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Include Saudi Arabia’s Educational methods

WEAAM ALMUZAINSpring semester 2009Instructor: Scott Grabinger

Introduction:

We are in the 21st century which learning become more effective than before. Learning process is not new, but teachers and instructors start to teach by this way lately. To begin with definitions, Learning process is a way of learning which is based on behavior as a result of experience. MONASH Marketing Dictionary define the learning process “the way in which an individual's behavior changes as a result of previous experiences; the process consists of four basic components - a stimulus or cue which creates a drive; the drive which motivates the individual to make a response; the response or action undertaken by the individual; and reinforcement by means of reward or punishment which determines whether the individual will act in that way again.”(1). I believe this type of learning is great for students ant trainers to be successful in their entire life.

The learning process is now international. Many countries around the world now take this method in the schools. Despite the fact that many countries still employ a method of memorization in education, but education has started to take an experience in the educational process, which kept pace with modern times.

Definition of Learning

The ability to learn is one of the most outstanding human characteristics. Learning occurs continuously throughout a person's lifetime. To define learning, it is necessary to analyze what happens to the individual. For example, an individual's way of perceiving, thinking, feeling, and doing may change as a result of a learning experience. Thus, learning can be defined as a change in behavior as a result of experience. This can be physical and overt, or it may involve complex intellectual or attitudinal changes which affect behavior in more subtle ways. In spite of numerous theories and contrasting views, psychologists generally agree on many common characteristics of learning.

Characteristics of Learning

Learning is Purposeful

Each student sees a learning situation from a different viewpoint. Each student is a unique individual whose past experiences affect readiness to learn and understanding of the requirements involved. Most people have fairly definate ideas about what they want to do and achieve. Their goals sometimes are short term, involving a matter of days or weeks. On the other hand, their goals may be carefully planned for a career or a lifetime. Each student has specific intentions and goals. Some may be shared by other students. Students learn from any activity that tends to further their goals.

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Learning is a Result of Experience

The student can learn only from personal experiences; therefore, learning and knowledge cannot exist apart from a person. A person's knowledge is a result of experience, and no two people have had identical experiences. Even when observing the same event, two people react differently; they learn different things from it, according to the manner in which the situation affects their individual needs. Previous experience conditions a person to respond to some things and to ignore others.

Learning is Multifaceted

Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem solving, and emotional. Other classifications refer to intellectual skills, cognitive strategies, and attitudinal changes, along with descriptive terms like surface or deep learning. However useful these divisions may be, they are somewhat artificial. For example, a class learning to apply the scientific method of problem solving may learn the method by trying to solve real problems. But in doing so, the class also engages in verbal learning and sensory perception at the same time. Each student approaches the task with preconceived ideas and feelings, and for many students, these ideas change as a result of experience. Therefore, the learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements, and problem solving elements all taking place at once. This aspect of learning will become more evident later in this handbook when lesson planning is discussed. Learning is multifaceted in still another way. While learning the subject at hand, students may be learning other things as well. They may be developing attitudes about aviation-good or bad-depending on what they experience. Under a skillful instructor, they may learn self-reliance. The list is seemingly endless. This type of learning is sometimes referred to as incidental, but it may have a great impact on the total development of the student.

Learning is an Active Process

Students do not soak up knowledge like a sponge absorbs water. The instructor cannot assume that students remember something just because they were in the classroom, shop, or airplane when the instructor presented the material. Neither can the instructor assume that the students can apply what they know because they can quote the correct answer verbatim. For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually. But if learning is a process of changing behavior, clearly that process must be an active one.(2)

Purpose of Learning Process

Students who are engaged in the learning process have the following characteristics:

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Responsible for Learning. Students take charge of their own learning and are self-regulated. They define learning goals and problems that are meaningful to them; understand how specific activities relate to those goals; and, using standards of excellence, evaluate how well they have achieved the goals. Successful, engaged learners also have explicit measures and criteria for assessing their work as well as benchmark activities, products, or events for checking their progress toward achieving their goals.

Energized by Learning. Engaged learners find excitement and pleasure in learning. They possess a lifelong passion for solving problems and understanding ideas or concepts. To such students, learning is intrinsically motivating.

Strategic. Engaged learners continually develop and refine learning and problem-solving strategies. This capacity for learning how to learn includes constructing effective mental models of knowledge and resources, even though the models may be based on complex and changing information. Engaged learners can apply and transfer knowledge in order to solve problems creatively and they can make connections at different levels.

Collaborative. Engaged learners understand that learning is social. They are able to see themselves and ideas as others see them, can articulate their ideas to others, have empathy for others, and are fair-minded in dealing with contradictory or conflicting views. They have the ability to identify the strengths and intelligences of themselves and others. (3)

Learning Styles

Visual Learners:

learn through seeing... These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.  During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

Auditory Learners:

learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

Tactile/Kinesthetic Learners:

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learn through , moving, doing and touching... Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.(4)

Principles of learning:

Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic three laws in the early part of the twentieth century, three additional principles have been added: primacy and recency, and intensity.

Readiness Individuals learn best when they are ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn is usually the instructor's responsibility. If students have a strong purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation. Readiness implies a degree of single-mindedness and eagerness. When students are ready to learn, they meet the instructor at least halfway, and this simplifies the instructor's job.

Under certain circumstances, the instructor can do little, if anything, to inspire in students a readiness to learn. If outside responsibilities, interests, or worries weigh too heavily on their minds, if their schedules are overcrowded, or if their personal problems seem insoluble, students may have little interest in learning.

Exercise The principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. The human memory is fallible. The mind can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Students do not learn to weld during one shop period or to perform crosswise landings during one instructional flight. They learn by applying what they have been told and shown. Every time practice occurs, learning continues. The instructor must provide opportunities for students to practice and, at the same time, make sure that this process is directed toward a goal.

Effect The principle of effect is based on the emotional reaction of the student. It states that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. Experiences that produce feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student. If, for example, an instructor attempts to teach landings during the first flight, the student is likely to feel inferior and be frustrated. Instructors should be cautious. Impressing students with the difficulty of an aircraft maintenance problem, flight maneuver or flight crew duty can make the teaching task difficult. Usually it is better to tell students that a problem or maneuver, although difficult, is within their capability to understand or perform. Whatever the learning situation, it should contain elements that affect the students positively and give them a feeling of satisfaction.

Primacy Primacy, the state of being first, often creates a strong, almost unshakable, impression. For the instructor, this means that what is taught must be right the first time.

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For the student, it means that learning must be right. Unteaching is more difficult than teaching. If, for example, a maintenance student learns a faulty riveting technique, the instructor will have a difficult task correcting bad habits and reteaching correct ones. Every student should be started right. The first experience should be positive, functional, and lay the foundation for all that is to follow.

Intensity A vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. A student is likely to gain greater understanding of slow flight and stalls by performing them rather than merely reading about them. The principle of intensity implies that a student will learn more from the real thing than from a substitute. In contrast to flight instruction and shop instruction, the classroom imposes limitations on the amount of realism that can be brought into teaching. The aviation instructor should use imagination in approaching reality as closely as possible. Today, classroom instruction can benefit from a wide variety of instructional aids to improve realism, motivate learning, and challenge students. Chapter 7, Instructional Aids and Training Technologies, explores the wide range of teaching tools available for classroom use.

Recency The principle of recency states that things most recently learned are best remembered. Conversely, the further a student is removed time-wise from a new fact or understanding, the more difficult it is to remember. It is easy, for example, for a student to recall a torque value used a few minutes earlier, but it is usually impossible to remember an unfamiliar one used a week earlier. Instructors recognize the principle of recency when they carefully plan a summary for a ground school lesson, a shop period, or a postflight critique. The instructor repeats, restates, or reemphasizes important points at the end of a lesson to help the student remember them. The principle of recency often determines the sequence of lectures within a course of instruction. (5)

James Hartley (1998) has usefully drawn out some of the key principles of learning associated with cognitive psychology. As he puts it: 'Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important' (1998: 18). The principles he identifies are:

Instruction should be well-organized. Well-organized materials easier to learn and to remember.

Instruction should be clearly structured. Subject matters are said to have inherent structures - logical relationships between key ideas and concepts - which link the parts together.

The perceptual features of the task are important. Learners attend selectively to different aspects of the environment. Thus, the way a problem is displayed is important if learners are to understand it.

Prior knowledge is important. Things must fit with what is already known if it is to be learnt.

Differences between individuals are important as they will affect learning. Differences in 'cognitive style' or methods of approach influence learning.

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Cognitive feedback gives information to learners about their success or failure concerning the task at hand. Reinforcement can come through giving information - a 'knowledge of results' - rather than simply a reward. (6)

Brain and Learning

This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

Initially, all learning comes from perceptions which are directed to the brain by one or more of the five senses: sight, hearing, touch, smell, and taste. Psychologists have also found that learning occurs most rapidly when information is received through more than one sense.

In his book “ The art of changing the brain” Zull explains the back cortex as "the part where our knowledge of both inanimate and living world is mapped.  It is where we remember people and their personalities.  And it is the part where connections are made between different past experiences."    Zull explains the frontal cortex as the place "where we develop ideas and abstract hypotheses.  New things appear, and plans are developed here.  It is where we organize our thoughts into bigger pictures that seem to make sense.  Things are weighed here; it is where we decide to do or not to do something."(7)

The three instructional techniques associated with brain-based learning are:

1. Orchestrated immersion–Creating learning environments that fully immerse students in an educational experience

2. Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment

3. Active processing–Allowing the learner to consolidate and internalize information by actively processing it .

How Brain-Based Learning Impacts Education

Curriculum–Teachers must design learning around student interests and make learning contextual.

Instruction–Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building.

Assessment–Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process.(8)

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What Brain-Based Learning Suggests

How the brain works has a significant impact on what kinds of learning activities are most effective. Educators need to help students have appropriate experiences and capitalize on those experiences. As Renate Caine illustrates on p. 113 of her book Making Connections, three interactive elements are essential to this process:

Teachers must immerse learners in complex, interactive experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain’s ability to parallel process.

Students must have a personally meaningful challenge. Such challenges stimulate a student’s mind to the desired state of alertness.

In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what’s known as the “active processing of experience.”

A few other tenets of brain-based learning include:

Feedback is best when it comes from reality, rather than from an authority figure.

People learn best when solving realistic problems.

The big picture can’t be separated from the details.

Because every brain is different, educators should allow learners to customize their own environments.

The best problem solvers are those that laugh! (9)

Long / Short term memory

Short-term memory refers to the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time. The duration of short-term memory is assumed to be in the order of seconds.

STM is characterized by:

A limited capacity of up to seven pieces of independent information.

The brief duration of these items last from 3 to 20 seconds.

Decay appears to be the primary mechanism of memory loss.

After entering sensory memory, a limited amount of information is transferred into short-

term memory. Within STM, there are three basic operations: 

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Iconic memory - The ability to hold visual images.

Acoustic memory - The ability to hold sounds. Acoustic memory can be held longer than

iconic memory.

Working memory - An active process to keep it until it is put to use (think of a phone

number you'll repeat to yourself until you can dial it on the phone). Note that the goal is

not really to move the information from STM to LTM, but merely put the information to

immediate use. (10)

Long-Term Memory What then is distinctive about the long-term memory? This is where information is stored for future use. For the stored information to be useful, some special effort must have been expended during the coding process in working or short-term memory. The coding should have provided meaning and connections between old and new information. If initial coding is not properly accomplished, recall will be distorted and it may be impossible. The more effective the coding process, the easier the recall. However, it should be noted that the long-term memory is a reconstruction, not a pure recall of information or events. It also is subject to limitations, such as time, biases, and, in many cases, personal inaccuracies. This is why two people who view the same event will often have totally different recollections.

Memory also applies to psychomotor skills. For example, with practice, a tennis player may be able to serve a tennis ball at a high rate of speed and with accuracy. This may be accomplished with very little thought. For a pilot, the ability to instinctively perform certain maneuvers or other tasks which require manual dexterity and precision provides obvious benefits. For example, it allows the pilot more time to concentrate on other essential duties such as navigation, communications with air traffic control facilities, and visual scanning for other aircraft.

As implied, one of the major responsibilities of the instructor is to help students use their memories effectively. Strategies designed to aid students in retention and recall of information from the long-term memory are included later in this chapter. At the same time, an associated phenomenon, forgetting, cannot be ignored. (10)+(11)

Theories of learning and Forgetting

There are two vision which Frank Smith provides in his book “ The book of learning and forgetting”:

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The Classic View of Learning and Forgetting:

Frank Smith reminds us that the classic view of  learning has been with us for thousands of years and continues today.  Early craftsmen learned their trade through apprenticeship.  Elder tribesmen pass on their knowledge to the younger members of a tribe. Music instruction involves working with a more experienced or master musician. In these examples, the less experienced member learns the skills and knowledge required from a more experienced member of a social group or "club" as Smith would describe.  Under these circumstances, learning is effortless and the learner retains the information. To teach under the classic vision requires that educators work towards producing a learning environment that allows a student to become part of a community that he can identify with.

The Official Theory of Learning and Forgetting

Compared to the classic view, the official theory is young – it has only been used for a little over 100 years. In this section Frank Smith describes the history of the official theory and its relationship with testing. He mentions that today’s current education methods were patterned after those used by the Prussian Army during the late 1800’s. Classes were orderly and the instruction was efficient, but relied on the segregation of students along the criteria of ability and height. The relationship between education and military practices is a striking one. The military compartmentalizes units and responsibilities. Schools do the same with instruction by content area and specialized instruction units.

Testing was the outgrowth of a desire of psychologist and educators to scientifically measure how and what children can learn. Testing was later adopted by the military to screen desirable recruits. Government agencies responsible for education liked the idea that it was a scientific means of assessing students. In addition, testing financially benefits textbook companies and others involved in making the tests. Hence the age of testing is born.

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 According to Smith the greatest tragedy in all of these developments is that the score on a test had become more important than what the student learned. An example of this is our governments insistence that American students improve test scores in order to compete with students overseas. Doing poorly on a test represents to the student that he is not a desirable member of the “club”. Test scores can destroy a student's sense of self worth and their desire to learn. (12)

Education in Saudi Arabia

I will provide some information about education in Saudi Arabia. But first, Saudi Arabia still in progress to develop the way of teaching either in schools and higher education schools. It still focus on the conservation and indoctrination. The new way of learning –online or learning process- are entering slowly to schools. Some schools are already improved, but not all especially in small towns and villages.

Education in Saudi Arabia is segregated by sex and divided into three separately administered systems: general education for boys, education for girls and traditional Islamic education (for boys). The Ministry of Education, established in 1952, presides over general education for boys, and education for girls comes under the jurisdiction of the General Presidency for Girls' Education. Both sexes follow the same curriculum and take the same annual examinations.

Islamic education trains Saudi boys to become members of the Ulema (religious clergy). The religious secondary school curriculum includes the general academic secondary school curriculum but focuses primarily on Islamic and Arabic studies. Religious secondary schools are administered by Imam Muhammad bin Saud Islamic University and the Islamic University of Medinah. These schools, along with religious institutions of higher education, parallel the secular system.

The establishment of secular Western-oriented schools after World War II broke with the traditional Islamic system of education. However, a large part of the new curriculum is devoted to religion. In particular, the memorization of the Quran, interpretation and understanding of the Quran and the application of Islamic tradition to everyday life are stressed. Religion is also studied at the university level alongside other subjects, and is compulsory for all students. There are also two Islamic universities (mentioned above) that focus primarily on religious studies.(13)+(14)

The total budget for higher education (universities, women's colleges and the Ministry of Higher Education) was US$2.5 billion in 1985. This amount constitutes 3.6 percent of the total budget for Saudi Arabia, and 34 percent of the total education budget. All university students also receive a monthly stipend of $300. (15)

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Figure 2 Saudi Arabia’s Map

PRIMARY EDUCATION

I. Primary School

Duration: Six years (ages 6 to 12)

Curriculum: Arabic, art education, geography, history, home economics (for girls), mathematics, physical education (for boys), Islamic studies and science

Leaving Certificate: Shahadat (General Elementary School Certificate)

II. Intermediate School

Duration: Three years (ages 12 to 15)

General Curriculum: Arabic, art education, English, geography, history, home economics (for girls), mathematics, physical education (for boys), religious studies and science

Leaving Certificate: (Intermediate School Certificate)

SECONDARY EDUCATION

I. General Secondary School

Duration: Three years (ages 15 to 18)

Compulsory Subjects: During the first year, students share a common curriculum, and in the final two years are divided into scientific and literary streams. Students scoring 60 percent in all first-year subjects may choose between the two streams. Those who score under 60 percent must opt for the literary stream.

General Curriculum: Arabic, biology, chemistry, English, geography, history, home economics (for girls), mathematics, physical education (for boys) and religious studies

Leaving Certificate: (General Secondary Education Certificate), awarded to students who successfully pass (General Secondary Examination)

II. Religious Secondary School

Duration: Three years (ages 15 to 18)

Curriculum: Arabic language and literature, English, general culture, geography, history and religious studies

Leaving Certificate: (Religious Institute Secondary Education Certificate). Graduates are admitted to university in the humanities and social sciences only.

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III. Technical Secondary School There are three types of technical education offered at the secondary level: vocational/technical, commercial and agricultural. Admission to a technical school requires the (Intermediate School Certificate).

All technical and vocational training comes under the authority of the General Organization for Technical Education.

Duration: Three years (ages 15 to 18)

Curriculum: Vocational/Technical: architectural drawing, auto mechanics, electricity, machine mechanics, metal mechanics, radio and television. In addition to technical subjects, students take Arabic, chemistry, English, mathematics, physical education, physics and religious studies

Commercial: Arabic, bookkeeping and accounting, commercial correspondence, economics, English, financial mathematics, general mathematics, geography, management and secretarial and religious studies.

Agriculture (partial listing): agricultural economics, agronomy, animal husbandry, applied biology, applied chemistry, applied mathematics, applied physics, Arabic, English, farm management, horticulture, religious studies, marketing and plant nutrition

Leaving Certificates:

Technical: (Secondary Vocational School Diploma)

Commercial: (Secondary Commercial School Diploma)

Agriculture: (Secondary Agricultural School Diploma)

III. Further Technical and Vocational Training Programs ranging between one and one-half-years are offered at vocational training centers. Admission to these programs requires five to six years of primary education.

Leaving Certificate: Vocational Training Certificate

HIGHER EDUCATION

Higher education is provided by seven universities, several colleges for women, an institute of public administration and 17 teacher-training colleges. Six of the seven universities operate under the jurisdiction of the Ministry of Higher Education. The seventh, the Islamic University of Medinah, is administered by the Council of Ministers.

As previously noted, universities in Saudi Arabia offer two types of education: traditional Islamic and Western-oriented. The Islamic University of Medinah and Imam Muhammad

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bin Saud Islamic University focus on Islamic law, Quranic studies, Arabic language and social sciences.

Access to institutions of higher education is based on the results of the General Secondary Education Certificate Examination Individual faculties may administer their own entrance exam in addition to the High school.

UNIVERSITY HIGHER EDUCATION

Programs and Degrees

Stage I: The Bachelor degree generally takes four years, except in pharmacy and medicine, which require four years plus clinical training, and engineering and veterinary medicine, both of which require five years. Medicine studies last eight years, and the qualification conferred is the doctor of medicine.

Stage II: In most universities, the (master's degree) is awarded after two years of additional study beyond the first degree. However, King Saud University offers a one-year postgraduate program at this level leading to the general diploma in education. The master's degree is awarded in economics, business and public administration, accountancy, engineering, arts and humanities, marine sciences, science, earth sciences, meteorology, environment and arid-land agricultural science. Islamic law, Arabic and social sciences require three years of study. A thesis is required for all programs offered at this level.

Stage III: The doctorate takes a minimum of three years following the master's degree. Candidates must submit a dissertation based on independent research. Only a few doctoral degrees are offered in Islamic law, Arabic and Islamic studies, social sciences, Islamic propagation (da'wa), communications and Orientalism.

Women's Colleges

The 11 women's colleges, established between 1970 and 1982, offer four-year bachelor degrees, and are administered under the jurisdiction of the General Presidency for Girls' Education. Some of these schools offer master's degrees in education, science, humanities and social work, and a doctorate in education.

NON-UNIVERSITY HIGHER EDUCATION

Postsecondary technical and vocational education is available at technical colleges, higher technical institutes and higher institutions for financial and commercial sciences. Most of these institutions come under the authority of the General Organization for Technical Education and Vocational Training.

Admission to any of these schools requires the General Secondary Education Certificate (sciences stream), the Secondary Vocational School Diploma or the Secondary Commercial School Diploma.

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Programs are up to three years in duration and lead to certificates and diplomas.

I. Technical Colleges

Duration: Three years

Curriculum: automatic control, auto electrical systems, auto mechanics, electrical equipment, electrical installations, industrial chemistry, industrial electronics and production engineering

Leaving Certificate: (Technical College Certificate)

II. Higher Technical Institutes

Duration: One year

Curriculum: not available

Leaving Certificate: (Higher Technical Institute Diploma)

III. Higher Technical Institutes for Financial and Commercial Sciences

Duration: Two years

Curriculum: accounting, commercial correspondence, English, insurance, Islamic culture, marketing and advertising, office machines, purchases and stores, secretarial skills and public relations

Leaving Certificate: (Diploma of the Higher Institute for Financial and Commercial Sciences)

IV. The Institute of Public Administration is a semi-autonomous government institution responsible for training civil servants.

Duration: Two- and three-year programs

Full-time Programs: banking studies (two years), electronic data processing (two years plus one summer semester), hospital administration (two years), library science (three years), personnel studies (two years), secretarial studies (two years), store studies (two years)

Leaving Certificate: (Certificate of Completion)

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TEACHER TRAINING

The Ministry of Education supervises 18 teacher colleges.

Primary-school teachers are trained at one of the country's 17 teacher-training colleges, which offer bachelor's degrees in primary education.

Secondary-school teachers are trained in the education faculties of King Abdul Aziz and King Saud universities, and in the faculty of social sciences at Imam Muhammad bin Saud Islamic University. These programs offer a bachelor of arts degree in education, requiring four years of study.

Higher-education teachers are trained at King Abdul Aziz University's Center for Teacher Training and Learning Development. (16)+(17)

Conclusion:

In conclusion, as you can see, learning process is a very wide topic . In introduction , I provide general information about learning process and principle. After that, I tried to covers all aspects of the topic. I also talked about learning and forgetting process and how the brain works. Finally, Education in Saudi Arabia is unfamiliar for many people, so , I tried to cover almost everything about that.

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.  ~Clay P. Bedford

In the end, I hope my research will benefit you ,and acquire your satisfaction…

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