year college, university or private career school. Students of all majors are eligible, but if a major is not available at a higher learning institution in Maryland, then this scholarship can be used out-of-state upon approval. Students need to fill out a financial aid package and contact their state delegate for further instructions.You can learn more about the Maryland Delegate Scholarship here. 4.Banneker/Key Scholarship Program Amount: $8,000 for in-state students; $12,000 for out-of-state studentsQualifications: This is a merit scholarship that is offered to the top one percent of incoming freshmen at the University of Maryland. Students are evaluated on academic achievement, standardized test scores, extracurricular activities, awards and honors, essays, and letters of recommendation. There is no application for this scholarship other than the admissions application to the University of Maryland, and there is an interview process.You can learn more about the Banneker/Key Scholarship Program here. 5.Board of Young Adult Advisors Scholarship Amount: $2,500 maximumQualifications: This scholarship is offered to residents of Baltimore or Washington, D.C. who are pursuing a graduate or professional degree. An applicant must be a cancer survivor or have supported a family member through their struggles with cancer. The applicant also must have been between the ages of 15 and 39 when they or their family member was undergoing cancer treatment.You can learn more about the Board of Young Adult Advisors Scholarship here. 6.Maryland Senatorial Scholarship Amount: $400 minimum; $10,100 maximumQualifications: A student and their parents must reside in Maryland. High school seniors, full and part-time undergraduate and graduate students, and career college students may apply for this scholarship. The student must demonstrate financial need and apply for financial aid to qualify. All majors are eligible, and if a major is not available at a school, then the student can go out of state and still receive the scholarship.You can learn more about the Maryland Senatorial Scholarship here. 7.Carson Scholars Fund, Inc Scholarship Amount: $1,000 maximumQualifications: This scholarship is for students in grades 4 through 11 who have a minimum 3.75 GPA and are involved in community service. Although the Carson Scholars Fund is based out of Maryland, it is available to any student who attends an accredited K-12 school in the U.S. Only one student per school can be nominated for this award.You can learn more about the Carson Scholars Fund here.​ 8.State Loan Repayment Program and Maryland Loan Assistance Repayment Program for Physicians Amount: Up to $200,000 at $50,000 per yearQualifications: Applicants must be a U.S. citizen or national with a medical degree and a valid unrestricted medical license in the state of Maryland. The physician or physician assistant must practice in a health professional shortage area. Applications are available through Maryland’s Department of Health and Mental Hygiene.You can learn more about theState Loan Repayment Program and Maryland Loan Assistance Repayment Program for Physicians here. 9.Howard P. Rawlings Guaranteed Access Grant Amount: $17,900Qualifications: This is a needs-based grant for high school seniors who are taking college prep courses and plan on attending an independent college or university in Maryland. Applicants need to file for financial aid and complete the Howard P. Rawlings Guaranteed Access Grant application.You can learn more about the Howard P. Rawlings Guaranteed Access Grant here. 10.Howard P. Rawlings Educational Assistance Grant Amount: Not to exceed $19,000Qualifications: This is a need-based grant for students who are residents of Maryland who will enroll in a Maryland college or university as a full-time undergraduate. Awards are renewable every year for up to four years. Applicants need to complete an application and file for federal student financial aid.You can learn more about the Howard P. Rawlings Educational Assistance Grant here. 11.Dean’s Scholarship Program Amount: Up to $4,500 per year for two yearsQualifications: This scholarship is for 400 Maryland residents who will be incoming freshmen at the University of Maryland. It is a merit-based scholarship where recipients receive the award based on their academic achievement and standardized test scores, awards, honors, extracurricular activities, and essays. Applicants can contact the University of Maryland for more information.You can learn more about the Dean's Scholarship Program here. 12.Carville M. Akehurst Memorial Scholarships Amount: $4,000 maximumQualification: The applicant must be a Maryland resident, but they can attend a college or university outside the state. They must be enrolled in an undergraduate or graduate landscape, horticulture or related program as a junior or senior. Applicants can go to www.hriresearch.com for more information.You can learn more about the Carville M. Akehurst Memorial Scholarship here.​ 13.Maryland Dent-Care Loan Assistance Repayment Program (MDC-LARP) Amount: $23,740 per year for up to three yearsQualifications: The applicant must be a Maryland resident, a full-time practicing dentist in Maryland with a valid, unrestricted license, and at least 30 percent of their patients must be in the Maryland Medical Assistance Program. Applicants must complete and file an MDC-LARP application through Maryland’s Department of Health and Mental Hygiene.You can learn more about the Maryland Dent-Care Loan Assistance Repayment Program here. 14.Chesapeake Urology Associates Scholarships Amount: Up to $5,000Qualifications: Full-time undergraduate students who are pursuing degrees in medicine, nursing, or an allied health field at a college or university in Maryland can qualify for this scholarship. They are selected based on academic achievement, financial need, and commitment to joining the medical profession. Applicants can contact the Chesapeake Urology Associates Scholarships for more information.You can learn more about the Chesapeake Urology Associates Scholarship here. 15.The President’s Scholarship Program Amount: $2,000 to $12,000 per year up to four yearsQualifications: This is a merit-based scholarship program provided by the University of Maryland to incoming freshmen from around the country who will be attending the school. Applicants can contact the Office of Student Financial Aid at the University for more details.You can learn more about The President's Scholarship Program here. 16.Chesapeake Bay Trust Student of the Year Amount: $5,000Qualifications: The student must be a Maryland resident and a full-time high school or college student who promotes environmental awareness at school or in the community. Applicants must fill out an application and write a 500-word or less essay.You can learn more about theChesapeake Bay Trust Student of the Year here. 17.Hal and Jo Cohen Graduate Nursing Faculty Scholarship Amount: Varies. It is equal to the tuition and fees for a nursing program at a Maryland college or university.Qualifications: Applicants must be a Maryland resident and a current full or part-time graduate student in a nursing program. The scholarship is automatically renewed each year as long as the student meets the terms and conditions of the scholarship.You can learn more about theHal and Jo Cohen Graduate Nursing Faculty Scholarship here. 18.Cynthia E. Morgan Memorial Scholarship Amount: $1,000Qualifications: The applicant must be a Maryland resident, a junior or senior in high school, or currently attending a college or university in Maryland. They must also be the first person in their immediate family to attend a college or university with plans of going into the medical field.You can learn more about theCynthia E. Morgan Memorial Scholarship hï » ¿Ã¯ » ¿ere. 19.Tuition Reduction for Non-Resident Nursing Students Amount: Students pay in-state tuition​Qualifications: This financial assistance program is for out-of-state full and part-time students who are pursuing a nursing degree at a Maryland college or university. This is not based on financial need, it is not available to Maryland residents, and it automatically renews for up to three years.You can learn more about theTuition Reduction for Non-Resident Nursing Students here. 20.Graduate and Professional Scholarship Program Amount: $1,000 to $5,000 per yearQualifications: Applicants must be Maryland residents, and they must be enrolled in a professional or graduate degree program at a participating college or university in the state. Eligible degree programs include law, medicine, dentistry, and nursing to name a few. Students can apply by completing and filing for student financial aid and by contacting the student aid office where they plan to attend.You can learn more about the Graduate and Professional Scholarship Program here. 21.Doug Parker Memorial Scholarship Amount: $2,500Qualifications: This scholarship is for students who live in Howard County, Maryland, who are seeking higher education. They or an immediate family must have been diagnosed and treated for cancer between the ages of 15 and 39. Applicants can go to www.ulmanfund.org/scholarships for more information and apply.You can learn more about the Doug Parker Memorial Scholarship here. 22.Workforce Shortage Student Assistance Grant Program Amount: $1,000 to $4,000 per year not to exceed $19,000 totalQualifications: This is both a merit and needs-based program for students in Maryland who plan on going into teaching, human services, social work, child care, nursing, and public service. Grant applications can be found at https://mdcaps.mhec.state.md.us, and if the student would like this grant based on financial need, then they will have to fill out a student financial aid application.You can learn more about theWorkforce Shortage Student Assistance Grant Program here. 23.Edward T. and Mary A. Conroy Memorial Scholarship Program / Jean B. Cryor Memorial Scholarship Program Amount: Equivalent to the annual in-state tuition within the University System of MarylandQualifications: Applicants must be Maryland residents who are the child, stepchild or surviving spouse of a U.S. Armed Forces member who died or suffered a permanent disability as a result of military service. It is also for the child, stepchild or surviving spouse of a victim of the terrorist attack on September 11, 2001. Applicants should contact the financial aid office of the college or university they plan to attend.You can learn more about theEdward T. and Mary A. Conroy Memorial Scholarship Program / Jean B. Cryor Memorial Scholarship Program here. 24.Esperanza Scholarship Amount: $5,000 to $20,000Qualifications: An applicant must be born outside of the U.S. or be a first generation American, who is a senior in a Maryland, Virginia, or D.C. high school. A committee from the local community will look into an applicant’s academic achievement, leadership and ability to overcoming challenges. Applicants can go to www.esperanzafund.org to apply.You can learn more about the Esperanza Scholarship here. 25.Flag House Scholarship Award Amount: $1,812Qualifications: This scholarship is awarded to a high school senior from the Star-Spangled Banner Flag House in Baltimore. Applicants are only required to write an essay of 250 words or less on a question the Flag House provides, and the applicant must live in or be able to travel to Baltimore. Applicants can go to the website for more information.You can learn more about theFlag House Scholarship Award here. 26.JCS Newhoff Scholarship for a Jewish Student with a Diagnosed Learning Disability Amount: VariesQualifications: The applicant must be from the Baltimore Metro area who plans on attending a college or university. They must be Jewish, have a documented learning disability, and they must come from a single parent home.You can learn more about theJCS Newhoff Scholarship for a Jewish Student with a Diagnosed Learning Disability here. 27. Kahdine Ann DaCosta Scholarship for Excellence in Leadership Amount: $1,000Qualifications: An applicant must be a racial minority high school senior in the Baltimore Metro area in good standing who demonstrates excellent leadership skills in the community and through extracurricular activities. The applicant must commit to two consecutive years of community service. More information can be found on the website.You can learn more about theKahdine Ann DaCosta Scholarship for Excellence in Leadership here. 28.Letitia B. Carter Scholarship Amount: $2,000Qualifications: This scholarship is for Maryland residents who are taking hospitality-related classes and have documented industry experience. It is open to high school seniors, college students, and hospitality industry professionals, and interested applicants can go to the website for more information and apply.You can learn more about the Letitia B. Carter Scholarship here. 29.Lisa Higgins-Hussman Foundation Scholarship Amount: $2,500Qualifications: The applicant must be between the ages of 15 and 35 and a resident of Maryland, Virginia, or D.C., and they or an immediate family must have been diagnosed and treated for cancer. The website has more information about this scholarship.You can learn more about theLisa Higgins-Hussman Foundation Scholarship here. 30.Maryland Part-Time Grant Program Amount: $2,000Qualifications: Students who are part-time undergraduates or are simultaneously enrolled in a secondary school and a college or university may apply to this grant program. Students can apply through the federal student aid application process.You can learn more about the Maryland Part-Time Grant Program here. ​ 31.Maryland Tuition Waiver for Foster Care Recipients Amount: N/AQualifications: Applicants under the age of 25 who are attending a two or four-year college or university and are in an out-of-home placement in Maryland may qualify for this program. Students who qualify will have their tuition waived at a Maryland public college or university. They can apply for this through the federal student aid application process.You can learn more about theMaryland Tuition Waiver for Foster Care Recipients here. 32.Perlita Liwanag Memorial Scholarship Amount: $2,500Qualifications: This scholarship is for adults living in Maryland, Northern Virginia, and D.C., who are seeking a higher education in the U.S. They must have been between the ages of 15 and 39 when they or an immediate family member were diagnosed and treated for cancer. Interested applicants can go to the website for more information.You can learn more about thePerlita Liwanag Memorial Scholarship here. 33.Regina C. Williams Memorial Scholarships Amount: $1,000Qualifications: An applicant must be a high school senior residing in Prince Georges County, attend a Prince Georges County, public school, and has been accepted to a college. The student must work towards getting a degree in education. www.reginacwilliams.org has more information about this scholarship.You can learn more about theRegina C. Williams Memorial Scholarships here. 34.The Junior League of Baltimore Young Woman Voluntarism Scholarship Amount: $1,000Qualifications: This scholarship is for a female graduating high school senior who has performed excellent volunteer work throughout high school. The student must reside in Maryland, and no immediate family can be a member of the Junior League of Baltimore. Go to the website for more information.You can learn more aboutThe Junior League of Baltimore Young Woman Voluntarism Scholarship​ here. 35.Korean American Scholarship Foundation – Eastern Regional Chapter Amount: $500 to $5,000Qualifications: A student must be a Korean-American living in Maryland or one of the other eastern regional states for this chapter. It is a needs-based scholarship that is open to Koreans who are U.S. citizens and foreign nationals. More information can be found on the website. Students have many financial aid options available to them to pay for the cost of attending Maryland college or university. These options include scholarships, grants, tuition waivers, and loans. Maryland scholarships and grants do not have to be paid back which enables the student to not have the burden of accumulating thousands of dollars in debt. This can make the college experience more enjoyable and less stressful for the student. There are numerous scholarships, grants, and tuition waiver programs available to students who live in the state of Maryland.You can learn more about theKorean American Scholarship Foundation here. Related Articles The Best Scholarship Websites to Find Your Funding The Best Scholarships in Louisiana The Best Scholarships in Michigan The Best Scholarships in North Carolina The Best Scholarships in Ohio The Best Scholarships in South Carolina The Best Scholarships in Texas The Best Scholarships in Utah The Best Scholarships in Virginia

The Road Not Taken By Robert Frost - 940 Words

â€Å"The Road Not Taken† was written by Robert Frost in 1916, and it was the first poem in the collection Mountain Interval (Shmoop). Even though it was written many years ago, people of all ages still study this enticing poem. Frost wrote about coming to a fork in the woods and examining which path he should take and whether he might ever come back; the speaker believes each path is fine to take, but he takes the less used path (line 6). He wrote about this decision in clear, standard English. â€Å"The Road Not Taken† is considered an allegory because of the hidden meaning about the speaker’s decision (Shmoop). There were many choices made throughout the poem based on coming to the fork, which resulted in an extended metaphor (Shmoop). Frost†¦show more content†¦He wrote â€Å"Somewhere ages and ages hence: two roads diverged in a wood, and I, took the one less traveled by, and that has made all of the difference† (17-20). This was not about walking in the woods but a life decision he would revisit for years. Along with the literary elements, Frost used many elements of critical thinking. There are many excellent implications. One implication is that people will be more careful with the decisions they make. Another implication is they will consider the long-term effects of their decisions. Another implication is that the speaker is very conflicted. One implication is that the speaker took that life decision seriously too. Also, another implication is that the setting is in fall because of the â€Å"Yellow wood† in line one. According to line 15, the reader can imply that the speaker will never return to that point. In addition, He implies that it is necessary to stop and think, just as he does, weighing the good and the bad before making a decision. Next, according to line eleven, it is morning time; an implication is that the narrator could have been the first to come to the fork. Along with implications, Frost used assumptions point of view, pathos, and Kairos to entertain. The reader can infer that the speaker wishes he had someone to help him decide which path to choose since he is conflicted. Frost assumed that the reader knewShow MoreRelatedThe Road Not Taken By Robert Frost983 Words   |  4 PagesThe poem â€Å"The Road Not Taken was written by Robert Frost, a four-time Pulitzer Prize winner in poetry, and also a special guest at President John F. Kennedy’s inauguration (Robert Frost Biography). Frost was born on March 26, 1874 in San Francisco, California and he died of complications from prostate surgery on January 29, 1963. Much of Robert’s popularity was gained throughout Europe (An Analysis of Robert Frost’s Poem: The Road Not Taken). Frost became a poetic force, and the unofficial poetRead MoreThe Road Not Taken by Robert Frost764 Words   |  3 PagesWritten by Robert Frost, â€Å"The Road Not Taken† deals with abou t making choices in life and how those choices affect your whole life. The meter of this poem is iambic tetrameter, for the most part. In most lines, the meter follows the rule with four iambs, which means that there is one unstressed syllable followed by a stressed syllable. But the meter is not normal since, in some lines, an anapest, which means there are two unstressed syllables followed by one stressed syllable, is substituted forRead MoreThe Road Not Taken By Robert Frost1173 Words   |  5 PagesRobert Frost, one of America’s well-known poets is highly regarded for his realistic illustrations of rural life and poetry which is still relevant in today’s society. After being honoured on numerous occasions, he became one of America’s most popular public figures. Frosts’ poems reflect his greatness and his life in a variety of ways after he was confronted with such despair and grief after the passing of his father due to tuberculosis at just eleven y ears of age and his mother who passed awayRead MoreThe Road Not Taken By Robert Frost995 Words   |  4 Pagesthey can only move forward hoping for the best. â€Å"The Road Not Taken†, Robert Frost, 1916. In â€Å"The Road Not Taken† a traveler is strolling through the woods and comes across two different roads he could take, and unable to travel both the poet eventually chooses which path to take. The theme conveyed is about making choices. Frost does this through the use of diction, the use of figure of speech, and the use of imagery. To start with, Frost displays the main idea of decision making by the wordsRead MoreThe Road Not Taken By Robert Frost1055 Words   |  5 Pagesago. Either way, if you admit it now or in the wee hours of the night, like most people, you will come across this question at least once in your life. Robert Frost was able to grasp this raw, vulnerable life changing moment in the palm of his hand. Then he beautifully laid it out in the form of words in the narrative poem â€Å"The Road Not Taken†. Frost is able to take you back to a time when you have been faced with a life-changing decision. Then, causing you to ask yourself â€Å"Did I make the right choiceRead MoreThe Road Not Taken By Robert Frost863 Words   |  4 PagesThe Poem, â€Å"The Road Not Taken†, by Robert Frost is a detailed poem about a conflict in a person’s life, dealing with having to take the right path throughout life. The Narrator of this poem is faced with a predicament when he comes across tw o paths. The choices that he makes in his life, can alter the future for better or worse. This poem describes his attitude and emotion towards his choices as well as, shows examples of themes, mood, and different literary devices. The title of this poem canRead MoreThe Road Not Taken, By Robert Frost968 Words   |  4 PagesPersonal Response 3 Title: The Road Not Taken Text Type: Poem Author: Robert Frost The poem, ‘The Road Not Taken’ by Robert Frost is about the â€Å"roads† and different paths we take in our lives. Frost wrote about a traveler who had to chose between two roads. He had to decide if he wanted to go down the well used or less used path. In the end, he went down the less used path. The theme of decision making and choices is shown in this poem. I think that this is a way of describing the choices we makeRead MoreRoad Not Taken, Robert Frost942 Words   |  4 PagesEnglish 101 Burstrem October 7, 2009 The Road Not Taken Life is full of choices and decisions that could ultimately change the outcome of our lives. In the poem, â€Å"The Road Not Taken† by Robert Frost, a traveler is destined to make that decision. This traveler man has to decide which road to take, one that is frequently traveled, and the one that is not. After contemplating which road to follow, he comes to the decision to take the road less traveled because he doesn’t want to follow inRead MoreThe Road Not Taken By Robert Frost1100 Words   |  5 PagesRobert Frost reflects that poetry â€Å"begins in delight and ends in wisdom†¦.It runs a course of lucky events , and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are found on, but in a momentary stay against confusion† (931). His poem â€Å"The Road Not Taken† is a clarification of life. This paper will analyze and evaluate the formal elements of â€Å"The Road Not Taken† and consid er how these elements work together to fit the author’s purpose and clarificationRead MoreThe Road Not Taken By Robert Frost1297 Words   |  6 Pagesthe poet at the time. The poem I’ll be unveiling is â€Å"The Road Not Taken† by Robert Frost, one of the most well-known poets of the modern literature movement. He lived most of his life in America but moved to the UK a few years before World War 1. (Schmoop, 2008). Frost is known for pioneering the idea that poetry deserves to be spoken out loud, using rhythm and meter, giving his work a traditional ambiance. The title ‘The Road Not Taken’ suggests there is no â€Å"right† path, only the chosen path and

Essay on Comparative Analysis of Art - 1087 Words

Art History Professor November 2012 Throughout history art has served as a preservation and representation of the time in which they were made. During the Ancient Greek period art was not only mare naturalistic and humanistic but also became directly affected by the events going around. Both the Marble Statue of an Old Woman and the Marble Statue of Aphrodite are sculptures that were made during the Ancient Greek era, they each tell a story of what was going on during that point in time. The Marble Statue of Aphrodite is the eldest of the two sculptures, it was sculpted between the 2nd and 3rd century B .C. During this period Greece was at its peak, the people of Greece had power and wealth. The art made at this time†¦show more content†¦Another reason why the arms have fallen off is because, unlike the major societies before them, Greeks believed in humanistic art. Societies before the Greeks, such as the Egyptians, used to keep the material between what would be spaces between arms and body and the legs. This form of art was not humanistic not realistic enough for the Greeks so most of their artwork follows the ideals of humanism. Artists would break off the extra material that would remain after the statue was fully sculpted. To further the realistic look of the Aphrodite sculpture the artist, who is unknown at this time, detailed the curves of her body. You can view the lines of her stomach and breasts which are simple and uncomplicated and create an ima ge that looks like a real woman. Greeks continued with the ideas of humanism and realism even as their society aged and changed. Like many great societies before them Greeks hit a climactic point in their era that had people uneasy and artist evolving away from the artistic norms that had been practiced for years; this new era was known as the Hellenistic Period. The Sculpture of an Old Woman is an example of this radical change in art; still loyal to the idea of humanism this sculpture is not of a goddess or soldier, as many arts were based on before, it was of a normal average, everyday elder woman who could have simply been walking down the street. Not only did the artist stray away from the norms of subject matter but theyShow MoreRelatedA Comparative Analysis of Characters in Oh Brother, Where Art Thou?, Homers Iliad and Odyssey and The Alchemist765 Words   |  3 Pagesrepetitive they appear again and again over time in literature, art, music, religion and culture irrespective of the time period of the geogra phical There are numerous examples of these archetypes in recent mythologically based stories. We have the Jedi Knights in Star Wars; the treasure varies from movie to movie; Harry Potter, Frodo Baggins, and many more. Two other examples of this are the hunt for the treasure in the movie Oh Brother For Art Thou, a modern retelling of Homers Iliad and Odyssey, andRead MoreComparative Politics Essay1392 Words   |  6 Pagessuch, comparison is necessary for the development of political science. The ‘art of comparing’ can be seen as what experimentation is to most sciences – the principal and most effective way to test theory. (Peters, 1998) This essay seeks to describe the different aspects of the ‘art of comparing’ and also to detail the reasons why the comparative method is a necessary tool in the belt of any political scientist. Comparative politics is one of three main subfields in political science, alongside politicalRead MoreDesign Of The Study On Art Education Curriculum And Practices1425 Words   |  6 Pagesresearch study examines ideas concerning how art education curriculum and practices might best engage students living in poverty. The main research question asks: How might art education curriculum and practices best engage students living in poverty? Sub questions that developed from the initial research question are: What art curriculum can be implemented to best engage students living in low SES situations? What teaching practices can be implemented in art lessons to encourage student engagement?Read MoreArt past to Present Essay741 Words   |  3 Pages How would you define art? What criteria would you use? -After being in the Creative Arts class my ideas about what art really is and how I would define it has changed. To me art is something that an artist has thought of and then made it. I also think that art should be something that stimulates the senses or the mind in some way. Whether it me a painting with a hidden meaning or music which stimulates your hearing senses. 2. In the coursepack discussion â€Å"what is art,† what four pieces doRead MoreSame Sex Desire, Conjugal Constructs, And The Tomb Of Niankhkhnum And Khnumhotep1241 Words   |  5 Pages Greg Reeder, author of  Same-Sex Desire, Conjugal Constructs, and the Tomb of Niankhkhnum and Khnumhotep,† proposes a theory that the tomb art found in the Ancient Egyptian tombs of manicurists Niankhkhnum and  Khnumhotep suggests the two maintained an intimate relationship with one another.   Previously, archaeologists had theorized that the artwork might have indicated the manicurists were either close friends or twins, but considering recent research from the Fourth, Fifth, and Sixth DynastiesRead MoreSummary Of The Merry Family 1642 Words   |  7 Pageshome. That sounds like the ideal family supper, doesn’t it? Keeping that idea in mind, imagine the same scenario only you live in the 17th century, then imagine the scene again in the 19th century. We are going to do j ust that in this thematic comparative analysis of two family meal paintings and then contrast them with a modern version of the same social construct. The first painting, The Merry Family by Jan Havicksz Steen is a 1410 x 1105 mm oil on canvas painting and was painted in the Baroque periodRead MoreStages of Grief1354 Words   |  6 PagesRunning  head:  STAGES  OF  GRIEF           1                              Healthy  Grieving:  A  Comparative  Analysis  Author Grand  Canyon  University:  HLT  310   Summer  19,  2016               2   HEALTHY  GRIEVING:  A  COMPARATIVE  ANALYSIS   Stages  of  Grief   Introduction   Here  in  this  essay  we  examine  the  stages  of  grief  as  defined  by  the  renowned  thanatologist   Elizabeth  Kà ¼bler ­Ross.  In  conjunction  with  this  review  of  grief  we  will  consider  the  work  of   Nicholas  Wollsterstorff  in  his  epic  Ã¢â‚¬â€¹ Read MoreProject Management Scheduling1657 Words   |  7 PagesTitle Successful Project Management Scheduling outcomes: A Theoretical Comparative Analysis of networking techniques between Event, Chain with other traditional methodologies Research Question Why it is important to conduct a comparative analysis of Event, Chain with other traditional methodologies and investigate how it contributes in being Successful scheduling techniques in Project Management discipline? Introduction to Dissertation Nowadays, Project scheduling plays lot of benefactorRead MoreThe Importance Of Research Program1471 Words   |  6 Pagesresearch course and earning credit with collaborative projects with undergraduates and PhD students through investigation of international law, lobbying, military activity, and banknotes (â€Å"IR 392: Undergraduate Research Program†). Within the college of arts and sciences at USC, undergraduates travel all over the world to perform service, study culture, or engage in a research program for a summer, semester, or even a year (â€Å"Overseas Studies†). Johana Reyes, graduate of USC’s IR program, was able to studyRead MoreWith The Recent Election Being Highly Controversial And1378 Words   |  6 Pagessubject matter between the protest poets of the Harlem Renaissance and rap artists who make political statements provides a documentation of how the protest poets created a pathway for rap artists to make political statements. The research is a comparative analysis compiled of scholarly articles, poems from the protest poets, and lyrics from politically charged songs. Throughout the research it will become evident that protest poetry had created a pathway for rap to become more politically charged and

eLearning - Free Essay Example

Sample details Pages: 25 Words: 7366 Downloads: 9 Date added: 2017/06/26 Category Education Essay Type Research paper Did you like this example? Chapter 2. Background and Related Work Introduction During the last decade the amount of literature published in the field of eLearning has grown noticeably, as has the diversity in attitudes and viewpoints of people who work on this subject. The general background presented here with regard to eLearning includes the definition, details of different types and the concept of quality. Don’t waste time! Our writers will create an original "eLearning" essay for you Create order Information quality within information systems (IS), web mining and information extracting techniques are the main areas on which supporting literature is primarily focused. However, an in-depth explanation of each branch of these research fields is outside the scope of this literature review. The literature presented here is particularly focused on the subtopics of these large research areas which are directly applicable to this research. The structure of this chapter is divided into three main parts: a general view of eLearning including definitions of eLearning, an overview of eLearning types and the concept of quality in eLearning; information quality (IQ) within ISs; and information extraction methods. Each section includes a number of subsections which address the factors that are relevant to this research. ELearning In this part of the literature review, we focus on eLearning by providing a discussion about the definitions of eLearning, eLearning types and the concept of quality in eLearning. Moreover, in this section we lay the foundation for the general concept of quality in eLearning upon which the research will be based. This section also presents a discussion about the relationships between technology, users and content in an eLearning context. ELearning Definition The term eLearning is used in the literature and in business to describe many fields, such as online learning, web-based training, distance learning, distributed learning, virtual learning, or technology-based training. During recent decades, eLearning has been defined in several instances in different ways. In any publication in the field of eLearning, it is important to ensure that the authors understanding exactly matches that of the majority of the readers, therefore, the specific definition used should be stated first. Moreover, to reach a clearer understanding of what eLearning is, in this part of the thesis we present numerous definitions of eLearning as mentioned in the literature. In general, most of the definitions of the term eLearning are used to express the exploitation of technologies which can be used to deliver learning (or learning materials) in an electronic format, most likely via the World Wide Web (WWW). Psaromiligkos and Retalis consider eLearning to be the systems which utilise the WWW as a delivery medium for static learning resources, such as instructional files, or as an interface onto interactive The previous definitions look at eLearning in general; in more detail, eLearning can be in the form of courses or in the form of modules and smaller learning materials it also could take various forms. Romiszowski takes these details into account and summarises the definitions encountered in the literature in a way that emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Naidu also takes into consideration the differences in the forms of interaction when trying to formulate a general definition of eLearning: educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities. The position adopted in thi s research is that eLearning entails the technology used to distribute the learning materials, the quality of these materials, and the interaction with learners. The definition of eLearning used in this research addresses these dimensions in terms of: the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchange and collaborations ELearning Types As mention earlier, eLearning takes many different forms and includes numerous types of systems. In the extant literature eLearning types are defined following two main axes: the user context (individuals, groups or a community of users) and users engagement and interactivity. Romiszowski takes these details into account and summarises the definitions encountered in the following table, which emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Looking more deeply at the division of the forms of interactivity used in eLearning systems, there are two main types of eLearning: asynchronous and synchronous, depending on learning and teaching activities. Synchronous eLearning environments require tutors and learners, or the online classmates, to be online at the same time, where live interactions take place between them. In this context, Doherty describes an Asynchronous Learning Network (ALN) as a variety of eLearning systems which distribute learning materials and concepts in one direction at a time. Moreover, Spencer and Hiltz express ALN as a place where learners can interact with learning materials, tutors and other learners, through the WWW at different times and from different places. The focus of this research will be on a case where students log-in to and use the system independently of other students and staff members, as well as using asynchronous methods regarding learning content, quality management and delivery which fit firmly into the general definition of the asynchronous eLearning environment. Quality Concept in ELearning The definition of eLearning adopted in this thesis represents three fundamental dimensions: technology, access and quality. The focus in this research will be on quality, which is considered a crucial issue for education in general, and for eLearning in particular. This section of the literature review will discuss concepts of quality in eLearning generally, and highlight the importance of content as the most critical factor for the overall quality. Currently, there are two recognised challenges in eLearning: the demand for overall interoperability and the request for (high) quality. However, quality cannot be expressed and set by a simple definition, since in itself quality is a very abstract notion. In fact, it is much easier to notice the absence of quality than its presence. Despite efforts to reach a comprehensive, universal definition of quality in eLearning, there is still a fundamental ambiguity surrounding the issue. One position is to consider quality as an evaluati on of excellence, a stance which is primarily adopted by universities and education institutions. For example, in universities quality teaching and learning are promoted as the top priority, giving less attention to criteria or measurements regarding teaching input into courses, the learning outcomes, and the interactivity with the system. Another trend is to consider the improvement in quality, where quality is improved by moving beyond the set conceptions applied, and generally moving in the direction of a flexible process of negotiation, which needs a very high level of quality capability from those involved. Furthermore, quality can be viewed and considered from different aspects. Here, the SunTrust Equitable report illustrates what they perceive to be the value chain in eLearning in the form of a pyramid. The content is the most critical factor of eLearning. Indeed, to be able to use the internet as a tool to improve learning, the content should not distract learners, but increase their interest for learning. Learning tools and enablers are also important in the learning procedure. In reality, providers of learning platforms and knowledge management systems are key in the successful delivery of content. These companies provide the necessary infrastructure to deliver learning content. Moreover, learning service providers (LSP) are the distribution channels for content providers. One of the challenges facing these knowledge hubs and LSPs is to ensure that the learners are receiving fresh content. Companies focused on educational e-tailing then complete the value pyramid of eLearning. Looking at the pyramid it can be clearly observed that content is the most critical component of learning through the internet. In a similar manner, Henry stated that eLearning is composed of three main aspects: content, technology and services, he also emphasised that content is the most significant factor. Although this thesis will focus on the quality of content delivered by eLearning as the most important criteria and the most influential in the overall level of learning quality, the specified context and the perspectives of users also need to be taken into account when defining quality in eLearning. It is also essential to classify suitable criteria to address this quality. ELearning Technology, Users and Content Although most eLearning explanations focus on the technology and not on the learning, it is important to keep the people eLearning is designed for in mind. Moreover, individual learning styles and required learning materials should be addressed first. Then a suitable electronic delivery method can be adopted. On their website (agelesslearner.com), Karl and Marcia Conner commented, in this regard, that Maybe the e should actually follow the word learning'. Henry describes the content in a way that includes all delivered materials, including the materials which are usually offered in classroom-based learning and that are tailored for eLearning, in addition to any other knowledge the developer might offer. In fact, eLearning systems are considered to be user-adaptive systems, where systems are designed to react with user performance and choices. Webber, Pesty and Balacheff express user modelling as a central issue in the development of user-adaptive systems, whose behaviour is u sually based on the users preferences, goals, interests and knowledge. Moreover, they declare that a system can be considered user-adaptive when changes in its functionality, structure or interface can be monitored, in order to consider the different needs of users and, ultimately, their changing needs. In the area of eLearning Heift and Nicholson believe that eLearning systems as adaptive systems are designed to meet the diverse requirements of students who have different levels of knowledge and backgrounds [19]. There is a significant base of literature and research in the area of adaptive systems, which usually base their behaviour on user models. In more detail, Kobsa explained that the user model often depends on one user or a group of users sharing the same profile and it characterises users preferences, goals, interests and knowledge. Webber, Pesty and Balacheff notice that with regard to this point there are two main problems relating to user modelling: to identify the re levant information to be modelled and to decide which method is more suitable to apply in order to determine the relevant information about the user. In fact, personalisation plays an important role in all areas of the e-era, especially in eLearning, as stated by Esposito, Licchelli and Semeraro, where the main issue is student modelling. This is the analysis of student behaviour and the prediction of future activities and learning performance . Furthermore, Ong and Ramachandran perceive that the literature on adaptive systems shows that by modelling the learner, the human tutor and the knowledge domain of instructional content, powerful pedagogical outcomes can be obtained. Although eLearning systems are considered types of adaptive systems, the difference between the concept of the user and the concept of the student creates a fundamental problem in the eLearning area. In this context, Esposito, Licchelli and Semeraro believe that in a general web system the user is free to sur f and the system attempts to predict future user steps using the user model in order to improve the interaction between the user and the system, while in the eLearning system the modelling has to improve the educational route, adapting it to the model of the student. As a result it is essential to control and to assess student browsing. The systems should not give the students absolute freedom to decide their way through the content and learning materials, rather, the system should provide a specific educational path and offer a continuous evaluation activity of student performance, towards a defined pedagogical goal. Although delivering web-based educational materials can be very useful as the same content is distributed to a number of students and can be accessed regardless of time and place, this delivery would not be beneficial from a pedagogical point of view if the students, their level of knowledge and their learning style was not known. In fact, Sanatally and Senteni obse rve that the widely held principle of using the web simply as a form of distributed medium for learning materials does not add significant value to the learning process. This argument leads to the conviction of the importance of developing adaptive eLearning systems. Even if adaptive systems are focused on the interaction with users and changing the course and the content dynamically with their needs, and not on controlling the set sequence of a course, eLearning can exploit adaptive technologies to build learning environments that form user-specific sequencing. Tang and McCalla use the example of the Paper Recommender System as a good example of this exploitation: the system was designed to give recommendations to students about what conference or journal papers to read, based on their level of understanding and knowledge. We can see more clearly, as suggested by Conati and VanLehn, that the aim of adaptive systems is to build precise, interactively changing models of individual student learning, in order to use them as representations of how learners are progressing within the content of the course. Moreover, Papanikolaou et al. describe adaptivity as being system-controlled and in most cases assists in: planning the content, planning the delivery and presentation of the learning materials, supporting student navigation throughout the field of knowledge and problem solving. From this, it can be deduced that learner models generally characterise learner knowledge levels on the concepts of domain knowledge, pedagogical goals and learning preferences towards diverse styles of learning materials. In this context, they suggest that the domain model should be used in parallel with the learner model to provide a structure for the representation of learner knowledge of the defined domain. Using this procedure, tailored learning materials can be distributed to specific learners to be consistent with their requirements. This corresponds with the vision of Mittal et al., who realised that by creating several broad groups into which it is possible to segment target learners, it can be ensured that the content of learning materials for an absolute beginner student is not the same for that of a student getting ready for an exam. Nowadays, most student modelling systems follow the same method, in which the systems starting point is to create a reference template for a student, thus, the expertise or intelligence encoded into the system can adapt the course organisation and content to the individual student. The use of this method to decide the style and level of content that a student should be offered, according to how students interact with the system, will lead to a more personalised learning experience. In the case of this research, the student and domain model did not entail the complexity of those built in adaptive systems; however, several of the underlying principles of available student and domain modelling techniques proved to be usef ul. The key issue in most adaptive systems that feature student and domain modelling is a sequence of complex data repositories that give highly precise values about student performance and completion against learning materials. The focus in this research will be on measuring the quality of the content of learning materials distributed via eLearning systems, and establishing how the student will interact with the materials, how they will be able to extract the relevant information from the content and how the context of the online materials will help students to recognise the underlying structure of the content and easily access the parts in which they are interested. This research will gather empirical evidence using online questionnaires, which can be used to directly ask students about their preferences and perspectives. Summary This part of the literature review provided a general overview of eLearning, including definitions of eLearning, a note of eLearning types and consideration of the concept of quality in eLearning. It also identified the definition adopted for eLearning in this study and considered the type upon which this research will focus. Moreover, in this section we laid the foundation for the general concept of quality in eLearning upon which the research will be based. Finally, it presented a brief discussion about the relationships between technology, users and content in an eLearning context. The next part of this chapter will discuss the concept of IQ within ISs; this will be used later on to set standards for IQ in the context of eLearning systems. Information Quality in Information Systems In this part of the literature review we will start with a brief discussion of the terms data quality and information quality, and will shed some light on the concept of IQ within ISs and how it could be defined. We will also provide a comprehensive review of the major historical developments of IQ frameworks. Data Quality(DQ) vs. Information Quality During recent years, much work has been done to build quality frameworks for IQ dimensions. In the past, research focused on DQ, but due to the recent development of internet technologies, ISs today are providing users with information, not only data. Therefore, research attention has shifted to focus on IQ frameworks. While, some researchers explicitly distinguish between the terms data and information and explain information as data which has been processed in some way, sometimes, it may be difficult to discriminate between them in practice . Still, in some studies the term information is interchangeable with data. Likewise, the term data quality is often used synonymously with information quality. Consequently, in this study, the concept of information will be used in a broad sense, which covers the concept of data. Before reviewing the researches that were conducted to formulate (data/information) quality frameworks within ISs, first we will discuss the meaning of IQ a nd how it could be defined. How Information Quality Could be Defined Although it is important to set standards for IQ, it is a difficult and complex issue, particularly in the area of ISs, because there is no formal definition of IQ, as quality is dependent on the criteria applied to it. Furthermore, it is dependent on the targets, the environment and from which viewpoint we look at the IQ, that is, from the provider or the consumer perspective. Moreover, IQ is both a task-dependent and a subjective concept. Juran summarises these aspects of quality in his quality definition as fitness for use. Similarly, Wang described DQ (which could apply to IQ) as data that is fit-for-use. This description has been adopted by researchers because it brings to light the fact that IQ cannot be defined and evaluated without knowing its context. Defining IQ in a contextual approach seems to be logical because quality criteria, which could be used to assess IQ, can differ according to the context. In fact, IQ is expressed in the literature to be a multi-dimensional concept with varying attributed characteristics depending on the context of the information. However, taking into account the complexity of the IQ concept and that its measurement is expected to be multi-dimensional in nature, the prime issue in defining the quality of any IS is identifying the criteria by which the quality is determined. The criteria result from the multi-dimensional and interdependent nature of quality in ISs, and are dependent on the objectives and the context of the system. Thus, it is common to define IQ on the internet by identifying the main dimensions of the quality, for that purpose IQ frameworks are widely used to identify the important quality dimensions in a specific context, these dimensions can be used as benchmark to improve the effectiveness of information systems, as described by Porter. Information Quality Frameworks Today, for any IS to be judged successfully it has first to satisfy additional predefined quality criteria. An eLearning system is a special type of IS so it is important to examine the literature relating to the traditional IS success models and the proposed quality frameworks, in order to test the possibility of extending these success models to identify eLearning content quality criteria in an eLearning context. Much of the work done in IS success has its origins in the well-known DeLone and McLean (DM) IS Success Model.This model provided a comprehensive taxonomy on IS success based on the analysis of more than 180 studies on IS success and it identified over 100 IS success measures during the analysis. It established that system quality, IQ, use, user satisfaction, individual and organisational impact were the most distinct elements of the IS success equation. In a later work, the authors confirmed the original taxonomy and their conclusion, namely that IS success was a mul tidimensional and interdependent construct. Their model makes two important contributions to the understanding of IS success. First, it provides a scheme for categorising the multitude of IS success measures that have been used in the literature. Second, it suggests a model of temporal and causal interdependencies between the categories. The updated model, which was proposed in 2003, consists of six dimensions: Information quality, which concerns the system content issue. Web content should be personalised, complete, relevant, easy to understand and secure. System quality, which measures the desired characteristics of a web based system such as usability, availability, reliability and adaptability. Service quality Usage, which measures visits to a website, navigation within the site and information retrieval. User satisfaction, which measures users opinions of the system and should cover the entire user experience cycle. Net benefits, which capture the balance of positive and negative impacts of the system on the users. Although this success measure is very important, it cannot be analysed and understood without system quality and IQ measurements. In their model, DeLone and McLean defined three main dimensions for the quality: IQ, systems quality and service quality. Each one has to be measured separately, because singularly or jointly, they will affect subsequent system usage and user satisfaction. In 1996, Wang and Strong proposed their DQ framework, which will be discussed in more detail in the following section. In their framework they categorised characteristics/attributes in to four main types/factors: intrinsic, accessibility, contextual and representational. This method of categorising IQ factors and attributes proved to be a valuable methodology for defining IQ. Lately, several quality management projects in business and government have successfully used this framework. After Wang Strong DQ framework, diverse research efforts were spent in order to identify IQ dimensions in deference contexts. Although these frameworks varied in their approach and application, they shared some of the same characteristics conc erning their classifications of the dimensions of quality. In 1996, Gertz focused on finding possible solutions for the problems regarding modeling and managing data quality and integrity of integrated data. H proposed a taxonomy of data quality characteristics that includes important attributes such as timeliness and completeness of local information sources. While Redmans work aimed to set up practical guidelines to analyze and improve information quality within business processes, h proposed a number of quality attributes grouped into six categories: Privacy, Content, Quality of Values, Presentation, Improvement and Commitment. In the same year, Zeist Hendricks identified 32 IQ sub-characteristics grouped in 6 main IQ characteristics which covered functionality, reliability, efficiency, usability, maintainability and portability. Unlike general purpose IQ framework, in 1997 Jarke proposed a special purpose framework where he used the same hierarchical design established by Wang Strong. He defined IQ criteria depending on the context and requirements for specific application; Data Warehouse Quality (DWQ). In his framework, Jarke linked each operational quality goals for data warehouses to the criteria which describe this goal. The main defined criteria are accessibility, interpretability, usefulness, believability, and validation. In 1998, Chen gave a list of IQ criteria with no special taxonomy. He, however, proposed a goal-oriented framework focusing mainly on time-oriented criteria such as response time and network delay. One year later, Alexander Tate proposed their framework for IQ IN Web environment. This framework consisted of 6 main criteria; authority, accuracy, objectivity, currency, orientation and navigation. In the same year, Katerattanakul Siau adapted Wang Strong DQ framework to propose their four categories IQ framework of individual websites. Furthermore, Shanks Corbitt recommended a semiotic-based quality framework for inform ation on the Web. This framework includes four semiotic levels. Syntactic level to insure that information is consistent whiles the Semantic level focuses on the information completion and accuracy. Pragmatic level is the third level which covers the usability and the usefulness of the information. The forth level is the social level ensures information understandability. Within their framework there are 11 quality dimension distributed within the identified levels. Dedeke in 2000 developed a conceptual IS quality framework that includes 5 categories; ergonomic, accessible, transactional, contextual and representational quality. Each category consists of number of quality dimensions such as; availability, relevancy and conciseness. Whilst Zhu Gauch described 6 quality metrics for information retrieval on the web; these are availability, authority, currency, information-to-noise ratio and cohesiveness. Leung adapted Zeist Hendrickss quality framework in 2001 and applied it to Intranet applications. He defined 6 main IQ characteristics; functionality, reliability, usability, efficiency, maintainability and portability. Each quality characteristic in the proposed framework includes numbers of sub-characteristics. Several research in IS quality were undertaken in 2002, Eppler Muenzenmayer suggested two main manifestations for their proposed framework; content quality and media quality. The content quality is focused on the quality of the presented information and it consists of two categories; relevant information and sound information. Whereas media quality is focused on the quality of the medium used to deliver the information and it includes optimized process category and reliable infrastructure category. Each category in the framework contains number of quality dimensions. Khan categorised IQ depending on the context of the system. The framework divided IQ into two main quality types; product and service quality. Moreover, it divided these two type s into 4 quality classifications and each classification into number of quality dimensions. The quality classifications are sound information, useful information, dependable information and usable information. In addition, Klein conducted a research in the same year to identify five IQ dimensions chosen Wang Strongs DQ framework to measure IQ in Web context; accuracy, completeness, relevance, timeliness and amount of data. Mecella also proposed an initial framework for quality management in Cooperative Information System (CIS). This framework includes a model for quality data exported by cooperating organizations and the design of an infrastructure service and improving quality. More recent, in 2005 Liu Huang mentioned 6 key dimensions for IQ; source (focused on information availability), content (focused on information completeness), format and presentation (focused on information consistency), currency (focused on information currency and timeliness), accuracy (focused on information accuracy and reliability) and speed (focused on how easily information is downloadable). Besiki et all introduced in 2007 a general framework for IQ assessment. This framework consists of a comprehensive taxonomy of IQ dimensions, and provides a straightforward and powerful predictive method to study IQ problems and reason through them in a systematic and meaningful way. Lately, Kimberly et all presented in 2009 a model for how to think about IQ depending on the application context; they identified number of common IQ metrics. Kargar Azimzadeh also presented an original experimental framework for ranking IQ on the Web log. The results of their research revealed 7 IQ dimensions for IQ in Web log. For each quality dimension, quality variables associated coefficients were calculated and used so that the proposed framework is able to automatically assess IQ of Web logs. In the same year Thi Helfert conducted a research aimed to propose a quality framework based on IS architecture. In their research they identified quality factors for different construct levels of IS architecture. Moreover, they also presented impacts amongst different quality factors which help to analyze the cause of IS defects. In this part we gave a brief review of the researches conducted to formulate (data/information) quality frameworks within ISs. However in the next section we will focus on Wang and Strongs DQ framework as we will use it as a base for this research to measure IQ in eLearning systems along the dimensions of the framework. Wang and Strongs Data Quality Framework Wang Strongs DQ framework, one of the most comprehensive, popular, remarkable and cited DQ frameworks, was established by Richard Wang and Diana Strong in 1996. Their framework was designed empirically by asking users to give their viewpoints about the relevance of the IQ dimensions to capture the most important aspects of DQ to the data consumer. In their framework, Wang and Strong classified quality dimensions into four groups: Intrinsic DQ: refers to the quality dimensions originating from the data on its own. This aspect of quality is independent of the users perspective and context. Contextual DQ: focuses on the aspect of IQ within the context of the task at hand. In this group, the quality dimensions are subjective preferences of the user. Contrary to the first group, DQ dimensions cannot be assessed without considering the users viewpoint about their use of provided information. Representational DQ: is related to the representation of information within the systems. Accessibility DQ: refers to the quality aspects concerned with accessing distributed information. The defining feature of this particular study is that quality attributes of data were collected from the data consumer instead of being defined theoretically or being based on the researchers own experiences. Their research can provide a basis for measuring DQ/IQ along the dimensions of this framework. Summary In this part of the literature review we shed some light on the use of the terms data quality and information quality, we also discussed the concept of IQ within ISs and considered how it could be defined. We also gave a historical review of the researches conducted to formulate (data/information) quality frameworks within ISs, focusing on Wang and Strongs DQ framework which will provide a good basis for this research to measure IQ in eLearningsystems along the dimensions of this framework. However, this research will also investigate the possibility of integrating a web-mining approach, a data gathering technique, in order to automate the evaluation process. It seems logical, therefore, that the available methods for web-mining and information extraction are now reviewed. These will be discussed in the next section. Information extraction and Web-Mining This study focuses not only on the evaluation of IQ in the context of eLearning systems, but also it will investigate the possibility of integrating a web-mining approach, a data extraction technique, in order to automate the evaluation process. This part of the literature review will provide a brief overview of the information represented on the web. It will also focus on web-mining definitions and categories, and the idea of information extraction. Information on the Web Today, the web is becoming more popular and interactive information publishing mediums and the levels of web information are growing rapidly. Moreover, the web holds a huge amount of distributed information for news, education, government, e-commerce and various other information services. Also, the web contains a rich and dynamic collection of hyperlink information and webpage access and usage information, all of which raise an information overload issue. In fact, today web users can access vast amounts of information, however, it becomes ever more difficult to weed out the irrelevant and discover the relevant information which has drawn attention to a fundamental issue: information overload. The nature of web information is unstructured, thus it can only be understood by humans, but the massive amount of available information means that it can only be processed efficiently by machines. A lack of metadata, data about data, represents another challenge when dealing with the publ ished information. To be able to cope with these challenges researchers started to apply techniques from data-mining and machine learning to web data and documents. Web-mining applications help users in finding, sorting and filtering the available information, while the Semantic Web aims to make the data machine understandable as well. Web-Mining Extracting useful or valuable information from the web is usually referred to as web-mining. It refers to the application of data-mining methods for the discovery of useful information on the web. In the literature, several definitions exist relating to web-mining. It could be generally defined as the automated discovery and analysis of useful information published in web documents and services using data-mining methods. It is a large and new area converging from several research districts, such as database, information extraction and artificial intelligence. Web-mining techniques could be used to solve the information overload problem. Web-Mining Categories There are three categories for web-mining according to the different sources of the target data: Web-content mining: which addresses the discovery of knowledge from the content of web pages, thus, it includes the target data contained in a web page as text, images, multimedia, etc. Web-usage mining: which addresses the discovery of knowledge from user navigation data while surfing the web, thus, this includes the target data contained in users log files. Web-structure mining: which addresses the discovery of knowledge from hyperlinks on the web. This broadly used categorisation of web-mining started in 1997 when Cooley, Srivastava and Mobasher introduced web-content mining and web-usage mining, while web-structure mining was added in 2000 by Kosala and Blockeel. The focus in this research will be on web-content mining as a technique to automate the extraction process of the information needed in the quality measurement. Web-Mining and Information Extraction (IE) Natural language (NL) texts are used mostly as digital information storage mediums. The main goal of information extraction (IE) is to find the required information in NL texts and store this information in a way that is suitable for automatic querying and processing. IE involves defining output representations or templates and searching only for information that fits the defined representations. Summary Within this section of the literature review a brief idea of information representation on the web was provided. It also shed some light on the web-mining definition and considered the categories of web-mining, finally, the idea of information extraction was noted. Conclusion The literature review provided a general background to the subject of eLearning, including the definitions, types and the concepts of quality, IQ within ISs, and web-mining as an information extracting technique. The literature offered here mainly focused on the sub-topics of the larger research areas which will be directly applicable to this research. References Paulsen, M.F., (2002) Online education systems: Discussion and definition of terms. NKI Distance Education, Romiszowski, A., (2004) Hows the e-learning baby? Factors leading to success or failure of an educational technology innovation. Educational Technology. 44(1): p. 5-27 Gerhard, J. and Mayr, P.(2002) Competing in the e-learning environmentstrategies for universities. Proceedings of the 35th Annual Hawaii International Conference on System Sciences (HICSS02). 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