Jack and Jill Twisted Story Essay

The sun was setting in Ville ville, and Jack and Jill were off to a party. They were so pumped for this party; they decided to go to the Hill hill to get some magic moon water to drink at the party. The hill was not very steep, it was very humble, but the problems isn’t with the hill it is with the magic moon water, if taken at the right time, you will be cursed and turn into specks of dust. The water they got made them the best partiers on the planet, and the water that they were to drink was to make them the best partiers for eternity. The water was in many puddles in around the hill, if the water forms and the moon perfectly pass over it while you take it you’re safe. So as the stride up the hill as the day became night, it was about 7:00pm and the party wasn’t ‘till 11:00pm. They were starting to get worried that they might not make it to the party. While they were going up the hill, Jack staggered down the hill and broke his crown. Now they’re going to miss the magic moon water time and the party. Jack had tripped over a rock that maybe formed the people who failed to take the water on time and turned into specks of dust. Jill came rushing to see what was wrong, but she told him that he was being pathetic and that they were going to buy him a new crown from the costume shop on their way to the party. Jack ended up falling into one of the magic moon water puddles, so Jill had to pull him out of there before he turned into specks of dust. While Jill tried to pull him out, she struggled, because she’s trying to pull out a 125 pound guy who was stuck in a hole. Then later after a long time of Jill trying as much as she could to pull him out, the moon passed over and Jack was slowly turning into a small speck of dust, and Jill was standing there betwixt and unsure about what to do to help him. Jill collapsed to the ground and was trying not to roll down the hill, but she slipped on some water, and then started to roll down the hill stopping at the bottom of the hill crippled because the impact of the crash had crushed all the bones in her body, and she died a slow and painful death from all the internal bleeding and the pain.

Dorothea Lange

Art has always been Important to society. The art Influence and modify to society and which Is formed societys understanding and era. Especially visual arts such as paintings and photographs all important for know better. For example: Jaime Olaya's painting La Famllla and Dorthea Lange's photograph Migrant Mother. I am going to compare and contrast the similarities and differences between Migrant Mother and La Familia.There are some similarities between the two. The first similarity is their space. That artworks space is crowded and overlapping. Because the figures are large. Another similarity is composition. Both works are capturing a mother and her children. Although there are some similarities but there are several kinds of differences between Migrant Mother and La Familia. The first difference is their era. Migrant mother was made in twentieth century but Migrant Mother was made in nineteenth century.Migrant mother colors are muddy and cool on the other hand La familia colors ar e colorful and bright. Another difference Is their balance. Migrant mother balance Is the mother head is slightly proportional and level with the children's had. La famllla balance Is Mother's head Is not level at all not proportional. Another Important difference Is mood. Migrant mother mood Is depressing, worried, fear and very downhearted. All the same la familia mood Is happy, comforting, loving, peaceful and warm.Migrant mother message is struggling mother for her children and to overcome hard times with together. In addition to La Familia message is a mother holding her children with passion and love. Another difference is interpretation. I mean migrant mother interpretation is realistic but La Familia interpretation is artistic. Because Migrant Mother is seen reality of life. All in all I believe art should tell the truth but at the same time adduce beauty of life. So these artworks are one of best their period.

Introduction to Counselling Essay Example | Topics and Well Written Essays - 1500 words

Introduction to Counselling - Essay Example There are many counselling methods based on different counselling theories. The success of any type of counselling depends on the person and his requirements. Obviously, the environment and surroundings also have an effect on counselling. In most of the cases, mental therapy is required as things come from the brain, which is responsible for mental engagement. The reflex actions are taken by mental activities. So, counselling is not mainly for any ailment but it is a requirement of today’s life. One should not be hesitant in consulting any counsellor as it is important to make things better. Counsellor studies the case and after that, he decides which type of counselling a person needs. This is also dependent on the conditions provided by the person. The theories, which are being discussed below are Adlerian theory and Behavioural theory (Peele 1998). This theory is developed by Alfred Adler. Adler said that we act well when we feel that we are encouraged but we withdraw or give up when we are discouraged, we feel low in this case. The main thing in Adlerian theory is encouragement. It is the most important and key element for human success. It is a simple observation that encouragement and appreciation have pleasant affects on us and we try our best to do all the assigned jobs better. Adler uses this conception that our brain does not work using actual facts but it assumes the facts that it wants from the others, which are nice words and appreciation. He uses the subjective facts as he focuses on the perceptions of each person. As the word subjective refers to the point of view of an individual, so, Adler’s theory was based on this form (Corey 2009). The fact is that every problem or headache you posses is related to you. No other person will bear it for you so Adler uses this simple fact as basis of his theory. It is tot ally subjective. The

Denver City Council Ban on Urban Camping Case Study

Denver City Council Ban on Urban Camping - Case Study Example According to the study the proposed ordinance seeks to define the word camping, to include temporary stay on public or private property sheltering against any form of elements. This ordinance will be adopted under the police powers and premised upon the basis of protecting the health, safety and the general welfare of the public. It should be viewed that this ordinance is not merely a law that seeks to prohibit the mere act of sleeping on public or private property. The proposed ordinance to be passed banning unauthorized camping in the city is due to factors such as health and safety of its residents. People sleeping out in the open exposed to all manner of harm raises concern and bring with it a lot of harm. This proposed ordinance seeks to make it illegal to camp on "any private property without the express written consent of the property owner" and "any public property except in any location where camping has been expressly allowed." When people sleep exposed in urban areas, heal th and safety indeed are concerns. The ban comes as a wakeup call to the business owners within the region since tourists visiting the town are affected. Many business owners have to contend with people sleeping outside their place of work. This in turn has an effect on the economy, for example, crime rates have increased and there is so much filth within the area.2 Downtown areas have to be reclaimed, and not to be turned into an eyesore. Carroll also states that the increased encroachment by the homeless people on the streets of Denver causes the loss of the city as a place of entertainment. The author quotes the Mayor’s statements that losing downtown to the homeless is tantamount to losing the city itself. An increase in homelessness and encroachment also causes financial concern, since many meetings dwell on the issue. However, there have been increasing criticisms of the proposed law.

Finance For International Business Essay Example | Topics and Well Written Essays - 2500 words

Finance For International Business - Essay Example The article presents the financing and the methods of capital budgeting. Capital budgeting is defined as the planning process which is applied by the managers of the company to decide whether the long-term investments are worth the supplying/funding of money through the capitalization structure of the company. Fenland Foods Plc should opt for debt financing method if it considers investing in the project in spite of the negative results of the Fresh Farm because it does not require sharing the company’s part with the investor. Financing through bank loan will be the better option because raising a loan through the bank will give the freedom to Fenland to run the Fresh Farm Foods Company without any intrusion from the lender. By opting for the bank loan, Fenland could also enjoy the tax benefits as the interest paid on loans are generally deducted from the income before computing the taxable income. The capital asset pricing model provides a practical risk measure that helps the investors to resolve what return they actually deserve for placing their money or capital at risk. It is recommended that Fenland Foods Plc should not undertake the project as the NPV of Fresh Farm Foods is negative and also the payback period is more than five years which signifies that Fenland will not be a ble to quickly pay the finances. It is also advised that if Fenland considers undertaking this project in spite of its negative result then they may invest  £400,000 which is less than the initial investment.

Personality type description Essay Example | Topics and Well Written Essays - 500 words

Personality type description - Essay Example make others feel good about themselves, and get disappointed when I feel I am not liked back as much or experience unkindness or indifference from them. My desire to be liked by others is a human need all people share, and does not to mean that my sense of security relies heavily on their approval because I am a very secure person. I believe people are basically good and expect that kindness comes naturally from them too. I am very adaptable and have the ability to adjust to whoever I am with in order to maintain harmony. I know I have a good sense of judging people and can be influential to them, but I do not control them to acquiesce to my way of thinking and relating. This is one thing that my personality does not share with the traditional ESFJ type. Another thing is being organized. ESFJ’s are known to be sticklers for organization and structure. I am not like that. I am a creative, down-to earth spirit who does not want to be stifled by the usual, known and traditional methods as I just want to spread my wings and fly. Being individuals, we have our own personalities which have components we may share with others or not. I believe there is a prevailing need to reach out to others and somehow connect with them in one way or another. In order to do this, we try to adjust some part of our personality to accommodate someone who may be very different from us in order to maintain harmonious interpersonal communication and relationships. For instance, if the personality of A is extroverted and B is introverted, A should be able to use that engaging personality to draw B out of her shell, while keeping it tamer so that B will not be overwhelmed. On the other hand, B will just have to reach out a little more just so she gets to connect with A as a compromise. My husband’s personality type is ENTJ. Unlike me, he is very organized and finds comfort in structure. He can be very focused on some things, like his career that he has the tendency to tune other

Event Risk Management Assignment Example | Topics and Well Written Essays - 500 words - 2

Event Risk Management - Assignment Example all participants will be required to adhere to present rules defining their contact behaviours, each member will be required to abide by the rules during the session, and acts of misconduct will attract reprimand. The police officers will also be engaged to ensure that security is beefed and order observed. The head of the police department will be involved in planning for security patrols and deploying of police officers. This will ensure law is not broken and at the same time, the safety of those attending the event guaranteed. The health practitioners will also be invited to provide first aid services to those who might get hurt or fall sick during the session. This will ensure that the health of those invited is cared for should there be any unexpected health problem. During this event, provision of clean drinking water and safe food will be mandatory. Safe and adequate means of transport to and from the venue will be provided. With the coming of a famous musical band a variety of people with divergent purposes will be attracted. All people coming will be required to pay an entry fee to cut out the idlers, if necessary charges be slightly higher. The stage will be protected and be on a raised ground such that the crowd will be at a lower point. Various entrances and exits will be opened to enhance mobility of the crowd. The selling of alcoholic drinks will be limited or prohibited depending on which suits the situation. Both the young and old will be invited as this will help curb reckless behaviours that is seen when those who attend such an event are youths only, a mix of the crowd will be appropriate. Various hotel departments such as that dealing with accommodation and security will be rigorously involved. Frequent patrols and visibility of the security personnel will help control risky behaviours and any attempt to cause chaos. The accommodations department will be required to ensure that the rooms in which the people will sleep are safe and clean with

Capstone PROJECT Article Example | Topics and Well Written Essays - 500 words

Capstone PROJECT - Article Example Martin Luther King was one of the major champions of great principle, laboring and sacrificed his life to advance the cause the equal rights for all individuals within United States of America (Bloom & Blake Web). Various people have discussed about the American dream but so far it has never been achieved Short documentary film to be created by own cinematic masterpiece in a showcase (Crosby et al Web). My opinion and belief on the American dream is that it will one day be achieved (Gibson &Mark Web). The impact of achieving the American dream will provides the people of American the first chance to job opportunities. The objectives should reflect the past and present beliefs, values and experiences. Further, the objectives try to demonstrate the thoughtful consideration of rhetorical choices to achieve the purpose (Kopple Web). To admire the political rights to all including the Republic and Democrats, the leaders elected are supposed to be committed. However, it helps in gaining a proper critical distance while considering the King’s advice (Mailer Web). The King suggested people to love their enemies in order to foster the development and continuity of the people within the United States. The project will have a professional quality workmanship. This can be achieved through proper working skills in collecting the necessary information’s (Newlin Web). Further, the parameter should contain a meaningful and purposeful chosen text track that can provides understandable and content of the American Dream (Ramsay Web). While using the while using visuals and audios, both should have an open meaning to allow quick understanding to the people of the United States. The process of projects varies with the choice of the researcher. However, the process used should have maximum provision of evidence and facts to all individuals (Obama Web). Use of the photographs is always preferred since it always tries to provide facts and is durable.

Why I want to be an HR Generalist Essay Example | Topics and Well Written Essays - 250 words

Why I want to be an HR Generalist - Essay Example I qualify for this job also because I have about 18 months of experience of working as an HR Generalist with a company where I was required to manage the day-to-day operations, manage employee relations, administer the policies, programs, and procedures, arrange training and development programs for the employees, and address their individualistic and collective issues by serving as a medium of coordination between them and the top management. One thing that I love about working as an HR Generalist is that it involves a lot of strategic management. The HR Generalist has to manage things in a way that generates positive messages for the organizational personnel so that they feel intrinsically motivated to cooperate and be a part of the change. I look forward to this opportunity so that I can apply the concepts I gained through years of training and practical experience.

Working With HIV and AIDS Essay Example | Topics and Well Written Essays - 500 words

Working With HIV and AIDS - Essay Example Since it was discovered the ARV, therapy has been of exceptional significance to the society at large a lot of campaigns have been done encouraging infected people to use the drug. Patient’s adherence to this therapy has resulted in many lives being saved. Understanding and promoting adherence to antiretroviral medications in people living with HIV/AIDS is of enormous individual and public health significance. ARV has proved to be highly effective in reducing the viral load and associated morbidity of persons living with HIV/AIDS. It has played a significant contribution directly to dramatic declines in the HIV-related mortality. Given this deduction its substantial health benefits, it has subsequently reduced the expenses that would have or else been incurred by the victims and their families for medical bills purposes. It has also become easier and cheaper to access medical services. This factor in one way or another has highly contributed to the eradication of poverty since people living with HIV are still productive and a lot of resources are not being wasted for medical purposes. Despite all these positive facts, however, people using the drug have to change their lives in one way another particularly when it comes to matters of dieting and body exercises. Although computers are essential to the current day to day life I think life would still be impressive without them., Imagining that there would be other means of doing the things we do with a computer life would still continue normally but in a different manner. Supposedly if there was no internet, most probably people would have come up with another way of socializing to replace internet chatting. On the other hand, instead of writing emails letters would still be the main mode of communication for official matters. On the notion that computers have made the world a global village maybe there would other means that would be serving the same purpose.     

Western Governor’s University Essay Example for Free

Western Governor’s University Essay A nurse can exert leadership without occupying a formal leadership position by taking a leadership stance. In the course, Becoming a Leader in Health Care, it describes leadership as an attitude and not just a position (Reinertsen, 2009, p. 2). Leaders take responsibility for problems and look for ways to solve them. The nurse on an interdisciplinary team serves as a leader by acting as a patient advocate and by coordinating with the other team members to work towards a common goal for the patient. The nurse is instrumental in directing the care and communicating the essential issues in the patient’s care to the whole team. Communication is an essential part to the healthcare team. The nurse communicates with all the members of the team the vital information and ensures follow up care is received. This coordination of care and effective communication leads to positive patient outcomes and increased patient satisfaction. Another way the nurse serves as a leader on the interdisciplinary team is by bringing forth process problems and asking for the teams input on how to solve a particular problem. For example, the nurse may identify a problem with a decrease in hand hygiene compliance. The nurse can solicit ideas on how to solve the problem. The nurse may also bring forward some of his or her own ideas to solve the problem like more dispensers outside of each room and visual reminders to staff to do hand hygiene that are not following the procedure to increase hand hygiene compliance. By doing this nurse is acting as a leader by taking responsibility for a problem. The leadership stance is a lets solve it attitude towards problem resolution. (Reinersten, 2009, p. 2). C. Active Involvement It is important for a nurse to be actively involved in the interdisciplinary team because teamwork is essential in effective patient care. One of the first ways a nurse plays a contributing role on the interdisciplinary team is by communication of relevant information. A structured communication tool called SBAR (Situation, Background, Assessment, and Recommendation) is used to relay relevant information between caregivers. An example would be a nurse communicating to a doctor regarding a patient with chest pain. Situation: â€Å"Mr. Clark is complaining of chest pain radiating down both arm.† Background: â€Å"He has a history of cardiovascular disease and has taken 3 sublingual Nitroglycerin without relief.† Assessment: â€Å"He is short of breath and diaphoretic.† Recommendation: â€Å"Can we institute the Acute Coronary Syndrome Orders until you get here? How long will it be till you arrive?† A second example of the way a nurse contributes to the interdisciplinary team is through the coordination of care. If the patient needs a bedside procedure such as a bronchoscopy the nurse needs to coordinate with the physician to provide informed consent and the equipment technician to set-up the equipment for the procedure. The nurse must coordinate with the pharmacist to obtain medications that will be needed for the procedure and the respiratory therapist to assist with the procedure. Lastly, the nurse must coordinate with the lab and radiology to do any post-procedure labs and x-rays. C1. Contributing Position The nurse can take an active contributing role with an interdisciplinary team by working with the other disciplines. The nurse collects data for the dietician such as height and weight, monitors fluid intake and output and diet intake. The nurse does a thorough assessment of the gastrointestinal system and monitors bowel movements. This information enables the dietician to better plan the nutritional needs of the patient. This collaboration leads to improved outcomes for the patient. A second way that the nurse can take a contributing role is by making sure core measures are done for specific diagnoses. These evidenced based measures guide the care and contribute to better outcomes for the patient. D. Culture of Safety The Institute of Healthcare Improvement defines the four characteristics of a culture of safety as psychological safety, active leadership, transparency and fairness (â€Å"Culture of Safety†, 2011). Psychological safety pertains to a safe environment where people feel comfortable in speaking up about a concern. For example, if site verification is done on an impending surgery and one member of the team feels there might be an error the person can feel safe to speak up and question without fear of being penalized or berated for speaking up. This promotes an environment where learning is increased and the risk of future harm to patients is decreased. Active leadership in a culture of safety is using effective leadership. Effective leaders set a positive tone in the environment, share information and invite others to share, call people by their names to create familiarity, and are approachable. An example of this would be surgeon who is about to perform surgery, he speaks to the team members using their first names, explains the case to the them, and asks the team to speak up if there is questions during the case. The surgeon maintains a positive attitude and the team feels that they can approach him with concerns. Transparency is the willingness of an organization to investigate errors that have occurred and share the information so that others can learn from the mistake. If transparency does not exist it can allow errors to continue to occur and risk patient safety. An example would be a wrong site surgery, if an important check was omitted and not reported the error could occur again. Transparency allows the organization to fix process problems that may have precipitated the error and help find solutions to prevent future errors. Lastly, fairness is another component to the culture of safety. Fairness relates to the fact that people are responsible for their behavior but the important distinction is the fact that some errors are made due to flawed systems and some errors are made due to poor decision-making. The three concepts of human behavior that need to be determined before accountability can be decided are human error where the nurse just inadvertently made a slip or lapse by forgetting to turn back on the tube feeding after giving medication. When the nurse creates a shortcut in a policy, such as running potassium faster than the recommended 10 meq/hr, is considered at risk behavior. Reckless behavior would be a nurse taking narcotic medication prescribed for a patient while on duty (â€Å"Culture of Safety†, 2011). Culture of safety is an important a spect to making patient care safer. References Reinertsen, J. (2009). Becoming a leader in health care. Retrieved from http://www.ihi.org/offerings/IHIOpenSchool/Courses/Pages/default.aspx PS 106: Introduction to the Culture of Safety. (2011). Retrieved from www.ihi.org/offerings/IHIOpenSchool/Courses/Pages/default.aspx

Analysis of Information Technology in Public Sector

Analysis of Information Technology in Public Sector Chapter 1 Introduction Countries and governments in the world try to develop and extend their business and economies throughout built relation and agreements among them for the exchange and transaction for different kind of trades through out what call e-government to facilitate communicating and transmitting the information between these countries, and to achieve these, they need to adopt the information technology as infrastructure for e-government purposes (Traunmiiller and Klaus Lenk, 2002). So, information technology IT, digital and networking considered a crucial requirements for the companies to extend their operation scope in the global. So organizational spending on information technology (IT) and utilize the technology to support different strategic and operational objectives to give the strength for the competitive strategy (support the different aspects of business), (Venkatesh Morris Davis Davis, 2003). Therefore, Information technology can be defined in various ways Like information technology includes hardware, software and telecommunication equipment which is used to capture, process, and store and distribute information ( Global text -information system-Richard T. Watson -2007Â ¬chapter 1). Also information technology refers to office, computing machines, communications equipment, instruments, photocopiers and related equipment, and software and related services (Brynjolfsson, 1991). Even Information Technology (IT) refers to Any equipment, or interconnected system or subsystem of equipment which is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission. (DODD 4630.5, January 11, 2002). when the companies attempt to adopt the technology they face problems about the acceptance of the employees for the technology , some companies still cant predict the success from implementing new technology among the employees, some fail in adopting particular technology and some face resistance for accepting or adopting the technology, another companies didnt get the benefits that they expect from accepting or adopting the technology ,therefore, the companies turn to study the technology users conceptual about technology and the factors that could affect the acceptance for the technology (Alsohybe, 2007). Since information technology is supporting our economy throughout the reductions in the cost of obtaining, processing, and transmitting information are changing the way we do business so no company can escape its effects. General Managers know the importance of information technology and how it effect in the work. As more and more they spend their investment capital and their time in information technology and its effects, an executive have a growing awareness that the technology can no longer be the exclusive area of IT departments or IS departments, Executives recognize the need to become directly involved in the management of the new technology since they see their competitors use information for competitive advantage, These In the face of rapid change, however, they dont know how (S Rivard, L Raymond, D Verreault, 2006). In order to help managers respond to the challenges of the information developing and how will advances in information technology affect competition and the sources of competitive advantage and what are the opportunities for investing in information technology. For that managers must first understand the information technology (Yen Subramanian chino, 1997). So this study is going to examine the factors that influence information technology acceptance in the public sector in the republic of YEMEN to enhance the accepting, adopting and the usage of information technology among the workers in the public sector. Beside facilitate the information transaction between the managements and between the government utilities with spotlight in the role of information technology strategies in these utilities to support the accepting, adoption for the technology. Even this study is going to examine the support of the government to adopt the information technology as government infrastructure toward E-government. Republic of Yemens Background The Republic of Yemen is an Arab country located in the southern part of the Arabian Peninsula. It is bounded on the north by Saudi Arabia and by the Arab Sea. Oman lies in the west of the Republic of Yemen and the Red Sea lies in the west of the Republic of Yemen. The total area of the Republic of Yemen is about 555,000 square Kilometer, and the population of the Republic of Yemen is 18 million. The official language of the country is Arabic and Islam is the official religion of the country. The ethnic groups in the Republic of Yemen are predominantly Arab, but also Afro-Arab, South Asians, Europeans. The Yemeni Rial (YR) is the official currency unit, but visitors can exchange most of the international currencies in exchange establishments or banks all over towns. Currently, the Republic of Yemen is enjoying a stable political, economic, and social system based on respect and openness with the rest of the world. This stability provides an opportunity for the country to improve its economy and service provision to its citizen and move along with the rest of the world. The Republic of Yemen has three national independence days: September 26, 1962 when the king of North the Republic of Yemen, at that time, was overthrown and making the country a republic instead of a kingdom, November 30, 1967 when South the Republic of Yemen, at that time, had become independent from United Kingdom. The Unification Day on May 22, 1990, when the Republic of Yemen was established by the merger of South the Republic of Yemen and North the Republic of Yemen. The legal system of the Republic of Yemen is based on Islamic law, Turkish law, English common law, and local tribal customary law. The Republic of Yemen is one of the poorest countries in the Arab World. It has reported strong growth since 2000, and its economic fortunes depend mostly on oil. (CIA The World Fact book Yemen profile about Yemen, 2005: Countries, L. D, 2009) Since the unification of the Republic of Yemen in 1990, the president was determined to establish a new way of governance. The government represented by the president initiated a plan to develop the new country infrastructure and build a democratic administrative system, which is responsible for the provision of public services to all Yemenis whether in the country or abroad. Since 1990, the Republic of Yemen has been trying to pursue a clear social strategy for developing new sources of income for its people, find new ways of investment in the country, reform the government, and establish new private sector participation to enhance the economical growth of the country (Ministry of Development, Republic of Yemen, 2000). The main objective of the government now and then was to improve the efficiency of the governmental administrative capabilities for better and improved services. The Republic of Yemen long-terms strategy aimed to develop a reliable and efficient administration and government by improving and reforming its ministries and institutions to deliver better public services for all its citizens and gain recognition around the world. However, not all the goals were aimed at improving the governmental functions were achieved. There are still problems facing the government plan to reform like, inflated bureaucracy, lack of collaboration between ministries and agencies, illiteracy, and a lack of direct vision of the future of the country. In its attempt to overcome these problems, the government of the Republic of Yemen has launched a reform project using information technology to implement e-government in the next couple of Years. The implementation of information technology will lead into collaboration between governmental agencies and lead to integrated databases that can be accessed by any agency any time thus delivering rapid and efficient service to the public. Communication and Information Technology in the Republic of Yemen Comparing to other countries around the world, The Republic of Yemen is still lagging in term of using information technology. Tables 1 and 2 compare the Republic of Yemen to other countries around the world and show that the Republic of Yemen is still one of the lowest countries in term of using computers and Internet, telephone usage, and e government readiness. This study was prepared by the National Information Center of the Republic of Yemen, which was submitted to the Republic of Yemens Presidential Office and to the Shura Council on June 2005 as part of a workshop title E-government between reality and expected goals in the Republic of Yemen (Alsohybe, 2007). Table l : Computers for Every 100 People and Internet Usage per 100 People for the World and for Some Countries Including the Republic of Yemen Country/Group PC Percentage (%) per 100 people Internet usage per 100 people The World 7.74 15.47 Arab World 2.04 5.57 U.S.A 65.89 55.14 Canada 48.7 51.28 Malaysia 14.68 31.97 Egypt 1.66 2.82 Yemen 0.79 0.51 Note: E-Government between Reality and Expected Goals in the Republic of Yemen, by (Yemen, National Information Center, 2005. Sanaa, Yemen, p.10). Table 2: E-government Readiness for Some Countries Including the Republic of Yemen Country Web Measurement Communications Human Resources General Indicator international U.S.A 1.00 .0770 .0970 .0913 1 Canada 0.873 0.668 0.970 0.837 7 Malaysia 0.490 0.302 0.830 0.541 42 Egypt 0.100 0_066 0.630 0.265 136 Yemen 0.054 0.040 0.490 0.195 154 Note: E-Government between Reality and Expected Goals in the Republic of Yemen, by (Yemen National Information Center, 2005, Sanaa, Yemen, p. Background of the Problem In the increasingly global today, information technology (IT) spread unpredictably that because IT considers substantial investment for organizations in all different aspects. Technology used to support the strategy and operational goals Countries and governments all over the world try to develop and extend their business and economies throughout built relation and agreements among them for the exchange and transaction for different trade aspects through out what call e=government to facilitate communicating and transmitting the information between these countries, and to achieve these, there is need to adopt the information technology as infrastructure for E-government purposes. (Traunmuller and Klaus Lenk, 2002) But unfortunately acquiring appropriate IT is not a sufficient condition for utilizing it effectively. Information technology importance for adopt E-government and in order to avoid the failure in adopting E-government. Also because the change in the environment and technology the companies trying to keep going with these changes. The companies spend a lot in investing in the technology in order to empower its internal, external performance and the productivity (Alsohybe, 2007). Some employees in the organizations not used the IT effectively or are not used, despite the extending in the investment in IT. This led the organization to inappropriate investment and west the opportunities even remain the company undeveloped. So the workers in IS and the management under pressure to locate the financial and organizational benefits from the IT investment. In order to help managers and IS practitioners to determine the factors or the motivators for IT usage and the acceptance of individuals for IT usage in order to reduce the cost and attain the maximum return of the investment in IT from the beginning (Lopez Manson, 1997; Dadayan Ferro, 2005). Problem statement The problem statements is that it is expected that all companies adopting, using effectively and having information technology, however, in the reality, not all the companies adopt, use effectively or use the information technology. However, in the reality, not all employees in those organizations accept, adopt, use effectively or use the information technology. That means there is a gap between the ideal or the maximum usage for the information technology among the Yemeni government employees and the reality or the actual usage for the information technology inside those organizations. This leads to investigate or examine the determinants and characteristics such as (individual characteristics, system characteristics, social characteristics, institutional characteristics) which are of effecting in using or adopting such technology. Many researchers in information technology IT and information system IS support the necessity for study the factors affecting the IT acceptance and its relation with the employees performance: The study was conducted by (Venkatesh Morris Davis Davis, 2003) to compare eight models and validate the new theory named the unified model The study recommended that: Future research should identify the underlying influential mechanisms potential candidates here include computer literacy and social or cultural background, among others. Even The role of social influence and its change over time and may help explain some of the equivocal results helping to clarify the contingent nature of social influences. Current theoretical perspectives on individual acceptance are notably weak in providing prescriptive guidance to designers. For example applying any of the models might inform a designer that some set of individuals might find a new system difficult to use. Even the study recommended future study include system characteristics and self-efficacy And task technology fit. The study said that further work should attempt to identify and test additional boundary conditions of the model UTAUT in an attempt to provide an even richer understanding of technology adoption and usage behavior. Even different user groups, individuals in different functional areas and other organizational contexts (public or government institutions) Another study was conducted in SAUDIA ARABI (AL Gahtani, 2004) to examine the technology acceptance theory in their culture recommended more studies in the technology acceptance with focusing in the social and culture factors and using different methodologies. Also the study which conducted by (Gorke, 2006) mention about the important of farther research for determining the factors influence the decision of using particular system and the acceptance for any new system. Even the study (Yalcinkaya B.A M.S, 2007) which conducted in TURKISH in police office recommended for more studies considering other possible psychosocial or contextual variables that may affect behavioral intention of information technology usage. Beside The study (Almutairi, 2007) which conducted in Kuwaiti ministries to examine the technology acceptance theory in their culture found that there is needed to test the TAM in other culture to insure is it globalization of the model and the possibility to use in different cultures. More over The study was conducted in china (Kim lee law, 2007) This study makes an attempt to investigate the relationship between antecedents including information system quality, perceived value, and users acceptance of hotel front office systems (HFOSs) and the Results show information system quality affects users beliefs in HFOSs, it is important to realize that other factors may also play an important role in user beliefs. These factors include computer use experience and the study suggested Different studies can be performed on IT, targeting other technology systems .it is important to find factors other than perceived ease of use, perceived usefulness, and perceived value that can affect the attitude towards technology acceptance. A few areas can be further examined in future studies in hotels as well as in other organizations. Even the study was conducted by (Smith, 2008) recommended more study for the technology acceptance within the private and the public sectors. According to (Agarwal, 2000) the importance of individual differences as a significant theoretical construct in technology acceptance is indisputable. Also, he recommends for farther studies in the training as individual difference variables. Even, the study supports that technology acceptance can be facilitated by utilizing other interventions that directly affect beliefs such as training and developing a learning culture. Also, in YEMEN the usage of the information is 10% from the system capability and that was not expected. So, there is need for investigate the reasons which inhibited the organization from getting the ideal usage from the system (wards from the minister of information technology and the vice general manager of the PTC public telecommunication corporation in Yemen KAKAL AL JABRI KAMAL HASAN, 2007). Therefore, there is a concurrent need to develop and gain empirical support for models of technology acceptance within the public sector, and to examine technology acceptance and utilization issues among public employees to improve the success of IS implementation in this arena and to explore the government role to support the adoption for information technology within the public utilities employees even as strategy or as logistic support. Even examine the role of the information technology strategy in controlling the factors influence the acceptance for technology to develop and improve the employees performance. This paper presents more comprehensive, by using model of technology acceptance and suggest testing it in public sector (Alsohybe, 2007). Research Objectives 1. To examine the status of technology acceptance and utilization issues among public employees to improve the success of IS acceptance and implementation in the following theory: To examine individual differences which are effecting on the acceptance for any new technology among the employees in the public sector. To examine which of system feature that influences in acceptance the technology To examine the social factors that influences the acceptance for any new technology among the employees in the public sector. To examine institutional factors which are influencing the acceptance for any new technology among the employees in the public sector. 2 To evaluate the role of strategy in affecting on the factors that influence the acceptance for any new technology. Research questions To examine the status of technology acceptance and utilization issues among public employees to improve the success of IS acceptance and implementation in the following theory: Is there effect for individual differences on the acceptance for any new technology among the employees in the public sector? Are there effects for the system feature on the acceptance for any new technology? What are the influences of the social factors on the acceptance for any new technology among the employees in the public sector? Is there effect for the institutional factors on the acceptance for any new technology among the employees in the public sector? What is the role of strategy in affecting the factors that influence the acceptance for any new technology? Purpose of the study The study plans to examine the status of technology acceptance and utilization issues among managers and employees in the public sector as individuals to~ improve the success of IS acceptance and implementation in this area. This study aims to explore the government role to support the adoption for information technology within the employees in the public sector. Even, the study will evaluate the strategy role in controlling the variables that influences the acceptance for the information technology, and explore the information technology company characteristics that have been used in public companies in Yemen. The government of the Republic of Yemen has an opportunity to improve the progresses and prepares its people to meet the challenges of accepting and implementing information technology in the work place to provide information and services for its citizens from any place at any time. By using IT, government of the Republic of Yemen will be able to overcome the communication problem, improve government efficiency, develop alternative sources of income, and improve the livelihood of all its citizens. The Yemeni government is committed to improve the way it is conducting its day-to-day work by adopting an information technology. Scope of study The study will conduct in the public sector in the republic of Yemen. The study target will be the managers and employees as individuals in the ministries and some utilities belong to the government. This will be achieved by survey Significance of the Study According to the study (Smith, 2008) which aimed to delineate IT differences between the public and private sectors. The study argued that private sector using the information technology more than the public sector that due to many reasons individual differences is one of these reasons, so this study was encouraged to study the acceptance and implementation of the information technology among the individuals in the public sector. Even, this study is trying to add the culture as independent variable for the technology acceptance model TAM, TAM2 and TAM3 as empirical study and contribution, this research will examine the acceptance and implementation of technologies in a very conservative and traditional society like The Republic of Yemen society where culture and religion dominate the way people live and perceive changes around them and can affect their acceptance or resentment of such innovation. Also, the study combined TAM, TAM2 by setting the attitude as mediated in the relation between the believes perceived ease of use, perceived usefulness and the intention to use which was deleted in the technology acceptance model TAM2 and TAM3. Also, many studies were conducted to examine three variables affecting the technology acceptance such as individual differences, system feature and social influence and some studies examine individual differences, system feature and institutional factors, however, this study aims to examine the four factors because of the effect of each variable in the acceptance of the technology and its effect on the other variables. Also, this study uses mixed theories to give more explanatory power for the technology acceptance. Also, this study aims to predicting the behavior of the managers and employees for accept the information technology is critical issue for the companies because the important of the information technology in the government utilities in order to enhance its internal and external performance in facilitating the work flaw and smooth transferring of the information among the individuals in the different department in one unit even between the units in the public sector. Chapter 2 Summary for chapter 1 From-the -previous chapter which presents the problem statement, accept, adopting, using effectively and using information technology, however, in the reality, not all employees in those organizations accept, adopting, using, effectively and using the information technology, his means there is a gap between the ideal usage for the information technology among the employees of the Yemeni government and the reality of the usage for the technology inside those organizations. This leads to investigate and examine the determinants and characteristics (individual differences, system characteristic, social characteristics, institutional characteristic) which are effecting in accepting, adopting for such technology. 2.1 Introduction 2.1.1- The importance of Information Technology Rapidly advanced scientific and technological innovations, economic turbulence and uncertainty are some factors that underlie the importance of information technology investment. IT enables organizations to have the capabilities to do some adaptations proactively, so IT becomes an integral part, even a pivotal part of business activities and processes undertaken by any organization (Chau Hu, 2002), from that, question appears about the necessity to invest in IT in order to the organizations can get the benefits from adopting the information technology and to insure the success in the adoption, Agarwal and Karahanna (2000) see the success in this investment will be a valuable when IT utilized by the intended user in the way that contributes to the strategy and the operational goals of the organization, so the user acceptance of IT is the fundamental for the success of IT investment. The importance of technology comes from that Technology has an important impact on innovation and the development of societies and economies. This impact can be observed in three steps, the first step is substitution, new technology substitutes for the old. For example, consumers start substituting their fixed telephone lines with mobile telephones. The second step is the diffusion, when adopting the new technology is widely across society because it is law cost or better or more effective than the previous technology. The final step is transformation when the new technology ways start working and emerging because the new technology is diffused so widely in society. For example, the widespread adoption of the networking has led to interesting innovations in the communication patterns of individuals such as executives conducting business while waiting in airport lounges or traveling in trains DUTTA MIA, 2006)World Economic Forum. ICT offers more opportunities for economic development and plays very important role in international competitiveness, rapid economic change, and productive capacity of improvements for developing countries. ICTs offer the developing countries many opportunities, as it has done in the developed world, when it created unprecedented possibilities for them. Studies have emphasized that there is evidence of a strong linkage between GDP growth and ICT investment showing the importance of ICT investment for development. Acquiring IT to support business needs is clearly a crucial prerequisite to exploiting the potential of IT. Unfortunately acquiring appropriate IT is a necessary but not a sufficient condition for utilizing it effectively. Organizations (i.e., leaders and managers) make primary adoption decisions, yet it is individuals within the firm who are the ultimate users and consumers of IT. Thus, it is evident that true business value from any information technology would derive only through appropriate use by its target user group. In other words, systems that are not utilized will not deliver the returns anticipated by managers. Evidence suggests that individual users can exhibit a variety of different behaviors when confronted with a new information technology: They may completely reject it and engage in sabotage or active resistance they may only partially utilize its functionality, or they may wholeheartedly embrace the technology and the opportunities it offers. Obviously, each behavior has some consequential outcomes both negative and positive for managers (Agarwal, 2000). Also, Organizations have increased their investment in information technology IT for planning in order to increase the efficiency of their business processes. Support management decision making and improve productivity. So IT become important tool to attaining competitive advantage for the organization and improves employees productivity and efficiency (Kim Lee Law, 2007), besides, -Many researches investigate the relation between IT investment and increase the productivity and the performance in the companies one of studies (sircar et al, 2000) which found several organization success with the spending on the IT but others were failed. (Agarwal karahanna, 2000) argue in this result that IT investment will be successful when IT utilized by the organization intended user in the way contribute to the strategy and the goals of the firms. Thus user acceptance is the key for the successes of the IT investment (Darsono, 2005), Even, for more than two decades information technology has be en the focus for researcher in information system this is because IT considers as the key to lead the organization for the good performance so many researches focus in the initial usage for IT or continuous usage for IT. 2.2- The advantages and disadvantages from adopting informationtechnology 2.2.1 The advantages Information technology uses to support the competitive strategy in helping the companies to reduce the costs of the company to give special offer for its products and services and give better care about customers and suppliers and to develop unions among the company and the company with the environment around the company and increase the virtue of its investment in IT resources. By using the information technology the organization or the companies will be able to develop the value of its business throughout making the customer value the focus of its strategy which is to keep track of its customers preferences to supply its products and services anytime anywhere by using the internet or intranet and extranet(e-commerce websites). A lot of organizations/companies use information technology and internet to reengineering its business process because information technology can make integration for the organization to work for the same goal of the organization and this improves the design of the work flows or the requirements of the job even the organization structures even improve the efficiency and the effectiveness. Information technology provides the communicatio

Theories on Learning and Multimedia

Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen. Theories on Learning and Multimedia Theories on Learning and Multimedia Literature Review Introduction Computer-based instruction was used by the military to create standardize training and be more cost-effective (Shlechter, 1991). Computer-based instruction allows individual learners to pace the lesson content to meet his or her needs and provides the environment for self-directed learning (Lowe, 2002). Computer-based instruction can be defined as using computers to deliver, track, and/or manage instruction and when computers are the main mode of content delivery. The instruction can include text, images, and feedback. Software advances allow developers to integrate audio narrations, sound clips, graphics, videos, and animation into a single presentation and played on a computer (Koroghlanian Klein, 2000; Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images are included. Multimedia incorporates audio and visual elements with the instruction (Craig Gholson, Driscoll, 2002; Mayer Moreno, 2003; Mayer and Sims, 1994; Mayer Johnson, 2008). Audio components include narrations, which uses the students verbal channel of his or her working memory. Visual components include static images, animations using multiple still images, a video, and/or on screen text, which uses the students visual channel of his or her working memory. When the student receives the information from the verbal and visual channel of his or her working memory and relates the information from the two channels, then meaningful learning has occurred (Tempelman-Kluit, 2006). Meaningful learning is developing a understanding of the material, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with relevant existing knowledge, (Mayer Moreno, 2003). Meaningful learning or understanding occurs when students are able to apply the content they learned and are able to transfer the information to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007; Mayer and Sims, 1994). Allowing students to process and apply the information is essential for knowledge retention and meaningful learning. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003 Multimedia instruction not only incorporates audio and visual elements it also has the capability of creating nonlinear content. Creating a nonlinear lesson allows the learner to have an active role in his or her learning and bypass sections they have already learned as well as go back and review sections if they need reinforcement. It is like putting the student in the drivers seat and enabling them to reach the destination through a variety of paths versus sitting on a bus and stopping at each stop and waiting until they reach the destination. Cognitive Learning Theories in Multimedia Multiple multimedia learning theories and principles guide the creation process for multimedia presentations and facilitates student learning. Using the theories and principles guides the presentation creation process and facilitates students learning. The two overarching theories are cognitive load and dual coding. Several effects and __ related to the two main theories are: split-attention, redundancy, modality, spatial contiguity principle, temporal congruity principle and coherence principle. The four theories that are directly relevant to this study are: ___ ___ ___ and ___. Add figure of org chart of principles theories. Paivo, Sweller Mayer. Mayers theory of multimedia learning Cognitive Load The working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any particular time, creates the working memorys cognitive load ability (Baddeley, 1992; Mayer Moreno, 2003; Chandler Sweller, 1991). To take advantage of the memorys capability it is important to reduce redundant and irrelevant information, thus reducing the cognitive load (Sweller, 1994; Ardaà § and Unal 2008; Mayer Moreno, 2003; Tempelman-Kluit, 2006). To keep the information efficient the multimedia should eliminate information that does not apply to a lesson or assignment. Content that is nonessential for transfer or retention should also be eliminated. Information needs to be concise by carefully selecting the text and images for the content and present the information succinct and organized in a logical pattern (Mayer Moreno, 2003). Careful selection of text and images should be concise so content can be presented in a succinct and organized, logical pattern. Grouping the information into smaller portions of information reduces the cognitive load. By chunking the information, the working memory has the opportunity process the content and makes connections with prior learning and knowledge. The information is then stored in long-term memory (Mayer Moreno, 2003). After presenting a portion of the information, the multimedia presentation should include a brief activity to engage the student in processing and storing the information. Utilizing both the auditory and the visual channel of the working memory also helps with the cognitive load and content retention (Tempelman-Kluit, 2006). Based on the information above about memory and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The theory assumes that people possess a limited working memory (Miller, 1956) and an immense long-term memory (Chase Simon, 1973), with learning mechanisms of schema acquisition (Chi et al., 1982; Larkin et al., 1980) and automatic processing (Kotovsky et al., 1985), (Jueng, Chandler Sweller, 1997). Cognitive load theory provides a single framework for instructional design based on separate cognitive processing capabilities for visual and auditory information (Jamet Le Bohec, 2007). Creating a multimedia presentation that conforms to CLT would integrate the auditory and visual information on the screen. The CLT presentation design limits the load on any one channel to prevent cognitive overload and increase learning (Kalyuga, Chandler, Sweller, 1998; Mayer and Moreno 2002; Tindall-Ford, Chandler, Sweller, 1997). Further research conducted by __ __ ______ _____ indentified three separate types of cognitive load, intrinsic, extraneous, and germane. Intrinsic cognitive load The first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrià «nboer and Sweller, 2005). Intrinsic cognitive load occurs between the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the elements the working memory is processing at one time and element interactivity (van Merrià «nboer and Sweller, 2005). Element interactivity level depends on the degree to which the learner can understand the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce total cog load (intri + extr + gemain) you need you need to know the elements and how to reduce loads. If the learner needs to understand several elements at once, and how they interact with each other, then the element interactivity is high. However, if the learner can understand each element independently then the element interactivity is low (Pass, Renkl, Sweller, 2003). Th e intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load cannot be adjusted, the extraneous load can be modified. Give own example of high and low element interactivity. (van Merrià «nboer and Sweller, 2005) à   intrinsic learning schema construction and automation. Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of article Extraneous cognitive load The second type of cognitive load is extraneous or ineffective and is affected by the format of the information presented and what is required of the learner. Extraneous cognitive load occurs when information or learning tasks have high levels of cognitive processing and impedes with knowledge attainment (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as ineffective cognitive load since the cognitive processing is not contributing to the learning process. The working memory has independent two channels for processing audio and visual. If the instruction occurs only using one channel instead of utilizing both channels the learner will experience a higher level of extraneous cognitive load (van Merrià «nboer and Sweller, 2005). Extraneous cognitive load can be reduced by several effects studied as part of instructional design and cognitive load report as by Sweller et al., 1998 such as; split attention, modality, and redundancy (van Merrià «nboer and Swel ler, 2005). Germane cognitive load The third type of cognitive load is germane and is also affected by design of the instruction being presented. While extraneous cognitive load accounts for information impeding learning germane cognitive load focuses on freeing cognitive resources to increase learning. Germane is also referred to as ineffective cognitive load. Germane and extraneous work together disproportionately. Designing instruction that lessens the extraneous cognitive load allows additional cognitive processing for germane load and increase students ability to assimilate information being presented (Pass, Renkl, Sweller, 2003). Intrinsic, extraneous, and germane cognitive loads work together for a combined total cognitive load; this combined load cannot be greater than the available memory resources for a learner. An experiment conducted by Tindall-Ford, Chandler and Sweller, 1997 had a purpose of measuring cognitive load. The participants were twenty two first year apprentices and had completed grade ten of high school. The participants were assigned to one of two treatments, visual-only instructions and audio-visual instructions. The experiment started with an instructional phase, which has two parts and was 100 seconds in length. Part one of the instruction phase had an explanation of how to read an electrical table and was either all visual, or was visual and audio with a cassette player. After the instructional phase part one, the participant rated the mental effort (load) based on a seven point scale. Then the apprentices took part in a test phase which included three sections. The first section was a written test where participants filled in the blank headings in an electrical table. The second section contained questions about the format of the table. After the first part of instruction and two parts of testing, participants were given the same electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, then completed another subjective mental effort (load) survey. Then the participants complete the final section of the test phase. The apprentices had to apply the information and select the appropriate cable for an installation job with the given parameters. Apprentices had a two week break where they continued with their normal training. Then both the two part instruction phase and the three part test phase were repeated. A 2 (group) X 2 (phase) ANOVA was run for the first instruction section and the first two sections of the written test in the test phase and significant difference was found with the audio-visual group performing better than the visual-only group. When the ANOVA was run for the mental load for the two phases significance was found again, with the audio-visual group rating the mental effort lower than the visual-only group. Similar results were found when analyzing part two of instruction mental load and section three of the written test for both phases. All test results revealed the audio-visual group outperforming the visual-only group for all tests and a lower mental load rating. Therefore the participant performance can be linked back to the cognitive load. An experiment was conducted by Ardac and Unal, 2008 finish later Based on the experiment above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a presentation audio-only is the better choice. This is true not only from a modality theory, it is also better from a cognitive load theory perspective, since visual-only formats cause a higher level of mental effort for participants. Transition sentence that link split-attention effect as a part of cognitive load theory. Split-Attention Effect When images or animations are involved with the redundant text then the visual channel has to pay attention to multiple visual elements and the attention is split between the many visual pieces, creating the split-attention effect. Having several visual components such as text and animations causes an increase in the cognitive load and learning is hampered (Ardac Unal, 2008). Split-attention occurs when instructional material contains multiple sources of information that are not comprehendible by themselves and need to be integrated either physically or mentally to be understandable (Jeung, Chandler Sweller, 1997; Kalyuga, Chandler, Sweller, 1998; Tindall-Ford, Chandler, Sweller, 1997). Split-attention effect can be minimized by placing related text close in proximity to the image in the presentation or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007). One experiment conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this experiment there were 78 participants selected from an university psychology subject pool. The experiment was a 2 x 2 design with summarized on-screen text as a factor and extraneous details as a second factor. There were four groups; no text/no seductive details group with 22 students, text/no seductive details group with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a median age of 18.4 and was 33% male. All participants a little prior knowledge of meteorology with a score of seven or lower out of eleven questions. Participants viewed a computer-based multimedia presentation. The versions with text included a summary of the narration. The versions with seductive details included additional narrations with real world examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. Then participants watched a presentation with one of the treatments at individual computers. At the completion of the video students completed a retention and transfer test. Students who received on-screen text scored significantly lower on both the transfer and retention test than student who did not have on-screen text. These results are consistent with the split-attention theory as it relates to cognitive theory of multimedia. Students who received seductive details also scored lower on both the transfer and retention test than student who did not have seductive details. These results indicate that including seductive details to a presentation hampered student learning. Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had thirty participants that were first year trade apprenticed from Sydney. The participants were randomly assigned to one of three groups, each group had ten participants. The first group was the visual only group that consisted of diagrams and related textual statements. The second group integrated the presentation included the textual statements however the statements were physically integrated into the diagrams. The third group is the audio-visual group included the same diagrams and however the textual statements were presented as audio instead of text. The participants first read the instructional materials, the audio group listened to the information from an audio-cassette. Then participants completed a written test with three sections; a labeling section, a multiple choice section, and a transfer section, and finally participants completed a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group performing better than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing better than the visual only. The findings revealed that the audio-visual and the integrated formats performed better than the visual only group. The non-integrated text performed the poorest out of the three groups, which supports the split-attention effect. A set of two experiments were conducted by Mayer Moreno, 1998 to verify split-attention and dual processing. The first experiment had 78 college students from a university psychology pool with little prior knowledge about metrology. The participants were randomly assigned to one of two groups. The concurrent narrations group (AN) had 40 students and the concurrent on-screen text groups (AT) had 38 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about lightening formation; the students in the AN groups had on headphones. The presentation was 140 seconds long and included animation of the lightening process. The AN version had narration and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. After the presentation the participants had 6 minutes to complete the retention test, where participants had to explain the lightening process. Then they had 3 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 3 minutes to complete a matching test, where the students had to label parts of an image, based on the lightening formation statements provided. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. The second experiment by Mayer and Moreno, 1998 the content was changed to how a cars braking system operates. The first experiment had 68 college students from a university psychology pool with little prior knowledge about car mechanics. The concurrent narrations group (AN) had 34 students and the concurrent on-screen text groups (AT) had 34 students. Participants were tested in groups of one to five and were seated at individual cubicles with computers. The participants first completed a questionnaire, which assessed the students prior knowledge and collected demographic information. Then the students watched the presentation about how a cars braking system operates; the students in the AN groups had on headphones. The presentation was 45 seconds long and included animation of a cars braking process, and was broken into 10 segments. The AN version had narration and a brief pause between segments, and the AT version had text on-screen that was identical to the narration, and used the same timings as the narration version. The AT groups text appeared under the animation and stayed visible until the next segment started. Then participants were randomly assigned to one of two groups. After the presentation the participants had 5 minutes to complete the retention test, where participants had to explain the braking process. Then they had 2.5 minutes to complete a transfer test, which consisted of four short essay questions. Finally the participants had 2.5 minutes to complete a matching test, where the students were given parts of the braking system and they had to identify the parts in an image and label them. A split-attention effect occurred for all three tests, retentions, matching, and the transfer test; which the AN group scored higher on the matching test than the AT group. These results also align with dual-processing. CONCLUSION!!! (318-319) The experiments indicate the adding text in addition to the narration will impede student learning. The second experiment clarifies the split-attention effect, which if text is included it needs to be placed near the relevant part of the diagram. If text is not near the images, increase in the cognitive load occurs by trying to combine the images and text. The last two experiment further clarify the split-attention effect with three measures in two different experiments. Therefore narration should be used to accompany animation and images instead of text. Modality Effect The working memory of a human has two channels a visual channel that processes information such as text, images, and animation through the eyes and an auditory channel that processes sounds such as narration through the ears. According to the modality principle, when information is presented in multimedia explanations, it also should ideally be presented auditorily versus on screen text (Craig, Gholson, Discoll, 2002; Moreno Mayer, 1999; Mayer, 2001; Mayer Johnson, 2008; Mayer, Fennell, et al., 2004). When the information is presented auditorily, the working memory uses both channels, visual and auditory to process the information being heard and the information on the screen (Tabbers, Martens, van Merrià «nboer, 2004). By utilizing both working memory channels, the mind can allocate additional cognitive resources and create relationships between the visual and verbal information (Moreno and Mayer, 1999). When learning occurs using both memory channels the memory does not become overloaded and the learning becomes embedded, this improves the learners understanding (Mayer Moreno, 2002). Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a math class at the elementary school level focused on the conditions that modality effect would be occur. The researchers, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation modes and two search modes. The three presentation modes were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and supporting information were presented visually as on screen text; the audio-visual group diagrams and supporting information were presented visually. In the audio-visual-flashing group, the supporting information was presented auditorily and diagrams were presented visually. However parts of the diagram flashed when the corresponding audio occurred. The two search modes were high search mode and low search mode. The high search mode labeled each end of the line separately so a line was identified by the letters at each end such as AB. Whereas the low search mode labeled the entire line with a single letter, such as C and reducing the search needed to locate the information. The experiment content was geometry; the study population was sixty students from year six in a primary school with no previous geometry experience, creating ten students per group. The students participated in the experiment individually during class time. Students were randomly assigned to one of six groups the information was presented to the students on the computer. The experiment had three phases; an introduction phase where the problem was identified and was presented in one of the six modes as assigned to the student, an acquisition phase which included two worked out examples on the computer, after each example students were required to complete a similar problem with pencil and paper, and finally a test phase that included four problems for students to complete with pencil and paper. In the test phase they found a significant effect on presentation mode but not on the search complexity. They performed additional data analysis to discover the significance between the presentation modes occurred in the high search group, but not the low search group. Analysis of the presentation modes for the high search group revealed that the audio-visual-flashing group performed a higher level of performance than the visual-visual group. The experiment confirmed the modality theory hypothesis that mixed mode presentation (audio-visual-flashing) would be more effective because the multiple modes increase the working memory capacity. However these results were only found with the high search group and not the low search group. The group conducted two additional experiments to focus on high search and low search separately. The second experiment focused on high search. For this experiment, the population included thirty students from a Sydney public primary school who were in year six and had not been taught parallel line in geometry. The procedure was the same as before however the geometry content was a complex diagram. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students were in each group. The results were consistent with modality theory and students who were in the audio-visual-flashing group performed better then the visual-visual group, and no differences were found between visual-visual group and the audio-visual group. Therefore for high search materials, the dual presentation mode increased performance when a visual reference was provided. The third experiment focused on low search. In this experiment the population included thirty students from a Sydney public primary school who had not been taught parallel lines in geometry. The groups included visual-visual, audio-visual, and audio-visual-flashing, and ten students were in each group. The procedure was similar to the first experiment however the geometry content was a low search diagram and only contained two labels. The groups were visual-visual, audio-visual, and audio-visual-flashing, with ten students in each group. The results revealed that the modality effect did occur with the transfer problems and the visual-visual group took more time than the audio-visual and the audio-visual-flashing group. The difference was that with the low search content the audio-visual group performed better than the visual-visual group meaning, low search materials the flashing indicator is not as beneficial. The three experiments had demonstrated that using mixed modes of presenta tion increases the effectiveness of the working memory and capacity for learning. The results indicated that when content requires a high level of search, visual indicators need to be included to free up cognitive resources and increase memory capacity. Therefore, based on the work of Jeung, Chandler, and Sweller (1997) when the computer multimedia presentations were created with a visual cue of a yellow box with a red outline was used as a visual indicator to assist users to locate where the mouse is clicking so students are not scanning the entire video screen for the mouse. In addition to visual references one version of the video included audio only and another version will contain text only to confirm the modality effect. Selecting the most appropriate part of the working memory to disseminate the information and using the auditory channel to process information via audio instead of visual text allows the visual channel to use the working memory to focus on the images and animations that coincide with the audio. It is similar to watching a news program on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the corresponding footage and the brain it combining the two pieces of information together. However if put closed captioning on you are reading the same information you are hearing which is redundant. Redundancy Effect Redundancy effect can be defined as information being presented appears as both an image and as on-screen text, and the visual channel is responsible for all information while the audio channel is not used (Mayer, 2001; Barron Calandra, 2003). The distinction between the split-attention and redundancy effects hinges on the distinction between sources of information that are intelligible in isolation and those that are not. If a diagram and the concepts of functions it represents are sufficiently self-contained and intelligibly in isolation, then any text explaining the diagram is redundant and should be omitted in order to reduce the cognitive load (Kalyuga, Chandler, Sweller, 1998). Redundancy can occur with full text and full audio, full text and partial audio or partial text and full audio (Barron Calandra, 2003). The redundant information may be duplicate text and narration, a text description and a diagram or on-screen text and audio narration. The duplicate information cause s in increase in the learners working memory because the visual channel is processing the same information from multiple sources. (Kalyuga, Chandler, Sweller, 1998; Mayer, Heiser and Lonn, 2001). The redundancy effect is evident when student performance is hindered when redundant information is present, and student performance increase when the redundant information is removed (Kalyuga et all, 1998; Mayer, Heiser and Lonn, 2001; Jamet Le Bohec, 2007). The redundancy effect can be eliminated by presenting on-screen text as narration or presenting information as a diagram instead of a lengthy text explanation, and delivering information in a single mode that works complimentary with the other content be delivered (Mayer, Heiser and Lonn, 2001). Several experiments have been conducted relating to redundancy theory. One experiment conducted by Jamet and Le Boec, 2007 was designed to test the hypothesis that redundancy effect would be observed with full text and narration, and presenting sequential text would reduce the redundancy effect. The experiment had 90 undergraduate students from a psychology pool in France, with a median age of 20. The participants were randomly assigned to one of three groups; no text, full text with corresponding audio, and sequential text. The experiment started with a prior knowledge test with four general questions and two specific questions. Then the participants viewed three documents about memory functioning, the presentation lasted about 11 minutes. After the presentation the participants took a retention test twelve open-ended questions. Then they took a transfer test with twelve inferential open-ended questions. Finally, the participants had to complete a diagram by labeling components. Results revealed significance difference with the retention scores with the no-text group performing better than the full-text group and the sequential text group. Similar results were reported for the diagram completion portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be reduced by presenting redundant text sequentially. There was a significant effect between the no-text and the other two groups for the transfer, retention, and the diagram test which validates the redundancy effect. Based on the findings from the experiment above, having on-screen text in addition to narration overloads the visual channel and decreases learning. The authors did point out that the participants had a difficult time understanding the documents presented and they could not control the presentation. Another set of experiments were conducted by Mayer and Johnson, 2008 to test the redundancy theory. The first experiment focused on short redundant text that was display on-screen.