Ethical Dimension In Strategic Hrm Commerce Essay

Ethical prop In strategicalalal Hrm Commerce EssayEthical circumspection advise be defined as carry through of setting managerial goals of an constitution through planning, organizing, leading and controlling the performance of the pick and members in an system of rules, and realizing the organization achievement and example objectives effectively and efficiently through the should concept of initiative wariness. The goals ar to achieve the moral extent in organizational institutionalization by a certain managerial measures. Ethical steering has been the trend of innovative be givener-hearted imaging focusing. maven of the necessity themes of modern precaution is carrying forrader and returning of gentlemans gentlemanistic spirit. The management mode of homosexual imaging downstairs traditional economic man hypothesis does non fit in the reality in modern strategical clement mental imagery management. The gentlemans gentleman roof, based on the cogn ition and skills, turns to be the base stones constitutes the core competence for the endeavor facing unsmoothly changing market environment in the knowledge economic times. In the thesis, development history of honourable dimensions in strategic human beings imagery management would be presented send-offly, then why honorable management plays an important image in the strategic human options management would be discussed. Mean succession, the realistic signifi toiletce of the good devotions in the strategic human imagery management is explained by examples in organization. The examples focus on two activities of strategic human vision management, which ar sexual activity emboss in recruitment and performance evaluation. Their relationships with the strategic human resource management ar discussed in the following part.Seen from the quantity perspective, it is easily concluded that there atomic number 18 large number of theses or books illustrating strategic hu man resource management. Mean piece, commercial good has to a fault been discussed in many books and theses, focusing on the attempt ethical institunalization. However, only a few of the books and theses will concentrate on its main content on the ethical dimension in strategic human resource management, which is the overlapping part of the two sheers. It place be concluded thatethical problems usually plagiarize almost continually in human resource management. Human resources can be charmn as peck, and when people suffer a certain harm or loss for which they are not themselves responsible or they should not bear, as in a plant closing or corporate re-structuring, then ethical resigns is inevitable to be taken into consideration in addition to the more popular financial, legal, and behavioral forms of reasoning. Ethical considerations involves an evaluation of the affects of the proposed managerial action upon the members of the organization and the members of the societ y, usually employees and workers as we discuss, and then justification of those impacts according to some defined principles or essential values of normative philosophy. None of these defined principles or essential values are adequate by themselves to justify a stopping point in an ethical dilemma, only when taken together they do dish out in arriving at a decision that can be considered to be right and proper and just. The connection between the strategic human resource management and ethical considerations is close, which necessarily our discussion.Ethical considerations in strategic HRMCompanied by the time going on and change in concept of enterprise, the recognition of people has ranged from economic man, social man, complex man, self-realization man, a series of new concepts in human resource management has been proposed. The concept has been penetrative to the managerial field accompanied by the management moralizing (Gary, 2002). more and more enterprise ethics are concerned and it has turned to be a popular trend. Among many resources constitute an organization, human resource has showed its vastness in the development of an enterprise (Ceawley and Sinclair, 1994).To welcome the challenge occurred in the fierce competition and promote the development in long time, people first and human-based management should be the top concern in strategic planning.It has ablaze vast academic concern that strategic human resource management has an ethical dimension in which moral principles concerning acceptable and unacceptable behavior. Executives are supposed to check a amply sense of values and deal out honest and fair practices with the employees.How to promote the value realization of human capital becomes an issue needs problem solving in modern human resource management. The ethic management meets the moral needs of human resource and satisfies their emotional demand. Teo and Warters, 2002) Meanwhile, the improvement in related laws and regul ations has promoted the public prospect in the enterprise performance, which has exerted great influence on the management mode of human resource in a certain enterprise.Entrepreneurs morality can live a philosophical dimension. The enterprise is managed and controlled by human resource while human resource is the soul of an enterprise. The one who established the enterprise and the successors tend to reconsider and investigate the existing value of enterprise, which leads to the demand for ethic management in the strategic planning, specially in human resource management. As an entity for service or issue in the whole society, the enterprise pursues proceeds and plays a role as platform for mutual development of some(prenominal) the employers and the employees. Working, from the advanced fascinate, is not only a way for existence, but also a shortcut for healthy development and self-value realizing for individuals. Most employees desire for respectful, equally-treated and te nder-hearted management mode. Once satisfied, it can promote the human capital into great play.The fiercer the human resource competition becomes, the fewer differences lies in ways for enterprise to attract human capital. So high salary and welfare benefits, high position and rights, ethical management in strategic human resource management, unusual enterprise culture atmosphere will lead to a bright prospect and image of an enterprise in the mind of a potential human resource. Among the divisors influence the employer-employee relationships, working environment plays an essential role in attracting, maintaining and promoting the employees professional dedication. The enterprise should put human resource management as top priority to cultivate the culture atmosphere, so the ethical management in strategic human resource management can be a source for enterprise to gain competitive reward (Wilson, 2005).The ethics has its special management functions for it offers a code to distin guish the practised from the bad. The ethical code arises from the accumulation in daily life and root in the mind of human resource. It defines the conduct boundary of the employees, then the coherent anticipation forms between the enterprise and the employees (Starkey and McKinley, 1993). The conflict in profit and usurpation of laws and regulations, hitchhiking, opportunisms can be refrained to a certain extent. While cutting the subroutine cost, the managerial efficiency is promoted. Meanwhile, ethical managerial environment can ginger up the employee to work more enthusiastically. More and more managers realize that most human capital will perform better in a enterprise full of trust, responsibility and ambition. The environment will be based on the value concept of trust, honesty, air and respect (Wen-Rong and Ben, 1996)A large discipline of human relations management is concerned with various ethical issues, twain on the part of upper- take aim management in its busine ss decisions and lower-level management in the treatment of individual employees. Philosophic decisions on the relocation of areas of turnout or entire plants can take up a major impact on the company but also can be ruin to individual employees and the communities in which they live. Management decisions must be made candidly taking all federal agents into consideration, including social responsibility as well as stockholder concerns. On a lower level, executive programs must treat those they finagle fairly in matters of promotion and wages (Kaufman, 2008).Relations between strategic HRM and Gender Stereotype in RecruitmentFor many women, negative sexuality stereotypes can a huge barrier in their path for course development, especially in recruitment process. Companied by the further and detailed look for in gender, it is a common conclusion that the gender stereotype is not only a psychological issue, but also an issue with ethical considerations (Boudreau, 2008). The discriminative gender stereotype, develops from the level of psychology to the level of ethics, it can disseminate to all the social activities by taking a role as peoples behavior codes. With all the development, the cognitive model can not be easily erased.The gender stereotype in recruitment is effects of the have action of both strategic human resource management and ethical issues. It can be seen from the following perspectives. Firstly, the gender stereotype has a distinctive ethical trend. From the ethical development of the society, it can be easily seen that the mainstream moral outlook has internal connections with the gender stereotype (Warner, 2009). Slave owner tell owns all the capital goods and slaves. When the enslavement comes into gender, women always are the accessories of men. Things go the very(prenominal) story in early(a) societies even now we can see the gender stereotype in strategic human resource management, especially in the process of recruitment. Secondly, the mindset of gender stereotype can be protective for the Patriarchal hierarchy. The stereotype has strong psychological hint and ethical bondage. Finally, the gender stereotype will hinder the gender ethics constructions (Taplin, 2008). Conflicts and disharmonies arise due to the deep-rooted gender disparity in ethical level.The issue of the gender stereotype in recruitment has received considerable attending in the field of management. A current study focuses on the distaff National Health Service retains in the United Kingdom. Examining the recruitment set out of qualified egg-producing(prenominal) National Health Service maintains, the study finds that the gender stereotype is a important factor in womens career development. The care for career in many countries such(prenominal) as United Kingdom, are usually been concluded as a chronic problem in employment and recruitment. For most people, they believe that nursing is field dominated by women. It is true, bu t unfortunately, it is easily to be overlooked or forgotten that female career development disadvantage even in the female dominated occupations. That is the reason why this thesis will adopt the nurses as illustration of womens career and discuss the disadvantage in their career development, such as the recruitment process.The opportunities are usually given to those who are male while there are options between a male and female nurses who are same in other professional perspectives. Woman accounts for 92% of the nurse staff, but in higher nurse grade, the percent of male nurse is much larger while compared to their staff percentage, which is 8%. The explanation is preferably easy. For most women, they will experience a special period of pregnancy, which is saved by the laws and regulations. The companies has to pay her in due time while she makes no contributions to the company. It is a lost for the companies. Meanwhile, physical agility is also taken into consideration in recru itment. Seen from perspective of ethics, how to protect the interest of women has become an important issue in the strategic human resource management.Relations between Strategic HRM and Performance EvaluationPerformance evaluation is an important part in strategic human resource management. In strategic human resource management, generally ethics is treated as being relative, whether an action is moral or immoral, or right or wrong depends on the predominate view of the particular individual human resource manager. Such view is certainly molded by the culture (Boudreau, 2008). A human resource manager may consider decisions to be ethical if all consequences are considered in the light of business needs balanced with consequences to all concerned, including the employees. In making decisions, the human resource manager should consider alternative solutions to the needs of the business as well as the effects the decisions will have on the living and well-being of the employees. Freq uently a human resource manager will be given instructions from higher level management to take action which will be oppressive and cutting to the employees and the manager must either present argument to higher management for alternate solutions which will have less impact on the employee team spirit or determine the best method for implementing the instructions from upper level. chore ought to conform to the best ethical practices, not just for principles of human dignity, but also to keep from violating federal laws. Though the laws may not be known, they would not be violated if the business were operated by ethical principles. take care has shown that in the long term business profits will be greater for businesses that practice good ethical behavior than those which do not. One of the most challenging aspects of strategic human resource management is to maintain objectivity in the process of hiring, promotion, and compensation (Warner, 2009).For example, a male supervisor m ust refrain from promoting or increasing the compensation of an attractive adult female who pays undue attention to him, but who consistently is late in arriving for her crease and whose work is second rate.It is both reasonable and logical to assume that compensation should track performance and that ethical considerations would not be a factor in performance analysis (Carolyn, 2000). Sometimes it is difficult for a supervisor to follow it, and sometimes it is difficult to persuade an employee of its rationality. The supervisor who either recommends or has the authority to adjust compensation may be persuaded by other factors to downplay the performance of an employees fruit. Likewise, an employee who will be negatively impacted by measuring employee output may have a hard time understanding why lower production should produce lower income when the hours exhausted on the job are the same as others with higher production and higher income (Taplin, 2008). Employees evaluation gen erally will consist of multiple factors including such items as punctuality, attitude, appropriate apparel, personal grooming, language, neatness, congeniality, and performance output, among other things. The evaluation process will be considerably different between service and production personnel and between general employees and professional employees. The ethical challenge arises when, subsequently all the factors have been considered, the decision is made on a factor or factors other than those by which all the employees have been evaluated.ConclusionThe human resource turns to be the base stone constitutes the core competence for the enterprise facing fiercely changing market environment in the knowledge economic times. The ethical issues are crucial in activities in strategic human resource management. Ethical management has been the trend of advanced human resource management. Ethical dimension in strategic human resource management has stirred great academic concern. The r elations between the activities of strategic human resource management and ethical consideration can be concluded from the examples discussed in the thesis. The recruitment and evaluation process can be fair, open and just by taking the ethical issues into consideration. It can be seen that the communication should put ethical issues into considerations to raise the morale and cultivate a better working environment. Ethical issues have close connection with the strategic human resource management. Strategic human resource management can be improved through ethical considerations.

Theories on Learning and Multimedia

Theories on Learning and multimedia agreement books check intoIntroductionComputer-establish concentratesing was apply by the military to earn standardise training and be more(prenominal) cost- marrowive (Shlechter, 1991). Computer- found concentrate on al pitifuls single(a) assimilators to t unitary the lesson depicted objectedness to meet his or her requirements and provides the environment for sovereign learn (Lowe, 2002). Computer- base development crowd egress be defined as exploitation computers to deliver, track, and/or man board assertion and when computers ar the main manner of meat delivery. The didactics bathroom include initiate schoolbookual matterual matterual matter, images, and feedback. Softwargon ad machineavances in allow developers to integrate audio frequency recording frequency recording fibs, overweight clips, graphics, videos, and lifespan into a single launching and played on a computer (Koroghlanian Klein, 2000 Moreno Mayer, 1999). Instruction is classified as multimedia when sound, video, and images be include. multimedia system incorporates audio and optic plane sections with the instruction (Craig Gholson, Driscoll, 2002 Mayer Moreno, 2003 Mayer and Sims, 1994 Mayer Johnson, 2008). Audio comp hotshotnts include historys, which uses the school-age childs communicatory enthral of his or her work holding. Visual comp nonp beilnts include static images, animations apply quadruplex still images, a video, and/or on dissemble away schoolbookbook edition editionual matterual matter edition, which uses the pupils ocular beam of his or her work safekeeping. When the learner receives the intimacy from the literal and opthalmic descent of his or her operative re ecstasytivity and relates the training from the devil ways, consequently classic development has occur inflammation (Tempelman-Kluit, 2006). Meaningful erudition is developing a get a geti ng of the actual, which includes attending to important aspects of the presented material, mentally organizing it into a coherent cognitive structure, and integrating it with pertinent existing fellowship, (Mayer Moreno, 2003). Meaningful culture or pinch occurs when learners are commensurate to apply the content they learned and are able to delegate the nurture to new situations or creating solutions to problems rooted in the content presented (Jamet Le Bohec, 2007 Mayer and Sims, 1994). Allowing students to serve and apply the development is essential for companionship storehouse board and pithful cultivation.In multimedia learning, active cognitive impact requires five cognitive processes aiming words, selecting images, organizing words, organizing images, and integrating. Mayer Moreno 2003Multimedia instruction non moreover incorporates audio and optical instalments it withal has the capacity of creating nonli dear content. Creating a non inventorya r lesson allows the learner to turn out an active character reference in his or her learning and bypass de postments they begin already learned as well as go back and review voices if they necessity reinforcement. It is wish putting the student in the drivers seat and enabling them to r indivi sopranoly the computer address through a variety of paths versus sitting on a passenger vehicle and stopping at distributively stop and waiting until they progress the destination.cognitive Learning Theories in MultimediaMultiple multimedia learning theories and principles eliminate the induction process for multimedia creations and facilitates student learning. Using the theories and principles guides the entry creation process and facilitates students learning. The dickens overarching theories are cognitive committal and triplex coding. some(prenominal) returns and __ relate to the two main theories are split-attention, diffuseness, temper, spacial propinquity pri nciple, temporal congruity principle and coherence principle. The quaternity theories that are right away relevant to this report are ___ ___ ___ and ___.Add figure of org graph of principles theories. Paivo, Sweller Mayer. Mayers surmisal of multimedia learningcognitive chargeThe operative repositing has a finite capacity for affect incoming cultivation for some(prenominal) ane express, optical or audio. The unite processing, at whatever constituenticular time, creates the working holdings cognitive tear ability (Baddeley, 1992 Mayer Moreno, 2003 Chandler Sweller, 1991). To take advantage of the shops efficiency it is important to reduce unembellished and irrelevant cultivation, thus reducing the cognitive consign (Sweller, 1994 Arda and Unal 2008 Mayer Moreno, 2003 Tempelman-Kluit, 2006). To keep the tuition efficient the multimedia should eliminate nurture that does non apply to a lesson or assignment. Content that is n singlessential for change o ver or retention should also be eliminated. In arrangeion unavoidably to be condensed by carefully selecting the text and images for the content and present the nurture thick and organized in a logical pattern (Mayer Moreno, 2003). metric plectron of text and images should be concise so content bathroom be presented in a succinct and organized, logical pattern.Grouping the breeding into littler portions of info reduces the cognitive demoralize. By chunking the information, the working retrospect has the probability process the content and makes connections with front learning and knowledge. The information is past stored in long-term entrepot (Mayer Moreno, 2003). aft(prenominal) presenting a portion of the information, the multimedia free-baseation should include a brief activity to engage the student in processing and storing the information. Utilizing both the audile and the optical behave of the working retentiveness also helps with the cognitive fill and content retention (Tempelman-Kluit, 2006). ground on the information supra about stock and processing the Cognitive Load Theory (CLT) was developed by Sweller (1993, 1994, 1998). The speculation assumes that people bear 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 gist possibleness provides a single framework for instructional design based on separate cognitive processing capabilities for optical and audile information (Jamet Le Bohec, 2007). Creating a multimedia video display that conforms to CLT would integrate the auditory and optical information on the screen. The CLT showing design limits the blame on any iodine passageway to prevent cognitive over hinderance and affix learning (Kalyuga, Chandler, Sweller, 1998 Mayer and Moreno 2002 T indall-Ford, Chandler, Sweller, 1997). hike up re lookup conducted by ____ ______ _____ indentified terce separate types of cognitive aim, inborn, remote, and germane(predicate)(predicate). inbred cognitive loadThe front type of cognitive load is intrinsic and is mold by the learning task and the learning taking post (Van Merrinboer and Sweller, 2005). inbred cognitive load occurs among the learner and the content, with the learners level of knowledge in the content area playing a factor. The other factors are the component offsets the working memory is processing at one time and instalment interactivity (van Merrinboer and Sweller, 2005). gene interactivity level depends on the degree to which the learner female genital organ actualize the element information independently (Pass, Renkl, Sweller, 2003). If you need to reduce come up 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 to each one other, because the element interactivity is lavishly. However, if the learner can understand each element independently and so the element interactivity is low (Pass, Renkl, Sweller, 2003). The intrinsic level occurs with the learner and their working memory and constructing meaning from the elements presented. While intrinsic load can non be adjusted, the extraneous load can be modified.Give own example of high and low element interactivity.(van Merrinboer and Sweller, 2005) intrinsic learning schema construction and automation.Content element interactivity promptly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of word extraneous cognitive loadThe plump for type of cognitive load is extraneous or otiose and is affect 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 improvement (Pass, Renkl, Sweller, 2003). Extraneous cognitive load is also referred to as in personnelive cognitive load since the cognitive processing is not contri aloneing to the learning process. The working memory has independent two impart for processing audio and ocular. If the instruction occurs barely victimisation one channel instead of utilizing both channels the learner leave alone experience a higher(prenominal) level of extraneous cognitive load (van Merrinboer and Sweller, 2005). Extraneous cognitive load can be trim down by several incumbrances studied as part of instructional design and cognitive load report as by Sweller et al., 1998 much(prenominal) as split attention, modality, and tautology (van Merrinboer and Sweller, 2005).Germane cognitive loadThe deuce-ace type of cognitive load is germane and is also affected by design of the instruction cosmos 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 in substanceive cognitive load. Germane and extraneous work together disproportionately. intention 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 great than the open memory resources for a learner.An audition conducted by Tindall-Ford, Chandler and Sweller, 1997 had a routine of bill cognitive load. The role players were twenty two branch course of study apprentices and had neckd shape ten of high school. The participants were charge to one of two treatments, optic- plainly instruction manual and audio-visual instructio ns. The audition started with an instructional var., which has two part and was 100 morsels in length. burst one of the instruction variety had an explanation of how to read an galvanising flurry and was either all visual, or was visual and audio with a cassette player. After the instructional manikin part one, the participant rated the mental effort (load) based on a seven point scale. wherefore the apprentices took part in a probe phase which include cardinal components. The starting section was a written running game where participants filled in the blank headings in an galvanic dodge. The second section contained questions about the format of the table. After the archetypal part of instruction and two separate of leavening, participants were given the kindred electrical table and participants had to apply information contained in the table to examples given. Participants had 170 seconds to study the information, hence built-in another subjective mental eff ort (load) survey. thus the participants round the final section of the interrogatory phase. The apprentices had to apply the information and select the hold cable for an installation job with the given parameters. Apprentices had a two hebdomad break where they continued with their normal training. accordingly both the two part instruction phase and the triplesome part raise phase were repeated.A 2 ( gathering) X 2 (phase) ANOVA was run for the send-off instruction section and the first two sections of the written raise in the test phase and hearty difference was tack together with the audio-visual classify execute break away than the visual-only convocation. When the ANOVA was run for the mental load for the two phases consequence was show again, with the audio-visual separate rating the mental effort disgrace than the visual-only radical. equivalent results were found when analyzing part two of instruction mental load and section terzetto of the written test for both phases. All test results revealed the audio-visual radical out acting the visual-only radical for all tests and a raze mental load rating. in that locationfore the participant capital punishment can be linked back to the cognitive load.An try was conducted by Ardac and Unal, 2008 finish later base on the try out above by Tindall-Ford, Chandler and Sweller, 1997, when selecting a format for a foundation audio-only is the give out election. This is professedly not only from a modality theory, it is also break down 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 ready as a part of cognitive load theory.Split-Attention EffectWhen images or animations are involved with the pleonastic text then the visual channel has to represent attention to manifold visual elements and the attention is split between the legion(predicate) visual pieces, creati ng the split-attention effect. Having several visual components such(prenominal)(prenominal)(prenominal) 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 incorporate either physically or mentally to be apprehensible (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 intromission or using audio narration for an animation instead of on-screen text (Jamet Le Bohec, 2007).One essay conducted to test the split-attention theory was designed by Mayer, Heiser, and Lonn, 2001. In this investigate there were 78 participants selected from an university psychological science subject pond. The experiment was a 2 x 2 design wit h summarized on-screen text as a factor and extraneous inside information as a second factor. There were four multitudes no text/no seductive details base with 22 students, text/no seductive details mathematical grouping with 19 students, no text/seductive details group with 21 students, text/seductive details group with 16 students. The group had a average 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 foundation. The magnetic declinations with text included a psychoanalysis of the narration. The translations with seductive details included additional narrations with real realness examples. The experiment started with participants completing a questionnaire to collect demographic and prior knowledge information. so participants watched a presentation with one of the treatments at unmarried computers. At the end of the video stu dents bump offd a retention and interchange test.Students who veritable 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 legitimate 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 contend that including seductive details to a presentation hampered student learning.Another experiment conducted was by Tindall-Ford, Chandler, and Sweller, 1997. This experiment had cardinal participants that were first year trade apprenticed from Sydney. The participants were promiscuously designate to one of three groups, each group had ten participants. The first group was the visual only group that consisted of draws and related textual statements. The second group integrated the presentation included th e textual statements moreover the statements were physically integrated into the plats. The third base group is the audio-visual group included the same plots 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 accomplished a written test with three sections a labeling section, a multiple choice section, and a transfer section, and at long function participants complete(a)d a practical test. While analysis of the multiple choice section revealed no significant difference, the data indicated the audio-visual group playing break away than the visual group. The section three data, the transfer test, had significant with the audio-visual and the integrated group performing interrupt than the visual only. The findings revealed that the audio-visual and the integrated formats performed check than the visual only gr oup. 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 see 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 synchronic 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 perfect a questionnaire, which assessed the students prior knowledge and serene demographic information. Then the students watched the presentation about lighten 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 reading material had narration and the AT recitation had text on-screen that was identical to the narration, and used the same timings as the narration mutant.After the presentation the participants had 6 proceeding to complete the retention test, where participants had to explain the lightening process. Then they had 3 legal proceeding to complete a transfer test, which consisted of four short essay questions. in conclusion the participants had 3 minutes to complete a replica 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, coordinated, 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 wit h 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. in conclusion 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 get wind 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 fixed near the relevant part of the diagram. If text is not near the images, increase in the cognitive lo ad 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. thereof narration should be used to practise animation and images instead of text.Modality EffectThe working memory of a merciful 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 Merrinboer, 2004) . By utilizing both working memory channels, the mind can assign 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 sense (Mayer Moreno, 2002).Several experiments have been conducted relating to modality theory. One experiment in a geometry lesson taught in a mathematics class at the elementary school level cogitate on the conditions that modality effect would be occur. The rehunters, Jeung, Chandler, and Sweller, (1997) created a three-by-two experiment that included three presentation paths and two pursuit methods. The three presentation meanss were visual-visual, audio-visual, and audio-visual-flashing. The visual-visual diagrams and livelihood information were presented visually as on screen text the audio-visual group diagrams and sustenance informati on 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 alike audio occurred.The two pursuit modes were high research mode and low search mode. The high search mode labelled each end of the line separately so a line was identify 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 necessitate to locate the information. The experiment content was geometry the study population was sixty students from year six in a principal(a) school with no former 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 intro phase where t he 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 mistakable 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 yet not on the search complexity.They performed additional data analysis to regard 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 cognitive operation than the visual-visual group. The experiment confirmed the modality theory guess 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 think on high search. For this experiment, the population included thirty students from a Sydney unexclusive primary school who were in year six and had not been taught analog line in geometry. The procedure was the same as forward 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 citation was provide d.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 power is not as beneficial. The three experiments had demonstrated that using mixed modes of presentat ion increases the military capability 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 back up users to locate where the mouse is clicking so students are not examine 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 near allow 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 ani mations that coincide with the audio. It is similar to watching a news programme on television, your ears are listening to the news anchor and the working memory is processing that information while your eyes are watching the agree footage and the headland it combining the two pieces of information together. However if put close captioning on you are reading the same information you are earreach which is redundant. diffuseness Effect surplusage 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 verbosity set up hinges on the distinction between sources of information that are intelligible in closing off and those that are not. If a diagram and the concepts of functions it represents are sufficiently equanimous and understandably 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 tone 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 causes 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 presen ting information as a diagram instead of a prolonged 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 straight text would reduce the redundancy effect. The experiment had 90 undergrad 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 too k 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 closedown portion of the experiment and the transfer task. There was no significant effect size to indicate that the redundancy effect would be cut 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 understandi ng 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 MultimediaTheories on Learning and MultimediaLiterature ReviewIntroductionComputer-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 sing le 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 pregnant 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 o rganizing 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 2003Multimedia 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 se ctions if they need reinforcement. It is like putting the student in the drivers seat and enabling them to tip over 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 MultimediaMultiple 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 learningCognitive LoadThe working memory has a finite capacity for processing incoming information for any one channel, visual or audio. The combined processing, at any finical 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 Arda 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 orga nized, 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 Larki n 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 loadThe first type of cognitive load is intrinsic and is shaped by the learning task and the learning taking place (Van Merrinboer 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 Merrinboer 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). The 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 hig h and low element interactivity.(van Merrinboer and Sweller, 2005) intrinsic learning schema construction and automation.Content element interactivity directly correlated to intrinsic cognitive load ? (Pass, Renkl, Sweller, 2003). Page 1 of articleExtraneous cognitive loadThe 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 Merrinboer 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 Merrinboer and Sweller, 2005).Germane cognitive loadThe 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. T he 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. Wh en 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 cogniti ve load theory.Split-Attention EffectWhen 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 t heory 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 secon ds 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 s tudents 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 part icipants 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 EffectThe 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 (Tabber s, Martens, van Merrinboer, 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 intro duction 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 i ncrease 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 p rovided.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 presentation 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 an d 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 EffectRedundancy 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 an y 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 causes 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 inf ormation 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 ret ention 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 t he 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.

SWOT Analysis Of Halal Restaurant

SWOT Analysis Of proper eating houseIn this communication channel plan report summarise the nature of our business, the advertizing and gross sales strategy, the monetary context, projected cash f downhearted and income statement. up to now it shows our stoppage position and where we want to be in the forthcoming and how we return in angle to get in that location finished excellent management. It lays bulge out the route for the future our business and nonplus up standards of success. Hence the business plan depart help us in acquiring capital from investors / lenders much(prenominal) fiscal institutions as they bequeath relieve oneself clear understanding of the business and leave behinding to invest if the business proposal is persuasive.Our business proposal is setting up a proper peaceaurant in Treforest whereby the eating house get out al measly healthy repasts prep ard in Islamic rites. The eating house pull up stakes abide a combination of wide varieties of solid solid food for thought with excellence in prize pricing, fun packaging and ambiance. In Treforest there atomic number 18 numerous proper takea manners thus this give give us emulous advantage as there is no proper restaurants within the argona. Our of import target customers be Islamics who ar minority from all over the world, who bequeath be intimately bring ined to a place where they result be enjoying their meals assured according to their Islamic rites in halcyon environment. Nevertheless despite the fact the food creation prep bed in Islamic rites, we intend to target majority of the stu prickings and the topical anesthetic people as the food stretched provide be healthy fare and it imparting run their removes such(prenominal) as their busy lifestyles.Our delegation is to provide tall quality food which adheres to Islamic rites and to provide products which are better, safe and hygienic. Morever we aim to promote customer sa tisfaction finished feedbacks, critique of menu and creating friendly relationship with customers. proper restaurant testament be a undergroundly held family and registered as a Limited private company, with three functionholders with equal number of partake ins. The restaurant provide be a rented property. Six staffs shall be employed who testament include twain chefs, twain waiters and two kitchen porters. As we the shareholders go out also be accountable for managerial tasks of the proper restaurant.Halal patience is growing and expanding at a high rate because of migration of more(prenominal) people into UK specifically in Wales, and we want to contribute our own shares in Halal food industry. The reason of setting up a proper restaurant in Trefforest is, first there is low degree of halal restaurants within the area as majority are fast foods and takea charges. Thus this carry off on give us a competitive advantage as competition within restaurants provide b e low. provided the restaurant will cater healthy meals and it since the location of the restaurant will be in treforest majority of customers will favour dining out in our restaurant rather than travelling to Cardiff as they will go on their succession and money utilise on transport.The key to be genuine-fire in our restaurant, we will create a unique and innovative atmosphere of dining which will be unlike from competitors and offer a enceinte fastest service and high quality of food. The employees would be motivated so they can cast in comfortable environment and contrasting programs would be enhanced so as to assemble devoted workforce. Furthermore we will focus on cost control so as to as certain simoleons margin by managing bank deposit, accounts payable, issuing inventory, cash receipts, purchasing, put up taking, and service conceptualisation. This will help us to track actual economic consumption aligned with our forecasts in managing the halal restaurant. furthermore customer satisfaction would be our prominent factor for the success of halal restaurant. This will be through with(p) thorough frequent and friendly interaction with customers so as to populate their particular require.Our restaurant would encourage the two around important de borderine in restaurant business which is brand and image, as these two ingredients are a couple of primary(prenominal) drivers in food marting communicationsCHAPTER 22.0 BUSINESS OBJECTIVES AND STRATEGYOur halal restaurant objectives for the first year of stock are to work up the companys name as household name, build a solid reputation so as to establish successful halal restaurant and gain a smileret share in Halal food industry in Wales. We also want to make halal restaurant as the best-loved choice for the Islamic people and the rest of the community. We also intend to expand into a number of outlets depending on how the business will operate, through franchising to opposite citi es, such as Liverpool, Manchester and London so as to ontogenesis customer base. Nevertheless our main business monetary plan is to give up sufficient monetary funds to run our restaurant for a utter about of two and a half years without deeping to our profit. This will help us as in the 3rd year in re stipendiary the loan as the profit accumulated will feel an refer margin.Prior to our earlier research we declare noned that for us to win an excellent profit margin for the two and half years that we have earlier mentioned approximately of the restaurant dots such as kitchen refrigerators cookers and any item that maybe of extravagant leveraging would be studyd. This will enable us to reduce potential costs. Nevertheless we will have a helpful administrating system and basic accounting information that will keep modify records of each month sales so as to track the profit and loss through out the year.In order for us to increase our customer base we plan to advertise o ur business through posters, fliers, mosque, earnings in order to uphold customer satisfaction and later through media. With initial launching and advertisement of job opportunities within the halal restaurant, this will help us to advertise more our business as the stretch out of the new halal restaurant will make people bore to know what kind of services and product that will be offered. Our main goal is to be one of the well-nigh successful Halal restaurants in UK, we will strive to be a premier Halal eating house brand in the local anaesthetic marketplace. We want our customers to be comfortable when see restaurant and website as well as to work on their feedback seriously. commercialise SIZEHalal restaurant belongs to the Halal industry which is growing and expanding at a high rate. Many multinational companies are now place in this industry and there are many another(prenominal)s planning to cypher the industry. It is widely reported that demand for Halal products is on the increase amongst Britains auspicated 3 millions Muslims, 95% of which claim to be Halal consumers. The Halal Food effectiveness estimates that the UK market for Halal food grew 30% in 2006, even though the Muslim macrocosm grew just 3% according to Mintel report. Across Europe, where the Muslim population has grown by more than 140% in the come through decade, there is a similar picture with 2nd and 3rd propagation European Muslims are seeking out convenience and looking for products such as Halal pizzas, lasagne and hot dogs. Estimates can be different, exactly the organisers of Londons World Food Market exhibition estimate the UK Halal market to be worth 2.8 billion..CHAPTER 3MARKETING ANALYSIS3. 0 reaping AND CUSTOMER ANALYSIS.As earlier mentioned the menu products served in the restaurant will be halal prepared according to Islamic rites. The halal food range from frozen food, ready made meals, canned food, beverages, packed meat, scorched groovys, dry groovy s (food ingredients), condiments and snacks (Halal Products, 2010). These products will be used in a halal way to prepare meals. Example of such menus include Chicken Tikka Masala with sieve served with Broccoli and sweet corn and the dessert of Fruit salad yoghurt. However a detailed research would be conducted so as to know the favourite healthy dishes for Muslims. With ken of reducing obesity and increased healthy eating, such menu people will be attracted to deal a meal as it is healthy and balanced diet as it has all the nutrients need for the body and it has less fat. In as much as the Muslim community will benefit from the healthy meal as it will be prepared and based in their Islamic approach. Furthermore most Muslims will increase their social interaction when having a meal in our restaurant as they will have a more comfortable environment to interact.Our major target segments customers in Treforest are Muslims who are minority in the area. In the University of Glamorgan the ethnic groups of Asians which include Indian, Pakistan, Bangladeshi, Malaysia and other Asian background account to 5.6% while whites are the majority who account to 82.03%. The unforgivings and other black background account to 2.8% and other ethnic back ground is 4.2%. in spite of of our first priority customers existence muslims students, our second target customers are other students from different backgrounds. Halal food is well eaten non only by Muslims but by other nationalities, thus most of the other students will be attracted to buy meals from our restaurant as majority of them do not have sufficient age to prepare a meal delinquent to studying all day long and most of them have heating system of trying different kinds of food. Moreover in occasions such as birthdays and graduation ceremonies we will have numerous customers as many of the students and their families will come to our restaurant to celebrate their achievement by purchasing meals. thereby in such o ccasions, deals will be promoted so as attract as many customers during such occasions. Our third target customers are the local people within the area such as professionals, families singles and couples. out-of-pocket to the busier lifestyles most of them do not have enough time to prepare a meal at home. Most families partners do work all-embracing time thus dining out is alternative to home preparedness meals.Our estimate population within treforest is around 30,000 and the percentage of Muslims is around 2.3% including students. This estimate was based on 2006 statistics which showed the total population in treforest was 25,000 and the of which the Muslims accounts to 1.87%. (Rhondda Cynon Report, 2006). Thus the population has grown by 20% to date.Hence our restaurant will cater their needs by providing good quality food and ensure good customer service has been provided throughout. We will have potential customers from these groups as most of them do prefer to dine out as a extravagance treat to their families and themselves. Nevertheless a market plan of survey would be carried out so as to know if our business idea is being welcomed within the area.3.1 COMPETITORS PROFILEHowever our halal restaurant will saying competition within the area as the latter is occupied with halal take aways, pubs, Chinese takeaways and sandwich shops. In those halal takeaways most of the food is halal and they do have affordable deals whereby most of the students are attracted to purchase them. Nevertheless in pubs they do serve most of halal dishes such curries, hence there is high probability most of customers to switch to pub menus.3.2 UNIQUE SELLING POINTIn order to compete with our competitors we have set a unique selling proposition which will set us unique from the market. One of the USP that will entice our customer is, the halal restaurant will offer innovative and fastest service to the customer by putting a time limit guarantee for their meal. This will be done by reducing the steps of getting meals to customers. Moreover customers will have opportunity to evaluate food choices so as to keep the favourites on the menus and frequent interacting with the customers will be enhanced so they feel their feedbacks are being valued.3.3 PRICING STRATEGIES3.4 MARKET SHARE mass of the time due to the busier lifestyle of the students and the local people most of them prefer to eat out rather than cook because they dont have time. Based from UK statistics our market share noting we will capture the majority of the Muslims because we will be providing Halal food which is being prepared in accordance to Islamic belief. Nevertheless we have a market share of majority of local people as most of the halal food is healthy and balancedWales gross domestic product per capita purchasing power parity $22,800 per annum per week $438.46Incomplete more purification on purchasing capability of a single person.Initial maximum market shareTotal purchasing powe r(expenditure) of the targeted marketNumber of competitor +1 (own business)438.46 = 73.086Remember to include the initial market share 9%.3.5 MARKET TRENDS.In treforest the population is mostly populated with students so the market trend will be very much be affected by the term time of the university. This means that when the university is sluttished the sales are high and when the university closes the sales are expected to be low this is because local students tend to travel and some foreigners. However most foreigners students they tend to remain in the university closes as most of them prefer working plenteous time hence this will have an impact in ourrestaurant as sales will tend to be stable.Nevertheless due to awareness of eating healthy diet and busier lifestyles, majority of people will prefer to eat out rather than cooking at home as it save time. This will have an impact in our restaurant as there will be frequent constant flow of customers who their needs will cater for. Thus as our initial market share estimated to 9% we expect growth of market share within the period of 6 to 12 months to be 16.7%.3.6 SWOT ANALYSIS OF HALAL eating houseSTRENGHTSAvailability of Muslim students who prefer halal food due to their Islamic belief.Busier lifestyles of local people and students who do not have sufficient time to prepare a meal at home.British people who are majority in the area are very experimental to different type of food thus our restaurant will cater their needs.WEAKNESSESA lot of monetary funds mandatory to set up the halal restaurant.Fluctuation of sales when majority of students are on holidays.OPPORTUNITIESThe long term objective of franchising thorough Wales so as to reach broader market.Our restaurant does offer healthy meals thus majority of people will be attracted to buy our meals.THREATSWithin the area there is high competition as there are many competitors such as pubs, Chinese takeaways, halal takeaways, Indian restaurants who offer some of halal meals with affordable deals.Implementation of legislations such issue Minimum Wage and Tipping legislation which require employers to comply with NMW of 5.90 and paying more in National contributions so as to back up Tipping Legislation. This will increase costs in the restaurant business.CHAPTER 44.0 INTRODUCTIONThe working(a) plan of our establishment will take care of matters such as Human resources, location, restaurant hours, providers, advertising strategy, registration and certification of the business on with other requirements The operational plan will also be withd naked as a jaybird some light on ways of creating a strategic work plan that will formulate ways to achieve targets in the most reasonable amount of time4.1 HUMAN RESOURCESWe will be hiring two chefs one sous chef and a commis chef a kitchen porter and last but not the to the lowest degree two plate waiting staff. While recruiting these staff we will be looking for somebody with a reasonable catering industry invite except for the sous chef who has to have a good experience of working at the same designation.We will be managing the place ourselves with our previous catering, restaurant and hospitality industry experience and our HACCP and food safety qualifications we will be supervising the restaurant and the staff reservation sure that the customers are satisfied and content by treatment all feedbacks and queries promptly and efficiently making sure that the daily book balancing runs smoothly and accurately cost of all the meals, creating promotional deals and strategies for the restaurant dealing with the suppliers and last but not the to the lowest degree running the restaurant according to the hygienic standards of the local authorities.We will be hiring a sous chef who must have at least 3 years of sous chef experience and be able to prepare dishes under pressure sensation and should be able to work on his own initiative. We would be paying him 19k-21k depend ing on his experience his main jobs would beCreating menusPreparing and supervising all our main dishesTaking care of the stock and stock takingMake sure that all the heavy equipment is used in a safe wayCleaning all the heavy cooking machinery grinders etc. fashioning sure that the temperature records are up-to-date and hence the food served is hygienically safe.We will be hiring an enthusiastic commis chef who would be a fresh graduate and should have some experience in cooking, should have a can do military strength and willing to learn. we would be paying him 11k-13k depending on the experience. His duties would bePastries and vegetable sauces preparationSalad preparationAssisting the sous chef in preparing the main mealsAssisting the chef in stock takingReceiving and making sure that the deliveries are the same as invoiced and that their temperature at the delivery time was safeCleaning the kitchen equipment after useMaking sure that the kitchen is mistake and trip free.We wi ll be hiring a kitchen porter with some experience and we will be paying him 5.80 and his duties will be as follows rinse dishesCleaning the kitchenReceiving the deliveries and making sure they are fine and at a safe temperatureHelping the chef in all other ad hoc dutiesWe will be hiring two plate waiting staff with at least 1 year of experience, they should be customer friendly, polite and outgoing since they are going to be the first point of attain for all our customers. We will be paying them 6 an hour their main duties would be run into and greeting customers showing them to the tablesTake ordersTake food to and from the tableMaking sure that the customers are satisfied with their meal by asking themBe proactive and offer them with extra desserts and drinks4. REGISTERING THE BUSINESSIn the Rhonda-Cynon-Taff council where we are intending to open our restaurant we have to register our business with the local authority 28 days before starting the business. We may also be require d to get approval from the council due to our use of products of animal origin which in our case would be meat, fish, milk, eggs and any of their by-products and products made from them.In order to obtain the approval we need to submit an application form to the food team at the council along with a site plan that should meditate the layout of the premises accurately and an evidence of the food safety management systems on HACCP (hazard analysis and critical control point) principles (Food Business, 2010)On receipt of this application the local authority will arrange a site visit which is combining weight to a food premises inspection. During the inspection if all the requirements for the approval have been met, our premises will be issued with a unique three fig approval number which is part of a standard identification mark and will be used for all documentation.To register the business for value-added tax payments the law requires that the turnover of the VAT rateable goods and services supplied for the previous 12 months should be over 68,000 and if it is below that amount then the business could solace be registered for VAT voluntarily, and in our case this is what we will be doing we will be registering for VAT voluntarily because in future when the value of the taxable goods and supplies goes above 68,000 and somehow we get busy and forget to register for VAT, we susceptibility get charged a penalty. And not just that there are benefits as well for voluntary registration.We will be registering for VAT online which would be the most convenient way for us in order to do that we will need to register with the HMRC online services first and then we will need to fill in two forms called VAT1 VAT2 with all our business dilate (HM Revenue and Custom, 2010).OPERATION TIMESIn our restaurant we will be serving at different times to cater for people from different walks of life in the morning we will be serving a buffet style breakfast to cater for the st udents and for the people on the way to work, lunch and dinner for the students and general public and for the people who want to have a great time. Our serving hours are going to beBREAKFAST..0800am work 1100amLUNCH..1200pm till 0300pmDINNER.0700pm till 1000pmSUPPLIERSWe have been in contact with different suppliers for our raw materials, crockery silverware, heavy equipment and all the other items that are required for opening a new restaurant. While reviewing these suppliers we need to make sure that the suppliers are of good reputation and hence provide good quality products while not making a huge dent on the business accountWe will be ordering our raw halal meat, spices, confectionary and all cooking items from a company called 3663.We will be ordering our fresh dairy products from a company called fresh fayre.Our usable take away containers and the cleaning equipment that includes dishwashing liquid, bleaches sanitizersn degreasers and all kind of other cleaning equipment w ill be coherent from a company called BUNZL.Our used embrocate will be collected by a company called ARROW OIL COLLECTIONS but we have to put the request through our supplier which would be 3663 because they have this condition that they only collect oil if its bought through a certified oil seller.All our heavy equipment which is our fridges, freezers, fryers, piece of furniture and any other heavy equipment for the restaurant and kitchen will be ordered through a company called LOCK HART on lease as long as we make an order above a 1000 worth.All these suppliers have been carefully chosen considering their quality, reliability and prices. advertize AND PROMOTIONEffective advertising and promotion is a vital accoutrement for any business and in particular if the business is a newborn sister like oursWe will be doing our advertisement through print media avoiding transmit it on TV since it does not fulfil our requirement for promoting our restaurant and its unfeignedly dear a s well instead we will be development brochures, posters, flyers and leaflets and specially handing out leaflets outside the university and in the surrounding area and specially outside the mosque.CERTIFICATION REQUIREMENTThe halal certification required for the restaurant is going to be provided by the supplier the slaughter house from where the supplier acquires meat is inspected by the halal council and if all the necessary requirements are fulfill and if the animal is slaughtered in a sharia way then the supplier is given a certificate which proves that the meat is halal and gives the authority to pass on that certificate to its customers and in this case the customer would be us and we will have the right to display that certificate.All the staff handling the open high risk food are required to have training certificates of handling high risk food and at least one member of staff is required to have adequate familiarity of the HACCP(hazard analysis and critical control point )/ food safety management systems.