Voluntary Organisations - 2731 Words

Voluntary Organisations It is common known that â€Å"voluntary organisations work for the benefit of the community, not to make a profit or to meet any statutory obligation. They do this by acting as advocates and delivering services. They often involve sections of society whose needs are not met by the private or public sector. Most voluntary organisations are working to promote equality of opportunity in some way† (National Council for voluntary Organisations, 1990, p: 1) â€Å"Voluntary ought to mean simply some activity or undertaking, offered in an open and generous spirit and given freely without any hint of coercion† (Heginbothman, 1990, p: 3) Barkhill†¦show more content†¦If it happens something emergency or an accident they might ask to volunteers for help. Some who came as volunteers find the work that is being done quite difficult, and that it does not suits them, so they quit. The volunteers that remain are not too many and even these they attend the club only one or two days per week. In addition they may not be trained properly and fact that they are not paid makes it more difficult for them to come in the club. It did not ask cares of the centres users to volunteer, because for careers who use the service it’s a relief to have their relative as an opportunity for getting out or for going shopping so its unrealistic to ask a carer to come in as a volunteer. What about training if volunteers? However, both staff and the volunteers need training for offering their services. The training that is being done is not enough and the fact that both staff and volunteers are combined to do a training programme is not right, as the responsibilities of the volunteers are not exactly the same with the staff responsibilities. Furthermore, efforts for the use of employment training proved to be unsuccessful, as the employment trainees were unreliable and lasted only for a small period of time. MoreShow MoreRelatedRole of Voluntary Organisation in Promoting Participation in Development2326 Words   |  10 PagesRole of Voluntary Organisation in Promoting Participation in Development Introduction Non-Governmental organisations or NGOs in brief, have been engaged in many social development activities. They are organised by a group of people who feel that they have a moral duty to serve the community. They are organised on a voluntary basis on the principle of service to the socially disadvantaged classes. Their efforts supplement those of the government. Also, they can take up many activities, like organisingRead MoreOxfam : An Organisation That Is Part Of The Voluntary Industry2081 Words   |  9 PagesAn industry is defined by Johnson et al. (2014) as, â€Å"a group of firms producing products and services that are essentially the same.† The voluntary or not-for-profit industry applies to registered charities and non-registered charitable organisations which commits themselves to some form of activity which benefits society without the intention of making a profit for their endeavours. (Smith, Rochester, and Hedley, 1995) The Oxford Committee for Famine Relief (Oxfam) is a registered charity in EnglandRead MoreWhy Voluntary Turnover Is A Problem For Many Organisations2188 Words   |  9 Pagesis called voluntary turnover. In this essay, I will discuss why voluntary turnover is a problem for many organisations and how to retain employees. The first part of this essay will introduce the theoretical synthesis of why employees resign from their jobs based on the Eight Motivational Forces (Jr Griffeth 2004). The second part of this essay will discuss the consequences to the organisation left behind by the employee. The third part will then focus on strategies for organisations to retainRead MorePublic Governance And Internal Control1252 Words   |  6 Pagescharities’ performance and aid credibility, which would in turn improve their income level. In order to achieve these, charities should be prepared to undergo changes and put in place controls that would support this reality. Charities are voluntary organisations with clear characteristics that the public recognises: they are set up for charitable purposes and provide a public benefit; they are governed by unpaid trustees, (NCVO, 2010). This research is based on UK Charities, (operating in the NonprofitRead MoreBlack Women s Health And Family Support1721 Words   |  7 Pages1982 by a group of Somali women. There primary area of concern is promoting the eradication of Female Genital Mutilation. Black women’s health female support currently have their office in Bethnal green but works together with other charity organisations in order to education people from practise communities to stop the practise of FGM. BWHAFS has engaged with over 1,000 carers and continue to signpost new carers each month to welfare advisor, health activities and also monthly carers supportRead MoreManaging Non Profit Organisations7701 Words   |  31 PagesManaging non-profit organisations: Towards a new approach Civil Society Working Paper 1 Helmut K. Anheier January 2000 Abstract This paper puts forth the thesis that the management of non-profit organisations is often ill understood because we proceed from the wrong assumptions about how these organisations operate. Based on this premise, this paper develops a model of the non-profit form as a conglomerate of multiple organisations with multiple bottom lines that demand a variety ofRead MoreExplain The Business Environment Of Metro Bank1141 Words   |  5 Pagesbusinesses are known as a small business. As like Ledbury, it is one kind of private business or organization because of owning it privately and activities for making profits. These types of organization are carrying out the payments for employees. Voluntary organization: This type of organization is the organizations that are operating activities including the unpaid system for staffs for example some volunteers are working in this type of organization. This type of organization is not making for profitsRead MoreChildhood and Young People Essay686 Words   |  3 Pagesspecialist Parenting Forum Doctors surgery Outreach worker Information services such as money matters Ofsted Educational psychologist Portage Parents/carer’s Play co-ordinator These people/organisations with different areas of skills and expertise can come from the private sector, voluntary sector, Primary care trusts (PCTs), independent or state sector. Quite often the children’s centre and its staff will play a vital role in bringing these services together so the child or young personRead MoreGovernance in Non-Profit Healthcare2002 Words   |  9 Pagesare the essentials for success in any organisation, whether the organisation is a non-profit organisation or a for-profit organisation. In non-profit healthcare the seamless interaction of all the parts makes the organisation successful as a whole. Service provided must be consistent with the goals of the organisation. Agencies and watchdogs have become even more visible seeking accountability and transparency. But how do leaders within the organisation work together to make it a success, howRead MoreRegulation of Not-for-profit Companies in Australia2433 Words   |  10 Pagesshowing how the standards have been reached. Administrative Burden The not-for-profit sector is plagued by duplication of legislation and it is causing a huge administrative burden for organisations. The ACNC’s inability to attract state government co-operation has meant that non-for-profit organisations are repeatedly submitting the same information, in multiple formats, to a multitude of different regulators. For example: †¢ The state government is responsible for a large sum of expenditure

What Does the Brains Cerebral Cortex Do

The cerebral cortex is the thin layer of the brain that covers the outer portion (1.5mm to 5mm) of the cerebrum. It is covered by the meninges and often referred to as gray matter. The cortex is gray because nerves in this area lack the insulation that makes most other parts of the brain appear to be white. The cortex also covers the cerebellum. The cortex makes up about two-thirds of the brains total mass and lies over and around most of the brains structures. The cerebral cortex consists of folded bulges called gyri that create deep furrows or fissures called sulci. The folds in the brain add to its surface area and therefore increase the amount of gray matter and the quantity of information that can be processed. The cerebrum is the most highly developed part of the human brain and is responsible for thinking, perceiving, producing and understanding language. Most information processing occurs in the cerebral cortex. The cerebral cortex is divided into four lobes that each have a specific function. These lobes include the frontal lobes, parietal lobes, temporal lobes, and occipital lobes. Cerebral Cortex Function The cerebral cortex is involved in several functions of the body including: Determining intelligenceDetermining personalityMotor functionPlanning and organizationTouch sensationProcessing sensory informationLanguage processing The cerebral cortex contains sensory areas and motor areas. Sensory areas receive input from the thalamus and process information related to the senses. They include the visual cortex of the occipital lobe, the auditory cortex of the temporal lobe, the gustatory cortex, and the somatosensory cortex of the parietal lobe. Between 14 billion and 16 billion neurons are found in the cerebral cortex. Within the sensory areas are association areas that give meaning to sensations and associate sensations with specific stimuli. Motor areas, including the primary motor cortex and the premotor cortex, regulate voluntary movement. Location Directionally, the cerebrum and the cortex that covers it is the uppermost part of the brain. It is superior to other structures such as the pons, cerebellum, and medulla oblongata. Disorders A number of disorders result from damage or death to brain cells of the cerebral cortex. The symptoms experienced depend on the area of the cortex damaged. Apraxia is a group of disorders characterized by the inability to perform certain motor tasks, although there is no damage to the motor or sensory nerve function. Individuals may have difficulty walking, be unable to dress or unable to use common objects appropriately. Apraxia is often observed in those with Alzheimer’s disease, Parkinsons disorders, and frontal lobe disorders. Damage to the cerebral cortex parietal lobe can cause a condition known as agraphia. These individuals have difficulty writing or are unable to write altogether. Damage to the cerebral cortex may also result in ataxia. These types of disorders are characterized by a lack of coordination and balance. Individuals are unable to perform voluntary muscle movements smoothly. Injury to the cerebral cortex has also been linked to depressive disorders, difficulty in decision-making, lack of impulse control, memory issues, and attention problems.

Were Black Americans Made Free and Equal by the Abolition...

While the formal abolition of slavery, on the 6th of December 1865 freed black Americans from their slave labour, they were still unequal to and discriminated by white Americans for the next century. This ‘freedom’, meant that black Americans ‘felt like a bird out of a cage’ , but this freedom from slavery did not equate to their complete liberty, rather they were kept in destitute through their economic, social, and political state. After the black Americans were freed from their slave masters they did not have ‘a cent in their pockets’ and ‘without a hut to shelter them’ . This obvious lack a home, and the monetary funds needed to support them [the freed slaves] and their families, together with the lack of widespread Government†¦show more content†¦While this economic destitute directly affected most ex-slaves directly in a physical manner, its indirect effects of encouraging prejudice had a far deeper impact on society. The negative attitudes towards black Americans, influenced by racism, wealth (the lack thereof), violence, and white supremacy, ensured that black inequality would remain. While there was ‘no racial prejudice in the American dollar , the obvious lack of economic support for most black Americans, meant that there already low acceptance among the primarily white American population, shrunk further due to enhanced prejudice because of their [the ex-slaves] economic destitute. The social hierarchy created during the time of slavery in America meant that equality for black, newly freed slaves was very hard to achieve, because (almost) century old traditions needed to be changed. The belief in white supremacy was encouraged by philosophies, like Social Darwinism pioneered by Herbert Spencer, which meant that ‘attitudes towards black people were reinforced’ . The prejudice against black Americans meant that they would become the subject to violence from racist white group s, like the Ku Klux Klan. This ‘made the creation of equal citizens, regardless of their colour, more difficultShow MoreRelatedWacquant - From Slavery to Mass Incarceration - Critique and Reflection1394 Words   |  6 PagesFrom Slavery to Mass Incarceration: Necessary Extremes Of the supplementary readings provided, I found â€Å"From Slavery to Mass Incarceration† by Loà ¯c Wacquant the most intriguing. This particular article is based on â€Å"rethinking the ‘race question’ in the US† and the disproportionate institutions set apart for African Americans in the United States. The volatile beginnings of African Americans presented obvious hardships for future advancement, but Wacquant argues that they still suffer from a formRead MoreAfrican Americans from 1865 to the Present2215 Words   |  9 PagesAfrican Americans from 1865 to the Present HIS 204 Instructor Cheryl Lemus 2014 The United States have come along way in terms of making society what it is today. These ground that we walk on have been the pot in which many different races brew. From the beginning of the development of the United States, there have always been at least two or three different types of races talked about in almost every historical event. The United States would not be what it is today without unity, and the combinationRead MoreBibliographic Essay on African American History6221 Words   |  25 PagesBibliographic Essay on African American History Introduction In the essay â€Å"On the Evolution of Scholarship in Afro- American History† the eminent historian John Hope Franklin declared â€Å"Every generation has the opportunity to write its own history, and indeed it is obliged to do so.†1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: AnRead MoreA History of African Americans after Reconstruction Essay2543 Words   |  11 PagesHistory of African Americans after Reconstruction During reconstruction the United States was divided on social issues, presidential campaigns were won and loss on these issues during this period. The struggle for development of African Americans and how they initiated change in political, economic, educational, and social conditions to shape their future and that of the United States. (Dixon, 2000) The South’s attempts to recover from the Civil war included determining what to do with newly freedRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking

The Concept of Instructional Design-Free-Samples for Students

Question: You task is to conduct a literature review of the growth in the field of instructional design. Answer: Introduction Apostolou et al. (2017) defined instructional design as a systematic advancement of instruction through employing instructional along with learning research based on certain theories, properly established best practices. This can further facilitate in making sure of the quality of course and classroom materials. The overall process of evaluation regarding the group of learner needs, certain objective development and identification of learning objects includes instructional design. Bawa (2016) explained that instructional design might not arrive at a standpoint at a certain point and pick up again for the reason that it is a continuous process. At the time instruction is derived at a completion stage, there is an analysis and after that the design of instruction starts all over again. Several authors such as Brown (2016) have agreed that instruction design acts as a process within which the institution is followed up till its accomplishment along with explains the means and ways throu gh which the same might be attained. Within education process, instruction acts as a major part of the system. For this reason, it is vital that means that can be followed by the students must be greatly considered (Buchanan et al. 2016). The objective of this paper is to carry out a literature review on the topic instructional design. The literature review section will focus on explaining the concept and history of instructional design, instructional design for MOOCs along with growth of these practices within North Africa and Middle East region. The paper will also explain the conceptual framework developed after conduction of this literature review along with its research gap. The Concept of Instructional Design According to Carlson, Padron and Andrews (2018) Instructional design can be explained as a practice of increasing the effectiveness, efficiency along with instruction appeal with certain order learning experiences. This is also known as instructional systems design based on which the course of action can be taken. This is made up of a wider sense of deciding the state within which the learner along with the order individuals see it explaining the ultimate purpose of teaching. Such process also leads to presence of some light at the end of the tunnel in order to make a smooth transaction. Challco, Bittencourt and Isotani (2016) elaborated that Anagogical and pedagogical theories based on learning inform the process of instructional design that might transpire in three major settings including teacher-led, student-only and community-based. Instructional design might be scientifically measured, directly observable along with that being assumed or hidden totally. Chen (2014) evidenced th at as much as there is an existence of numerous instruction design models, most of them are relied on the ADDIE model. In this there are distinct phases that can be evaluated which includes design phase, development phase, implemental phase and analysis phase. Chou and Chen (2016) defined training as a type of learning that is offered in order to enhance the performance of the persons existing job. Instructional design can be explained as a systematic technique of converting general learning principles along with instruction within plans for learning and instructional materials. In contrast, Gamage, Fernando and Perera (2015) explained the concept of instructional design as discipline. It can be explained as that part of the knowledge which is highly associated with the theory and research related with instructional strategies. This is along with the processes foe preparing and implementing such strategies related with instructional design. Hackett and Proctor (2016) Defined instructional design to be a reality in which it has the power to start at any point within the process of design. Often a glimmer of an idea is generated in order to develop and offer the major aspect of instructional design. These researchers also explained that by the time the overall process is completed, the designer looks back at the individuals those check to observe that all the aspects of science that was taken into consideration. At this time the overall process is written up in a way that it takes place in a systematic manner. Hayes (2015) stated the importance of principles a long with elements related with the instructional design. This encompass analysis, objectives, the leader along with the methods. It is important to observe all the vital aspects of the four principles related with the instructional design along with observing how they fit within the instructional model that is already present. Within the aspects of such instruction it can be deemed that in order to prepare an effective instructional design it is vital to recognize the people for which such instruction is being developed. Helms (2014) stated that this can offer the starting point and it turns out to be clear immediately when there is existence of target audiences. In such manner, the target audience can be profiled and based on such profiling a rough idea might be attained regarding the ways to design an instruction. According to Mulhearn et al. (2017) it is vital to make list of aspects that the people for whom such instruction is being prepared must be able to attain after going through the instruction. This also further adds certain relevance to the instruction design that has been attained from the profiling that has been done. This is conducted after the instruction is designed and this is like starting from end for designing effective instruction. Onyura et al. (2016) stated that one an idea has been achieved regarding the factors a learner must have in order to attain the end of the instruction then best ways are developed in order to attain the same from the learner. Certain aspects that are vital to be learned regarding the teaching or the learning methods, can be employed in order to attain the same for the learner. Certain things that are required to be considered about the teaching along with the learning methods might be used so as to attain the required objectives in best possible m anner. Parmaxi and Zaphiris (2017) indicated that activities that are to be considered within the design and resources that can be employed turns out to be vital factors that must be taken care of. The way in which it is looked into can have an established plan regarding the ways the resources as well as activities can be used for attaining the objectives of the instructional design. Pstor et al. (2018) revealed that learner characteristics serves as important factors in designing any type of instruction. It is extremely important to carry out a background check on the exposure level of the learner on the topic, the learner grades along with the ways in which the learner was academically performing previously. This is not vital within the instruction topic but in general sense. The social characteristics must be considered rather than the personal characteristics. Petri and von Wangenheim (2017) stated that this also includes the learners age, work experience along with the relation of the content of instruction to the learners life along with the attitude as well. These researchers also stated that non-conventional learners must also be taken into account and this can include learners those have some disabilities, belongs to distinct culture or are primary language learners (Rao, Ok and Bryant 2014). Moreover, the style of the learner is also considered that foc uses on observing the conditions the learner has at the time of learning. The motivation of a learner is also considered in the instructional practice and this includes people belonging to the pointers of students grade, individuals credit, self-improvement of an individual. This also considers the salary earned by people along with improvement in their status. History of instructional design Richardson, Drexler and Delparte (2014) evidenced that the instructional design has observed a drastic change over the last few decades. The field of instructional design has transformed from a great focus on the skills development along with acquisition of knowledge in order to center on individual construction of meaning along with user experience. Richey and Klein (2014) indicated that while the programmed instruction relied on behaviorism theories dominated in the years over 1950s and 1960s, modern instructional design is highly contextual, fluid and centered on the learner experience. Certain recent trends on instructional design are impacted by the technological developments within social media, big data along with cloud based services. A brief summary of major events that impacted the instructional design field and instructional design is explained in various ways by the previous researcher. Schindler and Burkholder (2014) stated that the instructional design emerged in the ye ar 1940 at the time of World War 2 at the time numerous education specialists and psychologists were asked to generate training materials in mass for numerous soldiers. Tests were also conducted at this time in order to evaluate the abilities of the learner. Singh and Hardaker (2014) revealed that in the 1950s the programmed instructional materials were deemed to encompass small steps, frequent questions along with immediate feedback which might allow self-packing. Such instruction is relied on the theories of operant conditioning. During this year the taxonomy of educational objectives were developed that focused n recognizing major domains of learning and in the recent years it is known as Blooms taxonomy. According to Sweller (2016) during the year 1960s three domains of learning outcomes were identified such as affective, cognitive and psychomotor along with five learning outcomes. These include intellectual skills, verbal communication, attitude, cognitive strategy, motor skills along with nine instruction events termed as conditions of learning. This work is ow applicable with all the instructional design practices in the recent era. Van Merrinboer and Kirschner (2017) evidenced that during the years of 1970s several models came into existence that was based on the systems of information processing. Such approach was developed all through academia, military and the organizations. These companies also started to employ media like filmstrips at this duration in order to enhance the effectiveness of the information. Wang, Han and Yang (2015) indicated that during the years of 1980s the impact of the constructivist theory in the field of the instructional design turned out to be highly active. Component Display Theory (CDT) was developed in this era that focused on all the methods of presenting the instructional materials. PLATO (Programmed Logics for Automated Teaching Operation) was considered as among the first commercialized computer supported instructional process developed that could facilitate the computers to be associated within the instruction system. This year evidenced a drastic increase in the cognitive psychology principles or cognitivism. Watson et al. (2016) evidenced that in the year 1990s constructivist theory was developed that necessitated the fact that learning must be authentic and must develop real world learning experiences which can facilitate the learned to develop and construct their individual knowledge. Performance implement and support was turning out to be a fast growing trend in these years. Watson, Watson and Janakiraman (2017) stated that fast prototyping was initiated in this duration and in this process training materials are quickly prototyped along with being revised through fast iterations and testing. In addition, the Computer Based Training (CBT) offered by CD-ROM turned out to be a common vehicle that is efficient enough in delivering interactive training. Wisneski, Ozogul and Bichelmeyer (2015) revealed that during the years of 2000s enhanced internet penetration was observed along with online learning or e-learning that turned out to be highly prevalent within the corporate sector. Organizations are attempting to use the online learning in order to on-board new employees along with developing innovative skills. Highly developed instructional media that encompass video and stimulations turned out to be possible with the improvement of internet bandwidth. Wopereis, Frer ejean and Brand-Gruwel (2015) gathered that initially the online learning was offered through Learning Management Systems (LMS) that facilitated for a particular one stop shop in order to deliver, manage and track the online learning assessments and courses. According to Yousef et al. (2014) during the years from 2010, infusion of tablets and smartphones took place within the homes and companies. From this advancement social learning and mobile use started to penetrate within the industry. In addition, these researchers also evidenced that blended learning also initiated that is a combination of online learning and in-person training. This was generally used in both the education along with the industry within which the training experience was delivered. Zuber (2016) research elaborated that from the years 2015 till now, the instructional material has turned out to be highly targeted and personalized as a result of analytics and big data. In the recent era, the focus is not just on the learning outcomes but is also on the overall user experience associated with the learner. Such approach has resulted in the emergence of Learner Experience (LX) design that was centered on the process of developing learning experiences. This can facilitate the learner in attaining the desired learning result within a human focused and a goal oriented manner. During the recent era, Cone of Learning model was developed that explored the aspects that can be remembered by people and can be attained. Researchers such as Yousef et al. (2014) explained the model to be a likely precursor to the Blooms taxonomy within which the element of the model appears as if the outcomes attained by people indicates a progression from low to higher thinking order. This model also explained that individuals tend to remember more regarding any content they engage that involves higher order of evaluating, generating and creating. Zuber (2016) evidenced that a considerable contribution was made within the world of instructional design with innovative science of learning and art of thinking. Relied on such theory of reinforcement along with development of programmed instruction certain outcome based instruction was initiated. These researchers also stated that the characteristics of programmed instruction included behavioral objectives and small instruction frames . This also includes self-packing, active response of learners to certain questions and instant feedback regardless to the reliability of the response. Instructional design for MOOCs Carlson, Padron and Andrews (2018) stated that Massive Open Online Courses (MOOCs) are deemed to be a new form of online learning. This term was initially developed in order to explain an online open course named connectivism and connective knowledge that was based on the connectivist approach to learning, Moreover, the learning is observed to take place by means of making connections to knowledge resources along with people within the network. Challco, Bittencourt and Isotani (2016) evaluated the instructional design of MOOCs through using a set of major criteria relied on the first principles of instruction. This serves as an interrelated perspective criterion for efficient instruction abstracted from major instructional theories of design and models. It is deemed by the researchers that MOOCs will be offered for the new opportunities based on learners. These learners are encouraged to take part in the MOOCs from all through the world and specifically United Arab Emirates (UAE) and North Africa devoid of any precondition. However, the design of such course along with implementation of instruction design models within this course development is less known. Carlson, Padron and Andrews (2018) focused on the fact that the implementation of IT facilities might attract individuals within the educational programs. Moreover, it is at tomes possible to possible within the process, instructional design along with the learning outcomes might get destroyed. Base on such belief, several web-based training plans are not just educational but also offers information to its users that serves as a critique for numerous MOOCs. Challco, Bittencourt and Isotani (2016) stated that may of such courses regardless of the principles of instructional design are focused more on offering appropriate information. Within MOOCs not just the techniques of education are necessary but in several cases learners are also observed to be different. These researchers also offered an instance that several learners those get enrolled within MOOCs might not have increased interest for any degree or certification. Moreover, most of such learners get participated within the course of distinct purposes like improving the professional, personal learning along with ensuring academic improvement within the course. Challco, Bittencourt and Isotani (2016) revealed the optimum number of learners for adequate communication within the online course is around 14 people while within MOOCs the average number of learners is observed to be 50000 people. These researchers also offered a view regarding the fact that the number of learners within t he distance education along with open online course. This is in terms of learning standard which is highly different and for this reason needs various teaching methods and strategies as well. Carlson, Padron and Andrews (2018) also anticipated that the participants taking part in the MOOCs tends to attain relevant information and not proper qualification. The purpose is deemed to be pure education along with instructional design that takes into consideration account variables. This also offers a space for the people those take part in pure education. Challco, Bittencourt and Isotani (2016) gathered that for such causes attaining specialist knowledge along with proven educational abilities within the areas of traditional education for developing better MOOCs might not be adequate. This is carried out in order to avoid poor design and therefore the course designer requires set of principles that can guide decision making along with course content management. This also includes technol ogies, processes, management along with organizational structure on a massive scale. Richardson, Drexler and Delparte (2014) revealed that in a situation where there is considerable research on e-learning design principles, very less efforts have been made in order to extract principles related with MOOCs instructional design. Moreover, these researchers also added that such principles within the design of several MOOCs virtually remain unused. It is also known that the instructional design has a considerable impact on meaningful and deep learning. Opposing the view, Carlson, Padron and Andrews (2018) stated that the instructional design has a considerable impact on MOOCs as it has certain evidence of numerous factors on success. These researchers also suggested innovative forms of training and education along with the consideration that the technical characteristics are distinct. Moreover, such differences are required to be extended to an innovative learning framework along with methodology. Due to the exceptional nature of MOOCs along with less experienced positiv e outcome a set of instructional design principles are generated in order to enhance the learner outcomes. Challco, Bittencourt and Isotani (2016) gathered that these principles can enhance instructional design intended for MOOCs that ultimately improves student retention and learning along with completion rates. Moreover, in the recent era design principles along with the MOOCs based development processes has been deeply analyzed by several researchers. In contrast, Richardson, Drexler and Delparte (2014) explained that several researchers have been conducted that is relied on ADDIE model of the instructional design along with specific model of instructional design and such courses are not yet offered. Several investigations are carried out in order to analyses the exceptional measures of MOOCs along with the research as well as evidence of instructional design for MOOCs. These programs also offer a suitable model for instructional design along with ensuring the efficiency of results on learning along with measure motivation of the learners. Carlson, Padron and Andrews (2018) carried out an investigation of the fact that MOOCs includes numerous features regrading established credit based online courses and this is different in a number of difficult ways. While MOOCs based instructional design provides a range of activities and exercises that often needs well designed exercises that can be self-evaluated or machine graded. This can b e maintained devoid of contract with or from the instructor feedback. Some type of MOOCs based instructional systems have student discussion boards. However, these are not supervised or guided by any experienced instructor and the task of maintaining discussions was important. Agreeing this, Carlson, Padron and Andrews (2018) added that the accurate shared information is crowdsourced by the students. Instructional design practices growth in Middle East and North Africa Richardson, Drexler and Delparte (2014) explained that the instructional design practices in the Middle East and North Africa ae widespread over the recent years. The instructional design theory followed in the Middle East intends to provide efficient guidance along with direction within the field of education. This can further facilitate in helping individuals develop and learn in a better manner. Singh and Hardaker (2014) explained that in the Middle East the types of development and learning might be different and can encompass emotional, cognitive, physical, spiritual along with certain social foundations. These researchers also elaborated that in this nation the learner might attain knowledge through employing certain methods including face-to-face teacher based learning, some type of online student based learning and certain hybrid or mixed formats. Richardson, Drexler and Delparte (2014) evidenced that the major factors that are considered by the instructional designers in Mid dle East that can generate learning content and delivery includes the learning objectives and goals. This also includes some type of learner characteristics and traits along with the delivery methodology focused on technology, content and learners. In contrast, Singh and Hardaker (2014) indicated that in North Africa certain instructional design based activities are followed that includes video tape lectures along with online study and testing. The instructional practices that are followed within the nation includes instructional delivery. This is a combination of media along with learning tasks incorporating the course that the learners might hear, see and interact. Richey and Klein (2014) added that practice and feedback based instructional practices are also followed in the North African regions. This includes examples, quizzes, tests along with the ways in which the learners might continue to learn, test and re-test till certain optimal findings are gathered. Effective evaluation process is also followed in North Africa within which the management decides whether the objectives and goals are addressed. In this instructional design process, it is also gathered that what steps might be taken on order to enhance the process of learning in order to develop recommendations for improvement. In contrast, Richey and Klein (2014) elaborated on the fact that designers in North Africa considers selecting an instructional design theory or model in evaluating and attaining the observed goals along with objectives. These researchers also elaborated certain principles of instructional design that is followed in Middle East and in North Africa. The ideal curriculum that is followed in this nation considers the successful learning and expertise development. Learners in these nations those attain great expertise are likely to be self-regulated. They develop certain learning goals, recognize their own deficits and recognizes the contradictions. Opposing the view, Singh and Hardaker (2014) revealed that the meta knowledge of language, emotion, cognition, communication, motivation along with social interactions in Middle East and North Africa serves as a part of self-regulated learning which is properly developed. The expert learner in North African regions is observed to develop conceptually rich as well as organized representations based on knowledge. This outs a barrier to forgetting which might be automatically retrieved and can be flexibly implemented all through the situations and tasks. Richey and Klein (2014) evidenced that expertise development in Middle East has detain specific features. Experts in this nation maintain and acquire skills by means of regular and long term engagement having dormant based activities, deliberate practice along with corrective feedback. These researchers explained that experts in Middle East tends to develop meaning patterns within tasks and situations are not noticed by novices. Richey and Klein (2014) stated that in consideration to the behaviorist perspective, it is argued that in North Africa the best indication regarding the fact that learning took place can result in a change within performance. Performances are segmented in Middle East and North Africa based on five major domains of learned capabilities. This includes intellectual and motor skills, cognitive strategies, attitudes along with verbal information. Singh and Hardaker (2014) revealed that more and more organization in North Africa and Middle Eastern region are considering use of online learning to be an effective means of trading their internationally dispersed workforce. However, it is deemed that it is not possible to attain an improved visual designer on board each time. This is in order to generate e-learning that can be effective. Middle Eastern regions are observed to follow certain instructional design practices that facilitates organizations within the nation to develop better e-learning devoid of having any formal training in visual design along with technical applications. Richey and Klein (2014) indicated that the instructional design practices employed in Middle East considers employing meaningful images along with designing a distraction free template. These researchers also indicated that instructional design practices followed by the organizations in developing meaningful images can consider presenting a list-type content rather than considering use of bullet points. Singh and Hardaker (2014) explained that rather than using the clip art images, North African organizations prefer employing the clip art images and prefers that the photographs might offer highly professional look. Moreover, rather than using any random images, powerful images are selected by Middle Eastern organizations that can develop necessary emotions particularly the ones those are positive. Van Merrinboer and Kirschner (2017) focused on the fact that both the North African and Middle Eastern organizations considers to design a distraction free template. This is for the reason that, the believe that such practice is the one that can encourage the learners to focus on content devoid of decoration. These researchers also focused on the point that eLearning developer if not managed properly can be highly destructing. The organizations in these nations considers to carefully get rid of all the irrelevant aspects. Singh and Hardaker (2014) evidenced that it can be wise to get assoc iated with the curse design essentials at the time of generating a template. This can avoid certain unnecessary distractions that are always blocked within the learners minds. Research gap Linnenbrink-Garcia, Patall and Pekrun (2016) evidenced that previous researchers on intercultural design practice failed to elaborate that the instructional designers in the Middle East and North Africa are dedicated enough in improving learning with technology. These researchers also state that numerous researchers failed to explain the four categories of responsibilities that includes managing, designing, supporting and training. Research gap also existed in explaining the ways in which instructional development field focuses on the work of the individuals from a wide range of associated disciplines (Maarop and Embi 2016). There is a lack of research in explaining that the instructional development in North Africa and Middle East includes cognitive and educational psychology, certain instructional media and some are associated with particular content disciplines. Based on such research gap, future research will tend to focus on elaborating the designing of instructional materials a nd courses in North Africa based on digital delivery (Maggio et al. 2015). Moreover, future research will also focus on biding such gaps through investigating the ways in which management of efforts can be possible on the behalf of administration, faculty, IT and other instructional designers. This can facilitate the learners in attaining effective student learning. There are no research focusing on the areas of perceived instructional technology which explains that the companies find it easier to use technology within North Africa and Middle Eastern region (Margaryan, Bianco and Littlejohn 2015). Previous research failed to realize that focus must change from training computer users for studying computing. Most of the research work also could not explain in details that the instructional design systems might be seriously challenged as an efficient technology. Most of the training has been developed devoid of employing a systematic process (McCall, Padron and Andrews 2018). Based on the research gap, future research will focus on investigating that several organizations are not aware of the need of instructional designers. Considering the same, it will also explain that the science along with instructional design encompasses both the research and theory. Research must apply suitable methodology in order to test such predictions along with that i nstructional design must focus on explaining careful specifications of instructional design (McIver, Fitzsimmons and Flanagan 2016). Conceptual framework The conceptual framework designed below explains the responsive structure for the delivery of Web based learning and teaching. It will also explain the ways in which such framework is impacted through a set of few interrelated concerns for generating an instructional design model (Joo, Oh and Kim 2015). From the conceptual framework it is gathered that offering structural materials on the World Wide Web can be through flexible learning that is challenging initiative. The implementation of instructional design models is required to be investigated in consideration to the conceptual framework. This is for the reason that as a means of offering more flexible online delivery of teaching in the universities such conceptual framework aspects ae necessary (Kenward and O'Kelly 2017). The framework has explained several aspects associated with the instructional design theory that is practiced within North Africa and Middle East. This also considers the conditions on which certain instruction is deemed to take place and the desired outcomes are observed to be attained. Such framework has been developed in evaluating the certain inter-related issues that are observed in its practices in the selected nations (Koch 2014). These issues are observed to be faced by the designers, academics, organizations along with the designers in these nations in generating an online teaching and learning surroundings. Figure 1: Conceptual Framework of Instructional Design (Source: Koh et al. 2015) Summary The objective of this paper was to carry out a literature review on the topic instructional design. The literature review section will focus on explaining the concept and history of instructional design, instructional design for MOOCs along with growth of these practices within North Africa and Middle East region. The paper also explained the conceptual framework developed after conduction of this literature review along with its research gap. It is gathered that instructional systems design is based on which the curse of action can be taken. This is made up of a wider sense of deciding the state within which the learner along with the other individuals see it explaining the ultimate purpose of teaching. Such process also leads to presence of some light at the end of the tunnel in order to make a smooth transaction. The literature reviews also explained that the instructional design theory followed in the Middle East intends to provide efficient guidance along with direction within t he field of education. This can further facilitate in helping individuals develop and learn in a better manner. It is deemed by the researchers that MOOCs will be offered for the new opportunities based on learners. These learners are encouraged to take part in the MOOCs from all through the world and specifically United Arab Emirates (UAE) and North Africa devoid of any precondition. This also includes some type of learner characteristics and traits along with the delivery methodology focused on technology, content and learners. References Apostolou, B., Dorminey, J.W., Hassell, J.M. and Rebele, J.E., 2017. Accounting education literature review (2016).Journal of Accounting Education,39, pp.1-31. Bawa, P., 2016. Retention in online courses: Exploring issues and solutionsA literature review.Sage Open,6(1), p.2158244015621777. Brown, M.G., 2016. Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching.The Internet and Higher Education,31, pp.1-10. Buchanan, S., Harlan, M.A., Bruce, C. and Edwards, S., 2016. Inquiry based learning models, information literacy, and student engagement: A literature review.School Libraries Worldwide,22(2), p.23. Carlson, R., Padron, K. and Andrews, C. 2018. Evidence-Based Instructional Strategies for Adult Learners: A Review of the Literature.Codex (2150-086X),pp. 4. Challco, G. C., Bittencourt, I. I., and Isotani, S., 2016. Computer-based systems for automating instructional design of collaborative learning scenarios: a systematic literature review.International Journal of Knowledge and Learning,11(4), 273-297. Chen, S.J., 2014. Instructional design strategies for intensive online courses: An objectivist-constructivist blended approach.Journal of interactive online learning,13(1). Chou, H.L. and Chen, C.H., 2016. Beyond identifying privacy issues in e-learning settingsImplications for instructional designers.Computers Education,103, pp.124-133. Gamage, D., Fernando, S. and Perera, I., 2015, August. Quality of MOOCs: A review of literature on effectiveness and quality aspects. InUbi-Media Computing (UMEDIA), 2015 8th International Conference on(pp. 224-229). IEEE. Hackett, M. and Proctor, M., 2016. Three-dimensional display technologies for anatomical education: a literature Review.Journal of Science Education and Technology,25(4), pp.641-654. Hayes, S., 2015. MOOCs and Quality: A review of the recent literature. Helms, S. A. (2014). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators.Interactive Learning Environments,22(6), 804-810. Joo, Y.J., Oh, E. and Kim, S.M., 2015. Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study.Journal of Computing in Higher Education,27(1), pp.28-46. Kenward, K.A. and O'Kelly, M., 2017. Online and Hybrid Instructional Design for Liaison Librarians: A New Certification Program. Koch, L.F., 2014. The nursing educator's role in e-learning: A literature review.Nurse education today,34(11), pp.1382-1387. Koh, J.H.L., Chai, C.S., Hong, H.Y. and Tsai, C.C., 2015. A survey to examine teachers perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK).Asia-Pacific Journal of Teacher Education,43(5), pp.378-391. Linnenbrink-Garcia, L., Patall, E.A. and Pekrun, R., 2016. Adaptive motivation and emotion in education: Research and principles for instructional design.Policy Insights from the Behavioral and Brain Sciences,3(2), pp.228-236. Maarop, A.H. and Embi, M.A., 2016. Implementation of blended learning in higher learning institutions: A review of literature.International Education Studies,9(3), p.41. Maggio, L., ten Cate, O., Irby, D. and OBrien, B., 2015. Published as Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the Four Component Instructional Design Model. Academic Medicine.Educating Physicians in Evidence Based Medicine: Current Practices and Curricular Strategies, p.85. Maggio, L.A., Ten Cate, O., Irby, D.M. and OBrien, B.C., 2015. Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model.Academic Medicine,90(11), pp.1457-1461. Margaryan, A., Bianco, M. and Littlejohn, A., 2015. Instructional quality of massive open online courses (MOOCs).Computers Education,80, pp.77-83. McCall, R. C., Padron, K. and Andrews, C. 2018. Evidence-Based Instructional Strategies for Adult Learners: A Review of the Literature.Codex: the Journal of the Louisiana Chapter of the ACRL,4(4), pp. 29-47. McIver, D., Fitzsimmons, S. and Flanagan, D., 2016. Instructional design as knowledge management: A knowledge-in-practice approach to choosing instructional methods.Journal of Management Education,40(1), pp.47-75. Mulhearn, T.J., Steele, L.M., Watts, L.L., Medeiros, K.E., Mumford, M.D. and Connelly, S., 2017. Review of instructional approaches in ethics education.Science and engineering ethics,23(3), pp.883-912. Onyura, B., Baker, L., Cameron, B., Friesen, F. and Leslie, K., 2016. Evidence for curricular and instructional design approaches in undergraduate medical education: an umbrella review.Medical teacher,38(2), pp.150-161. Parmaxi, A. and Zaphiris, P., 2017. Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice.Interactive Learning Environments,25(6), pp.704-716. Pstor, D., Jimnez, J., Gmez, O.S. and Isotani, S., 2018. New Perspectives in Instructional Design using Semantic Web Technologies: A Systematic Literature Review. Petri, G. and von Wangenheim, C.G., 2017. How games for computing education are evaluated? A systematic literature review.Computers education,107, pp.68-90. Rao, K., Ok, M.W. and Bryant, B.R., 2014. A review of research on universal design educational models.Remedial and Special Education,35(3), pp.153-166. Richardson, R.T., Drexler, T.L. and Delparte, D.M., 2014. Color and contrast in E-Learning design: A review of the literature and recommendations for instructional designers and web developers.Journal of Online Learning and Teaching,10(4), p.657. Richey, R.C. and Klein, J.D., 2014. Design and development research. InHandbook of research on educational communications and technology(pp. 141-150). Springer, New York, NY. Schindler, L.A. and Burkholder, G.J., 2014. Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature.Higher Learning Research Communications,4(4), p.11. Singh, G. and Hardaker, G., 2014. Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literaturea need for an integrative approach.Education+ Training,56(2/3), pp.105-121. Sweller, J., 2016. Working memory, long-term memory, and instructional design.Journal of Applied Research in Memory and Cognition,5(4), pp.360-367. Van Merrinboer, J.J. and Kirschner, P.A., 2017.Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge. Wang, Y., Han, X. and Yang, J., 2015. Revisiting the blended learning literature: Using a complex adaptive systems framework.Journal of Educational Technology Society,18(2), p.380. Watson, S.L., Loizzo, J., Watson, W.R., Mueller, C., Lim, J. and Ertmer, P.A., 2016. Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change.Educational Technology Research and Development,64(6), pp.1273-1300. Watson, W.R., Watson, S.L. and Janakiraman, S., 2017. Instructional quality of massive open online courses: a review of attitudinal change MOOCs.International Journal of Learning Technology,12(3), pp.219-240. Wisneski, J.E., Ozogul, G. and Bichelmeyer, B.A., 2015. Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence.The Internet and Higher Education,25, pp.18-27. Wopereis, I., Frerejean, J. and Brand-Gruwel, S., 2015, October. 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Work in Global Society for Food Services - myassignmenthelp.com

Questions: 1.What is the primary focus and problem explored in the paper? 2.What are the key ideas and arguments raised in the reading? 3.What issues emerge out of the reading that you would like other students to know about? Answers: 1. The primary aim of this research article is to evaluate the part time poor working conditions for the international students. The students are offered low wages and they do not have the adequate skills, moreover, the articles evaluate the significant issues of social justice. It becomes important to understand the poor working conditions in low wages that are offered to the respective students. The article reflects the fact that there are illegal employer practices from many of the firms operating throughout the concerned market segments of Australia (Gruenewald and Smith, 2014). These illegal practices are facilitated by the effective use of undeclared casual work. The issue of underpayments has significantly increased for the international students looking for part time work throughout the market regions of Australia (Harkavy et al., 2016). A large number of international students are seen to be working with the other employees in many restaurants and cafes. It becomes important for the government to take required steps in order to improve the overall working conditions for the international students. 2. The key idea of the article is the discussion and the arguments on the poor working conditions for the international students at low wages. The students are treated poorly in many food services such as in cafes and in restaurants by offering the lower amount of wages to them. The idea is to understand the illegal employer practices throughout Australia so that the working and living conditions for the international students can be enhanced. The articles help in bringing out the conditions related to the wages and working atmosphere of the students in cafes and restaurants. The argument is mainly on the higher levels of precariousness which is mainly centered on the illegal employer's underpayment practices that cause the students to suffer from poor living conditions. Furthermore, the article provides two main areas for arguments; they are related to the food services such as the ethnic and mainstream. There exists a lack of the protection among the international students concerni ng their respective work processes (Loy and Cooper, 2017). The working-time and the employment insecurity critically affect the execution of the business processes of the organization concerned. The illegal employer practices mainly hamper the living conditions and the students are filled with poor work experiences. 3. The issue is regarding the underpayment, non-payment in the name of award regulation, irregularities in the work allocated to the international students in different food service sectors such as in cafes and restaurants. The illegal employer practices provide illegal and underpayment works to the international students needs to be stopped (Rees et al., 2014). There is the certain recommendation that needs to be adopted as to enhance the working conditions such as there should be the change in the policy solutions. Moreover, it becomes the primary responsibility of the students as well as the governments to look after the lower amount of wages offered to the students. References Gruenewald, D.A. and Smith, G.A. eds., 2014.Place-based education in the global age: Local diversity. Routledge. Harkavy, I., Hartley, M., Hodges, R.A. and Weeks, J., 2016. Working to Educate Global Citizens and Create Neighborly Communities Locally and Globally: Penn's Partnerships in West Philadelphia as a Democratic Experiment in Progress.Higher Learning Research Communications,6(2), p.43. Loy, J. and Cooper, R., 2017. Addressing Cultural and Gender Project Bias: Engaged Learning for Diverse Student Cohorts. InStrategies for Increasing Diversity in Engineering Majors and Careers(pp. 130-154). IGI Global. Rees, J., Boulton, G., Rosling, H., Smith, S.J., Kothari, U. and Dearing, J., 2014. Working together to address global problems: Royal Geographical Society (with IBG) Medals and Awards ceremony 2014.The Geographical Journal,180(3), pp.281-288.