5 categorías para obtener la green card

5 categorà ­as para obtener la green card Obtener la tarjeta de residencia permanente, tambià ©n conocida como green card, da derecho a vivir y a trabajar en Estados Unidos. Adems, si asà ­ se desea, es el primer paso en el trmite para obtener la ciudadanà ­a estadounidense a travà ©s de la naturalizacià ³n. Cada aà ±o fiscal se tramitan aproximadamente un millà ³n de nuevas tarjetas de residencias. En este artà ­culo se informa sobre las 5 grandes categorà ­as para obtenerla y cules son las razones por las que la peticià ³n de la green card puede rechazarse. Conseguir la green card por và ­nculos familiares En Estados Unidos, la mayorà ­a de los migrantes obtienen la green card por peticià ³n de un familiar, que debe ser ciudadano de los Estados Unidos o residente permanente. Los ciudadanos estadounidenses pueden pedir los papeles para sus padres, cà ³nyuges, hijos y hermanos. Los progenitores, esposos e hijos solteros menores de 21 aà ±os tienen la consideracià ³n de familiares directos y la tramitacià ³n se demora, como regla general, en torno a los 12 meses. Sin embargo, las peticiones para hijos casados de cualquier edad, hijos solteros mayor de 21 aà ±os y hermanos se demoran aà ±os, incluso dà ©cadas. Adems, en el caso de pedir a un migrante mexicano, la demora es todavà ­a mayor. En todos estos casos el tiempo de espera va a venir determinado por la fecha de prioridad de la solicitud. Por otro lado, los residentes permanentes legales pueden pedir a sus cà ³nyuges y a sus hijos solteros, tanto menores de 21 aà ±os como mayores de dicha dicha edad. El boletà ­n de visas que publica todos los meses el Departamento de Estado es la mejor herramienta para tener una idea aproximada de cunto se estn demorando las peticiones para hermanos, hijos casados o hijos mayores de 21 aà ±os de ciudadanos y todas las peticiones de familia efectuadas por un residente permanente. Permiso de residencia por razones laborales Las empresas estadounidenses pueden solicitar una green card para trabajadores extranjeros, siempre que ese puesto de trabajo no pueda ser cubierto por ciudadanos americanos o residentes permanentes legales. Estas son las 100 empresas que ms patrocinan. Es posible que las empresas no patrocinen directamente la green card. De hecho, un amplio nà ºmero de extranjeros que son patrocinados por una empresa son profesionales titulares de una  H-1B  y que pueden utilizar su visa como trampolà ­n para conseguir la residencia en Estados Unidos. Esta es una de las pocas visas que tiene una naturaleza considerada de  doble intencià ³n. Es decir, en principio se concede por un plazo de  3 aà ±os  que se pueden extender hasta seis, pero durante este tiempo se puede realizar un ajuste de estatus, por razones familiares o laborales, y asà ­ conseguir la  green card.  Pero la H-1B no se convierte jams automticamente en una residencia, sino que debe haber una peticià ³n de la tarjeta por parte de una empresa. Asimismo, la visa  L-1, transfer entre empresas, tambià ©n es considerada de doble intencià ³n y permite buscar activamente un patrocinador de una green card. Adems de esos casos, existen situaciones especiales donde incluso no es necesario el patrocinio de una empresa. Por ejemplo, el caso de personas con habilidades especiales, como artistas, deportistas o cientà ­ficos de gran prestigio pueden autopatrocinarse una residencia permanente mediante la visa EB-1, ya que no hay necesidad de mostrar oferta de empleo previa. Cabe destacar que son casos excepcionales.   Loterà ­a de visas de diversidad para residencia en EE.UU. Cada aà ±o el gobierno de Estados Unidos sortea 50.000 visas de inmigrante conocidas como de diversidad que dan derecho a una green card para la persona que gane el sorteo, su cà ³nyuge y los hijos solteros menores de 21 aà ±os. Se aplica para esta loterà ­a todos los aà ±os al inicio del aà ±o fiscal estadounidense, es decir, en octubre, y sà ³lo se admiten solicitudes digitales. Se prohà ­be que participen los ciudadanos de paà ­ses con altas tasas de inmigracià ³n hacia EEUU. En estos momentos, los siguientes paà ­ses hispanoparlantes estn excluidos Colombia, Ecuador, El Salvador, Mà ©xico, Perà º y Repà ºblica Dominicana. El permiso de residencia para inversionistas Los extranjeros que inviertan un mà ­nimo de un millà ³n de dà ³lares y creen al menos diez puestos de trabajo en Estados Unidos tienen derecho a una visa EB-5 y acabar consiguiendo la green card. La cantidad a invertir puede reducirse a medio millà ³n de dà ³lares, si la inversià ³n se realiza en una determinada rea econà ³micamente deprimida designada asà ­ por las autoridades inmigratorias. Esta residencia en Estados Unidos es temporal, en el sentido de que pueden ser revocadas si no se mantienen los requisitos de cumplimiento durante cierto tiempo. Tradicionalmente era necesaria una inversià ³n directa, trabajando el inversor en el negocio. Ahora, sin embargo, se admite una inversià ³n indirecta. No hay que confundir esta visa de inmigrante EB-5 con las visas no inmigrante pero que tambià ©n se dan por inversià ³n y que se conocen como E-2, para todo tipo de negocios, o como E-1 para los casos de negocios de importacià ³n/exportacià ³n. Finalmente decir que, en contra de una creencia muy extendida, una inversià ³n inmobiliaria por muy cara que sea no es suficiente ni para obtener la green card por la visa EB-5 ni una visa no inmigrante, a travà ©s de la E-2. es necesario que se trate en ambos casos de un negocio real y activo. La green card por razones humanitarias Las personas que sufran considerable violencia fà ­sica y psicolà ³gica y, al mismo tiempo, ayuden a la policà ­a o a agencias del gobierno estadounidense en el esclarecimiento de un crimen podrà ­an vivir y trabajar en EEUU protegidos por una visa U. Al transcurrir tres aà ±os, siempre y cuando oficialmente se certifique su ayuda en la investigacià ³n o castigo de una actividad criminal, podrà ­an solicitar una tarjeta de residencia permanente. Tambià ©n existe la visa T para las và ­ctimas de trfico humano y una autopeticià ³n por VAWA para casos especà ­ficos de violencia domà ©stica. Asimismo, cabe destacar el programa de Inmigrantes Juveniles Especiales -SIJ, por sus siglas en inglà ©s- para jà ³venes que han sido abusados o abandonados por uno de sus padres o ambos. En todos estos casos, antes de iniciar cualquier tipo de tramitacià ³n es altamente recomendable asesorarse con un abogado migratorio puesto que si no sale bien la peticià ³n el migrante podrà ­a acabar siendo deportado. Situaciones especialespara sacar la green card Existen otros caminos para conseguir la green card, pero estn limitadas a casos muy especà ­ficos, como por ejemplo los de asilo y refugiados polà ­ticos o el registry, para los migrantes que pueden demostrar presencia continuada en Estados Unidos desde 1972, etc. Problemas para obtener la residencia permanente Reunir los requisitos para poder solicitar el permiso de residencia no garantiza que se vaya a conceder, pues hay causas que obligan a las autoridades migratorias a rechazar  la solicitud de la tarjeta de residencia porque no se cumplen los requisitos para ser admisible para ingresar a Estados Unidos. Cabe destacar que, aunque en la mayorà ­a de los casos es posible solicitar  perdà ³n en los casos de negacià ³n de la peticià ³n de permiso de residencia, es difà ­cil obtenerlo. Adems, en muchos casos, incluso no es posible ni siquiera pedirlo. Precisamente porque entender cà ³mo sacar la green card y dà ³nde pueden surgir los problemas es complicado, se recomienda tomar  este quiz - trivial o test- para verificar que tienes los conocimientos bsicos para obtener y conservar la tarjeta de residencia.   Por à ºltimo, si se est abierto a la posibilidad de emigrar a un paà ­s que no sea Estados Unidos, estos son 20 paà ­ses con programas de obtencià ³n de ciudadanà ­a y/o residencia a cambio de una inversià ³n. Las cantidades y las condiciones varà ­an enormemente. Puntos clave Se puede sacar la residencia por familia, inversià ³n, loterà ­a, razones humanitarias y otrasMs de un millà ³n de migrantes sacan la green card anualmenteLos tiempos de demora varà ­an desde unos meses a ms de 2 dà ©cadasInmigracià ³n no da la aprobacià ³n final a las peticiones de migrantes considerados inadmisibles Este artà ­culo es sà ³lo informativo. No es asesorà ­a legal.

Making Discipline Decisions for Principals

Making Discipline Decisions for Principals A major facet of a school principal’s job is to make discipline decisions. A principal should not be dealing with every discipline issue in the school, but should instead be focused on dealing with the bigger problems. Most teachers should deal with smaller issues on their own. Handling discipline issues can be time-consuming. The bigger issues almost always take some investigation and research. Sometimes students are cooperative and sometimes they are not. There will be issues that are straight forward and easy, and there will be those that take several hours to handle. It is essential that you are always vigilant and thorough when collecting evidence. It is also crucial to understand that each discipline decision is unique and that many factors come into play. It is important that you take into account factors such as the grade level of the student, severity of the issue, history of the student, and how you have handled similar situations in the past. The following is a sample blueprint of how these issues could be handled. It is only intended to serve as a guide and to provoke thought and discussion. Each of the following problems is typically considered to be a serious offense, so the consequences should be pretty tough. The scenarios given are post-investigation giving you what was proved to have actually happened. Bullying Introduction: Bullying is probably the most dealt with discipline issue at a school. It is also one of the most looked at school problems in the national media due to the increase in teen suicides that have been traced back to bullying problems. Bullying can have a life long effect on victims. There are four basic types of bullying including physical, verbal, social, and cyber bullying. Scenario: A 5th-grade girl has reported that a boy in her class has been verbally bullying her for the past week. He has continuously called her fat, ugly, and other derogatory terms. He also mocks her in class when she asks questions, coughs, etc. The boy has admitted to this and says he did so because the girl annoyed him. Consequences: Start by contacting the boy’s parents and asking them to come in for a meeting. Next, require the boy to go through some bullying prevention training with the school counselor. Finally, suspend the boy for three days. Continuous Disrespect/Failure to Comply Introduction: This will likely be an issue that a teacher has tried to handle by themselves, but haven’t had success with what they’ve tried. The student hasn’t fixed their behavior and in some cases has gotten worse. The teacher is essentially asking the principal to step in and mediate the issue. Scenario: An 8th-grade student argues about everything with a teacher. The teacher has talked to the student, given the student detention, and contacted the parents for being disrespectful. This behavior has not improved. In fact, it has gotten to the point that the teacher is starting to see it affect other students’ behavior. Consequences: Set up a parent meeting and include the teacher. Attempt to get to the root of where the conflict lies. Give the student three days In School Placement (ISP). Continuous Failure to Complete Work Introduction: Many students across all grade levels do not complete work or do not turn it in at all. Students who continuously get away with this may have large academic gaps that after time almost becomes impossible to close. By the time a teacher asks for help on this from the principal, it is likely that it has become a serious issue. Scenario: A 6th-grade student has turned in eight incomplete assignments and hasn’t turned in another five assignments at all over the past three weeks. The teacher has contacted the student’s parents, and they have been cooperative. The teacher has also given the student detention each time they have had a missing or incomplete assignment. Consequences: Set up a parent meeting and include the teacher. Create an intervention program to hold the student more accountable. For example, require the student to attend a Saturday School if they have a combination of five missing or incomplete assignments. Finally, place the student in ISP until they have caught up on all work. This assures that they will have a fresh start when they return to class. Fighting Introduction: Fighting is dangerous and often leads to injury. The older the students involved in the fight are, the more dangerous the fight becomes. Fighting is an issue you want to create a strong policy with strong consequences to discourage such behavior. Fighting typically doesn’t resolve anything and will likely happen again if it isn’t dealt with appropriately. Scenario: Two eleventh grade male students got into a major fight during lunch over a female student. Both students had lacerations to their face and one student may have a broken nose. One of the students involved has been involved with another fight previously in the year. Consequences: Contact both students’ parents. Contact the local police asking them to cite both students for public disturbance and possibly assault and/or battery charges. Suspend the student who has had multiple issues with fighting for ten days and suspend the other student for five days. Possession of Alcohol or Drugs Introduction: This is one of the issues which schools have zero tolerance for. This is also one of the areas where the police will have to be involved in and will likely take lead in the investigation. Scenario: A student initially reported that a 9th-grade student is offering to sell other students some â€Å"weed†. The student reported that the student is showing other students the drug and is keeping it in a bag inside their sock. The student is searched, and the drug is found. The student informs you that they stole the drugs from their parents and then sold some to another student that morning. The student that bought the drugs is searched and nothing is found. However, when his locker is searched you find the drug wrapped up in a bag and tucked in his backpack. Consequences: Both students’ parents are contacted. Contact the local police, advise them of the situation, and turn the drugs over to them. Always make sure that parents are there when police talk to students or that they have given permission to the police for them to talk to them. State laws may vary as to what you are required to do in this situation. A possible consequence would be to suspend both students for the remainder of the semester. Possession of a Weapon Introduction: This is another issue which schools have zero tolerance for. Police undoubtedly would be involved in this issue. This issue will bring the harshest consequences for any student violating this policy. In the wake of recent history, many states have laws in place that drive how these situations are dealt with. Scenario: A 3rd-grade student took his Dad’s pistol and brought it to school because he wanted to show his friends. Luckily it was not loaded, and the clip was not brought. Consequences: Contact the student’s parents. Contact the local police, advise them of the situation, and turn the gun over to them. State laws may vary as to what you are required to do in this situation. A possible consequence would be to suspend the student for the remainder of the school year. Even though the student had no ill intent with the weapon, the fact remains that it is still a gun and must be dealt with severe consequences in accordance with law. Profanity/Obscene Material Introduction: Students of all ages mirror what they see and hear. This often drives the use of profanity at school. Older students especially use inappropriate words often to impress their friends. This situation can quickly get out of control and lead to larger issues. Obscene materials such as having pornography can also be detrimental for obvious reasons. Scenario: A 10th-grade student telling another student an obscene joke that contains the â€Å"F† word is overheard by a teacher in the hallway. This student has never been in trouble before. Consequences: Profanity issues can warrant a wide range of consequences. Context and history will likely dictate the decision you make. In this case, the student has never been in trouble before, and he was using the word in the context of a joke. A few days of detention would be appropriate for handling this situation.

Preparing Risk Management Guidelines Assignment

Preparing Risk Management Guidelines - Assignment Example ated and economical application of resources to minimize, monitor and control the probability and /or impact of unfortunate events (Howells & Schulze, 2009, p. 89). There are various causes of business risks such as natural causes, financial risks, market risks, credit risks, accidents, legal liabilities, and projects failures among others. A business should have well defined strategies to manage and control various risks that may occur in business including the contractual and vicarious liabilities (Austen-Baker, 2011). The risk management guidelines will help the business management to establish resources for designing and delivering professional and effective risk management strategies during execution of business its operations. The parties in a contract must follow the right channel of communication in order to minimize liability. For example, if some conditions arise that makes discharge of the contractual duties impossible or delayed the party should communicate with the other party immediately and agree on the best course of action to take (Austen-Baker, 2011). The most common methods of managing risks in business includes averting of risks, transfer of risk to a third-party such as insurance, reducing the negative impact of risks and acceptance of some or all consequences of risks (Stone & Devenney, 2014). The parties to the contract should do all they can to avoid the occurrence of risk during the implementation of the contract. If one party failed to perform according to the contract and the other party had an opportunity to mitigate the loss suffered due to partial performance or lack of performance of the contract, both parties will be held responsible, and the offended will be liable for contribut ory negligence. The damages that the offender can pay in such a case are reduced by the amount of damage contributed by the offended person as stated in the case of Nettleship v Weston [1971] 2 QB 691 in which the trainee driver was held partly accountable

International Marketing Essay Example | Topics and Well Written Essays - 2500 words - 2

International Marketing - Essay Example these methods help to identify the efficiency of marketing strategies developed and implemented by the companies (Cateora, Gilly & Graham, 2009, p.7). On the other side, evaluation of the effectiveness of marketing strategies will be done through cost effectiveness business operation and growth of revenue of the companies. Before starting in-depth analysis of marketing strategies, brief overviews of the two companies need to be discussed. Overview of the two companies Procter and Gamble Procter and Gamble or P&G is one of the leading multinational consumer goods company based in America. The company headquartered in Ohio, USA and listed in New York Stock Exchange. It has successfully developed a diversified portfolio of popular brands of consumer durables. There are numbers of products in each brand and most of the products are very much popular worldwide. According annual financial report of 2011, P&G has reported revenue of $82.6 billion. Based on this performance, the company was ranked fifth position in the list of World’s most admired company by Fortune magazine. It was in sixth place in 2010. Procter and Gamble was established in 1837 by William Procter and James gamble. Throughout this glamorous history of more than 170 years, the company has grown by revenue and market share in consumer durable industry. Unique organizational culture of P&G stands for its purpose, values and principles. P&G people and P&G brands are the key foundation of P&G’s success whereas P&G consumers drive this success. Global brands of the company can be categorising in two parts. One is beauty and grooming and another is households care. In beauty and grooming categories most popular global brands are Camay, Gillette, Olay, Pantene, Old Spice, Secret etc. On the other side, Ariel, Tide, Mr. Clean, Swiffer, Febrize, Duracell, Charmin etc are most popular brands in households care category. P&G ranked 25th position in â€Å"World’s Most Innovative Companiesâ €  by Bloomberg. It is also listed in Global 100 Most Sustainable Corporations by Dow Jones Sustainability Indexes. Nestle Nestle S. A. is one of the leading multinational consumer durables company in the world. It offers nutritional and health-related consumer goods. The company headquartered in Vevey, in Switzerland. Nestle is the world’s largest food company in terms of revenue and market share. Nestle has wide portfolio of popular food brands. This product portfolio includes baby food, breakfast cereals, bottled water, dairy products, coffee confectionary, ice cream, snacks and pet foods. The company has production unit in most of its foreign markets. It has more than 450 production units in 86 countries. 29 most popular brands of Nestle have contributed annual sales of more than 1.1 billion in 2011. These include Nespresso, Kitkat, Nescafe, Nesquik, Vittel, Smarties, Vittel and magi etc. Nestle is one of the largest shareholder of L’Oreal which is the largest c osmetics company in the World in terms of revenue and market share. Nestle was the merger of Anglo-Swiss Milk company and Farine Lactee

The Effects of Stress Among Female Registered Nurses Essay Example for Free

The Effects of Stress Among Female Registered Nurses Essay Prior research has suggested that nurses, regardless of workplace or culture, are confronted with a variety of stressors. As the worldwide nursing shortage increases, the aged population becomes larger, there is an increase in the incidence of chronic illnesses and technology continues to advance, nurses continually will be faced with numerous workplace stressors. Thus, nurses need to learn how to identify their workplace stressors and to cope effectively with these stressors to attain and maintain both their physical and mental health. This article describes workplace stressors and coping strategies, compares and contrasts cross-cultural literature on nurses workplace stressors and coping strategies, and delineates a variety of stress management activities that could prove helpful for contending with stressors in the workplace. (Lambert and Lambert 2010, Nurses’ workplace stressors and coping strategies). In Baguio City, hospital nurses are not spared from the environmental culprit called stress. They are too prone to this even a seated individual can easily observe, but stress as they say always come with the work, nurses chose to be of service to the sick, and sick people are in the verge of experiencing most of the stresses, sometimes the nurses who takes good care of them are the absorbers to some of these stresses. Possibly yet, stress is also present in the work place when nurses are overworked and unavoidably there are build up tension among themselves causing now a strained working relationship. According to Betty Neuman, a nurse theorist she said that stressful environment causes the majority of illnesses and when it becomes severe and neglected it could lead to death. Stress has been categorized as an antecedent or stimulus, as a consequence or response, and as an interaction. It has been studied from many different frameworks (or perspectives? ). For example, Selye proposed a physiological assessment that supports considering the association between stress and illness. Conversely, Lazarus advocated a psychological view in which stress is â€Å"a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-being. † Nevertheless, stress has been regarded as an occupational hazard since the mid-1950. In fact, occupational stress has been cited as a significant health problem. Work stress in nursing was first assessed in 1960 when Menzies identified four sources of anxiety among nurses: patient care, decision making, taking responsibility, and change. The nurse’s role has long been regarded as stress-filled based upon the physical labor, human suffering, work hours, staffing, and interpersonal relationships that are central to the work nurses do. Since the mid-1980s, however, nurses’ work stress may be escalating due to the increasing use of technology, continuing rises in health care costs, and turbulence within the work environment. (B. M. Jennings, 2010, Work Stress and Burnout among Nurses). The writer’s opinion with regards to the sudden rise and use of technology in the hospital, these are true and stressful especially among older nurses. Some of them feel intimidated about it since they need to learn how to use computerized gadgets and equipments needed to fasten treatment. Some institutions require knowledge to advance technology in order to be hired, some they assume all nurses are computer literate, if they are not; this becomes a failure to their evaluation which later on could serve as basis for their termination a major impact to the life of a nurse. Workplace stress can be described as the physical and emotional outcomes that occur when there is disparity between the demands of the job and the amount of control the individual has in meeting those demands. Anytime stress occurs, it is an indication that the demands placed upon the person have exceeded the persons personal resources, whether these resources are physical, emotional, economic, social, or spiritual. Thus, workplace stress occurs when the challenges and demands of work become excessive, the pressures of the workplace exceed the workers ability to handle them, and job satisfaction turns to frustration and exhaustion. (Lambert and Lambert, 2010). Nevertheless, work stress and burnout remain significant concerns in nursing, affecting both individuals and organizations. For the individual nurse, regardless of whether stress is perceived positively or negatively, the neuroendocrine response yields physiologic reactions that may ultimately contribute to illness. In the health care organization, work stress may contribute to absenteeism and turnover, both of which detract from the quality of care. Hospitals in particular are facing a workforce crisis. The demand for acute care services is increasing concurrently with changing career expectations among potential health care workers and growing dissatisfaction among existing hospital staff. By turning toxic work environments into healthy workplaces, researchers and nurse leaders believe that improvements can be realized in recruitment and retention of nurses, job satisfaction for all health care staff, and patient outcomes particularly those related patient safety (B. M. Jennings, Chapter26 Work Stress and Burnout among Nurses: Role of the Work Environment and Working Conditions). In one article entitled â€Å"Job Stressors and Coping Mechanisms among Emergency Department Nurses in the Armed Force Hospitals in Taiwan† it states that, nurses, as one of the professional service groups, tend to be exposed to extreme workloads. Their works are generally characterized by having a high contagious potential, being labor-intensive, having an overwhelming job shifting, and experiencing malicious complaints from patients. Compare to other general and professional service jobs, nursing requires handling complicated and dynamic occurrences under strict time pressures. Studies have generally revealed that continuously excessive workloads tend to lower their job satisfaction and deteriorate in turnover intentions. These contextual difficulties indeed continuously challenge a nurse’s temper and professional performance. This may be particularly true for nurses in the emergency departments of the AFH. (Wei-Wen Liu, Feng-Chuan Pan, Pei-Chi wen Sen-Ji Chen, Su-Hui-Lin, 2010). In another study entitled â€Å"Effects of job rotation and role stress among nurses on job satisfaction and organizational commitment†, they mentioned that Job rotation inspires nurses to achieve higher performance, allowing continuous growth at work, extended knowledge and skill, and increasing clinic patient care-taking quality. Scholars have all proposed that job rotation may help employees to acquire multiple capabilities and expand vision, and that it can be an approach to reduce job burnout. But emotional pressure often occurs in the work environment where interpersonal interactions are highly involved. Especially, the nurses working at hospitals not only implement independent and professional nursing activities in accordance with doctors advice, but take responsibility for any immediate threat to patients lives as well. Thus, the importance of nurses is undeniable, and the influence of urses qualities and capabilities on medical care quality can never be ignored. Therefore, the primary concern of the practical field of medical care is to exhaustively recognize how role stress among nurses could affect their job satisfaction and organizational commitment, and effectively utilize the job rotation system to enhance and develop nurses job satisfaction and organizational commitment, in order to promote competitive advantages (Wen-Hsien Ho, Ching S. Chang, Ying-Ling Shih and Rong-Da Liang, 2010, Effects of Job Rotation and role stress among nurses on job satisfaction and organizational Commitment). It is the writer’s point of view that stressful lives among nurses are sometimes not all related to work, some nurses go to work stressed. This maybe due to presence of children, relationships or overworked at home so that when they report for work they are already exhausted and becomes exhausted all the more if there are many patients to attend to. These are also true most especially among women, since they do much of the work at home; attending to school activities of their children and attending to the needs of the whole family, physically, financially, and socially they become vulnerable to stress and illness. Despite all the work stress that the nurses endure, there are also some ways that help nurses cope with stress. To keep them physically, emotionally, and mentally stable if not strong, they divert their attention to activities which they consider relaxing. Nurses learn techniques on how to control their temper when being stressed at work, for some they just endure tensions and exhaustion but once they reached home it is there that they find comfort and peace of mind, but to others, home sometimes adds to more stress, so they prefer staying out like malling. In an article entitled â€Å"Nurses’ Workplace stressors and coping strategies† it describes strategies to help nurses cope; coping can be defined as the constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person. Coping activities may be problem-focused in that they are directed externally and involve attempts to manage or change the problem causing the stress. On the other hand, coping activities may be emotion-focused in that they are internally directed and involve attempts to alleviate emotional distress. Examples of problem-focused coping includes problem-solving activities, recognizing ones role in solving a problem and confronting the situation by using some degree of risk-taking behavior; while emotion-focused coping includes wishful thinking, avoidance of confrontive behavior, and detachment or disengagement from the situation. This study will use the Integrative Transactional Process Model by Beehr and Schuler to guide on the effects of stress among registered Nurses in the workplace. According to the Integrative Transactional Process Model by Beehr schuler’s 1982, it corporate environmental stressors, perceptions, the stress response and stress outcomes, plus a host of moderator variables. The environmental stressors pertain to what the registered nurse encounters in his/her workplace perceived as stressful stimuli. The coping mechanisms that registered nurses utilize in combating the effect of stress to her/himself pertains to the perceptions and the response of a registered nurse to stress. This method model is in accordance with Lazaru’s conceptualization of stress by focusing on the role of cognitive appraisal (individual perception) which also highlights the nature of the (mis) fit between the organism and the environmental demands. The discrepancy between, whether challenges or goals, and the way the person perceives his potential responses to his demands cognitive stress. It is the person’s own perception of the stressful event and the appraisal of one’s ability to cope that stress. Time (duration of stress) is incorporated through the separation of the immediate perception of stress and longer term response segment of model. The name of the model implies that its relationship is reciprocal, happens across time and/or stressor and integrated diverse areas of theory. This had implied the importance of time in the stress process. That is why the years of service and the age of the registered nurse was taken as variables in the scope of the study. Individual and contextual differences such as organizational changes, job qualities personal experiences, and individual needs/values are given central role in the models which are also considered strengths of this model. These qualities correlate to the variables specifically to the ward assignments of these registered nurses and their working relationship among nurse supervisors and other health personnel. Their everyday encounter in the workplace give them the opportunity to gain experience which maybe a nurturing or bad experience that may contribute to the stress of the registered nurse. This model considers the individual and contextual differences among registered nurses which in the study pertaining to their age and gender. The aim of the study is to find out the following effects of stress among registered nurses in the workplace. It specifically aims to find answers to the questions: 1. ) what are the effects of stress among registered nurses in the workplace considering the following a. ) Physical health b. ) Emotional health c. ) Mental health 2. ) Is there a significant difference on the effects of stress among registered nurses considering the following a. Age b) Gender and c. )Years of service in the hospital, 3. ) Is there a significant difference on the effects of stress among registered nurses when assigned to a. ) Emergency ward b. ) Operating Room c. ) Surgical ward, and lastly, 4) What are the coping mechanisms utilized by registered nurses to overcome stress in the workplace?   This study is for the nurses themselves, the outcome of this will serve as a guide for them to determine, where thus the highest stress related factor occur in the lives of hospital nurses particularly the female nurses. It will be an eye opener for them in a way that they will know that simple interaction among other people could mean two different things; it can be negative or positive in effect that could cause stress. To the nursing profession especially in the field of research, this study would serve as a tool to use, as a source of information and guide not only among nurses but to other health practitioners as well, from this output, they can yield flyers or pamphlets entitled â€Å"what causes stress in the workplace†, which would contain vital information’s about stress, its causes and effects to ourselves and to the people that surrounds us. Lastly, to the Hospital administrators, this research would serve as a source of information, so that they will become aware, up to what extent does stress do among workers. This could also serve as basis in giving rest days among workers when needed. â€Å"A well rested employee becomes a productive, efficient and successful employee†. The study will utilize a questionnaire in the form of a self-assessment checklist that was developed by the researchers based on review of literatures. The first part of the questionnaire is a letter to the respondents that informs them of the purpose of the study to give full disclosure of information. The second part includes the demographic data inclusive of name (which is optional) and workplace of the respondents, followed by the questionnaire proper. This will be answered by the respondents thru checking the correct rating in assessing the Effects of Stress among Registered Nurses in the Workplace. The questionnaire will be subjected by a research expert, Ms. Geraldine D. Delson, M.A.N. She was chosen to validate the questionnaire for the reason that she is an instructor in the SLU- School of Nursing, major in Psychiatry and therefore she is well-knowledgeable on the topic. She will be asked to evaluate the relevance of the items in the questionnaire using a four-point scale, where a score of 1 is not relevant, 2 as somewhat relevant, 3 as quite relevant and 4 as very relevant. After rating, all the items with a score of 3 and 4 will be counted and divided by the total number of items in the questionnaire. Her comments and suggestions will be taken into consideration during the revision of the tool. Reliability of the questionnaire will be subjected to a preliminary item analysis. The questionnaire will be distributed to thirty (30) staff nurses having their duty at the operating room, emergency ward and medical-surgical ward of SLU-Hospital of the Sacred Heart. After answering, the questionnaires will be collected and will be asked for their comments and feedbacks regarding the questionnaire. Answers in the tool will be checked by the researchers to check for presence of ambiguity. Their comments will be taken into consideration in the revision of the tool before finally floating it. In the data gathering procedure, initially, the researchers will be giving a letter to the Chief Administrator of the Hospital informing her about the purpose of the study and that their respective Institution is chosen to be the locale wherein a number of nurses having their duty there will be taken as the respondents. Also, the letter will ask for permission to float questionnaires to the chosen respondents. After granted the permission, data gathering follows. During the data collection, the researchers will be given different hospital wards based from the selected special wards of SLU-Hospital of the Sacred Heart where they will collect data. In all the special wards chosen, the researchers will introduce themselves to the respondents and will establish rapport. The researchers will also inform the participants of the purpose and nature of the study before consent will be taken. In cases wherein the respondents decline to be part of the study, their decision will be respected. For the respondents who will agree, the researchers will present the checklist and they will give instructions as to how they will answer it. After giving the necessary instructions and reminders, the respondents will be given enough time to answer the questionnaire. The researchers will maintain a distance of 1-2 meters from the respondents while the questionnaires are being answered. To ensure anonymity, names will not be required to be written. The researchers will emphasize that any unanswered item will make their whole answers invalid. To prevent such occurrence, the researchers will stay with the respondents and double check on the answers of the questionnaire once it is passed to the researcher. After the respondents finish answering the checklist, the researchers will retrieve it and the researchers’ gratitude for participation will be expressed. The researchers will assure the respondents that they will be informed of the results of the study. After collecting the checklist, the researchers will check it for any unanswered item. All incompletely filled out questionnaire will be disregarded. The data collected will be collated, tabulated, organized and analyzed. Descriptive statistics will be used to describe and summarize the data that will be gathered, making the data readily comprehensible. Through it, the researchers will be able to identify significant differences between the variables of the study. Frequency count and percentage (Sanchez, 1988) will be utilized to measure and compare data such as age, total number of male and female nurse respondents and years of service. For the physical, emotional and mental health effects, as well as the effects on whether they are nurses assigned at the operating room, emergency department or the surgical department, frequency count, and the coping mechanisms utilized, weighted mean and ranking will be used. Weighted mean measures the average of the responses (f) in relation to the weight or the rating (r) allotted to the said response. To determine the significant difference on the respondents responses on the effects of stress among registered nurses in the workplace, nurses are grouped based on age and gender, the F-test or analysis of variance (ANOVA) test ( Tan, 1997) will be utilized. A statistical technique designed to whether the means of more than two quantitative populations are equal. The variances are used to test the quality of more than two populations. The effects of stress among registered nurses are categorized according to physical health, mental health and emotional health. The study was conducted among registered nurses of SLU-Hospital of the Sacred Heart regardless of gender, and those who are twenty five years of age and above, assigned at the operating room, emergency and surgical ward. The nurse respondents are also categorized according to their number of years in service After the researchers collected, collated, tabulated and organized the data, results were analyzed. Descriptive statistics were used to describe and summarize the data that were gathered. Through it, the researchers were able to identify the significant differences between variables of the study. In table one (1), weighted mean and ranking were used, weighted mean measures the average of the responses. Looking at the table, in category one (1) effects of stress among nurses in their physical health, question number one (1) increase in overall sickness absence has the highest mean score of 3.1, while question number three (3) I do not want to go to work early garnered the least mean score of 2.4, meaning most of the nurses assigned at the operating room, emergency ward and surgical ward when under physical stress opt to absent from work by filing a sick leave. And only few nurses do not want to report to work early when under stress. Second category which is the effect of stress in the mental health of nurses, question number eight (8) conflicts arise with colleagues, garnered the highest mean score which is 2.8 while question number six (6) I have ethical problems with my job, garnered the lowest mean of 2.1, while questions 11, 13, 14,15,16,17 and 19 (please refer to table 3) are all ranked as second question with the highest mean score of 2.6 and 2.7 respectively. The highest result means that nurses when under stress have this tendency to create tension at work and lots of misunderstandings happen between and among them, which sometimes become evident when they are doing their job then suddenly commit mistakes. Then it is good that the lowest mean score is number six, having ethical problems with job, meaning nurses despite stressors and other problems, they still respect each other and remain professional when dealing with it. The third and last category which is effect of stress to nurses in their emotional health, question number twenty five (25) I feel overloaded at work has the highest mean score which is 2.7, while question numbers twenty seven (27) my relationship with co-workers are poor and twenty eight (28) poor relationship with patients, are the two with the least mean score of 2.2 respectively. The meaning of the highest result which is I feel overloaded at work goes to show that nurses becomes work engine at the hospital, this could be due to under staffing or un equal division of work load. While it is a good remark that number 27 and 28 garnered the lowest mean score, because poor relationship with co-workers as well as with patients does not bring out the best in a nurse and in nursing service. In an article entitled â€Å"Nurses’ workplace stressors and coping strategies†, it defined stress as the physical and emotional outcomes that occur when there is disparity between the demands of the job and the amount of control the individual has in meeting those demands. Table two (2) is the coping mechanisms used by nurses when under stress in the workplace. Weighted mean and ranking are the statistical treatment used to determine the results. Coping mechanism number five (5) I say no to overtime if I do not feel happy to do it garnered the highest mean score of 3.4, while coping mechanisms numbers two (2) I exercise regularly and number thirteen (13) I allow myself to feel angry and express this in a safe way have the least mean score of 2.4, meaning nurses are but human beings, they feel and they learn to say no when it comes to overtime because of exhaustion. They reach the point when they are totally burn-out. In an article entitled â€Å"Stress Management†, it says that these stressors can lead to the classic â€Å"burn-out† syndrome. Instead of persisting until this happens, nurses can learn more effective coping strategies, become self-aware, acknowledge their own limitations, and acquire emotion-fcused and problem-solving skills (Selye, 1956). While that is the highest result, we come to the lowest which are numbers two and thirteen. Exercising regularly got a low mean score most probably because nurses when they get home from work they are already tired and there is no more time for them to do some exercising. While the latter expressing anger the safe way, it got also a low score most probably because it was not clear to the respondents what was meant by safe way to express anger. Safe way can be counting from one to one hundred, inhaling and exhaling until the body feels calm. Or maybe drinking or eating your favorite dish, food can become an outlet of anger; these are few ways of safe outlet for anger.

Assessment of Students Special Needs Essay -- Education

The first school I was worked in Saudi Arabia was a small village far from the city more than an hour and a half. I was general classroom teacher for only four students in the first grade . One of my students did not respond for any oral or written tests. After the first week, I decide to tell the school principal about her poor performance in the classroom comparing to her peers. The principal asked the supervisor at the city education department who suggested that parents should take their girl to the education health center in the city because no specialist available to visit remote school. The principal told her mother that she should take her to diagnose her problem in city. Her mother came to school after few days and she asked for her daughter file because she has learning disability and she will study in special school. Students require precise tests to be classified as students with disabilities or learning difficulties which is called assessment. Assessment is defined as â€Å" the process of gathering information about a student’s abilities or behaviour for the purpose of making decisions about the student† (Elliott, Braden, & White, 2001,p.12). it is used to decide if students with special needs are eligible for special education services and, if eligible, to decide what are these services (Reschly, 1996; Browder, 1991). This essay will briefly discuss the key aspects of assessment, the purposes of assessment for students with disabilities, and the assessment adaptation. Miller, Linn, and Gronlund (2009) pointed out the general principles of the assessment process. The first principle is the specification of what is to be assessed and of what are the intended goals to be achieved, before the selection of assessment pro... ...ation for Students with Disabilities , 6 (1), 40-53. Salvia, J., Ysseldyke, J. E., & Bolt, S. (2007). Assessment in Special and Inclusive Education (10th ed.). Boston: Houghton Mifflin Company. Spinelli, C. G. (2002). Classroom Assessment for Students with Special Needs in Inclusive Education. New Jersey Colombus, Ohio: Merrill Prentice Hall. Taylor, C. S., & Nolen, S. B. (2005). Classrom Assessment supporting Teaching and Learning in Real Classrooms. NewJersey: Pearson. Venn, J. J. (2006). Assessing Students with Special Needs (4th ed.). New Jersy: Pearson. Westwood, P. (1995). Effective Teaching: Paper Presented at the North West Region Inaugural Special Education Conference Prioritries, Partnerships (and Pulm Puddings). Armidle. Ysseldyke, J. E., & Salvia, J. (1988). Assessment in Special and Remedial Education (4th ed.). Boston: Houghton Mifflin Company.

Movie Dr. Strangelove Essay

Yes, it is my opinion that the ideology of the cold war was reflected by the tension shown in the movie â€Å"Dr. Strangelove† by Stanley Kubrick. The tension between peace and war, like the U. S. and the Soviets during the cold war, is reflected by the actors the movie portrayed. The movie â€Å"Dr. Strangelove† gave a satirical look at how war can be manipulated and the players who manipulate it. The secretiveness of the Cold war was reflected poignantly in the movie, causing confusion which helped key players to execute their evil plans. The Cold War was the first public war held behind closed doors. Diplomacy was used, per say, instead of action. Although both sides of the conflict were readily able to show force no really force was used to end the war. Few Americans really knew just how close the film was to real life. The film including the characters and script were very similar to the policies and military leaders of the Cold War. The secrecy was vital to the tension during the Cold war and to the movie. During that time in America there were no Freedom of Information Act that would give light to citizens and this caused much speculation and visions of devastating war. But now with information readily available it is almost shocking just how much the movie mirrored real life. Dr. Strangelove in the movie reminded me of Henry Kissinger. The ending of the movie gave me a glimpse of what I believe would happen if there were such a mistake and just how political officials would feel if this would happen. The statement by General Turgidson, â€Å"Mr. President I’m not saying we would get our hair mussed, but I do say no more than 10-20 million killed, tops! † is how most political leaders would actually think and do think. During war there are acceptable levels of casualties and to most civilians it would be shocking at how high the levels are. Since the adopted policy of President Theodore Roosevelt’s that instead of opposing intervention by European nations in the Western Hemisphere that the U. S. would intervene when necessary to guarantee political and economic stability around the world. This concept has been a cornerstone of American foreign policy from the 1900’s on up to today. To fight the rise and influence of the Soviet Union after WWII the U. S. adopted containment to prevent the rising of communist power. The soviets responded by establishing Communist governments in Eastern Europe. This was the beginning of the Cold War. This war was not fought by bullets but by propaganda and secrets. Allies for this war was gained by giving economic and military assistance. During this war there were times that were hot and times there were thaws. So it is very easy for me to see the reflection of tensions that mirrored real life when comparing the Cold War and the movie â€Å"Dr. Strangelove†. Reference: Kubrick, S. (Director & Producer). (2004). Dr. Strangelove, or how I learned to stop worrying and love the bomb [Motion Picture]. United States: Columbia TriStar Home Entertainment [DVD]

Factors to Instructors Satisfaction of Learning Management Systems

Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, persona l innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins & A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins & A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly & A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh & A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should b e carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems & A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly & A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh & A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh & A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo & A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh & A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo & A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which e nable teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone & A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) assessed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone & A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball & A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij & A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch & A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner & A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone & A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical.Teacher FeaturesThe acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a l ittle private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Albirini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 )LMS FeaturesThe features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction.Organization FeaturesAn organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner & A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics HypothesesComputer Anxiety HypothesisComputer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball & A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij & A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-lear ning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS.Technology Experience HypothesisUsers ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh & A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction . Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS.Personal innovativeness HypothesisPersonal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics HypothesesSystem Quality HypothesisSystem quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch & A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster & A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch & A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction . Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS.Information Quality HypothesisInformation quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was imp ortant for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS.Service Quality HypothesisService quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger & A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features HypothesissManagement Support HypothesisManagement support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner & A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptan ce and credence of LMS may be associated with the indorsement of their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS.Incentives Policy HypothesisIncentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS.Training HypothesisSupplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner & A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention HypothesesContinuous Blended Learning Intention HypothesisThe purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh & A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition.Pure Use Intention hypothesisMany organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh & A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learni ng for distance instruction ( Pituch & A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij & A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) were self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS & A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally.Table 1: Independent Constructs Measures and LoadsConcept MeasuresLoadingComputer AnxietyI believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961Technology ExperienceI feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333Personal InnovativenessI like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735System QualityThe system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190Information QualityThe information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186Service QualityThe system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769Management SupportSenior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517IncentivesThe usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685TrainingI receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761Table 2: Dependent Concepts Measures and LoadsConcept MeasuresLoadingUser Satisfaction ( SAT )I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684Continuous Intention to LMS Use in Blended Learning ( CUI )I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917Purpose to Pure LMS Use ( PUI )I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts.Table 3: Concepts Reliability and ValidityConceptEntireItemsDependabilityAVEComputer Anxiety ( CA )3 0.932 0.821Technology Experience ( TE )3 0.794 0.566Personal Innovativeness ( PI )2 0.818 0.699System Quality ( SQ )4 0.827 0.545Information Quality ( IQ )4 0.917 0.734Service Quality ( SvQ )4 0.921 0.744Management Support ( MS )4 0.899 0.692Incentives ( IN )3 0.970 0.915Training ( TR )3 0.866 0.683User Satisfaction ( SAT )3 0.898 0.747Continuous auxiliary Use Intention ( CUI )3 0.909 0.769Pure Use Intention ( PUI )3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept.Table 4: Concept ‘ Correlations and Discriminant ValidityConceptCalciumTelluriumPiSQIntelligence quotientSvQMultiple sclerosisInchTRSaturdayCUIPUIComputer Anxiety( CA )0.906Technology Experience( TE )-0.1530.752Personal Innovativeness( PI )-0.295 0.5510.836System Quality( SQ )-0.092 0.159 0.2600.738Information Quality( IQ )-0.078 0.179 0.209 0.6330.857Service Quality( SvQ )-0.027 0.056 0.128 0.472 0.6890.863Management Support( MS )0.199 -0.174 0.125 0.298 0.226 0.2290.832Incentives( IN )0.227 -0.224 -0.106 0.158 0.124 0.142 0.5300.957Training( TR )0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.2970.826User Satisfaction( SAT )-0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.3880.864Continuous auxiliary Use Intention ( CUI )-0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.7640.877Pure Use Intention( PUI )0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.4350.943Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values.Table 5: Model Evaluation & A ; Paths AnalysisWayBeta( I? )p-valueHypothesisCAi? SAT– 0.3058 & lt ; 0.0005 H1: supportedTEi? SAT0.0587 & gt ; 0.5 H2: non supportedPIi? SAT0.1115 & lt ; 0.025 H3: supportedSQi? SAT0.1808 & lt ; 0.025 H4: supportedIQi? SAT0.2371 & lt ; 0.001 H5: supportedSvQi? SAT0.0398 & gt ; 0.5 H6: non supportedMSi? SAT0.1272 & gt ; 0.5 H7: supportedINi? SAT0.1476 & lt ; 0.01 H8: supportedTRi? SAT0.2046 & lt ; 0.001 H9: supportedSATi? CUI0.7693 & lt ; 0.0005 H10: supportedSATi? PUI0.3592 & lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P & lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P & gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P & lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of L MS ( I? =0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P & gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P & lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P & lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P & lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P & lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P & lt ; 0.0005 ) ; therefore, hy pothesis 10 and hypothesis 11 severally are supported. DISCUSSION & A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij & A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS.