The Legend of El Dorado

The Legend of El Dorado El Dorado was a legendary city evidently found some place in the unexplored inside of South America. It was supposed to be incomprehensibly rich, with whimsical stories recounted gold-cleared boulevards, brilliant sanctuaries and rich mines of gold and silver. Somewhere in the range of 1530 and 1650 or something like that, a large number of Europeans looked through the wildernesses, fields, mountains, and waterways of South America for El Dorado, huge numbers of them losing their lives all the while. El Dorado never existed with the exception of in the fevered minds of these searchers, so it was rarely found. Aztec and Inca Gold The El Dorado legend had its underlying foundations in the huge fortunes found in Mexico and Peru. In 1519, Hernn Cortes caught Emperor Montezuma and sacked the strong Aztec Empire, snatching a great many pounds of gold and silver and making rich men of the conquistadors who were with him. In 1533, Francisco Pizarro found the Inca Empire in the Andes of South America. Taking a page from Cortes book, Pizarro caught the Inca Emperor Atahualpa and held him for recover, gaining another fortune all the while. Lesser New World societies, for example, the Maya in Central America and the Muisca in present-day Colombia yielded littler (yet at the same time noteworthy) treasures. Would-Be Conquistadors Stories of these fortunes got out and about in Europe and soon a large number of travelers from all over Europe were advancing toward the New World, wanting to be a piece of the following campaign. Most (however not every one) of them were Spanish. These explorers had practically no close to home fortune yet incredible aspiration: most had some experience battling in Europes numerous wars. They were fierce, savage men who had nothing to lose: they would get rich on New World gold or kick the bucket attempting. Before long the ports were overwhelmed with these future conquistadors, who might shape into enormous campaigns and set off into the obscure inside of South America, frequently following the vaguest bits of gossip about gold. The Birth of El Dorado There was a trace of legitimacy in the El Dorado legend. The Muisca individuals of Cundinamarca (present-day Colombia) had a custom: rulers would cover themselves in a clingy sap before covering themselves in gold powder. The ruler would then take a kayak to the focal point of Lake Guatavit and, before the eyes of thousands of his subjects watching from shore, would jump into the lake, rising clean. At that point, an incredible celebration would start. This convention had been ignored by the Muisca when of their disclosure by the Spanish in 1537, however not before expression of it had arrived at the eager ears of the European interlopers in urban communities everywhere throughout the landmass. El Dorado, truth be told, is Spanish for the overlaid one: the term from the start alluded to an individual, the ruler who canvassed himself in gold. As indicated by certain sources, the man who begat this adage was conquistador Sebastin de Benalczar. Development of the Myth After the Cundinamarca level was vanquished, the Spanish dug Lake Guatavit looking for the gold of El Dorado. Some gold was undoubtedly found, however not as much as the Spanish had sought after. Subsequently, they contemplated hopefully, the Muisca must not be the genuine realm of El Dorado and it should at present be out there some place. Endeavors, made out of ongoing appearances from Europe just as veterans of the triumph, set out every which way to look for it. The legend developed as uneducated conquistadors passed the legend by overhearing people's conversations starting with one then onto the next: El Dorado was not simply one lord, yet a rich city made of gold, with enough riches for a thousand men to become rich until the end of time. The Quest Somewhere in the range of 1530 and 1650 or something like that, a huge number of men made many invasions into the unmapped inside of South America. A run of the mill undertaking went something like this. In a Spanish beach front town on the South American territory, for example, Santa Marta or Coro, a magnetic, compelling individual would declare an undertaking. Somewhere in the range of one hundred to 700 Europeans, for the most part Spaniards would join, bringing their own defensive layer, weapons, and ponies (in the event that you had a pony you got a bigger portion of the fortune). The undertaking would compel locals along to convey the heavier rigging, and a portion of the better-arranged ones would bring domesticated animals (generally hoards) to butcher and eat en route. Battling hounds were constantly brought along, as they were helpful when battling pugnacious locals. The pioneers would regularly obtain intensely to buy supplies. Following a few months, they were all set. The campaign would take off, apparently toward any path. They would remain out for any time allotment from two or three months to up to four years, looking through fields, mountains, waterways, and wildernesses. They would meet locals en route: these they would either torment or handle with endowments to get data about where they could discover gold. Invariably, the locals pointed toward some path and said some variety of our neighbors toward that path have the gold you look for. The locals had immediately discovered that the most ideal approach to be freed of these inconsiderate, fierce men was to mention to them what they needed to hear and send them out the door. Then, ailments, renunciation, and local assaults would trim down the campaign. All things considered, the undertakings demonstrated shockingly flexible, overcoming mosquito-plagued swamps, crowds of irate locals, bursting heat on the fields, overflowed streams, and cold mountain passes. In the long run, when their numbers got excessively low (or when the pioneer kicked the bucket) the campaign would surrender and get back. The Seekers of This Lost City of Gold Throughout the years, numerous men looked South America for the unbelievable lost city of gold. Best case scenario, they were off the cuff pilgrims, who rewarded the locals they experienced generally reasonably and helped map the obscure inside of South America. Even under the least favorable conditions, they were avaricious, fixated butchers who tormented their way through local populaces, executing thousands in their pointless journey. Here are a portion of the more recognized searchers of El Dorado: Gonzalo Pizarro and Francisco de Orellana: In 1541, Gonzalo Pizarro, sibling of Francisco Pizarro, drove an undertaking east from Quito. Following a couple of months, he sent his lieutenant Francisco de Orellana looking for provisions: Orellana and his menâ instead found the Amazon River, which they followed to the Atlantic Ocean.Gonzalo Jimã ©nez de Quesada: Quesada set out from Santa Marta with 700 men in 1536: in mid 1537 they arrived at the Cundinamarca level, home of the Muisca individuals, which they quickly prevailed. Quesadas endeavor was the one that really found El Dorado, in spite of the fact that the covetous conquistadors at the time would not concede that the unremarkable takings from the Muisca were the satisfaction of the legend and they kept looking.Ambrosius Ehinger: Ehinger was a German: at that point, some portion of Venezuela was managed by Germans. He set out in 1529 and again in 1531 and drove two of the cruelest campaigns: his men tormented locals and sacked their towns steadily. He was murdered by locals in 1533 and his men returned home. Lope de Aguirre: Aguirre was an officer on Pedro de Ursã ºas 1559 endeavor which set out from Peru. Aguirre, a jumpy crazy, before long turned the men against Ursã ºa, who was killed. Aguirre in the long run assumed control over the campaign and started a rule of dread, requesting the homicide of a significant number of the first adventurers and catching and threatening the Island of Margarita. He was slaughtered by Spanish soldiers.Sir Walter Raleigh: this incredible Elizabethan subject is recognized as the man who acquainted potatoes and tobacco with Europe and for his sponsorship of the bound Roanokeâ colony in Virginia. In any case, he likewise was a searcher of El Dorado: he thought it was in the good countries of Guyana and made two outings there:â one in 1595â and every second in 1617. After the disappointment ofâ the second endeavor, Raleigh was executed in England. Was It Ever Found? So,â was El Dorado at any point found? Kind of. Theâ conquistadorsâ followed stories of El Dorado to Cundinamarca but would not accept that they had discovered the legendary city, so they continued looking. The Spanish didnt know it, however the Muisca development was the last significant local culture with any riches. The El Dorado they looked for after 1537 didn't exist. In any case, they looked and looked: many campaigns containing a large number of men scoured South America until aboutâ 1800 when Alexander Von Humboldtâ visited South America and presumed that El Dorado had been a fantasy from the beginning. These days, you can discover El Dorado on a guide, in spite of the fact that its not the one the Spanish were searching for. There are towns named El Dorado in a few nations, including Venezuela, Mexico, and Canada. In the USA there are no less than thirteen towns named El Dorado (or Eldorado). Finding El Doradoâ is simpler than ever†¦just dont expect roads cleared with gold. The El Dorado legend has demonstrated flexible. The thought of a lost city of gold and the frantic men who scan for it is simply unreasonably sentimental for scholars and specialists to stand up to. Incalculable tunes, storiesâ books, and sonnets (counting one by Edgar Allen Poe) have been expounded regarding the matter. There is even a superhuman called El Dorado. Moviemakers, specifically, have been interested by the legend: as of late as 2010 a film was made about a cutting edge researcher who discovers pieces of information to the lost city of El Dorado: activity and shootouts result.

Macbeth And Metaphysics Essays - Characters In Macbeth,

Macbeth And Metaphysics The Three witches in the disaster Macbeth are presented directly toward the start of the play. They disclose to Macbeth three predictions, he will be Thane of Cawdor, Thane of Glams and King. These predictions acquaint him with thoughts of enormity. Macbeth will in the long run finish on executing lord Duncan. This brings into the play, thought of destiny and the job with which it has in the play. The witches could foresee the future, they can include allurement, and impact Macbeth, yet they can not control his predetermination. Macbeth makes his own anguish when he is driven by his own feeling of blame. This makes him become uncertain with regards to the purposes behind his activities which thus makes him submit more killings. The witches offer incredible allurement, yet it is at long last, every person's choice to succumb to the intrigue, or to be sufficiently able to oppose their captivation. The witches are just liable for the presentation of these thoughts and for additional shaping thoughts in Macbeth head, however they are most certainly not liable for his activities all through the play. Woman Macbeth is demonstrated right on time in the play as a goal-oriented lady with a solitary reason. She can control Macbeth without any problem. This is appeared in the line That I may pour my spirits in thine ear. (I,V, 26) Before the discourse that Lady Macbeth gives in act one scene five, Macbeth is settled not to proceed with the murdering of the lord. In any case, Lady Macbeth says that it would be on his masculinity and his dauntlessness if he didn't. This at that point persuades Macbeth to submit regicide. In spite of the fact that Macbeth has the last say in whether to proceed with the underlying executing, he cherishes his better half and needs to fulfill her. She is the commanding individual in the relationship which is appeared in her monologue, This have I figured great to convey thee, my dearest accomplice of significance, that thou mightst not lose duty by cheering by being uninformed of what enormity is guaranteed the. Lay it to thy heart, and Farewell.(I, V, 7-10) Once Macbeth kills just because, he must choose the option to keep on concealing his off-base doings, or hazard loosing all that he has buckled down for. At long last, everything comes to Macbeth himself. Everybody is answerable for his own predetermination. This is a fundamental topic in this catastrophe. Macbeth, decides to bet with his spirit and when he does this, it is just him who decides to lose it. He is answerable for anything he does what's more, must take absolute responsibility for his activities. Macbeth is the person who made an official choice to do his activities. He settled on these ultimate conclusions and proceeded with the killings to cover that of King Duncan. The slaughtering of Duncan begins a relentless chain of occasions in the play that closes with the homicide of Macbeth and the self destruction of Lady Macbeth. In the first place, Macbeth had all of the characteristics of a good noble man who could become anything. This is all broken when his soul abrogates his feeling of noteworthiness. In spite of the fact that Macbeth is cautioned with respect to the legitimacy of the witches forecasts, he is enticed and will not yield to common sense from Banquo. At the point when the second arrangement of predictions Macbeth gets start to show their shortcomings Macbeth reprimands the witches for misleading him with misleading statements. While the witches are not absolutely capable for the activities of Macbeth, they are answerable for acquainting the thoughts with Macbeth which thus started up Macbeth's aspiration and prompted a shocking and superfluous chain of occasions.

Playing on the Same Court - UGA Undergraduate Admissions

Playing on the Same Court - UGA Undergraduate Admissions Playing on the Same Court Hoosiers There are a few movies everyone has where, if it appears on-screen when you are channel surfing, you have to stop and watch at least a few scenes.   Hoosiers, where an underdog basketball team from the small town of Hickory, Indiana and their outsider coach overcome personal struggles to make it to the Indiana HS basketball championship game. One particular scene always stands out for me: As the team walks into the imposing Butler Universitys Hinkle Fieldhouse in Indianapolis prior to playing in the final game, the players are stunned into silence as they look around the massive arena. Going from their high school gym with a capacity in the hundreds to a field house that seats 15,000 is an overwhelming change for the Hickory players, causing them to doubt themselves and their chances of winning the championship game. In the pivotal scene, Coach Dale has several of the players use a measuring tape to check the dimensions of the basketball court. I think youll find it is the exact same measurements as our gym back in Hickory. With one sentence, Coach Dale lets his players know that while the field house might be massive and the opposing team might seem intimidating, on the court where the game is played, it is a level playing field. When our office works with students who have challenges in their educational situation, many times from rural areas or from schools with limited resources, we see that same stunned silence as the Hickory HS players walking into the gym. Many students and parents look at the students from other schools in the state, the academic data of our admitted students, and even the size of the University itself and feel overwhelmed.   These students attend schools which deal with funding gaps, disparity in offerings for academics and activities, insufficient support services and differences in opportunities based on school location among other things. While we cannot change certain aspects of a students life and the issues surrounding their education, we can try to let them know that our goal is to make the playing field the same size for every applicant. From our history with students from all over the state of Georgia and the country, we know that there are a number of underdog students from smaller towns who attend schools that dont make the Best X in the state lists, but when given access to the great opportunities that UGA has to offer, shine as bright as any other student out there. Football Recruiting When I start thinking about underdogs from small towns, my mind turns to athletics and players who barely made the team yet later became leaders of their programs. If I worked at Clemson, I would probably be talking about Hunter Renfrow right now. But being at UGA, I will focus on a football recruit from 2002. This student was from a small school in south Georgia, and his HS team had one winning season in the four years he played there. He played four sports overall and eight different positions on the football field, but he was overlooked due to the size of his school and the limited W-L record of his team. He was a zero star recruit with only one Division I football offer. Late in the recruitment period, the newly hired UGA coaching staff found out about him, and after watching him at a basketball practice, he was offered a scholarship at UGA. Four years later, he had become a star safety, an NFL round one draft prospect, and he is now about to begin his 15th season in the NFL. Who would have thought that Thomas Davis would have gone from a lightly recruited high school player to NFL star. It was only when the coaching staff looked beyond the initial numbers and looked at the context of his situation that they saw what Davis was capable of on the field, and found their overlooked star. By the way, Davis is now in the UGA Ring of Honor, is a two time NFL Pro Bowler, and was the 2014 Walter Payton Man of the Year. Admissions Review Our holistic review process starts with an attempt to understand the context of each applicant, and to start with everyone on the same level playing field. By context I mean that we look at what the student has done within the scope of their individual situation. We are not making a decision based on whether a student attended a school ranked as # 1 in the state or one that has limited resources, but rather on what the students have done with the opportunities with which   they have been provided. When we look at an applicants curriculum, we do so with an understanding of what is offered at their high school and in their community. We work with a wide range of high schools, with senior class sizes ranging from 20 to 1,200+. For a number of smaller schools, the range of academic offerings are limited, with many of these schools not having access to AP or IB courses. In these cases, we dont expect students to magically take six AP courses where none exist, but to instead challenge them selves as best as possible within their school and then look within their community for other academic options such as dual enrollment work. We also try to understand the applicants overall family situation, as we have applicants who need to work full time to help with family finances or work within the family business, from the family farm, a restaurant owned by the parents or a small business run out of the house. In addition, some applicants have family members that require the student to take time out of their day, from watching over siblings, acting as language translators to even taking care of parents/grandparents. One key for applicants is to make sure they let us know in detail about their activities outside of the classroom, and to let us know about any challenges they might be facing. As such, we are not just looking at grades, courses and activities of a student, but the context behind this information. We have also tried to focus more on information that predicts college success, such as course rigor and core grades, while lessening the importance of factors such as SAT/ACT scores, which are more headline-worthy but give us less valuable information. Our office is able to look at the information on our enrolled students to better understand key factors leading to success on our campus, and to translate that back to our review process. Our goal is to look at our applicants and what they are like now, academically and personally within the context of their own situation, and then look at how they might impact our campus in these two areas. Admissions decisions will never be perfect. We make decisions based on the information we have on hand, but at times we do not have the full picture of an applicants life. In addition, we are not able to fix the numerous issues we see in our applicantss lives, from the disparity in school resources to the challenges that face a number of our students. We can never make the playing field perfectly level for all applicants or admit all the students we feel are strong (space constraints limit us). But what we can do is try and make sure that everyone knows the court is the same size for everyone and that all applicants know we welcome the chance to review their files. Go Dawgs!

Simple Web Page Hit Counter Code Using PHP and MySQL

Website stats provide important information to a website owner about how the site is doing and how many people visit. A hit counter counts and displays how many people visit  a webpage. The code for a counter varies depending on the programming language used and the amount of information you want the counter to collect. If you, like many website owners, use PHP and MySQL with your website, you can generate a simple hit counter for your webpage using PHP and MySQL. The counter stores the hit totals in a MySQL database. The Code To get started, create a table to hold the counter statistics. Do that by  executing this code: CREATE TABLE counter ( counter INT( 20 ) NOT NULL );INSERT INTO counter VALUES (0); The code creates a database  table named  counter with a single field also called counter, which stores the number of hits the site receives. It is set to start at 1, and the count increases by one each time the file is called. Then the new number  is displayed. This process is accomplished with this PHP code: ?php// Connects to your Database mysql_connect(your.hostaddress.com, username, password) or die(mysql_error()); mysql_select_db(Database_Name) or die(mysql_error());//Adds one to the countermysql_query(UPDATE counter SET counter counter 1);//Retrieves the current count$count mysql_fetch_row(mysql_query(SELECT counter FROM counter));//Displays the count on your siteprint $count[0]; ? This simple hit counter doesnt give the website owner valuable information such as whether the visitor is a repeat visitor or a first-time visitor, the location of the visitor, which page was visited, or how much time the visitor spent on the page. For that, a more sophisticated analytics program is necessary. Counter Code Tips Wanting to know the number of people who visit your site makes sense. When you are comfortable with the simple counter code,  you can personalize the code in several ways to work better with your website and gather the information you seek. Customize the database, table, and code to include other informationHold the counter in a separate file and retrieve it using include ()Format the counter text using regular HTML around the include functionCreate different rows on the counter table for additional pages on your website

The Number One Question You Must Ask for Argumentative Essay Topics about Religion

The Number One Question You Must Ask for Argumentative Essay Topics about Religion What's more, the strategies employed by the writer to attain a rhetorical influence on the reader vary depending of audience and purpose. For an argumentative essay it's smart to set up three claims which provides a strong reason behind your stance on the topic matter. I believe that's the easiest and most rational explanation. Here, the most suitable quantity of specificity is critical. You have to make sure you select a controversial issue that is one where there are two opposing views. This usually means that in picking a topic, you should make certain that there's enough information available that you use as arguments. Sum up the primary points and main arguments that you're going to support or refute. Finding the most suitable arguments will allow you to prove your point and win. An individual should focus on the range of sentences in the paragraphs. So far as essay structure goes, a 4 or 5 paragraph essay based on the number of points you might want to argue is a great start. Include references and citations to strengthen your work. Provide three ideas and produce each in a different paragraph. The considerable debate on religion in schools is getting more and more heated. An essay or paper on canada multiculturalism canada has for ages been called the mosaic, as a result of simple fact that it consists of a varied mixture of races, cultures. Just concentrate on the elements of it you're able to prove with facts. The idea of religion is quite wide. There are several things that we just accept as we grow because they're the prevailing theories, if you reside in a multicultural environment then you've got exposure to a larger array of ideas, but there's still peer pressure and many people on Earth don't have such access. If you're fighting to think of content for your assignment, speak to us. For lots of people, it's challenging to locate the ideal place to speak about controversial problems. Due to the sum of pressure, a number of the students are under they get too nervous and they're not able to submit their work in time. The procedure for getting good argumentative research essay topics is hard. In a very long essay, the thesis ought to be in the very first or second paragraph. The entire strategy of Creating An essay that's argumentative. It's important to get a way of organizing your long essay. Citations and extracts from several sources have to be formatted properly. It's important to get a topic that's specific enough that finding sources is relatively simple, but broad enough you can write many pages about it. By abiding By the above-given hints you will readily realize an impactful argumentative essay. A thriving introduction has the capability to give a review of the info that the readers will be receiving in the essay. You've got william shakespeare biography summary appraisal report permit the reader know how you'll focus your essay by identifying the key themes to be. The cost of an essay depends upon the total amount of effort the writer has to exert. It is possible to buy argumentative essay from a specialist writer. Selecting an emotional topic is also a superb idea. Does an excellent lawyer has an effect on the results of a murder trial in the usa. Academic writing ought to be approached as an item that encompasses lots of considerations. Argumentative writings is a particular sort of a paper. It's the mixture of breakfast and lunch in 1 plate. They should be prepared to work on your paper until it's up to your satisfaction. Also, utilize all the scratch paper you will need. Whatever They Told You About Argumentative Essay Topics about Religion Is Dead Wrong...And Here's Why While you might not get the opportunity for attempting all of them, select the field which interests you, select any topic and begin writing. The more research you can do in order to secure better at your upcoming profession, the better. Carry out as much research as possible, you wish to look like someone who is aware of what they are referring to. Argue the part of emotional intelligence in a business enterprise.

Factors to Instructors Satisfaction of Learning Management Systems Free Essays

string(166) " surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh \( 2000 \) , Pituch and Lee \( 2006 \) , Roca et Al\." Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. We will write a custom essay sample on Factors to Instructors Satisfaction of Learning Management Systems or any similar topic only for you Order Now These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, personal innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should be carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which enab le teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. You read "Factors to Instructors Satisfaction of Learning Management Systems" in category "Essay examples" ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) asse ssed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical. Teacher Features The acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a little private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Alb irini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij A ; Schepers, 2008 ) LMS Features The features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction. Organization Features An organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics Hypotheses Computer Anxiety Hypothesis Computer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-learning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS. Technology Experience Hypothesis Users ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction. Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS. Personal innovativeness Hypothesis Personal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics Hypotheses System Quality Hypothesis System quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS. Information Quality Hypothesis Information quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was important for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS. Service Quality Hypothesis Service quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features Hypothesiss Management Support Hypothesis Management support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptance and credence of LMS may be associated with the indorsement o f their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS. Incentives Policy Hypothesis Incentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS. Training Hypothesis Supplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention Hypotheses Continuous Blended Learning Intention Hypothesis The purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition. Pure Use Intention hypothesis Many organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learning for distance instruction ( Pituch A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) w ere self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally. Table 1: Independent Constructs Measures and Loads Concept Measures Loading Computer Anxiety I believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961 Technology Experience I feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333 Personal Innovativeness I like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735 System Quality The system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190 Information Quality The information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186 Service Quality The system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769 Management Support Senior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517 Incentives The usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685 Training I receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761 Table 2: Dependent Concepts Measures and Loads Concept Measures Loading User Satisfaction ( SAT ) I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684 Continuous Intention to LMS Use in Blended Learning ( CUI ) I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917 Purpose to Pure LMS Use ( PUI ) I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts. Table 3: Concepts Reliability and Validity Concept Entire Items Dependability AVE Computer Anxiety ( CA ) 3 0.932 0.821 Technology Experience ( TE ) 3 0.794 0.566 Personal Innovativeness ( PI ) 2 0.818 0.699 System Quality ( SQ ) 4 0.827 0.545 Information Quality ( IQ ) 4 0.917 0.734 Service Quality ( SvQ ) 4 0.921 0.744 Management Support ( MS ) 4 0.899 0.692 Incentives ( IN ) 3 0.970 0.915 Training ( TR ) 3 0.866 0.683 User Satisfaction ( SAT ) 3 0.898 0.747 Continuous auxiliary Use Intention ( CUI ) 3 0.909 0.769 Pure Use Intention ( PUI ) 3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept. Table 4: Concept ‘ Correlations and Discriminant Validity Concept Calcium Tellurium Pi SQ Intelligence quotient SvQ Multiple sclerosis Inch TR Saturday CUI PUI Computer Anxiety ( CA ) 0.906 Technology Experience ( TE ) -0.153 0.752 Personal Innovativeness ( PI ) -0.295 0.551 0.836 System Quality ( SQ ) -0.092 0.159 0.260 0.738 Information Quality ( IQ ) -0.078 0.179 0.209 0.633 0.857 Service Quality ( SvQ ) -0.027 0.056 0.128 0.472 0.689 0.863 Management Support ( MS ) 0.199 -0.174 0.125 0.298 0.226 0.229 0.832 Incentives ( IN ) 0.227 -0.224 -0.106 0.158 0.124 0.142 0.530 0.957 Training ( TR ) 0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.297 0.826 User Satisfaction ( SAT ) -0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.388 0.864 Continuous auxiliary Use Intention ( CUI ) -0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.764 0.877 Pure Use Intention ( PUI ) 0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.435 0.943 Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values. Table 5: Model Evaluation A ; Paths Analysis Way Beta ( I? ) p-value Hypothesis CAi? SAT – 0.3058 lt ; 0.0005 H1: supported TEi? SAT 0.0587 gt ; 0.5 H2: non supported PIi? SAT 0.1115 lt ; 0.025 H3: supported SQi? SAT 0.1808 lt ; 0.025 H4: supported IQi? SAT 0.2371 lt ; 0.001 H5: supported SvQi? SAT 0.0398 gt ; 0.5 H6: non supported MSi? SAT 0.1272 gt ; 0.5 H7: supported INi? SAT 0.1476 lt ; 0.01 H8: supported TRi? SAT 0.2046 lt ; 0.001 H9: supported SATi? CUI 0.7693 lt ; 0.0005 H10: supported SATi? PUI 0.3592 lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of LMS ( I? =0.2371, P lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P lt ; 0.0005 ) ; therefore, hypothesis 10 and hypothesis 11 severally are supported. DISCUSSION A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS. How to cite Factors to Instructors Satisfaction of Learning Management Systems, Essay examples

The Long

The English civil war occurring between 1642 and 1651 was a controversy between the executive headed by King Charles I, and the English legislature. In all his time of leadership, King Charles I had a perception that God Himself granted him leadership to lead England.Advertising We will write a custom essay sample on The Long-Term Impact of the Revolution on Economic Development specifically for you for only $16.05 $11/page Learn More In his dictatorial capacity, King Charles I refused to recall parliament and instead, went ahead to rule eleven years until when bankruptcy faced his regime. In order to raise money to run government affairs, King Charles I had to recall parliament to enact policies, which will see his regime acquire money through increased taxes. However, the angry members of parliament declined this offer and eventually, controversy ensued. The country was heading towards the worst. King Charles I decided to raid the House of Commons and managed to apprehend several members of parliament. There was high probability that war could ensue ant time. Since there were two warring sides, each citizen had to choose which side to support[1]. Consequently, divisions became nigh. Proprietors and rural folks backed the King even as rich businesspersons and urban dwellers became parliament lieutenants. The sequence of fortified disagreements and political machinations led into a bloody war that claimed lives of many people. Just like in any contest where there is a winner and a looser; parliament triumphed over King Charles I and deposed him. Although the war stopped, parliament went ahead to try King Charles I of treason and found him blameworthy. In 1649, the English monarchy collapsed as King Charles I died through execution while his son, King Charles II went on exile. The Commonwealth of England took over from the authoritarian English monarchy and continued up to 1653 when Oliver Cromwell led the Protectorate until his dea th in 1658. Oliver Cromwell played a significant role during the English Civil War, which saw England change its leadership structure from a monarchy to a republic. Later on, Oliver Cromwell ruled the ephemeral commonwealth of England before being the head of Protectorate between 1653 and 1658. Historical literature depicts Oliver Cromwell as a fascinating icon in the British history.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is because, his leadership styles dominated incongruous verdicts for example, backing parliamentary system of governance, constitutional mandate to dissolve parliament, and supporting religious freedom but at the same time, assassinating heretics. The availability of plenty information on his ascendancy into British power alludes him as a historical personage[2]. Oliver Cromwell came from a family that owned large trucks of land. While studying at Cambridge, Oliver Crom well entered Puritanism and integrated his political, religious and personal life into an entity. The landed family decided to send Oliver Cromwell to parliament in order to represent their interests. The fact that Oliver Cromwell hailed from a family of landed gentry, saw him side with other parliamentarians to oppose the royalists. Astonishingly, in 1642, Oliver Cromwell malformed his political career and became an endowed military head notwithstanding his negligible understanding on military operations. Oliver Cromwell led the parliamentary troops (Roundheads) to defeat Charles I’s Cavaliers and finally took over. The long-economic struggle was now underway. The long serving feudal system composed of few aristocracies and Anglican Church goers who wanted to control land and richness. On the other side, there were Roman Catholics who never wanted anything to do with economic, social and scientific advancement. Roman Catholicism was the backbone of feudalism, which made Euro pe a single political system. King Charles I sided with Roman Catholics church and favored its taxation system. Nevertheless, this resulted into anger from Presbyterian bourgeoisie and commercial capitalists. Luckily, this faction composed several members in parliament. The feudal system could not allow expansion of trade and industries as businesspersons had to pay huge taxes imposed by the system. On the other hand, lack of scientific, social and economic growth acted as trade barriers. Feudal landowners suppressed the landed gentry that composed of middle families like that of Cromwell. Consequently, an economic crisis ensued in 1641 and later royal and parliamentarian war[3].Advertising We will write a custom essay sample on The Long-Term Impact of the Revolution on Economic Development specifically for you for only $16.05 $11/page Learn More Cromwell led the Protectorate towards economic developments. As the Lord Protector, Cromwell dreamt of formi ng a stable nation and ensure peace reigned in a once war tone nation. Nevertheless, social reforms took precedent ahead of government jurisdictions. Cromwell wanted to reach out rich capitalists for economic development. He instituted reforms in the judicial system in order to quell the risen political animosity, reduced hefty taxation and formed diplomatic relationship with the Dutch aimed at concluding First Anglo-Dutch War. Secondly, Cromwell engaged in communal and ethical reorganizations aimed at liberty of conscience and religious sanctity. Additionally, although favoring evangelical Puritanism as the best mode to worship, his desire to economic development saw Cromwell accept Jewish worship. This is because; the Jews were rich people who had led Holland into economic success. In fact, Cromwell encouraged them to return from Holland in order to set up the basis of economic recovery thwarted by the English Civil War. The main aim of doing this was to end feudalism and instead, replace it with capitalism. The revolution was imperative because, it commenced British capitalism that led to industrial revolution and expansion of trade regionally and internationally. Historians do agree that the Cromwell regime though marred with some acts of authoritarianism, laid economic basics, which made Britain an economic powerhouse by nineteenth century. The British bourgeoisie led by Cromwell instituted a powerful revolution whose principal role was to oust feudalism favored by royalists, large landowning nobilities and upper crust Anglican Church members[4]. Historical legitimacy accounts Cromwell together with his army troops as the people behind British capitalism. Cromwell targeted the lower class constituting majority and who felt economic hardships more than any class to ensure triumph over the old order and monarchy.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In schools, students learn that Cromwell fought the monarchy in order to end feudalism, which had led to economic stagnation. Without this revolution, Britain would not have set long-term economic development enjoyed today by Britons. Although majorly viewed by many as a constitutional clash between the monarch and parliament, the interregnum period saw alteration from feudalism to long-term economic development through capitalism. It is from the Cromwellian regime that parliament controls British economy even up to today. In a number of occasions, the bourgeoisie rule instituted by Cromwell regime has controlled economic oppressions like hefty taxations and instead enacted policies that favor liberation of the plebeian. With time, the capitalist order became archaic and in its place, Her Majesty’s Parliament has established long-term economic development. Nevertheless, this is an economic reality coming from the revolution led by Cromwell revolution. Although Cromwell died i n 1658, later on war ensued even as monarchy triumphed this time round, the revolution remained imperative towards economic, social and scientific progress hence, long-term economic developments. Bibliography Hughes, Ann. The Causes of the English Civil War. London: Macmillan publishers, 1991. International Communist League. â€Å"Oliver Cromwell and the English revolution.† Workers Vanguard No. 918. 1 August 2008. Web. Sherwood, Edward. Oliver Cromwell: King In All But Name, 1653-1658. New York: St. Martin’s Press, 1997. The Cromwell Association. â€Å"Causes of Civil War.† 3 February 2005. The Cromwell Website. Footnotes The Cromwell Association. â€Å"Causes of Civil War.† 3 February 2005, The Cromwell Website. Ann Hughes, The causes of English Civil War (London: Macmillan Publishers, 1991), 1-22. Edward Sherwood, Oliver Cromwell: King In All But Name, 1653-1658 (New York: St Martin’s Press, 1997), 3-28. International Communist League. â€Å"O liver Cromwell and the English revolution.† Workers Vanguard No. 918, 1 August 2008. This essay on The Long-Term Impact of the Revolution on Economic Development was written and submitted by user Kaylin Hernandez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Exactly Is the ACT Aspire Why Should You Care

What Exactly Is the ACT Aspire Why Should You Care SAT / ACT Prep Online Guides and Tips In 2014, ACT Inc. replaced the ACT Plan – a pre-test very similar to the ACT – with the ACT Aspire. Aspire has a very different format, age range, and goals than either the ACT Plan or the regular ACT. So why did the ACT release a new test, and how can it help you prepare for the ACT? We will explore what makes Aspire unique and what you can expect from it. History: The ACT Plan Before ACT Aspire, ACT offered the Plan. The Plan was a straightforward ACT practice test designed for 10th graders. It tested the same subject areas as the ACT and used the same format: a paper and pencil multiple-choice test. The Plan was seen as the ACT’s version of the PSAT. (The PSAT is the SAT’s practice test.) However, unlike the PSAT, the Plan did not enter you into a scholarship competition. It was just a test to let 10th graders (and their schools) know if they were on track to meet college readiness benchmarks and do well on the ACT. The ACT also offered the Explore, a test with the same format but less difficult content, meant to show middle school students if they were on track for high school. The Plan was scored between 1 and 32, while the ACT is scored between 1 and 36. As such, the Plan predicted an ACT score between 1 and 5 points higher than a Plan score. For example, a Plan score of 32 predicted an ACT score between 33 and 36. However, in 2014, ACT discontinued both the Plan and Explore and replaced them with the ACT Aspire. ACT Aspire also predicts an ACT score, but its format and scoring are very different, and it has much broader goals. Why Did ACT Create the Aspire? ACT is hoping the Aspire will become a widely-used test not just for ACT practice, but to assess Common Core standards. The Common Core is a new series of education standards being adopted by many states in the US. The standards are supposed to be more rooted in critical and creative thinking, so they are less straightforward than the old standards. As an example, an old Algebra standard for linear equations could be something like this: â€Å"Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line.† The Common Core expects students to â€Å"Distinguish between situations that can be modeled with linear functions and with exponential functions† and to â€Å"Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.† In other words, the content is the same, but the expectations and methods are different. Since the Common Core has a different approach, it also requires different standardized tests to monitor student progress. This is where ACT hopes the Aspire will come in. (The PARCC and Smarter Balanced are other examples of tests being offered for the same purpose.) Because of this, the ACT Aspire isn’t just a 10th grade test – it is designed to be given every year starting in 3rd grade all the way through 10th grade, so it can assess student growth from year to year. In that sense, Aspire is a much larger and more ambitious undertaking than the Plan or Explore. The goal of Aspire is to identify learning gaps early on to help students stay on track for college readiness, while also preparing students for the content on the ACT. To do that, Aspire will also track college readiness using the ACT’s benchmarks. What Is the Aspire Like? The Aspire has five sections that align with the ACT Plus Writing subject areas: Reading, English, Math, Science, and Writing. (The Plan did not include a writing section.) However, unlike the ACT, Aspire includes a wide variety of question types. Aspire questions can be multiple choice, short answer, or long answer (including essays and narratives). The questions also make students rearrange lists, correct math problems, or pick multiple answers from a set of choices. So even though the content is similar to the ACT's, the Aspire as a test is quite different. As an example, here are two short answer questions featured on a sample Aspire test: A short-answer reading question. A short-answer math question. Via ACT Aspire. If you want to see more sample questions for yourself, go to this website and enter the login information for the test section and grade level you're interested in. Note that the Aspire is a timed test, like the ACT. Aspire can be offered either on computers or on paper. The paper option is more expensive, so it’s likely many students will end up taking it on the computer. This is also different than the ACT, which is a paper-and-pencil bubble test. How Is Aspire Scored? The Aspire does not use an ACT-like scale the way the Plan did. Instead, the Aspire assigns scores between 400and 460 for each subject. The score ranges are tied to grade levels, with an expected increase for each grade. When you get a score report, it will include your score, how you compare to others in your grade, your strengths, and where you can still improve. The ACT still uses those scores to predict future ACT scores, based on when you took the test. For example, they would predict a higher future ACT score if an 8th grader earned a 410 versus a 10th grader, since an 8th grader has more time to learn and improve. However, the prediction is less straightforward than just adding a few ACT composite points. Furthermore, since the Aspire is so different, the prediction is not at all set in stone. (See our Aspire to ACT Score Predictions article for more on Aspire scoring and ACT predictions.) What's a Good Aspire Score? What score should you be aiming for on the Aspire?ACT has provided low, high, and benchmark scores for each of the five subjects tested in grades 3 through 10. Benchmark scores are what you need to reach to be considered "on track", a low score is below average, and a high score is above average. You can use this chart to figure out how well you/your child is scoring on the Aspire or to set goal scores for the next exam. Grade Tested Subject Low Score High Score Benchmark 3 English 400 435 413 3 Reading 400 429 415 3 Math 400 434 413 3 Science 400 433 418 3 Writing 408 440 428 4 English 400 438 417 4 Reading 400 431 417 4 Math 400 440 416 4 Science 400 436 420 4 Writing 408 440 428 5 English 400 442 419 5 Reading 400 434 420 5 Math 400 446 418 5 Science 400 438 422 5 Writing 408 440 428 6 English 400 448 420 6 Reading 400 436 421 6 Math 400 451 420 6 Science 400 440 423 6 Writing 408 448 428 7 English 400 450 421 7 Reading 400 438 423 7 Math 400 453 422 7 Science 400 443 425 7 Writing 408 448 428 8 English 400 452 422 8 Reading 400 440 424 8 Math 400 456 425 8 Science 400 446 427 8 Writing 408 448 428 9 English 400 456 426 9 Reading 400 442 425 9 Math 400 460 428 9 Science 400 449 430 9 Writing 408 448 428 10 English 400 456 428 10 Reading 400 442 428 10 Math 400 460 432 10 Science 400 449 432 10 Writing 408 448 428 Will Aspire Help You Prepare for the ACT? Since Aspire is given over several years and uses different question types, you may be wondering how it will help you prepare for the ACT, which is mostly multiple-choice and usually taken by 11th and 12th graders. The main way Aspire will help you prepare for the ACT is by testing the same content, with the same benchmarks. Aspire will show you if you are learning enough, content-wise, to do well on the ACT. Aspire will also give you more time to improve for the ACT. For example, if you learn as a sixth grader that your math scores are lower than your peers’ scores, you have five years to improve your math skills before taking the ACT. If you learned that from the Plan, you would have only had one year to study and improve. That said, the actual ACT’s format is quite different from Aspire – all multiple-choice unless you take the ACT Plus Writing – and has more intense pacing. Getting a great score on the ACT requires good pacing and multiple-choice test strategy as well as knowing the content. The Aspire will help you learn content, but it won’t help you prepare for the ACT’s format. Since the ACT’s format is different, you will have to put in some time to study for the ACT outside of class, even if you take Aspire every year from 3rd grade onward. Even if Aspire predicts you will get an excellent ACT score, you can’t just walk into the ACT without studying and expect a 36. Bottom Line: ACT Aspire Although you might hear about students studying for the PSAT to qualify for scholarships, don’t stress about the ACT Aspire – it will give your school data on your progress, but it won’t be used in college admissions or scholarship competitions. Just look at it as another way to gauge your progress as you approach college. Also, as we explore in our score predictions article, the Aspire is not an absolute predictor of your ACT score. If you’re wondering how you’ll do on the actual ACT, it might be more efficient to just take a practice test. And don’t worry too much even if Aspire predicts a low score – with smart studying, you can beat the prediction easily. What’s Next? We recommend beginning your ACT studying early. Getting a good score can really improve your college admissions chances! Get an ACT study plan if you have a year or more to study. Need to prep for the ACT, ASAP? Get an intensive 10-day study plan. Considering taking the SAT instead? Learn which test is easier, and which one you will do best on. Want to learn more about the PSAT and how it qualifies you for the National Merit Competition? Check out our guide. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Complex and Complicated

Complex and Complicated Complex and Complicated Complex and Complicated By Maeve Maddox Listening to BBC 4, one of our UK readers heard a senior police officer refer to a recent case as a complex and complicated investigation. Al asks: Was he repeating himself or were there subtle nuances of communication here? Alas, Al. Looks as if the American suspicion that one word is never enough may have found its way across the Atlantic. Both complex and complicated mean folded together, intertwined, difficult to separate. Complex as an adjective meaning not easily analyzed dates from about 1715. Complicated with the meaning difficult to unravel dates from 1656. As its third definition of complicated, the OED gives to combine or mix up with in a complex, intricate, or involved way. My first post for DWT, Let the Word Do the Work, addresses this tendency. Here are some recent additions to my collection: inundated by water nostalgia for the past adequate enough pairing together world-wide pandemic preordained from before Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Wether, Weather, WhetherTen Yiddish Expressions You Should KnowGrammar Review #1: Particles and Phrasal Verbs