Sectarianism in Pakistan

Sectarianism in Pakistan INTRODUCTION The decade of the 1990s witnessed a frightening upsurge in the Shia-Sunni sectarian violence in Pakistan, both in terms of scope and intensity. Recently, sectarian strife has engulfed even those areas, which were previously unaffected, largely because of the emergence of organized terrorist groups along sectarian lines. Besides target killings, these groups hit even ordinary members of each other’s sects. The problem, therefore, is no more of an occasional nature, or limited to isolated localities.Rather, it has now become a national concern with serious implications for the state and society. The paper argues that though the Shia-Sunni conflict is not new to Pakistan or even to the Indo-Pakistan Subcontinent, the ongoing phase is distinct in several ways:  · Firstly, the level and intensity of violence is high because of easy access to weapons and training facilities in Afghanistan.  · Secondly, certain Islamic states such as Iran and Saudi Arabia sponsor the activities of sectarian groups. This adds a regional dimension to the domestic sectarian conflict. Thirdly, the social base of the sectarian conflict has significantly expanded because of factors including: a) Use of print media, school textbooks, religious literature, posters and banners; b) Accessibility to means of electronic communication; c) Better transport services which increase mobility of sectarian activists. To argue thus this paper is divided into following three sections: 1) Sectarian Violence and its origins; 2) Causes of Sectarian Violence in Pakistan; and 3) Failure of State. SECTARIAN VIOLENCE AND ITS ORIGINS This section discusses the history of sectarian violence.Sectarian violence and religious extremism is an unpredictable menace. History is replete with incidents of such sorts in various countries. The bigots and the evil minded selfish natured people are behind this abhorrent act relating to the security concerns of many nations. Unfo rtunate is the fact that usually the third world Muslim countries have been and are being constantly threatened by these evil acts. Sectarian Violence in Muslim History: Since the very beginning, the Shia-Sunni sectarian conflict has been one of the major characteristics of Muslim history.Different factions in the respective Muslim societies have also closely interlinked it to the struggle for the acquisition of political power. Syed Amir Ali remarks: â€Å"Alas! That the religion of humanity and universal brotherhood should not have escaped the internecine strife and discord; that the faith which was to bring peace and rest to the distracted world should itself be torn to pieces by angry passions and the lust of power. â€Å"1 At the centre of sectarian strife has been the Shia-Sunni conflict.Immediately after the passing away of the Prophet of Islam, a division emerged on the question of succession. â€Å"A small group believed that such a function must remain in the family of the Prophet and backed ‘Ali’, whom they believed to have been designated for this role by appointment and testament. They became known as his ‘partisans’ (shia) while the majority agreed on Abu Bakr on the assumption that the Prophet left no instruction on this matter; they gained the name ‘The People of Prophetic Tradition and consensus of opinion’ (ahl al-sunnah wa’l-jama‘ah). â€Å"Besides the political dimension, there also existed a difference of opinion about the merits and functions of the successor to the Prophet. â€Å"Sunni Islam considered the Khalifah to be a guardian of the Sharia‘h in the community, while Shi‘ism saw in the ‘successor’ a spiritual function connected with the esoteric interpretation of the revelation and the inheritance to the Prophet’s esoteric teachings. † In contrast to the Sunnis, the institution of Imamate is fundamental to the Shia Islam. â€Å"The Imam, 1 Syed Amir Ali, The Spirit of Islam (Karachi: Pakistan Publishing House, 1976), p100. esides being a descendant of the Prophet, must possess certain qualities—he must be Ma‘sum or sinless, bear the purest and most unsullied character, and must be distinguished above all other men for truth and purity. † Whereas, the Sunnis believe that the â€Å"Imamate is not restricted to the family of Mohammad. The Imam need not be just, virtuous, or irreproachable (Ma ‘sum) in his life, nor need he be the most excellent or eminent being of his time; so long as he is free, adult, sane, and possessed of the capacity to attend to the ordinary affairs of State, he is qualified for election. 2 Later, both the Shia and Sunni schools further split into several sub-sects on different issues related to succession, interpretation of scriptures and political theory of Islam. Sectarian conflict in the Indo-Pakistan Subcontinent: Fearing persecution by Ummayeds and later Abbasides, some of the Shias had moved to the distant parts of the Muslim Empire. Sizeable Shia communities had been established in Punjab and Sindh after their conquest by Muhammad bin Qasim.Under the early Abbasides, the governor of Jhang, Umar bin Hafas, was a clandestine supporter of Fatimid’s movement and it was under him that the Batinya influence spread into the areas between Shorkot and Sindh. Later, one of the Shia branch, the Karamata, was able to set up its independent dynasty in Multan. The Karamata had established contacts with the Fatimides in Egypt and continued to rule Multan and 2 Syed Amir Ali, The Spirit of Islam (Karachi: Pakistan Publishing House, 1976), p103. urrounding areas, which included parts of Jhang, until Mahmud Ghaznavi defeated and destroyed their â€Å"heretical† dynasty. With this, the Karamata movement was wiped out in the Indo-Pakistan context, as it could not survive the loss of political power. However, it left a deep religious imprint on the local population. This is one of the reasons why even today southern Punjab inhabits a sizeable Shia population. In southern India, the Bahmani and Adil Shahi dynasties which ruled for quite some time and acted as a bulwark against Marhattas, professed Shia doctrines.These dynasties were brought under the control of Mughals under Aurangzeb (d. 1707), which opened the way for the rise of Marhattas. Aurangzeb was allegedly hostile to the Shia dynasties, largely because he considered them heretical. As the Shia dynasties were receiving support from the Safavides of Iran, who were hostile to the Mughals, he had made an offer of alliance to Bukhara. The weakening and disintegration of the Mughal Empire, after the death of Aurangzeb Alamgir, paved the way for a qualitatively different era in the Muslim history of the Sub-continent.The new era witnessed, on one hand, the onslaught of the British with both colonial and western agenda and, on the other, the rise of Marhattas and Sikhs. Mean while, the early successors of Aurangzeb had come under the influence of their Shia courtiers, the Sayyids of Barha. It was in response to these developments that Shah Waliullah (1703-1762) started his reform movement to reassert Islam. Another was the Wahabi movement of Muhammad Ibn ‘Abd al Wahhab (1703-1787), which started in Saudi Arabia, but had a great impact on the religious scene of India.Both these movements played a major role in the making of today’s religio-political scene of India and Pakistan. The Wahabi movement emphasised essentials, preached reverting back to the original sources of Quran and Sunnah, and rejected many of the innovations and cultural adaptations made over centuries in the Indian context. It was vehemently opposed to the Sufi tradition and other divergent schools of thought such as Shia‘ism. Essentially, this movement was exclusionist, and far less tolerant and accommodative of divergence, heterogeneity and variations in religious ma tters.It lambasted the corruption and laxity of the Muslims’ attitudes and rejected the accommodations and cultural richness of the medieval empire. Its sole emphasis was on the classical law, which, in the view of its champions, was the sum and substance of the faith. It was, despite the fact that many leaders of the jihad movement were not blind followers of Muhammad Ibn, ‘Abd al Wahhab to warrant the term â€Å"Wahabi† for them. Given their extremist credentials, however, the term was widely accepted and is still used in Pakistan3 for the people with similar puritan views.They are also called Ahl-i-Hadith. Shah Wali Ullah, however, started the most significant reform movement, in the 18th century. Like Wahabis, Shah Waliullah strongly condemned the corrupted Sufi customs and practices, but he was a Hanafi and his version of purified Islam was not completely rejectionist. He himself was a Sufi. He tried to postulate an interpretation of Islam that would coalesc e into a purified Sufism with a purified Sunnah. The Shah Wali Ullah’s movement later crystallized into the Deoband movement, founded by 3Qeyamuddin Ahmed, The Wahabi Movement in India (New Delhi: Manohar, 1994), p203. Maulana Qasim Nanotawi, in the then United Provinces of British India in 1867. In 1857, Maulana Nanotawi had actively taken part in the rebellion against the British. Through the Deoband movement, however, he and his colleagues sought to achieve their goals through peaceful resistance. The goal, under the circumstances, was nothing but cultural and religious freedom and political independence. In the following years, the Deoband movement adopted the attitude of peaceful resistance and non-co-operation towards the British.They refused to learn the English language and modern knowledge, and emphasised Arabic and teachings of Islamic classics. In religious terms, the Deoband movement continued to largely profess Shah Waliullah’s teachings with puritan empha sis. Originally, the Deoband School had a policy of non-involvement into sectarian controversies, but later, especially under Maulana Rashid Ahmad Gangohi, the Hanafis became divided into rival groups. Among others, it was because Maulana Gangohi had condemned â€Å"the annual gatherings at the tombs of saints as well as the prevalent rites of fatihah and milad†.These differences were a manifestation of dissatisfaction of the Deoband School with the things as they existed and its determination to improve them. The puritan emphasis of Wahabis and Deobandis generated tensions among Muslims. The followers of Sufi Islam did not accept the puritan emphasis which, in their view, amounted to renunciation of mystic conception of Islam. It was, however, Maulana Ahmad Raza Khan (1856-1921) who founded the Brelvi School4 by setting up a 4 Usha Sanyal, Devotional Islam and Politics in British India: Ahmad Riza Khan Barelwi and His Movement, 1870-1920 (Delhi, Oxford University Press, 1996 ), p44. adrasa at Breli in the United Provinces. Unlike the puritans, the Brelvi school expressed and sustained â€Å"the social and religious customs of a decadent people: the civilization, or lack of it, into which India fell after the feudal Mughal culture had succumbed and before a new culture arose under the imperial British penetration. † Meanwhile, Lucknow had become the centre of Shia activism. The confrontation between these schools later spread to the whole of the Indo-Pakistan Sub-continent. In particular, it resulted in increased incidents of Shia-Sunni violence.Later, however, the emergence of Amada movement, whose founder, Mirza Ghulam Ahmad, claimed to be the prophet, prompted a unified reaction from all of the above mentioned schools. The Ahmadis, who are also called as Qadianis and Mirzais, were declared non-Muslims by all of the above groups. This declaration was formulated on the basis that they do not believe in the finality of the prophet hood of Muhammad . This controversy overshadowed the differences among the rest of the sectarian groups for decades until they were formally declared non-Muslims through a Constitutional Amendment in Pakistan in 1974.The nature of Shia-Sunni violence under the British was radically different than it had been under the earlier Muslim empires or caliphates. Previously, it was always a conflict either between the established Sunni authorities and anti-status quo Shia denominations or between the Sunni and Shia dynasties or caliphates. Under the alien rule of the British, the conflict declined to the communities’ level, involving the general public and theologians alike in sectarian violence.The role of the government was limited to that of arbiter, enforcer of law or manipulator, if so required, in the larger colonial interests. However, the state was secular and largely unrepresentative and, therefore, the use of sectarian idiom was limited to the purpose of selfidentification. The problem of s ectarian conflict in the post-independence years can be analyzed both in terms of the continuation of old historical pattern with certain new characteristics and, as a direct consequence of crises of identity and governance in Pakistan.It may be noted that the political discourse at macro level has revolved around the issues of Islamization vs. modernization, centralization vs. provincial autonomy, and democracy vs. authoritarianism in Pakistan since independence. The persistent ambivalence towards these issues has led the Pakistani State into a crisis of identity, causing frustration among almost all the sections of society including modernists, Islamists and various ethnic communities.The frustration has become further intensified in view of the failure of successive governments on the performance front, especially in terms of giving due representation to the marginalized sections of society in the top state institutions. Sectarian Conflicts in Pakistan: There are numerous sectari an divisions in Pakistan. One source puts the total number of Muslim sects and sub sects at 72. 5 The Sunni population subdivides into four major streams–Deobandis, Barelvis, Ahl-e Hadith and Wahabis–and within these there are 5 Sectarian Division of Muslims† (Bureau Report), The Times, London, 28 Sept. 1998. reportedly dozens of subgroups6. Despite these divisions, the majority of Sunnis in Pakistan follow the Hanafi School of Islamic jurisprudence7 The Sunni population is estimated to be 74 per cent of Pakistan's population. The three Shia streams in Pakistan are the Ismailis, the Ithna Ashariyya and the Bohras. 8 Estimates of the size of the Shia population vary widely, from a low of 5 per cent to a high of 25 percent; most sources put it at 15-20 per cent. During the Pakistan movement, the essentially secular leaders of the Muslim League had used the idiom of ‘Muslim identity’ to mobilize masses and to justify a separate homeland for them. Intere stingly, almost all the major religious parties of that time had opposed the demand of Pakistan either on the grounds that the concept of separate nationhood was not tenable from the perspective of Islam, or that the secular leadership of Muslim League could not be trusted to sincerely fulfill the promise of the creation of an Islamic state.Nonetheless, the Muslim League succeeded in creating Pakistan, despite the opposition of religious parties. As a result, the Islamic identity of the migrant communities, which settled mostly in the urban areas of Punjab and Sindh, was reinforced and they began to act as the major vehicle for the Islamization campaign in Pakistan. It was, in contrast to other ethnic groups such as Sindhis, Baluchis and Pakhtuns who, while de-emphasizing the ideological debate, championed the cause of decentralization and provincial autonomy. 6 7 The Sub-Sects of Muslims† (Report), The Economist, London, 28 Jan 1995. Daniel Pipes, Islam and Islamic Groups (De troit: Gale Research, 1992), p184. 8 Ibid. p185. 9 Muhammad Qasim Zaman, â€Å"Sectarianism in Pakistan: The Radicalization of Shi‘i and Sunni Identities†, Modern Asian Studies, Vol. 32, No. 3, July 1998. Gradually, groups emerged out of the existing religious parties, which started emphasizing the sectarian differences with the professed aim of persuading the state to accept their particular views into legislation and its policies.In the following years, Punjab was to become the major victim of sectarian violence. Today sectarian violence has become widespread, particularly between Shi’a and Sunni militants in areas bordering Afghanistan, while dozens of tribal elders were murdered by militants in Waziristan. CAUSES OF SECTARIAN VIOLENCE IN PAKISTAN This section discusses the main reasons which led to sectarian violence in Pakistan. Pakistan, one of the largest Muslim countries the world, has seen serious Shia-Sunni sectarian violence. Almost 70% of Pakistan's M uslim population is Sunni, and another 30% are Shia.However, but this Shia minority forms the second largest Shia population of any country,10 larger than the Shia majority in Iraq. In the last two decades, as many as 4,000 people are estimated to have died in sectarian fighting in Pakistan, 300 in 2006. 11 Amongst the culprits blamed for the killing are Al Qaeda working â€Å"with local sectarian groups† to kill what they perceive as Shi'a apostates, and â€Å"foreign powers †¦ trying to sow discord. â€Å"12 10 Vali Nasr, The Shia Revival (Newyork:Norton, 2006), p160. â€Å"Shiite-Sunni conflict rises in Pakistan,† by David Montero, February 02, 2007. 11 12 Shiite-Sunni conflict rises in Pakistan,† by David Montero, February 02, 2007. Since 2004, there has been intense violence in the FATA. What started in South Waziristan, slowly spread to North Waziristan in 2005 and then later to Bajaur and Mohamand Agency during 2006 and 2007. For the last two years, this violence has spread to the settled districts of the Khyber Pakhtoonkhawa including Bannu, DI Khan, Peshawar and Swat. Led by the Taliban and its local supporters in the FATA and Khyber Pakhtoonkhawa , this violence is posing a serious threat to the process of governance, challenging the writ of the State.Referred to by media as Talibanization, these developments has been the subject of intense academic, media and policy interest. Many factors contributed to the growth of sectarian violence since the 1980s and 90s. While some were direct causes, others indirectly deepened the sectarian fault lines. Some of them are: Sectarian Politics: The following factors increased the sectarian divide, which was embedded in Pakistani society in the 1980s, especially in Punjab. First, the formation of Shia and Sunni militant organizations which were not representative of their respective communities although there was support from them.The formation of the militant Sunni Sipah-i-Sahaba, Pakis tan (SSP) and the Shia Sipah-i-Mohammad, Pakistan (SMP) was the main factor underlying the escalating conflict between the two communities. Apart from the Sipah-i-Sahaba, other Sunni organizations like Sunni Tehrik were formed in Sindh. Later some SSP activists led by Riaz Basra organized the Lashkar-e-Jhangvi (LJ), named after the founder of the SSP. The LJ was more militant and has been banned. These organizations widened the sectarian divide and both groups started using violence against each other. The strength of these militant sectarian organizations increased in the 1980s nd 90s, and they were only banned by General Musharraf in January 2002. Second, factionalism within the religious parties and militant organizations deepened the sectarian divide. The Jamiat-ul-Islam (JUI) got divided into two factions led by Fazl-ur-Rahman and Sami-ul-Haq and both factions attempted to build their foundations on anti-Shia tenets with each trying to be more virulently anti-Shia. Even the mil itant organizations on both sides (the SSP and the SMP) faced divisions, and these factions, devoid of effective leadership, were involved in arbitrary killings of the other community.Religious parties like the JUI provided indirect support to militant organizations. It is essential to understand that sectarian violence is largely limited to Punjab, especially in the district of Jhang, where the mainstream religious parties never enjoyed popular support. Baluchistan had been free of sectarian violence and so was Sind, except for Karachi. The Jamiat Ulema-i-Pakistan (JUP), which enjoys support at the popular level in Punjab belongs to the Brehlvi faith and does not share the antagonism of the Deobandis and Wahabis towards the Shias.In fact, unlike the latter two, the JUP considers them to be Muslims and a part of the Islamic world. Third, sectarian violence in Punjab was primarily due to Shia-Sunni economic, social and political relations. For example in Jhang, where sectarian violen ce is high, the Shia community forms the upper class, being landlords and enjoying political power; the majority Sunni community forms the lower stratum in the social, economic and political hierarchy. When the Sunni middle class grew, especially in the 1970s as a result of better education and remittances from the Gulf, they demanded their share of ocial and political status, which was resisted by the Shias. Maulana Nawaz Jhangvi, assassinated in 1990 by Shia militants, formed the Sipah-i-Sahaba in Jhang in1985, largely to fight the Shia landlords. Anti-Shia groups: Anti-Shia groups in Pakistan include the Lashkar i Jhangvi and Sipah-e-Sahaba Pakistan, offshoots of the Jamiat Ulema-e-Islam (JUI). The groups demand the expulsion of all Shias from Pakistan and have killed hundreds of Pakistani Shias between 1996 and 1999. 13 As in Iraq they â€Å"targeted Shia in their holy places and mosques, especially during times of communal prayer. â€Å"14From January to May 1997, Sunni terro r groups assassinated 75 Shia community leaders â€Å"in a systematic attempt to remove Shias from positions of authority. â€Å"15 Lashkar i Jhangvi has declared Shia to be `American agents` and the `near enemy` in global jihad. 16 Islamization policies of Zia: Islamic policies introduced by Zia-ul-Haq were also responsible for the growth of sectarian violence inside Pakistan. An in-depth analysis would reveal that these policies were cosmetic and peripheral, as they did not impinge 13 Ahmed Rashid, Taliban: Islam, oil and the new great game in central Asia (London: Tauris, 2000), p194. 14Vali Nasr, The Shia Revival (Newyork:Norton, 2006), p166. Vali Nasr, The Shia Revival (Newyork:Norton, 2006), p167. Ibid. p168. 15 16 on the bureaucratic military oligarchy or the feudal structure of the society. In fact, these policies were aimed at gaining legitimacy within Pakistan and were not meant to challenge the existing social and economic institutions. However, the Islamization policie s exerted a negative influence on the two communities. The Sunni religious parties led by JUI and JUP became active vis-a-vis the Shias, as they wanted the State to introduce the Sunnization of Pakistan, which the Shias feared.This made the Shias defensive and they started supporting the PPP. In July 1980, 25,000 Shia portested the Islamization laws in the capital Islamabad. Besides, the changes made by Zia led to intense competition amongst the various Sunni groups, especially the Wahabis, Deobandis and Brehlvis, as they wanted the State to enforce their own version of Islam, especially the Islamic laws, though they were united in their opposition to Shias. However, the Islamic reforms introduced by Zia, especially relating to the legal field, alarmed the Shia community.The Tehrik-i-Nifaz-i-Fiqh-iJafriya (TNFJ) was formed in 1979 to enforce the Jafri fiqh; earlier in the same year Zia had declared that the Hanafi fiqh would be enforced. The formation of TNFJ was the political respo nse of the Shia community. In its early years it fought to get concessions such as exempting the Shia community from paying zakat and ushr. Jihad in Afghanistan: Pakistan’s Afghan policy in the 1980s and 90s aggravated sectarian violence inside the country. Afghan resistance against the Soviet Union in the 1980s resulted in the proliferation and easy availability of small arms in Pakistan. 7 The emergence of and subsequent growth of the Taliban in the 1990s and 17 Michael Klare, â€Å"Redefining Security: The New Global Schisms†, Current History, Vol. 95, No. 604, 1996, p161. their support to Sunni organizations such as the Harkat-ul-Mujahideen impinged directly on sectarian violence. The Sipah-i-Sahaba cadres were trained in Afghanistan and most of them fought the Taliban in Afghanistan and the Shias inside Pakistan. Iran-Iraq War: The impact of the emergence of the Khomeini regime in 1979 in Iran and the subsequent Iran-Iraq war in the early 1980s on sectarian violen ce in Pakistan has generally been underestimated.It is no coincidence that the TNFJ, the main Shiite party in Pakistan, was formed in 1979. When the Iran-Iraq war started, the Muslim world got divided into two camps and started funding their faith. As a result, enormous funds flowed, especially from Saudi Arabia and Iran, into Pakistan to support the various Sunni and Shia organizations and the madras as run by them respectively, which were directly responsible for the growth of organized opposition and violence. Iranian Funding: Exacerbating tensions is Iranian funding of Shia extremists in Pakistan, who not only exact revenge against Sunnis, but have also been used to violently uppress Iranian dissidents in the country who are critical of the Iranian regime. Shia formed student associations and a Shia party with the fundings from Iran, Sunni began to form sectarian militias recruited from Deobandi and Ahl-i Hadith madrasahs. Preaching against the Shia in Pakistan was radical cleri c Israr Ahmed. Muhammad Manzour Numani, a senior Indian cleric with close ties to Saudi Arabia published a book entitled â€Å"Iranian Revolution: Imam Khomeini and Shiism†. The book, which became â€Å"the gospel of Deobandi militants† 18 in the 1980s, attacked Khomeini and argued the excesses of the 8 Vali Nasr, The Shia Revival (Newyork:Norton, 2006), p164. Islamic revolution were proof that Shiism was not the doctrine of misguided brothers, but beyond the Islamic pale. Pakistan is the only Sunni majority country where Shias have been elected to top offices and played an important part in the country's history and nation building. The founder of Pakistan Muhammed Ali Jinnah, Muhammad Ali Bogra and the Bhutto family are Shia Muslims, as is Asif Ali Zardari, Abida Hussian, Faisal Saleh Hayat and several other top ranking Pakistani Politicians and Generals such as Yahya Khan,Musa Khan andIskander Mirza. Jihad in Kashmir: Pakistan’s support and involvement in Kas hmir was also responsible for sectarian violence. While the Lashkar-e-Taiba and the Hizbul Mujahideen do not indulge in sectarian violence inside Pakistan, the same cannot be said about other jihadi groups, especially the Harkat-ul-Mujahideen and, its later incarnation, the Jaish-eMohammad. Both these groups were trained in Afghanistan under the Taliban and were close to Lashkar-e-Jhangvi, the most violent Sunni organization. Before the Musharraf regime started its rackdown on sectarian organizations in 2001, these three were involved in collecting funds for jihad in Kashmir. The security agencies could not do much, as they could not differentiate which organization was involved. Tribal Conflict in the khyber Pakhtoonkhawa : Tribal clashes between Pashtun tribes in the Northwest Frontier Province have also taken on a sectarian nature, with the Shia Orakzai tribe often battling with their Sunni neighbors. These clashes are centered around the town of Bannu, and have often turned dead ly.However, the conflict is rooted in centuries' old land disputes, and has only taken on a sectarian nature since the fanatic Taliban regime came into power in nearby Afghanistan in the 1990s. The Madrassas: Various madrassas, especially in Punjab and Karachi, accentuated existing sectarian cleavage. Each Sunni schism (Deobandi, Brehlvi, Wahabi) and Shias ran their own madrassas for providing basic education. The curriculum was decided by the madaris. As a result, when sectarian fault lines got pronounced, a hate campaign was introduced vis-a-vis the other sect.Besides, the madrassas also provided manpower for these sectarian organizations, leading to sectarian engagements on the streets and dividing them further. About one-third of the 2,50019 registered madrassas in Punjab are known to impart military training to their students, and to be directly involved in sectarian attacks. The communities started defending their faith by protecting and supporting the offenders instead of con demning their violence. This support took the form of political, personal and financial patronage, which only accentuated the cycle of violence. 19Iqbal Quadir, â€Å"Madrassa Culture in Pakistan†, HRCP Journal, Vol. 8, No. 3, Nov 1998. FAILURE OF STATE What has been clear since the beginning of this sectarian conflict in Pakistan is the complete failure of the State, from Zia’s period onwards. It was unfortunate that during Zia’s period in the 1980s the Turis of Kurram Agency became the pawns in Pakistan’s larger game in Afghanistan. The State failed to understand Turi fears and insecurity, and has failed to understand them ever since. The emergence of the Taliban and the growth of sectarian politics in the 1990s further aggravated the situation.Given the sensitivities the State forces should have taken extra care in preventing the movement of battle hardened Sunni Taliban with their sectarian streak into sensitive places. Unfortunately, the State was ne ver keen in enforcing its writ in the tribal agencies. The questions of State’s failure should be seen in the context of its wider historical lack of interest in maintaining its writ in the FATA. It allowed its writ to erode in the name of maintaining tribal customs and traditions. It even exploited the same customs and traditions to pursue its larger strategic interests in Afghanistan.The Pakistani state has failed to understand that the situation has been dramatically changing over the last decade. A section within the FATA, especially amongst the younger generation, is highly influenced by the Taliban-al Qaeda brand of Islam, and prefers to adhere to their Islamic principles, rather than the age old secular tribal customs of the Pashtuns, referred to as Pashtunwali. Another section, within the young generation, exposed to modern education and democratic ideals, prefers the xpansion of State’s functions into tribal regions. Though both the above streams of youths are highly anti-American, they don’t agree with how they are being governed. While the Taliban supporters prefer to be governed under Shariah, the more modernminded others want the State expand its governance process. Thus, both sections want to repeal the archaic FCR, but for different reasons. More importantly, in the above two schools of thoughts, what is also gradually eroding is the influence of elders and jirga politics.The jirga provides a prefect excuse for the State to keep away from the problems and provides an instrument to maintain law and order. Failure of governance also provided space for other groups to express the local sentiments. While in other parts of the FATA, this expression has taken a religious (orthodox Sunni version adopted by Taliban) course, in Orakzai and Kurram, it has also assumed a sectarian nature. The influence of these sectarian organizations can be fought by the State only by expanding the governance process inside these regions.CONCLUSION Si nce the late 1980s, the Shia-Sunni sectarian violence has engulfed almost the entire province of Punjab and certain parts of the North-Western Frontier Province (Khyber pakhtoonkhawa ). Though sectarian conflict is not a new phenomenon, the scope, intensity and the continuity of the ongoing violent phase are unprecedented in the history of Pakistan. Jhang in Punjab province was the first district to fall prey to the increased and persistent nature of sectarian violence in the 1980s.The Shia-Sunni sectarian conflict cannot be explained in religious and ideological terms alone; notwithstanding the fact that the religious and sectarian idiom is frequently used by religious leaders from the pulpit to encourage violence, mobilize their followers and achieve political goals. In the context of sectarian violence, the local contextual realities have been of critical significance. The external stimuli might have played some catalyst role in terms of triggering off and accelerating the proces s of shift from the dormant sectarian conflict to the violent one.But what is important to note is that the potency of external stimuli and the nature of reaction they might provoke are determined at the local levels. The likelihood of a shift from dormant to violent conflict, however, increases if the institutional and legal structures in a given state fail to adjust and accommodate to the changing socio-economic realities and/or lack capacity to effectively respond and check the external stimuli. Shia-Sunni conflict is primarily a manifestation of the socio-economic changes at the grassroots level, which have given rise to political tensions among different classes of society.Selected Bibliography Secondary Sources Books: Ahmad, Mumtaz. `Continuity and Change in the Traditional System of Islamic Education: The Case of Pakistan'. (Karachi: Oxford University Press, 2000). Ahmed, Qeyamuddin. The Wahabi Movement in India (New Delhi: Manohar Press, 1994). Jafri, S. H. M. The Origins an d Early Development of Shia Islam (Karachi: Oxford University Press, 2000). Kraan, J. D. Religious Education in Islam with Special Reference to Pakistan: An Introduction and Bibliography (Rawalpindi: Christian Study Centre, 1984).Nasr, Vali. The Shia Revival (Newyork:Norton, 2006). Nasr, Vali. Mawdudi and the Making of Islamic Revivalism (New York: Oxford University Press, 1996). Rashid, Ahmed. Taliban: Islam, Oil and the New Great Game in Central Asia (London: Taurus, 2000). Rashid, Ahmed. Jihad: The Rise of Militant Islam in Central Asia (Lahore: Vanguard, 2002). Sanyal, Usha. Devotional Islam and Politics in British India: Ahmad Riza Khan Barelwi and His Movement, 1870-1920 (Delhi, Oxford University Press, 1996). Newspaper:Ahmed, Khalid. `The Power of the Ahle Hadith', The Friday Times, Lahore, 12-18 July 2002. Journal: Haqqani, Husain. `Islam's Medieval Outposts’, Foreign Affairs, Vol. 82, No. 1, 2002, pp58-64. Klare, Michael. â€Å"Redefining Security: The New Global Sc hisms†, Current History, Vol. 95, No. 604, 1996, P161 Seminar paper Sectarianism in Pakistan Submitted to : Professor Dr Naseem Submitted by: Mati ullah Tareen IR 4th Department of International Relations Quaid-i-Azam University Islamabad, Pakistan.

Folk Dance History in the Philippines Essay

It is impossible to know when exactly dancing became a part of life in the Philippines. Many traditional dances were designed to thank the gods for natural and agricultural events, such as rain and harvests. The dances were performed during festivals and remembrances of past military victories, and still are performed at celebrations of births and weddings in modern times. Many modern folk dance festivals still feature ancient dances performed in costume of the tribal period of the Philippines. Some dances such as the Palok and the Lumagen are performed with traditional percussion instruments such as the gangsa (a small copper gong), a tobtob (brass gong) or a hibat (a gong played with a soft wooden stick). For many tribal dances there are no external musicians; the dancers generate their own accompaniment with stomping and hand clapping. Later Dances in Philippine History More recent dances done in the Philippines derive from historical events such as the arrival of the Spaniards in the 16th century and the conflicts with the Moors. While certain words and movements from those cultures have been integrated into the dances, the Filipino dance genre remains true to its ancient tradition and roots. * Touch: Bring your free foot to your lead foot, then touch the floor without taking a step or putting weight on the free foot. * Toe: Touch the toe of the free foot to the floor without shifting weight to the free foot. * Heel: Extend the free foot forward, then touch the back of your heel to the floor without putting weight on your heel. * Tap: Touch the floor with a sharp motion with your free foot, but do not take a step or put weight on the free foot. * Stamp: Stomp the flat of your free foot on the floor, but do not put weight on the free foot. Noise can vary based on the type of shoe you’re wearing and the type of floor. * Point: Extend the free foot forward or backward and touch your toe to the floor. The ankle should be stretched and the instep arched. Do not step or put weight on the free foot. * Press: Step forward with your free foot, putting partial weight on the ball of your foot. Your supporting leg should be straight and your pressed leg (free foot) is bent with some pressure (partial weight) on the floor. Your body should be leaned forward just a bit. * Brush: Touch the toe of your free foot to the floor, then move it a short distance toward the supporting foot or move it against the supporting foot, but do not put weight on it. * Draw: Touch the toe of your free foot to the floor far from your supporting foot, then move it toward your supporting foot without putting weight on it. * Drag: Stretch your body up, then touch your toe to the floor far from your supporting foot and move it toward your supporting foot without putting weight on it. * Flare: Sweep your free foot in an arc, making sure to keep your toe in contact with the floor without putting weight on it. First position- raises arms to a circle in front of the chest. Second position – open up arms sideward, raised below shoulder level with a graceful curve. Third position – raise one arm overhead while other arm remains in 2nd position. Fourth position – raise one arm in front of chest in a half circle, while one arm remains overhead. Fifth position – raise both arms overhead in a graceful curve. Feet Positions: First position – bring heels close to touch; toes apart. Second position – bring feet apart sideward. Third position – bring the heel of one foot to touch the instep of the other foot. Fourth position – bring one foot in front of the other foot to walk strike. Fifth position – bring the heel of one foot to touch the toe of the other. 3/4 plain polka waltz sway balance with raise mincing redoba three steps and point mazurka cross waltz plain waltz 2/4 Touch Step Step Point Close Step Slide Step Step Swing Step Hop SUBLI Subli is the dance portion of a devotion performed in honor of the Mahal na Poong Santa Cruz, a large crucifix of anubing wood with the face of the sun in silver at the center. The icon was discovered in the early decades of Spanish rule in what is now the town of Alitagtag, Batangas. It is the patron of many towns in the area, notably the ancient town of Bauan, Batangas. The subli consists of a long sequence of prayers in verse, songs, and dances, performed in a fixed sequence. The verse recounts the first journey of the early manunubli ( subli performer)through the fields, hills, and rivers of Batangas in search of the miraculous cross. Sections of verse are sung to a fixed punto or skeletal melody, which may be elaborated on in a different way by a different subli troupe. About five of these punto are used in a complete subli performance. These sections may be divided further into various fixed dance patterns involving one, two or eight pairs of men and women. These numbers seem to be the norm in Bauan, although other towns may have formations involving three pairs at a time. The stances, gestures, and movements of the male dancers are freewheeling and dramatic, consisting of leaping, striking the ground with kalaste (wooden bamboo clappers held in both hands), and other movements suggesting the martial arts. The women circle on half-toe, performing the talik (small refined gestures with wrists and fingers), their fingers grazing the small-brimmed hats and alampay (triangular scarf worn loosely over the shoulder)that are the essential parts of their costume. They dance and sing, to the rhythm beaten out by a stick on the tugtugan, a goblet-shaped, footed drum of langka wood with a head made of iguana skin. -E.R. Mirano

Medical Marijuana and the impact on hiring and drug testing Essay - 1

Medical Marijuana and the impact on hiring and drug testing - Essay Example With increased medical marijuana legalization, questions are propping up as to how this would affect the workplace bearing in mind that most of those who consume it are worker. Most especially, human resource managers are concerned as to how the law would impact on the employment hiring process. The complexity of the matter is increased by the fact that those allowed to use marijuana for medical purposes also have a disability which is protected under the Americans with Disabilities Act and by the Civil Rights Act. Failing to hire such individuals in such states could be considered as a form of discrimination but employers get reprieve in that the Federal law does not offer protection for such cases. As such the issue is very complex needing careful consideration by employers especially in formulation of their zero-tolerance policies or maintaing a drug-free workplace. This essay will present the views of human resource managers on how medical marijuana impacts on employment hiring p rocess. The two human resource managers whose views will be presented here are Mr. Xi Zhao of Uterpy Music Company and Mr. YiChao Wan of Lucky Garden Chinese Restaurant. Uterpy Music company is headquartered in Boston, Massachusetts one of the states that legalized medical marijuana in 2012. It is a social media company (Internet industry) and the largest social website for people who love music. It aids musicians with networking; collaborating and also getting noticed (Uterpy.com). Lucky Garden Restaurant in the hospitality industry is located in Melbourne, Florida whose medical marijuana bill became law in June, 2014 after being signed by Governor Rick Scott. The company offers catering services and provides wide array of Chinese dishes. The two human resource managers were interviewed using a questionnaire containing wide range of questions as to how the law impacts on

The Cartesian Coordinate System Research Paper Example | Topics and Well Written Essays - 1250 words

The Cartesian Coordinate System - Research Paper Example The Cartesian Coordinate System does not merely point reference to the graphical means of finding link between variables, rather, it gives Mathematics the desired image of identity in visible shapes and forms by which a learner can gain appreciation of the course as an interesting field of study. The Cartesian Coordinate System Prior to the concept of a two-dimensional system, the discovery of a coordinate system with one dimension had already enabled demonstration of the relative magnitudes of numbers in a graphical manner and had even shown how a distance between two points in the number line may be represented by the magnitude of their differences. The overall advantage, however, of a one-dimensional coordinate system is limited and is unable to extend its applicability to the relation or dependence of two sets of numbers quite significant in the mathematical studies of corresponding values wherein a set constituted by an ordered pair of numbers may be held in association to another or a couple other sets in a planar system of coordinates (Vance, p. 75). Importance of the Cartesian Coordinate System In 1637 Rene Descartes, a French mathematician and philosopher, used the Rectangular Cartesian System of Coordinates or a method of associating points with numbers, and by doing so. , associated a curve with its equation. Great progress in mathematics and the application of mathematics in science followed after this unification of algebra and geometry (Smoller). By definition of the Cartesian product of two sets, the case of interest is X ? Y where X and Y are both the set of real numbers R is symbolically denoted R x R ? { (x, y) | x ? R and y ? R }. Each member of the set is an ordered pair (x, y) and through the Cartesian coordinate system, it is possible to set up an association between this set of all ordered pairs (x, y) of R x R and the set of all points in the plane. Hence, the two-dimensional coordinate system becomes important in relating a point in a plane and a pair of real numbers which may be constructed using two perpendicular straight lines, vertical and horizontal, commonly known as the coordinate axes. With the point of intersection being the origin O, one may establish on each line a one-dimensional system which bears the same unit of length f or both axes where, normally, the horizontal line refers to the x-axis or axis of the values of ‘x’ or abscissa whereas the vertical line pertains to the y-axis along which lie the values of ‘y’ called the ordinates. Once the axes are drawn, one can begin to plot a data of points (x, y) and in determining a point corresponding to an ordered pair of values, it helps to draw lines parallel to the axes through the point (x1, 0) on the x-axis and the point (0, y1) on the y-axis (Vance, 76). These lines intersect at a point P, a distance x1 from the y-axis (to the right or left, depending upon whether x1 is positive or negative) and a distance y1 from the x-axis (above or below, depending upon whether y1 is positive or negative). These distances can be called directed distances and the point P, determined by the ordered pair of values x1 and y1, is denoted by the ordered pair, expressed as (x1, y1), where x1 and y1 are called coordinates of P. The two coordinate axes divide the plane into four parts, called the first, second, third, and fourth quadrants. It is useful to verify that the coordinates of points located in the different quadrants have the signs shown in the table. Quadrants Abscissa Ordinate I + + II _ + III _ _ IV + _ Since every other point may be plotted on the xy-plane, the line or curve connecting the

Electrical Engineering Personal Statement Example | Topics and Well Written Essays - 500 words

Electrical Engineering - Personal Statement Example My father who was an engineer used to teach me about technological advances and has always encouraged me to learn more about this. My first interaction with computers was at the early age when I was only five years. In my primary school, I was very good in science subjects and the same was reflected in my secondary school. I used to perform as the best student in physics and computer subjects. As a result, my teachers continued to encourage me to engage in electrical engineering once I go for higher education. Once I joined the University I chose to undertake a bachelors degree in electrical engineering. While in college I found my studies very enjoyable as I engaged in what I was interested in. Spending most of my time in the laboratory was not something I dread but the best thing is that I take pride in my work. This has contributed to the successful completion of my graduate degree. During my college education, I have also been able to design a functional microprocessor which I pe rceived as an experience and achievement for learning. It was also a major focus for my technical and professional advancement which is now motivating me to undertake a post-baccalaureate study in electrical engineering. I always aspire to take what my heart feels comfortable with and since being an electrical engineer professional is my major goal that’s why I would like to enroll in this program. Having already completed my graduate degree I would like to undertake more research and engage in coursework which will help me enhance my competence in electrical engineering. My main goal is to finish my post-baccalaureate degree and then pursue my Ph.D. The type of research that I am mostly interested in is on optical properties on MEMS devices and develop faster electro-optical interfaces. My special interest in this area is derived from my undergraduate studies in MEMs in the development of advanced and favorable tri-axial accelerometers. Pursuing this type of research will be a challenge to me and at times I might feel defeated but my special interest in this field and learning will give me the courage to accomplish my goal.

Reflective report Essay Example | Topics and Well Written Essays - 2500 words

Reflective report - Essay Example Postoperative anxiety is to be expected for these patients, and nurses and other health practitioners within the surgical ward are tasked with educating the patient about the surgery, providing emotional support, and reducing the emotional impact of the surgical procedure. Some of the other patients in the surgical ward are also undergoing postoperative care. Postoperative care for these patients include pain management, monitoring of vital signs, monitoring for bleeding, and monitoring for infection. In the case of the patient subject of this reflection, the patient is a 55 year old female patient who has recently undergone thyroidectomy. She is married, with 3 children, and has worked as a school teacher for 35 years. Six months ago she first noticed that there was a lump at her throat area. She ignored it at first, but four months prior to the surgery, the lump seemed to get bigger. Upon seeking medical consult, she was diagnosed with hyperthyroidism. This caused her goitre. After a month of treatment, her goitre continued to enlarge. Hence the thyroidectomy was scheduled. Post-operative pain medications were ordered for the patient by his attending surgeon. In this case, the controlled drug morphine was ordered. The patient registered pain levels on the scale of 1-10 (with 10 being the most severe) at 9/10. The pain was localized at the incision site at her throat area and she described it as a throbbing and persistent pain. She also registered pain when she would move. The administration of the morphine managed to reduce the pain levels to 3/10. Additional pain management included guided imagery where the patient was asked to picture pleasant scenarios as a means of distracting herself from the pain that she was feeling. I also checked the incision site for signs of bleeding and infection. I also monitored her blood pressure and vital signs. Her blood pressure as well as vital signs remained within normal levels within the postoperative period. The adminis tration of the morphine Oramorph SR was orally through a tablet every 12 hours. Based on hospital policy, no more than 2 tablets were administered to the patient within a 24 hour period. Morphine was also not administered when necessary as per hospital policy. An order by the attending physician was necessary before morphine could be administered. The nurses are required to instruct patients not to chew the tablets before swallowing because it can cause the release of the drug into the body all at once, possibly causing serious health issues, in some cases, death. The patient’s mouth was also washed after each administration. I was also asked to check for side or adverse effects of the drug, including: dizziness, lightheadedness, nausea, vomiting, diarrhoea, weight loss, dry mouth, headache, confusion, stiff muscles, mood changes, chills, and flu symptoms. More serious symptoms requiring immediate medical care included slow or irregular breathing, bluish coloration to the ski n, fast or slow heartbeat, seizures, hallucinations, blurred vision, hives, and rashes. Section 2 While caring for this patient, I was able to learn more about the protocols in the administration of the controlled drug morphine. The learning was able to emphasize the importance of understanding the application and use of controlled drugs, especially those used for pain relief (Hardwick, 2009). The

Sociology Term Paper Example | Topics and Well Written Essays - 1000 words

Sociology - Term Paper Example Social events vary in a wide range, due to the variations in human tendency and behavior. Analyzing the reason behind social events requires a psychological study of human behavior, as that strongly holds the ethics of religious, cultural and community values as its background. Matthew Desmond in his book analyzed the subjective facts of individual psychology of temptation and risk bearing factors. Fighting against the forest fire is a life taking job but the country boys, in their every efforts, tries to prove their braveness by accomplishing the challenging job. Every forest fires are followed by death, injuries and bone breaks; but they never give up fighting against it (Desmond). Hence, the factor behind the human guts must be very personal; the responsibility they feel about rescuing forest from fire, to maintain their identity as a firefighter and also the inability to do the same would be a question to their masculinity. All the mentioned factors seem to have their connection with the psychological prospects of an individual with his ethical values. Psychological factors are equally responsible for the involvement of individual in any social events. On this contrary Randall Collins, emphasizing on micro-sociological theory, gives stress on social violence as a result of the big shape of emotions in an individual, connected to several past and present happening in his/her life. For example: poverty, race, and origins in divorce or single parent families etc. Human psychological condition of fear, insecurity and inferiority leads to the violence of different kinds. For example: mass murder, serial killing, revenge taking, sexual abuse and suicide. He insists on the use of the modern technology to give authentication to the findings. As per Collins, police normally uses the available data to confine the cause of the happening. But such empirical data are not liable to give psychological justification to the case. The use of micro analysis theory becomes a n ecessity, in such cases, as that can draw out the emotional involvement of the individual in a particular social event (Collins). As these two frameworks, seem to have the similarities with the Comte’s social theory of positivism and anti-positivism. Where, Collins views inclines more towards anti-positivists whereas Desmond towards positivists. Giving stress to positivism, Durkheim maintained that the social sciences are a logical continuation of the natural ones into the realm of human activity, and insisted that they should retain the same objectivity, rationalism, and approach to causality. This approach eschews epistemological and metaphysical concerns such as the nature of social facts, in favor of methodological debates concerning clarity, reliability and validity (Wacquant ). Supporting anti-positivism, sociologist Max Weber argued that sociology may be loosely described as a science as it is able to identify causal relationships of human "social action", especially a mong "ideal types", or hypothetical simplifications of complex social phenomena. Karl Marx's methodology is borrowed from Hegelian dialecticism but also a rejection of positivism in favor of critical analysis, seeking to supplement the empirical acquisition of "facts" with the elimination of illusions. He maintained that appearances need to be critiqued rather than simply documented

Interpretation of Statutes Essay Example | Topics and Well Written Essays - 2000 words

Interpretation of Statutes - Essay Example Judges have a mandate of resolving of making such statutes clear if not well interpreted. An example of unclear language emerged in the case of Myers v Twining in the year 1982. The judges were to make a decision on the association between a vehicle and roller skates. Many cases have been presented in courts with change of meaning of words over time. Some bills are rushed in parliament in time of emergency, hence the need for interpretation as a result of many errors that takes place during the act. The dilemma with statutory interpretation is that the court has to decide the meaning of a certain legislation passed by the parliament. The court makes judgement on the parliament’s intention when passing the law and its relevance in the present time2. On some cases however, the judges have often misinterpreted the legislation of the act. Other issues which may arise during the interpretation of the statutes must abide by the European laws or the human right acts. Misinterpretation of the parliamentary acts and legislation may contradict higher laws or lead to creation of new legislation that was not the intention of the parliament during the passing of such a bill or act. Judges deal with interpretation of statutes in a variety of ways. One w ay in which judges interpret statutes is by presumption. The judge is such a context begins the interpretation process by assumption of certain issues. The assumption may be considered to be true unless a better argument is raised with an intention to challenge it. Some of presumptions entail the inability to change the law and that the statutes do not influence the acts created in the past. Presumption of language is another challenge encountered during the interpretation of certain statutes. Utilization of words such as workman, tradesman or other person presents a lot of confusion during the interpretation process. Some words derive meaning from the surrounding environment3. The judges

Home Page Essay Example for Free

Home Page Essay At Popcorn Supplies, we cordially invite you to sit back and enjoy the rich taste of entertainment as well as the essence of relaxation with our large kernelled, succulent popcorn as well as the delectable toppings that we offer. Our company’s product may already be known to you through our sister supplier Home Theatre Express. com. We provide the same mouth-watering buttery, caramel and other delicious popcorn flavors, but we offer them in wholesale quantities to those who want to invite large groups to enjoy the luscious experience. This offer is also meant to cater to those who own small or medium-sized businesses where such an appealing snack might be provided as a supplement to the entertainment or other activities provided. We offer a variety of services and products that enhance the popcorn production and consumption experience. Our store supplies carnival-style popcorn poppers such as Paragon Theater Pop and Gold Medal Funpop. We also stock large 4-oz bags of Orville Redenbacher’s high quality popcorn and cases of 35-oz Flavacol salt (12/case) that will equip your event to handle the high demand that is sure to materialize once guests or clients taste the scrumptious delight that comes in the popcorn bag. Plus, we also stock movie-theater popcorn buckets that create a much more authentic atmosphere for the occasion. Get these by the bulk too and legitimize your event as well-appointed and adequately catered. To this end, our toppings add the final touch of mouth-watering tastiness to the affair. This will make it not only a big hit with butter lovers, but also with caramel, cheese, nacho, frosting lover. And we offer even more toppings! Our prices are regularly unbeatable, and at wholesale prices it’s a full-scale, blow-out sale every day. Get your supplies now and save!

The Speckled Band Essay Example for Free

The Speckled Band Essay Sir Arthur Conan Doyle wrote The Adventures of Sherlock Holmes, in 1892, about Sherlock Holmes, his famous detective. Doyle was born in Edinburgh in 1859, and was a known as a keen pigeon-lover. He studied medicine there and eventually served as a physician in the Boer War, and many other battles. Sir Arthur Conan Doyle published his first Sherlock Holmes tale, A Study in Scarlet, in 1887. He was so successful in his writing that he gave up his career as a physician only five years after the creation of Sherlock Holmes. He wrote a total of fifty-six short stories and four Sherlock Holmes novels over forty years. The stories are realistic representations of the moral and cultural settings of this period of the Victorian era. The nineteenth century is known as the Victorian era due to Queen Victoria ruling between 1837 and 1901. Many changes came about during this period in Britain, and many discoveries were made. Inventions such as the steam train made travel more common, and journeys easier to pursue. There is evidence of this in The Speckled Band, when the daughter of Dr. Roylott is able to travel faster to the city to meet Sherlock Holmes as she took a train, You took a train I see. Along with this was the industrial revolution, which brought rising crime rates and pollution. As the cities were crowded, due to large amounts of working class going to towns to get work, the Victorian rich were scared for their safety. In The Man with the Twisted Lip Mrs St. Clair was to said to be, In the hope of seeing a cab as she did not like the neighbourhood. This shows how scared the upper class were of the neighbourhoods with working class. With the Industrial Revolution also came a transformation within the social landscape. New wealth was looked down upon by upper classes, and with capitalists and manufacturers being able to acquire great fortunes the upper class were in disgust. The upper class were strict and there were rules in Victorian Britain that governed behaviour. Manners and morals were of great importance to Victorians, along with the Church and religious beliefs. Victorian society believed that an English gentleman should have certain mannerisms, and dress and speak properly. His intentions were consistently good, and his manners impeccable. A gentleman should uphold laws and societys rules; leading a respectable life, not squandering it. As far as Victorians believed, gentlemen were superior, although they should never give offence to anyone, even lower classes. They should not be arrogant or of a snobbish disposition, yet should act wisely at all times.

Theories on Learning and Multimedia

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