Toy Story Essays - Film, Cinema Of The United States, Toy Story

Toy Story In 1995, Toy Story was created by Pixar Animation Studios for Walt Disney Studios (Wiki). In the film a little fellow named Andy and his toys that wake up when people are nowhere to be found, move to another house in another area and experience numerous difficulties following the occasion. Coordinated by John Lasseter, the film's music was created by Randy Newman. The brave score matched consummately with the film's great soul. 110 artists and $17.5 million dollars later (ToyStory), we were honored with the arrival of the main Toy Story. Randy Newman, the writer for the film, is an American musician, vocalist, arranger, author, and piano player conceived in 1943. He is known for his novel voice, satare pop tunes, and interesting film scores. His film scores incorporate Ragtime , Awakenings , The Natural , and Seabiscuit. He has scored eight Disney-Pixar enlivened movies including: Toy Story 1,2, and 3 , A Bug's Life , Monsters Inc. , Monsters University , just as Disney's The Princess and the Frog and James and the Giant Peach. Newman has gotten twenty Academy Award designations and has won twice for Best Original Song. He has likewise won three Emmys and six Grammy Awards. Newman was accepted into the Songwriters Hall of Fame in 2002 for works of art, for example, Short People, and as a Disney Legend in 2007. He was drafted to the Rock and Roll Hall of Fame in April 2013 (RandyNewman). His melodic style was affected by any semblance of Albert Bernstein and Ray Charles. He frequently composes full instrumental scores , but on the other hand is known for utilizing a particular voice with piano. You Got a Friend In Me, is ostensibly the most notable melody from the film and is the main tune to return in the following two motion pictures too. The leitmotif is utilized all through the film, including the opening and shutting credits. The utilization of voice, percussion, piano, woodwind, and metal instruments gives a fun background to the fundamental vocals of the tune, sang by Randy Newman himself. Newman's curious voice gives the tune a warm vibe that causes the watchers to identify with the tune. The leitmotif is played as Andy is playing with his toy, one of the principle characters in the film, which integrates the scene well overall. The smooth hints pair very well with the light metal, and delicate vocals. The tune is still notable, more than twenty years after its discharge. Unusual Things is utilized in the scene where Woody, Andy's cowhand doll, is being supplanted by Buzz, a spaceman activity figure, as the most loved toy. The energizing piano and fun bass line goes with the vocals well. The verses portrays consummately what's going on the screen. Newman likewise gives the fundamental vocals to this tune also. His more unpleasant voice stands out from the ostentatious music, which precisely depicts Woody's relationship with Buzz and Andy at that point on screen. The melody has an astounding vibe, as the instrumental tune is vivacious and energizing, is combined with the whimsical verses . All together the score is precisely picked for the film. Buzz is by and by my preferred piece in the film. The strings and woodwinds are utilized in the first place, included onto by the low metal, and percussion in a thrilling, sensational development. It is met by a fun tone completed by metal and an exquisite tune with the strings. Newman utilizes sounds like that of his motivation Albert Bernstein later in the tune, with surging lines on strings and a heartracing tone is gotten by the remainder of the symphony. The crescendo is held all through the remainder of the melody. The instrumental tune is loaded with exciting bends in the road that leave audience members sitting at the edge of their seats fully expecting what may occur. Woody's Gone presents cheerful woodwinds and strings, included by an inquisitive ostinato of lower strings. A crescendo of the whole ensemble is held out until nearly the finish of the melody. The confrontational parts between the woodwinds and low metal with the stings gives a heart-siphoning feel of edginess and criticalness brought to an unexpected end by a decrescendo and brisk

Was The Civil War Worth It Essays - Slavery In The United States

Was The Civil War Worth It? Was the common war justified, despite all the trouble? I accept that the common war was justified, despite all the trouble. Despite the fact that a great deal of negative outcomes came out of it, the positive changes exceeded the negative. To get a full comprehension of why it was certain, one should comprehend what were the reasons for war, changes coming about because of war, and the results. The biggest reason was the distinctions in musings about subjugation. The North and South had contained their disparities over servitude for a long time after the Constitutional Convention. Bargain in 1787 had settled the inquiries of slave exchange and how to tally slaves for congressional portrayal. Despite the fact that subjugation undermined the uncomfortable sectional concordance in 1820, the Missouri bargain had built up a functional equalization of free and slave states and characterized a geographic line (36*30') to decide future decisions.(361) Each evident goals, in any case, raised the degree of passionate clash among North and South and delayed extreme settlement of the servitude question. (362) The Compromise of 1850 which conceded California as a free state, finishing the parity of allowed to slave states. Regional governments were composed in New Mexico and Utah, permitting the individuals to choose the subject of subjugation. Slave exchange was additionally nullified in the District of Columbia. The Compromise of 1850 was the last endeavor to keep subjection out of legislative issues, yet the trade off just postponed progressively genuine sectional clash. (364) In 1854, Kansas held a vote as whether to permit servitude in the region, twice the same number of voting forms were given a role as the quantity of enrolled voters, a couple of months after the fact another vote was held to settle the discussion. What came about was two separate assemblies were shaped. One, prohibiting bondage, the other permitting it. Common war glanced impending sooner rather than later of Kansas, and in the long run brutality broke out. In May of 1856 a horde crushed workplaces and presses of a Free-Soil paper and pulverized homes and shops. Three evenings later John Brown and not many of his men hacked five men to death, that week Charles Sumner lashed out against ace subjection and consequently was beaten by a stick fourteen days after the fact. The New York Tribune cautioned ?We are two people groups. We are a people for Freedom and a people of Slavery. Between the two, clash is unavoidable.? As the talk and brutality in Kansas illustrated, contending dreams o f two separate societies for the future fate of the United States were in question. Regardless of numerous likenesses among North and South the hole between the different sides enlarged. (374) Each side saw the other compromising its opportunity, as threats rose, the perspectives each segment had of the other became consistently more rigid.(376) Five significant reasons Two days after James Buchanan's introduction, the Supreme Court at long last controlled in Dred Scott v. Sandford. The choice was the blacks were ?creatures of a second rate request [who] had no rights which white men will undoubtedly regard ,? It additionally expressed that the Missouri Compromise was unlawful. (377) Lincoln's appointment of 1860 was conceivably the best sectional divider. The American country, he stated, was in an emergency and working toward a more terrible one. ?A house separated against itself can't stand. I accept this administration can't suffer, for all time half slave and half free,? Lincoln said he didn't anticipate that the Union should be broken up or the house to fall but instead that it will turn out to be each of the a certain something or the various. He trusted in white prevalence, restricted allowing explicit equivalent social liberties to free blacks and said that contrasts among whites and blacks would everlastingly preclude the two races from living respectively on terms of social and political correspondence, colonization was the best arrangement. He additionally accepted that blacks were qualified for the normal rights in the Declaration of Independence, blacks were his equal.(378) These announcements rankled contrasting thoughts of bondage and the privilege s of blacks. John Brown, dissimilar to Lincoln was set up to act unequivocally against subjugation. On October 16, 1859 he and a band of 22 men assaulted a government munititions stockpile at Harpers Ferry, Virginia. He had would have liked to incite a general uprising of slaves all through the upper South or possibly give arms to captives to advance toward opportunity.

Living with PTSD Assignment Example | Topics and Well Written Essays - 6250 words

Living with PTSD - Assignment Example The paper needs to finish up with the acknowledgment of the flow treatment patterns and see the ramifications of the previously mentioned focuses to the future looks into in battling against Post Traumatic Stress Disorder. Horrendous mishaps appear to encompass individuals all over: mishaps in the city, savagery in the area and even at home, sexual, mental or psychological mistreatments, catastrophic events once in a while, and wars and fear based oppression †name it, the world is by all accounts its common source. One of the most interesting developments that have molded and impacted the treatment of PTSD today was the war in Vietnam. Huge numbers of the fighters who had the option to return from the war have been distinguished to have built up the confusion. This article makes an end that the specific populace in the United States who has created Post Traumatic Stress Disorder is without a doubt nearly little as it just records practically just 4% of the all out grown-up populace. Then again, it is as yet thought to be huge for the individuals †particularly the individuals who have impacts in the treatment or managing PTSD victims †to have trustworthy information on the causes, impacts and treatment of PTSD. Besides, more explores on proof based practice and how to be accountable for the controllable wellsprings of injury can prompt the decreasing of the predominance of PTSD if complete destruction is inconceivable since this issue regularly than not can prevent one from living one’s life typically and without dread and uneasiness.

INTELLIGENCE Essays (606 words) - Intelligence, Psychometrics

Knowledge Knowledge Since the finish of the nineteenth century clinicians were studding knowledge and they were attempting to discover the appropriate response what is the insight and how it very well may be measure? Clinicians have gained a tremendous ground in the advancement of estimating insight however a little advancement in characterizing knowledge. I will initially diagram the principle issue associated with characterizing insight. I will at that point proceed to talk about the estimations of insight. Analysts portrays insight as the capacity to learn, others as capacity to receive to the earth, and furthermore some of clinicians thought about that knowledge is a propensity to create abilities. Afterward, analysts concentrated to the way that a few people appear to be astute in certain regions, however less in others zones. At that point, they developed hypothesis, where knowledge is a composite of explicit gifts, named general capacities. As a critical factor of the character, it was essential to give a trial of knowledge. The main valuable trial of knowledge created in 1905 by French therapists Alfred Binet (1857-1911). This test was utilized to assess youngster learning capacities for instance, to give the word definition. Binet in participation with Theodore Simon, has altered the first test, transforming it into a valuable youngsters and teenagers test. Is known as the Binet-Simon scale. Additionally, in 1916 the scale was updated by Luis Terman of Stanford University, called the Stanford-Binet knowledge scale. Terman built up the idea for contrasting childs mental age and their ordered age by ascertaining the IQ( IQ). Besides, hypothesis of clever propelled in England by Charles Spearman( 1863-1945), who said that there is a general scholarly factor g , which is available in a wide range of scholarly movement. Spearman likewise distinguished unique factor( s) to an alternate scope of effect. Next delegates of this hypothesis is J.P. Guilford( 1967) , who has characterized 120 variables of mind. Another arrangement of insight tests called Wechsler Adult Intelligence Scale and Wechsler Intelligence Scale for Children created by David Wechsler(1939). The amended types of these scales are in wide use. Incorporate two sub-scales, verbal which contain a verbal IQ-measure general information, and execution which contain execution IQ. The all out IQ is mix of verbal and execution scores. These days there are two fundamental perspectives on. Hypothesis of numerous insights Howard Gardner (1983), who recommended that there are numerous insights and proposed seven sorts of scholarly capacities: semantic, melodic, consistent scientific, spatial, substantial kinaesthetic, relational, intrapersonal knowledge. As indicated by Gardner, these sorts are totally discrete. One the one hand, a few people are virtuoso in one specific capacity, then again they are poor in others. In addition, Gardner disregarded the social impacts on these different insights, where some of therapists consider that impact is significant. Robert Sternberg (1985) characterized knowledge as mental action guided toward purposive adjustment to, choice and forming of, true conditions pertinent to ones life. Sternberg built up the triarchic hypothesis of insight. He distinguished three parts of keen conduct: logical, experiential and componential. The main relevant insight, it occurs in the general public and in culture. Second one-experiential insight, centers around the job that experience can impact knowledge. Third, called componential insight which contain: capacity to get the hang of, recognizing issues to discover the arrangement and furthermore mental capacity, for example, deciding. We can see that, from the earliest starting point of examination into the insight to the current day there are as yet questionable viewpoints about knowledge, there is no single meaning of insight. Myers,D.G.(2007). Brain research, eight version Vander Zander, J.W.(1993). Human Development, fifth version

What Should Altiuss Objectives Be What Essay Example for Free

What Should Altiuss Objectives Be What Essay What ought to Altius’s goals be? What exchange off’s must it oversee? With Altius remaining only focussing with the assembling best in class golf balls, their business would just keep on dropping. Luckily the brand estimation of Altuis was perceived and regarded especially by many choice golf players of the nation, however this doesn't imply that they had a ton of benefits. Concentrating on the low value golf types of gear, for example, Elevate golf ball and changing the promoting methodology from focusing on capable golf types of gear to minimal effort golf types of gear and progressively fun arranged golf hardware for new golfers will upgrade the productivity of Altius. This is on the grounds that golf industry is vitalizing by the endeavors of USGA, through the support of new golfers to play golf with loosened up rules. Along these lines, it is a decent time to check new players through far reaching showcasing of minimal effort and non-affirming golf balls, which empowers new golfers to hit the ball consummately. The new golf ball â€Å"Elevate† being sold underneath the 40% of its top notch Victor TX brand, empowers Altius Golf to catch another age of golfers. Different contenders were getting serious; they were giving the best support of tip top players and furthermore were arriving at the easygoing players with less expensive items, thus arriving at a bigger number of golf players than Altius. Keeping up the present methodology will make Atius out of date entirely soon. In a business, exchange off’s are very normal. You will in general be having a center competency at one perspective yet not every one of, this doesn't mean you adhere to the previous. Henceforth Altius must enter the not all that exorbitant markets. This may imply that the 70% benefits need to lessen by in any event 10% and used in exchange offs. This 10 % must be utilized to arrive at the more extensive recreational market. Altius can return to creating and being the maker of top quality balls. Be that as it may, on the since quite a while ago run they ought to make an impression which made them look worried for the game just as expanding, inspiring players. Altiu s Golf’s balls are costly when contrasted with competitor’s golf balls and new golfers are not ready to spend more on costly golf supplies. Additionally there could be a chance of making a gathering for looking through lost balls which were costlier when sold , fixing them and selling them as an ease however great balls for the easygoing golf players. They could advertise this by raising the natural perspectives included while utilizing the materials utilized for makingâ the balls. Altius Golf’s contenders are moving with the business drifts and are attempting to offer balls and other golf types of gear which are anything but difficult to utilize and causes new golf clients to hit the shot as they require, while Altius Golf is as yet offering supplies which are for experts, despite the fact that golf experts esteem the types of gear of Altius however the business pattern shows that ongoing downturn period has diminished the quantity of expert golfers and new golfers are being urged to play golf.

Maintaining Systems - An Investigation into An Air Crash - Free Essay Example

maintaining systems Introduction In this study I have decided to look at the Air Crash Investigation, Airbus A380 Titanic In The Sky (Qantas 32). This incident happened vary recently in 2014. The plane that I am looking at is considered to be one of the biggest commercial aircrafts in the world carrying up to 525 passengers at the time In this report I will be going through the issues that this monumental aeroplane went through. I will be investigating what caused the damage to the aircraft and also how it could have been prevented. How often do faults happen? On an aeroplane so big, and in trust of so many lives there is very small room for faults to happen. Saying this there are always little problems that can occur but are can never be fatal. During one of the flights landings it experience problems with the hydraulic brake lines causing the plane to brake slower than usual. Luckily this was not a problem as the runway was long enough. After this inci dent all of the planes hydraulic lines were checked and replaced if deemed to be faulty. Another incident would have been the steering when taking off. This was caused by one of the sensors on the aircraft to be too sensitive, not giving the pilot enough steering capacity. Although this was a problem on take-off, when it came to landing the fault was fixed during flight by re programming the sensor. These two faults that were recorded were quickly dealt with and therefor had no impact on the safety and integrity of the aeroplane. There was a problem that cause a lot of media attention due to the severity of the incident. This was a malfunction in one of the 4 Rolls Royce engines, each can deliver 72,000 pounds of thrust, during a flight from London to Sydney Australia. What went wrong? To start off, during the long flight a problem occurred with the 2nd engine on the left wing. After a detailed investigation it was confirmed that the problem was down to an oil pipe. The pipe broke in two causing the oil to lubricate the turbine, this then caused them to move faster. This created a lot of friction resulting in an oil fire. How the investigators know this The evidence was back tracked using certain methods. First of all they collected all the debry to find the initial cause of the malfunction. Immediately the indecent was all over the news and through this the company was able to locate all the engine parts that were scatterd around. Through analysing the parts they found a dark soot on the side walls of the engine. Later tests revealed that this was an oil based fire. Now they had to find out what the fire caused. As the fire progressed it got too hot for any preventions to work with what soon followed. The heat of this fire was over 1000 degrees Celsius, far more than what the product was intended to deal with. This is due to certain tolerances that land rover follow. (they should now increase the tolerances their materials can have) They decide what the worst case scenario that could happen and built the design around that. It was never thought that the flames would get so hot so this caused a main part of the engine to fail. Through measuring a plate of very dense nickel, they found that it had expanded through the forces acting on it. This was due to the heat created allowing the turbine to move faster than sound itself. Due to the forces acting on the plate, it expanded until breaking point. Where it then exploded at an infinite force cutting through anything in its way. These fragments went through main operating lines throughout the wing causing even more problems. While this was all happening the pilots on board the aircraft were flooded with error after error. There is a system in place which allows the pilots to see and act on the faults. This is called the Ecam, which has feedback from over 250,000 sensors on board the aircraft. During normal training pilots only go through about 5 faults at a time, b ut on this incident the pilots had to go through 58 faults. These faults were due to fragments cutting though hydraulic and electrical connecters. This meant that they had little to no control over the left wing putting so many lives in danger. Now the investigators went back to the initial cause to see how the oil pipe broke. This was due to a very simple manufacturing fault when the pipe was made. It turns out that one side of the pipe was only 0.35mm thick (about the thickness of a couple pieces of paper)and it should have been 2mm thick. Due to vibration the oil pipe broke causing major damage to the aircraft. A picture of this is shown on the right. Once the Plane was landed they found that engine 1 was still running. They turned it off by the switch but nothing happened. All the electric to the engine had be seethed, therefor having no control of it. The passengers were not aloud of the plane as the engine was still running. The fire department had to flood the engine s with fire retardant foam to stop the engine. This took just under 3 hours. The consequences of this fault could have been fatal if it werenà ¢Ã¢â€š ¬Ã¢â€ž ¢t for the flight team. After this incident all aeroplanes with this engine were put on hold to ensure the problem didnà ¢Ã¢â€š ¬Ã¢â€ž ¢t happen again. This was a serious problem as there were 20 planes that were now out of service. A program was devised to check the thickness of the faulty oil pipes. All 80 engines were surveyed after this incident and the company found the there were 34 other engines with this very fault. They were taken out of use. Was it maintained? Research suggests that this part of the engine was not checked as it is a fault thought to be impossible. As they found this was not the case. If they had done a better check they would have found this fault before the planes were allowed to fly. Now there are serious implications on weather Rolls Royce are responsible enough to check the engine com ponents in high detail before they are sent to the aircraft manufacturer. Maintenance schedule? Prior to this event the aircrafts were to be checked every 2 years, this seems like a time scale that is too far apart due to the amount of lives it is trusted to protect. The company now checks the aircrafts on how many miles they fly so that they have a very high chance of preventing any risks. These maintenance tasks can take months to complete costing the company millions of pound but as they see it. At least the passengers will be safe from harm. Who should do repairs? Only people who are qualified to do repairs are allowed to. This is mainly the supplier of the parts as it is souly their responsibility. To reduce safety Risks Companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s will only insure a product if they are the ones that maintain them. Otherwise if a problem does occurs and it isnà ¢Ã¢â€š ¬Ã¢â€ž ¢t down to them. It could still affect the company and lead to fines Conclusion The ov erall fault that cause this was the pipe being manufactured incorrectly, causeing the engine to explode and create a series of events that the pilots were lucky to avoid. In future more care is to be tacken during production and better systems have now been put in place to check the quality of the product. If the product is not adequate to do the job then it will not be used Sources https://www.flightglobal.com/page/A380-In-Service-Report/Airbus-A380-In-Service-Technical-issues/ https://www.youtube.com/watch?v=-xnTTjEkdD0 16/10/2014

E-learning in Saudi Arabia - Free Essay Example

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