FACTION, LIBERTY, AND PROPERTY Essay Example | Topics and Well Written Essays - 1000 words

FACTION, LIBERTY, AND PROPERTY - Essay Example In his view, Madison said that liberty is worse than the disease of faction; liberty being among the two remedy to remove the causes faction, the other is by giving every citizen the same opinions, the same passions, and the same interests. Liberty according to Madison fans factions and works like an air to a fire, â€Å"an aliment without which it instantly expires† and â€Å"as long as the reason of man continues to be fallible, and he is at liberty to exercise it, different opinions will be formed† (Madison 1). Liberty despite its destructive agency, as it nourishes faction, â€Å"it could not be less folly to abolish liberty, [because it] is essential to political life (Madison 1). In his commentary in Federalist Paper No. 10, he wrote that as long as man is at liberty, different opinions will be formed. The unequal distribution of property which are those who have and have-nots are the most common and durable source of factions. This divided them into classes and actuated by different sentiments and views whom the regulation of these various and interfering interests is the principle task of modern legislation. 2. Why do factions present a problem to the institutions of a free and democratic form of government? In Madison’s view, faction presents a problem when a â€Å"group of individuals created a faction with a common interest that was adverse to individual rights, the rights of minorities and against the common good† (Riley). A faction that is given a chance to rule will invariably push for their own narrow and selfish interests than can be inimical to justice and public good. As a result, public institutions will become an instrument of private greed where factions can hasten their own narrow self interest. Worst, public institutions which should have been a dispenser of justice and an agent of public good will become an instrument for oppression and ceases to be free and democratic as it does not represent the true will o f the people but only the narrow interest of the few. 3. Why does Madison consider factions both the underlying basis of, and the fundamental problem in, politics? Faction is spawned by man’s fallible reasoning and fanned by liberty which was later formed as a shared interest of a number of citizens in a given society. This can be a fundamental problem in politics due to the nature of man to hold interest that is particularly inherent in his circumstances. Sidhu gave an example that â€Å"the merchant will naturally support low taxes on imports or exports and the religious man will resist restrictions on freedoms of expression† (8). In short, faction has a tendency to make man self-serving and will become a fundamental problem in politics if it becomes a supervisory agent of the people. In addition, faction divides people into contentious groups who are also endeavoring to pursue the same passions and opinions whose process only represents a marginal group of people wh ose interests can be inimical to public good. Putting factions in leadership can be likened to investing private greed to be a supervisory agent of the state and the people which could present a problem in politics. 4. Is it possible to resolve this problem, and if so, in what manner? Madison’

Access to the Bendee Essay Example for Free

Access to the Bendee Essay The availability of relevant local culture, indigenous practices and knowledge combined with new ideas in technology and science can generate successful sustainable community development through innovation. Indigenous knowledge will not only contribute to the success of intervention, but better still its sustainability into the future. Numerous indigenous communities worldwide have always developed, operated and acted to different life challenges using indigenous methods passed on from one generation to the next. Our main focus in this paper will be to study and design a simple bridge, highlighting the use of relevant traditional and indigenous knowledge and cultural heritage amongst the Aboriginal people and technology to create a way across the Nebine Creek. Introduction Access to the Bendee Downs site requires vehicles to cross the Nebine Creek which remains impassable during the wet seasons. The site is a ten hour car trip from Brisbane, the closest city with a major airport, and can be accessed via the Murra Murra Road off the Balonne Highway or the Munda Munda Road and east via Fernlee Road. See more: Analysis of Starbucks coffee company employees essay Nebine River is approximately twenty meters wide. The bridge design would respect the Nebine Creek’s cultural importance to the Kooma People; it provides a place where they can identify with their homeland and share their culture hence should be protected (EWB Challenge, 2010). The property has become a conservation icon for the region due to its conservation values. About 40km of the Nebine Creek flow through the properties and it has a 4km permanent waterhole behind the old homestead. During the rainy seasons, the wetlands render the river impassable yet still it hosts a vast diversity of birds and fauna hence rendering it regionally, nationally and internationally valuable (EWB Challenge, 2010). Our design had to borrow much from the indigenous knowledge of the local community in conserving the site to design a technologically sound bridge. The following were considered in the design process: †¢ The maximum load it can support at the middle. †¢ The maximum load divided by the weight of the bridge (a measure of efficient use of materials) †¢ Aesthetic appeal of the final project to give the conservation efforts a boost. †¢ The materials to be used. We settled on locally available materials like wood to make it affordable and to make use of indigenous knowledge. The design process was geared towards solving the problem of impassable road by building a beam wooden bridge that would be capable to allow even small vehicles to go across. This was supposed to present a creative solution and involve teamwork in implementing the design. Background Information Indigenous knowledge, sometimes referred to as ‘local knowledge’, ‘traditional science’ or ‘folk knowledge’ is a form of knowledge that is unique to a culture or society. It is passed from generation to generation by word of mouth and cultural rituals and has been applied in almost all forms of life including cooking, health care, agriculture, conservation, education and several other facets of life that have sustained societies the world over. The indigenous way of practical learning has been interrupted by the abstract form of formal and academic way of learning witnessed presently (Fien, 2010). As the indigenous knowledge disappears, with it goes the valuable knowledge about ways of living sustainably. In order to fulfil our objective of the design project, first we sought to find how the Aborigines lived and travelled in the past. This we did to help us understand the local conditions and provide a productive context for our design to help the community. Traditionally Aboriginal people carried as little as possible in their journeys and usually chose implements which were multi-purpose. They would revisit favourite campsites of previous years where they had left that were too heavy to carry. These items would be left closer to water so that it wouldn’t need to be carried far. The women carried items on their heads and would make a ring shaped cushion of human hair, manguri, to wear when carrying heavy loads such as a big wooden dish etc. Men sometimes after hunting would carry a kangaroo on their heads. They carried their babies in a pouch in the back of a possum skin cloak (Berowra Valley Regional Park, 2010). This knowledge was very important in choosing the best type of bridge. Types of Bridges Several types of bridges are in existence today such as: Beam Bridges, Box Girder Bridges, Arch Bridges, Truss Bridges, Suspension Bridges, Cable Stayed Bridges. Examples of these bridges are included in the appendix Beam Bridges A beam bridge is very simple. The farther apart its supports are, the weaker it becomes. Although the beam needs careful design, it is cheap and easy to manufacture but this compromises on its beauty. Box Girder Bridges This is similar to the beam bridge but with a girder, box shaped, which makes it stronger. The girder needs careful design; it is cheap and easy to manufacture but not very beautiful. The performance of a beam bridge can be improved by using supports i. e. arches, trusses, cables. Arch Bridges Being one of the oldest types of bridge, they have great natural strength. Instead of pushing straight down, its weight is carried outward along the curve of the arch to the supports at each end. These supports or abutments carry the load and keep its ends from spreading out. Although they are heavy, they are strong if well designed and can be very beautiful. Truss Bridges Truss bridges are mostly empty space, but very effective. They are made of thin triangulated assemblies of metal members. They have a very good strength to weight performance and can be incorporated into any design. They are usually very beautiful. Suspension Bridges A suspension bridge as its name suggests, suspends the roadway from huge main cables extending from one end of the bridge to the other. All the highly stressed parts of a suspension bridge are in tension apart from the towers. These cables which rest on top of towers are secured at each end by anchorages. They have a high aesthetic value, are light and strong. They span greater distances, are expensive and are susceptible to wobble if designed improperly. Cable-Stayed Bridges The cables are attached to the towers which bear the load alone. They are very beautiful and require less cable. They are easier and faster to build but require stronger towers. Core Material The design process Design of an arch bridge. Initially, a suspension bridge and other options were considered but because of the sandy nature of the place and foundation limitations, we decided on an arch bridge. We set to design a timber bridge over the Nebine Creek not only capable of carrying pedestrians and animals but also motor vehicles. This bridge would be built on concrete and stone abutments for the many girder span designed. Instead of pushing straight down, the weight of the bridge (mainly made of laminated softwood) is carried outward along the curve of the arch to the supports at each end. These supports or abutments carry the load and keep its ends from spreading out. The abutments should carry a span of 22 meters. Four pairs of wooden beams, running lengthwise to the in relation to the bridge i. e. ‘longitudinal’, will rest on hammerhead bearings. The wooden beams are made of wooden pieces put in layers and glued together to form a larger beam. The layers, which are glued laminated wooden beams to make them more durable, are laid horizontally to form the main beam. Each pair measures 1 meter by 0. 5 meters, 15 centimetres thick. The span is 22 meters. The beams are to be made of softwoods like pine which are readily available in the community. To hold the pieces together firmly, metal brackets would be used to bolt the pieces together. On top of the stringers, small pieces of timber would be laid across and a coating of asphalt pavement would provide the road wearing surface. Since the stream has high banks and can hold rising waters caused by a flash flood during the rainy season, a concrete and stone arch bridge was chosen. The goal was to maintain the level of the road to allow for maximum potential stream flow. Traditionally, each family amongst the Aboriginal people would have a canoe, made from a single sheet of bark heated under low temperatures and then bent into shape. These canoes were used for fishing and crossing rivers especially during the rainy seasons. A base of clay built in the bottom of the canoe, would be used to light fire to cook some of the fish caught from the river. The remainder of the fish would be brought ashore to be shared amongst the rest of the people. Crossing rivers, they would put logs across minor streams and sometimes large rocks would be used (Berowra Valley Regional Park, 2010). Examples of these are shown in the appendix. A simple model would be made of wood to test the usability of the bridge. A bridge plan diagram was drawn to determine the amount necessary; this was done by tracing on the arch at the bottom with a pencil. On the model, an allowance of 10 inches is left from the end of the boards on the bottom cut to allow plenty of support on the stringers to carry the weight of the bridge. The amount of arch on the model was determined by using tack and string to make the arch. Wood glue is used to attach the pieces together, the cut out pieces are attached to the top of the stringer with a bead of wood glue and small screws (they are put on the underside so that they do not show. The pieces are then brought together to form the model beam.

An Overview Of Employee Suggestion Schemes Commerce Essay

An Overview Of Employee Suggestion Schemes Commerce Essay Innovations are becoming increasingly important for organizations to remain competitive in the dynamic business environment. Employee Suggestions Systems plays a key role for organizations wishing to become more innovative. It is a useful tool used in the organization to elicit employees creative ideas. Over the past decades, suggestion schemes have been studied from many perspectives. The objective of this paper is to present the history and evolution of suggestion schemes, from their early beginnings to sophisticated computer based systems that are widely popular in many countries. We start by discussing the origins of suggestion systems, followed by discussing how they have evolved over the years, and understand a typical process involved in suggestion system. We would like to discuss the future model of suggestion system that can sustain and contribute significantly towards the success of the organizations. Through a literature review, we describe the existing research on suggest ion schemes to understand the critical drivers and barriers for the success of the suggestion schemes. This paper also cites and illustrates the well-known suggestion systems used by UAE organizations and their benefits. The literature, while extolling the many virtues of suggestion programs makes it clear that achieving the expected results from the programs is quite challenging as it involves organizational as well individual level factors and needs to focus on creativity and as well transformation of the creativity into innovations. The paper provides the list of driver and barriers to suggestion schemes mainly stemming from creativity, innovation and suggestion system literatures. The suggestion making and suggestion implementation are two crucial stages and both are equally important for the success of the scheme and are influenced by a number of factors. Organizations must therefore identify these critical factors to nurture both these stages. The schemes can be applied in any sector to elicit employee creative ideas but must have a formal mechanism to action this. Managers need to be aware critical success factors that are essential for the success of the schemes. It is clear that suggestion schemes will not yield results without the active involvement of everyone in the organization, and the required resources and support from top management. The future of suggestion scheme is bright as a tool for fueling innovation. Organizations need to recognize and evaluate their schemes to yield its potential benefits. There need to be sustainability in suggestion schemes. Organizations need to assess their schemes to recognize if right conditions exist for their sche mes to flourish. This paper should be of value to practitioners of suggestion schemes and to academics who are interested in knowing how this program has evolved, and where it is today and what future it holds. Although much research has been conducted on identifying these critical success factors to the authors knowledge, little focus has been directed towards sustenance of the suggestion system. This paper makes the contribution for identifying the research gap in the suggestion schemes and has assimilated the existing knowledge on suggestion systems to provide a quick run through to the field and has extended the search for drivers and barriers to suggestion scheme from creativity and innovation literature. Key Words: Employee, Suggestion System, Creativity, Innovation, Employee Involvement, Ideas Management Introduction An Employee Suggestion Scheme (ESS) is described as a formalized mechanism that encourages employees to contribute constructive ideas for improving the organization in which they work (Milner et al., 1995). Another elaborate definition explains suggestion schemes elicit suggestions from employees, classify them, and dispatch them to experts for evaluation (Cooley et al., 2001). After this, the suggestion might be adopted, in which case the suggestion maker will be rewarded. But even if a suggestion is rejected, the suggestion maker may still be rewarded with a token gift. So the managers or dedicated committees evaluate the suggestions and implement the one that works (Chaneski, 2006). The reward may range from a certificate to a reward commensurate with the savings generated by the suggestion. Researchers in this area explain that the suggestion scheme is a mechanism or a tool that fosters creativity, elicits untapped reservoirs of ideas and fuels both product or process innovations , triggers a work place improvement, improves process effectiveness, saves money or helps generate new revenue and increases organizational commitment and accountability among employees (Carrier,1998; Buech et al., 2010; Fairbank and William,2001; 96. Townsend,2009;Islam, 2007;Arthur et al., 2010 Lloyd,1996). Thus they are structured to have many goals and purposes (Kanna et al., 2005). There are others who view suggestion systems as mechanism to improve quality as well (Islam, 2007; Kanna et al., 2005). It is a known fact that no one would know the job, its specific processes( Darragh -Jeromos, 2005) better than the employees themselves as they are on the shop floor and are experiencing the advantages of what they are doing(Du plessis et al., 2008). Therefore, the suggestion scheme can be an advantageous way to gather suggestions in the work place by fostering this concept and taping into all employee creativity (Darragh-Jeromo, 2005). Over the past decades, suggestion schemes have been studied from many perspectives. In this paper, our objective is to present the history and evolution of suggestion schemes, from their early beginnings to sophisticated computer based systems that are widely popular in many countries. We start by discussing the origins of the suggestion system, followed by how it has evolved over the years, and understand a typical process involved in the suggestion system. Through a literature review, we describe the existing research on suggestion schemes in order to understand the critical drivers and barriers for the success of suggestion schemes. This paper also identifies future research opportunities in this field. The History and Evolution of the Suggestion Schemes In 1721, Yoshimune Tokugawa, the 8th Shogun, placed a box called Meyasubako at the entrance of the Edo Castle for written suggestions from his subjects (Arif et al., 2010). Although this is the most basic system known, an industrialized suggestion systems origin traces back to the 19th century. In 1880, William Denny, a Scottish shipbuilder asked his employees to offer suggestions in order to build ships in better ways (Islam 2007). Following this, the Kodak company became pioneer in this endeavor with its program being introduced in 1896 (Carrier, 1998). Industry associations, such as the Employee Involvement Association (EIA), then came into existence and they have contributed greatly to the increased formalization, objectivity, and professionalism of suggestion programs (Townsend,2009). Formerly, the National Association of Suggestion Systems, the EIA has instituted educational, statistical, and professional development programs to raise the bar of best practices in the encouragem ent, evaluation, development, and implementation of ideas that add value to their organizations. The IdeasUK, UKs foremost association for the promotion of employee involvement programmes was founded in 1987, its prime purpose being to assist organizations in both the public and private sector, an organization with more than 100 members worldwide. On the other hand in Japan the program was well known as the Kaizan Program. While Kaizen-oriented suggestion systems are primarily interested in generating many small improvements, western suggestion systems encourage the pursuit of innovation (Ohly et al., 2006). Simultaneously, suggestion schemes also became popular in many countries and they have a considerable history that includes USA, Europe, Asia and the Middle East (Cooley et al., 2001). The well-known suggestion schemes have been in existence for over 60 years and companies like Japans Toyotas and Indias Tata Steel Mill represent a usage of these historic systems. Around the 1990s suggestion schemes became increasingly popular. In 1994, one employee suggestion alone saved British Gas  £4.4 million. The research around 1996 reported that the world class suggestion systems are exceeding 40 ideas per person annually, with greater than 80 percent implementation rates and high levels of participation (Savageau, 1996). The ETA 2004 annual suggestion program provided statistics from 41 of its member organizations in the United States. From this limited sample, a total of more than $811 million in savings and other benefits were realized as a result of employee suggestion programs (Townsend,2009). The latest 2009 Annual Survey of IdeasUK highlighted the following benefits amongst their membership organizations such as Boots, HSBC, Ministry of Defence and Dubai Aluminum. Cost savings of over  £100m with the average implemented idea worth  £1,400.00. Return on Investment of at least 5:1. Employee involvement increased with average participation rates of 28% The trend of cost savings due to employee suggestions continues till today. The Existing Research on Suggestion Systems An illustration of a formal process involved in the suggestion schemes Suggestions systems have come a long way (Arif et al., 2010) transiting from anonymous postboxes (Crail, 2006) or suggestion box to a sophisticated computer based electronic suggestion system (Fairbank and William 2001; Ahmed, 2009). The suggestion system is a process of two or more stages comprising mainly the suggestion making, the evaluation and implementation of the idea (Van and Ende, 2002; Prathur and Turrel, 2002; Lipponen et al., 2008; Bakker et al., 2006; Marx, 1995;Griffiths et al., 2006). There has been a negligence of research on the initial ideas generation phase that precedes the innovation, mainly because one major group of researchers who consider organizational creativity is fostered through the personal characteristics and motivations of creative individuals turned its attention to context and organizational factors(Carrier,1998). However the common process involved in the suggestion management system is depicted in fig 1: Description: http://www.apo-tokyo.org/productivity/pmtt_004b.jpg In recent times the suggestion schemes have also been known as Idea Capture Systems or Idea Management Systems. Leach (2006) claims that the Idea capture system can fall into four categories: Centralized suggestion schemes, De-centralized suggestion schemes, Work based systems Informal systems. Literature shows that the subject of suggestion schemes is multidisciplinary. Broadly the theoretical base for suggestion schemes emerges from the literature on creativity and innovation. This is mainly because the researchers describe suggestion systems as tools that stimulate creativity or innovation (Carrier,1998). Innovation begins with creative ideas (Amabile et al., 1996) and thus creativity and innovation are interlinked and the process in the suggestion system is mainly focused on eliciting the employees creative ideas and implementing them to fuel innovations. The main focus of the research then goes to the factors that trigger creativity and innovation. Researchers have examined these factors from three points of views (Buech et al.,2010) The first considers work environment. A second stream of research, focusing on the features of suggestion systems, weighs the influence of feedback about suggestions, management support of the system and rewards for successful suggestions, the third deals with the characteristics of the individuals. The creativity and innovation literature also highlights these contextual, organizational and individual factors that foster creativity and innovation but it is also evident that the contextual factors that foster creativity and innovation would also foster the suggestion making as well (Ohly et al.,2006). The factors cited to be drivers to creativity, suggestion system and innovation are identified below. Factors fostering Suggestion Making, Creativity and Innovation A good suggestion scheme should play a vital role in improving communication and promoting and enhancing the sense of common purpose (McConville, 1990). People need social, informational, and economic support to be able to create something new (Majdar, 2005). The creativity in an organizational context emerges from a process of sharing information with other people within the organization (Bakker et al., 2006). Although the social networking alone cannot be considered as an important source of information for innovation(Bigliardi et al., 2009), the high quality social exchange relationships (Kudisch, 2006), social influences(Klijn et al., 2010),collaboration(Bjà ¶rklund,2010; Fairbank et al.,2001), and diverse group exchanges(Shalley et al.,2004) can stimulate employee creativity. Even in a field where innovation is essential, most of the acute challenges do not concern innovation skills, but rather the organizational context of innovation the work communities culture, habits, and practices (Bjà ¶rklund, 2010). Creativity and innovation will only be sporadic occurrences and will not thrive without a supportive environment and culture (Malaviya Wadhwa, 2005;Amabile et al.,1996). Every organization has its own culture and needs and its suggestion system should be molded around that (Marx, 1995). The organization structure often hinders tacit knowledge sharing by establishing wrong authorities (Alwis et al., 2008). Several studies have shown how certain organizational structures facilitate the creation of new products and processes, especially in relation to fast changing environments (Lam,2010). Organization structures have to be modified in different industries so that the organizational structure of a company or a department supports transfer and transmission of tacit knowledge in the best way (Alwis et al., 2008). Management practices of the organization play a role in the success of the suggestion programs (Carrier, 1998). Management has a responsibility to satisfy the need for employee participation and they are required to create a culture which is supportive of employee involvement in the decisions which affect their work (Reychav et al., 2010). Senior management ought to demonstrate their faith in the scheme, promote and support it and encourage all managers to view it as a positive force for continuous improvement (McConville, 1990). Management must get actively involved by creating the opportunities for employees to submit their ideas, get those ideas properly evaluated, give recognition when it is due and implement them as soon as possible (Du plessis, 2008). Converting managers, particularly those in the middle is crucial (McConville,1990). Undoubtly, people will produce creative work when they perceive for example that the management is required to encourage (Amabile et al., 1996). T herefore a visible commitment from top management can encourage employee active participation in the scheme. Studies have shown that a traditional, autocratic management style results in low levels of employee engagement and motivation (Hayward, 2010). Empowering leadership has the capacity to positively influence employee psychological empowerment -an element of importance in affecting creative outcome (Zhang, 2010). On the other hand leadership styles that include threats, intimidation, and coercive tactics appear to universally discourage creative behavior on the part of employees (Anderson et al., 2008). The coworker support (Madjar,2008;Majdar 2005;Shalley et al.,2004;Arif et al., 2010) is another important element that can trigger employees to make suggestions. Tatter (1975) notes, the best way to kill a system are to let an idea remain in limbo for four, five or six months. The goal should be to completely process a suggestion in about 30 days and in no more than 60 days. To handle employee creativity effectively, it is important to organize the process of idea extraction to idea fo llow-up properly, otherwise employees will not be motivated to put their ideas forward and many ideas will be lost (Van Ende, 2002). The knowledge possessed by individual employees can only lead to a firm competitive advantage if employees have the motivation and opportunity to share and utilize their individual knowledge in ways that benefit the organization (Arthur et al., 2005). Therefore the development of an infrastructure (Marx 1995) with simple methods (Hultgren, 2008) for submitting suggestions (McConville, 1990) is a key aspect of the suggestion scheme. The companies lack of action on suggestions provided by non-managerial employees can de-motivate employees from participating in employee relation programs (Cho and Erdum 2006). Fairbank (2003) argues the formal Employee suggestion Management systems(ESMS)s are superior to the stereotypical suggestion box because they make it easier for employees to submit ideas that will eventually be implemented, provide a transparent pro cess for evaluating the suggestions, and generate timely feedback regarding the fate of the suggestions and any rewards they earn. Such a system can help to monitor the progress of the scheme on a regular basis (Hultgren, 2008). The more comfortable employees are with the format, the more suggestions will be received, and the more money will be saved (Mishra, 1994). Good ideas can come from anyone, at any level, any place, anytime (McConville, 1990; Majdar ,2005). Therefore a suggestion scheme should make all its employees at all levels eligible to participate (McConville, 1990; Lloyd, 1996). The involvement can be increased if employees develop a sense of belonging to the organization (Cruz et al., 2009). Empowerment is necessary so that the workers evaluate their own ideas before making a suggestion, as suggesting many ideas do not necessarily mean greater cost reduction and at the same time, it would be an added cost to process and may cause delays (Wynder, 2008). The biggest obstacles in the suggestion cycle lie in the area of review, evaluation and guidance. Insensitive comments of proposal reviewers can sometime kill an employees improvement initiative (Neagoe et al., 2009). When the review, evaluation and guidance aspect of the system functions properly, it can be a great motivating force that will attract many excellent proposals (Neagoe et al., 2009). If ideas are made public, these ideas, good and bad, could have started other creative ideas elsewhere in the organization (Stenmark, 2000). A modern well-managed suggestion scheme lies not in the immediate financial returns, but in the contribution made to achieving greater involvement and team- work (McConville,1990). Creative ideas are more often the product of social interaction and influence than of periods of thinking in isolation (Majdar, 2005) The cash rewards and recognition alone will not make a suggestion system successful (Strane,2000). Employee morale should be boosted by creating success stories and measuring the success of the scheme through the implementation of ideas (Marx, 1995; Hultgren, 2008; Lloyd, 1996; Cho Erdem 2006). A suggestion system is clearly a money saver in an organization (Mishra, 1994). There needs to be various strategies in place to avoid employee boredom and to consider the life cycle of the system, employees must be rewarded not only with tangible but also intangible benefits (Ahmed 2009). Incentives are important for employees to feel that submission of their useable ideas will be rewarded (Du plessis et al., 2008). It was also found that the volume of employee suggestions over time will be positively related to the amount of payout (Arthur et al., 2010). Depending on the attention given to advertising the schemes and how participation is rewarded, organizations could improve the return on the idea capture system (Leach et al., 2006). Individuals have the greatest possible number of characteristics that positively influence their creative performance (Muà ±oz-Doyague, 2008). Keeping workers intrinsically motivated is the key part for improving creativity and performance. No doubt, intrinsic motivation is a universally important and substantial factor (Suh et al.,2008). Sending individuals to state-of- the-art seminars, training programs, and conferences as a reward for their creativity might increase the positive impact (Griffiths-hemans et al., 2006). This will be the energy of renewal and the drive to a successful future. The Barriers to suggestion systems Research also reports on barriers that could hinder the success of the suggestion scheme. They are mainly cited as work load pressure, task reutilization, task standardization, unsupportive climate, aversive leadership, co-worker mistrust, coworker incompetence, budget problems, impractical idea, technical issues, competition, delay in assessment, controlled supervision, lack of support, fear of evaluation, free riding, lack of self confidence, low commitment to organization and system, rigid rules,self-interest, challenge of the work and resistance from middle managers(Alwis Hartmann 2008;Amabile et al.,1996;Anderson Veillette 2008;Bakker et al., 2006;Carreir 1998; Oldham and Cummings 1996;Lyold 1999;Mclean 2005;McConville 1990;Toubia,2006;Sadi,2008;Wong Pang Finally, the existing research also evidences that although the interest and practice in Continuous Improvement (CI) are widespread in many organizations, many of them have major problems in sustaining success in their CI programs (Rapp and Eklund, 2007),). Many organizations are faced with problems associated with both the implementation and sustainability of their CI programs. There is no study which gives account of the design features for frequency of feedback or extent to publicity (Leach,2006).Despite the increasing popularity of the gain sharing plans, evidence for their effectiveness has remained mixed(Arthur et al., 2010). Suggestion systems should not exist primarily as a means to recognize employees only (Darragh Jeromos 2005) but to utilize the scheme to its fullest extent. So a well designed system will accomplish both these goals resulting in tangible as well as intangible benefits (Ahmed, 2009). Overall suggestion system is a great mechanism that involves individual a nd teams in improving the organization performance (Crail, 2006) and they have a strong and significant effect on both process and product innovation (Townsend, 2009). It perfectly matches todays market need to deal with knowledge based workers who expect their involvement to be recognized and utilization of their skills to its fullest (Kesting et al., 2010). # Indicators Source 1 Supervisory encouragement Mclean 2005;Marx 1995;Shalley Gilson 2004;Tatter 1975;Frese et al 1999;Lloyd 1996;Ohly et al 2006;Arif et al 2010;Hardin 1964 2 Co worker support Madjar 2008;Majdar 2005;Shalley Gilson 2004;Arif et al 2010 3 Top Mgt Support Huang Farh 2009.;Amabile et al 2004;Carreir 1998;Egan 2005;Jong Hartog 2007;Marx 1995;McConville 1990;Du plessis 2008;Ahmed 2009;Mishara 1994;Powell 2008;Prather Turrell;Rice 2009;Zhang 2010;Khairuzzaman;Bell 1997 ;Unsworth 2005;Hayward 2010. 4 organizational Encouragement Fairbank and Williams 2001;Alves et al 2007;Ahmed 1998;Alwis Hartmann 2008 Amabile et al 1996;Arthur Kim 2005;Bjà ¶rklund 2010;Darragh-Jeromos 2005;Ellonen et al., 2008;Griffiths-hemans Grover 2006;Janssen, O., 2004;Klijn Tomic 2010;Kudisch 2006;Neagoe Klein 2009;Mclean 2005;Malaviya, P., 2005;McConville 1990;Powell 2008;Prather Turrell; Recht Wildero ,1998;Shalley Gilson 2004;Al-Alawi et al 2007;Rietzschel 2008;Zhou George(2001);Stranne 1964;Van Ende 2002;Bell 1997 ;Khairuzzaman;Bigliardi Dormio 2009 5 Communication Alves et al 2007;Aoki 2008;Arthur et al 2010.;Binnewies et al 2007;Bjà ¶rklund 2010.Klijn Tomic 2010;Kudisch 2006;Madjar 2008;Majdar 2005;Madjar 2008;Majdar 2005;McConville 1990;Ahmed 2009; Recht Wildero ,1998;Shalley Gilson 2004;Tatter 1975;Khairuzzaman;Monge ;Al-Alawi et al 2007;Clark 2009;Fairbank and Williams 2001;Stranne 1964 6 Evaluation Egan 2005; Rietzschel 2008;Neagoe Klein 2009;Marx 1995;McConville 1990;Ahmed 2009;Powell 2008;Tatter 1975;Van Ende 2002;Hultgren 2008;Lloyd 1996;Winter 2009;Sarri et al ,2010;Fairbank and Williams 2001. 7 Publicity Reuter 1976;Mishara 1994;Tatter 1975;Fairbank and Williams 2001. Kudisch 2006;Neagoe Klein 2009;Leach et al 2006;Marx 1995;McConville 1990;Prather Turrell;Lloyd 1996;Winter 2009;Crail 2007 8 Resources   Alves et al 2007;Amabile et al 1996;Griffiths-hemans Grover 2006;Klijn Tomic 2010;Mclean 2005;McConville 1990;Shalley Gilson 2004;Van Ende 2002;Lloyd 1996;Bigliardi Dormio 2009;Clark 2009 9 Rewards Lloyd 1996; Klijn Tomic 2010;Arthur Kim 2005;Arthur et al 2010. ;Bartol Srivastava 2002;Darragh-Jeromos 2005;Neagoe Klein 2009;Leach et al 2006;Lloyd.1999;Marx 1995;McConville 1990;Du plessis 2008;Ahmed 2009;Mishara 1994;Rapp and Eklund 2007;Rice 2009;Shalley Gilson 2004;Tatter 1975;Teglborg-Lefevre, a.C., 2010;Van Ende 2002;Arif et al 2010;Bell 1997 ;Frese et al 1999;Winter 2009;Al-Alawi et al 2007;Baird Wang 2010;Bartol Srivastava 2002;Clark 2009;Crail 2007;Rietzschel(2008);Suh Shin 2008. ;Lyold 1999 10 Training Paulus 2008;Tatter 1975;Baird Wang 2010;Stranne 1964;Birdi 2005 11 Effective simple System Reuter 1976;Lloyd 1996 Arthur Kim 2005;Lloyd 1999;Marx 1995;McConville 1990;Fairbank 2003;Mishara 1994;Prather Turrell;Rapp and Eklund 2007;Tatter1975;Van Ende 2002;Arif et al 2010;Frese et al 1999;Hultgren 2008; Winter 2009;Bigliardi Dormio 2009;Clark 2009;Fairbank and Williams 2001;Lyold 1999;Bassadur 1992;Hultgren 2008 12 feedback Cho Erdem 2006 ;Bakker et al 2006 ;Buech et al 2010;Leach et al 2006;Mishara 1994;Powell 2008;Rapp and Eklund 2007;Arif et al 2010;Hultgren 2008;Fairbank and Williams 2001. ;Stranne 1964;Bassadur 1992;Van Ende 2002;Du plessis 2008 13 Implementation of suggestion Marx 1995;McConville 1990;Hultgren 2008;Lloyd 1996;Cho Erdem 2006 14 Job factors Amabile et al 1996;Anderson Veillette 2008. ;Bjà ¶rklund 2010.;Buech et al 2010;Griffiths-hemans Grover 2006;Hirst 2009;Powell 2008;Rego et al 2009;Shalley Gilson 2004;Shalley Gilson 2004;Frese et al 1999;Axtell et al 2000;Muà ±oz-Doyague et al( 2008);Unsworth 2005;Cruz et al 2009;de Jong den Hartog 2010. 15 Empowerment Recht Wildero ,1998;Lipponen et al 2008;Mclean 2005;Powell 2008;Axtell et al 2000;de Jong den Hartog 2010; Unsworth 2005 16 Expertise Bantel Jackson 1989;Bjà ¶rklund 2010;Griffiths-hemans Grover 2006;Klijn Tomic 2010;Madjar 2008;Majdar 2005;Verworn 2009;Bigliardi Dormio 2009 17 Individual attributes and self efficacy Huang Farh 2009.;Egan 2005;Lipponen et al 2008;Verworn 2009;Frese et al 1999;Axtell et al 2000;Aoki 2008.; Lipponen et al 2008;Binnewies et al 2007;Bjà ¶rklund 2010. ;Griffiths-hemans Grover 2006 ;Klijn Tomic 2010 ;Lipponen et al 2008;Litchfield 2008;Malaviya, P., 2005;Powell 2008; Recht Wildero ,1998;Shalley Gilson 2004;Verworn 2009;Janssen 2004;Litchfield 2008;Cruz et al 2009;Huang Farh 2009.;Aoki 2008.;Arthur et al 2010. ;Bjà ¶rklund 2010.;Darragh-Jeromos 2005;Egan 2005;Muà ±oz-Doyague 2008 18 job control Anderson Veillette(2008);Mclean, L.D., 2005;Sadi (2008);Anderson Veillette(2008) Wong Pang (2003);Neagoe, L.N. Klein, V.M., 2009;McConville(1990) 19 Organizational impediments Stenmark(2000);Alwis Hartmann(2008). Anderson, T.a. Veillette, a., 2008;Wong Pang (2003);Toubia 2005;Bakker, H., Boersma, K. Oreel, S., 2006);Amabile et al (1996);Lyold (1999);Fairbank, J.F., Spangler, W.E. Williams, S.D., 2003.Du Plessis, AJ, Marx, AE Wilson, G 2008 Fairbank, J.F., Spangler, W.E. Williams, S.D., 2003. Carrier C., 1998;Fairbank, J.F., Spangler, W.E. Williams, S.D., 2003;Du Plessis, AJ, Marx, AE Wilson, G 2008;.BaMcConville(1990);Mostaf El-Masry( 2009) 20 Team work Rapp and Eklund 2007; Amabile et al 1996;Aoki 2008;Carreir 1998;Darragh-Jeromos 2005;Mclean 2005;McConville 1990;Shalley Gilson 2004;Baird Wang 2010;Egan 2005;Pissarra Jesuino 2005;Fairbank and Williams 2001. 21 Competition Bakker, H., Boersma, K. Oreel, S., 2006) 22 Support for innovation Lipponen et al 2008;Hultgren 2008 23 employee participation Alves et al 2007;McConville 1990;Lloyd 1996;Fairbank and Williams 2001. ;Cruz et al 2009; Neagoe, L.N. Klein, V.M., 2009 Discussion Suggestion systems have evolved from a traditional suggestion box to sophisticated electronic systems aiming to encourage all employees to take part in suggestion schemes and to rapidly process the ideas received from the employees and put to practical use. Large organizations are focusing on achieving bigger goals at company level as well as at employee level to accrue the tangible as well as intangible benefits. However companys need to carefully implement the program as every organization has its own culture, it needs to tailor the program to meet their organization needs and what they expect from this system must be clearly known. While suggestion schemes have evolved over the decades, the main underlying factor driving this engine is to pursue workplace improvements, process or product innovations. Research in this field has been mainly focused on features of suggestion schemes, guidelines for implementation and critical success factors and critical barriers encompassing the organizational as well as the individual contexts. Research also evidences its contribution as to how organizations have utilized the tool to obtain small workplace improvements through to good sized innovation and if implemented they contribute in building organizations innovation capability. The suggestion making and suggestion implementation are two crucial stages and both are equally important for the success of the scheme and are influenced by a number of factors. Organizations must therefore identify these critical factors to nurture both these stages. The schemes can be applied in any sector to elicit employee creative ideas but must have a formal mechanism to action this. Managers need to be aware of critical success factors that are essential for the success of the schemes. It is clear that suggestion schemes will not yield results without the active involvement of everyone in the organization, and the required resources and support from top management. The suggestion schemes are here to stay mainly because they are the vehicle for innovations. Today we live in a knowledge economy where innovation is not only significant but a key corner stone for an organizations growth and sustainability. The future of the suggestion scheme is bright as a tool for fueling innova tion. Organizations need to recognize and evaluate their schemes to yield its potential benefits. There needs to be sustainabil

Wars and Conflicts in American History Essay -- American History

War is defined in the Merriam-Webster online dictionary as â€Å"1.a. as a state of usually open and declared hostile conflict between states or nations; a period of such armed conflict; 2.a. a state of hostility, conflict, or antagonism; b. a struggle or competition between opposing forces.† War has been a part of this great nation since the beginning. The Seven Years’ War, The Revolutionary War, and The Civil War were some of the bloodiest battles ever fought over the years in the United States. Let’s take a walk through history and look at why these wars were fought, the courses they each took, and the impact they had on the United States today. The Seven Years War, or the French and Indian War to the American colonists, was considered to be the first true World War. This war was one of the major conflicts in history since the fall of Rome. The war was fought around the world; in Europe, North America as well as India, the conflict mainly due to ongoing hostilities and struggles of absolute rule between Great Britain and France. The conflict beginning in 1754 was a dispute over land in the Ohio Valley being claimed by Virginians, the French and Native Americans that were already living there. By 1755, the frontier had turned into a mobilization of British and American troops against the French. The British hoped for a quick victory, but the French were prepared to fight and became allies with many of the tribes from Canada spreading clear into the Ohio Valley. The march west was the first of many disasters for the British; with Washington, the Virginia soldiers, and General Braddock leading 2,000 troops deep in to the back country where they were ambushed by French soldiers and many indian warriors from several tribes; thousa... ...e Federal government. The wars were caused by conflicting pressures, concepts, ideas, and prejudices, fueled by our differences and pride, and were set into motion by an unlikely set of political events, and all the wars had a part in transforming the country; economically, politically, and socially leading to the reconstruction of this great nation. The war caused an increase of prosperity of the north and the collapse of the south’s entire society.As we have looked back at why these wars were fought, the courses they each took, and the impact they had on the United States today, we have discovered that even through all the wars there has been one quality that has surpassed the hands of time, and have seen repeated throughout American history; it’s the American peoples’ willingness to fight for our freedom. Works Cited http://www.merriam-webster.com/

LinkedIn: Using Social Networking to Get Jobs Essay

LinkedIn is a social networking enterprise geared for professional networking. It differs from Facebook and MySpace in that it focuses on building networks to advance one’s career and demonstrating expertise. LinkedIn (as of March 2009) has around 36 million registered users representing 150 different industries in 200 countries. LinkedIn is all about connections: Those that know you directly (first-degree connections) and the people that each of those connection know (second-degree connections) plus the people that each of the second-degree connections know (third-degree connections), and so forth. So how do you build your network? Think about your friends, your parents friends and colleagues you’re acquainted with, your teachers, religious leaders, adult 4H or scouting contacts, neighbors, etc. Begin to gather e-mail addresses for these first-degree connections and invite them to join your network. If they are not currently on LinkedIn, invite them to put up a profile and then join your network. If you have 25 first-degree connections, each of which has an average of 25 first-degree connections, each of which have another 25 first-degree connections, you will end up with a way to connect with over 15,000 people in no time at all! LinkedIn is all about professionalism. You can’t contact someone unless you know them. People you invite to join your network can opt out if they feel they don’t know you. What you contribute to your profile and LinkedIn services (such as Answers) is expected to be related to careers and business-related interests. Use the information below (and at the recommended links given) to get started. Creating a LinkedIn Profile 1. The first thing you will need to do is to join LinkedIn, which is not only free, but offers complete security for your personal contact details. All messages are routed to you via LinkedIn; those contacting you never know  your direct e-mail unless you give it to them. To join LinkedIn, visit: https://www.linkedin.com/secure/register. 2. Next, start developing your own profile by first reading the material posted on LinkedIn’s New User Guide (http://learn.linkedin.com/new-users/), which covers these topics: Own a profile that truly represents you. Ensure your connections represent your â€Å"real-world† network. Leverage the power of your LinkedIn network! 3. Check out an extreme makeover of one person’s LinkedIn profile: see the â€Å"before† with critique at http://blog.guykawasaki.com/2007/01/linkedin_profil.html; view the â€Å"makeover† at: http://www.linkedin.com/in/guykawasaki. Searching on LinkedIn LinkedIn allows you to search profiles for diverse information and contacts. You can search for people, references of job applicants, and answers to questions on a wide variety of topics. For a complete â€Å"how-to† of LinkedIn’s search functions and advanced search tips, visit: http://learn.linkedin.com/linkedin-search/. Adhering to LinkedIn Etiquette Like all social networking activities, posting information on LinkedIn should be done with care and consideration. Remember, whatever you post online can be viewed by anyone. If there’s something you don’t want a client, family member, or employee reading, DON’T POST IT. Keep in mind the following when using LinkedIn: 1. Don’t invite someone to join your network unless you know them and they know you. 2. Don’t accept an invitation to join another person’s network unless you know them. Look at their profile if you’re unsure and see if the information gives you a clue as to how and where you met them. 3. Don’t post your e-mail address under your name on your profile. That way, you will only connect with people you know — a more secure and credible approach to using social networking. 4. Don’t apologize for inviting someone to join your network or asking for a recommendation. If you’ve carefully selected the recipient of your request, there will be no problem. Remember, everyone on LinkedIn is there to build a professional network; they understand the importance of connecting and recommending. 5. Remind people you contact how they know you. Make it easy for them to want to connect with you. 6. Try to keep your communication informal, yet professional — kind of like the conversation at a charity event with colleagues and casual friends from your community. Your knowledge and your personality are both important to convey. 7. Post only pictures on your profile that make you look professional. 8. Be very honest in your bio: your profile could be viewed by anyone and everyone. Making yourself look more qualified than you are will never work with a public profile. 9. Although it is nice to have people recommend you on LinkedIn, be sure to offer to do the same for others. If you say nice things about others, others will likely do the same for you. 10. Make sure everything you post on LinkedIn is correct in terms of grammar, punctuation, and spelling. Nothing makes a bad impression like typos and poor usage. Ask someone proficient in writing to edit your profile. When  answering or asking questions in LinkedIn Answers, first compose what you want to say in a Word document (and check spelling/grammar), and then copy and paste the text into the appropriate space on LinkedIn. Using LinkedIn Groups â€Å"LinkedIn for Groups† offers users the ability to set up a particular professional interest group (typically under a parent organization, such as an alumni group or professional organization). Then, interested members can join the group by either being invited to join or by asking for approval to do so from someone already involved. LinkedIn works to ensure that all groups are officially sanctioned by their parent organizations, including having permission to use the name/logo of the group and having relevant people involved. There are likely some 37,000 â€Å"groups† that have been set up by LinkedIn users, with some 500 of them listed in the site’s directory (www.linkedin.com/groups). Besides boosting your credibility and giving you a new avenue for seeking advice, others in the groups you join form a special sort of connection. You won’t have access to their extended networks for introductions, but you will automatically be considered a direct connection to each group’s members so that you can see their full profiles and they can appear in your search results. By joining just a few groups, you can add tens of thousands of people to your network without having to do so one at a time (and without having to be introduced one contact at a time). For more information, read the blog article at: http://blog.linkedin.com/2008/08/28/post-3-2/. The benefits of using LinkedIn Answers are many. You can increase your knowledge on any number of topics. You can offer answers to questions where you have good information to share. If your answer is rated the best by the person who posed the question, that ranking (called an expertise point) will show up in your profile and attract more people to learn about what expertise you have to offer. Learn more about using LinkedIn Answers at http://www.linkedin.com/static?key=answers_info&goback=.ahp. Getting Recommendations Having someone post a recommendation for your skills and work experience (whether they are clients, community organization leaders, or past employers) can really improve your profile. To ask for a recommendation, go  to your profile and click on the â€Å"Recommendations† tab on the left. Follow the directions to request a recommendation from someone in your network, and think carefully about the message you send that person regarding the recommendation you’re asking for. Be sure to: Pick someone who knows you well and can recommend you for specific work you have done. Give the person you are contacting some idea of what you want them to recommend you for (e.g., ask for one or two key skills you demonstrated on a recent project). If appropriate, offer to reciprocate with a recommendation of your own; for clients and employers alike, being recommended for one’s leadership and management skills is always a plus. Prefer quality over quantity: try to get those who recommend you to be brief. Be brief yourself when recommending someone. For more guidance, review this blog article on LinkedIn Recommendation Samples: http://www.aside.in/blog/networking/2006/10/02/linkedin-recommendation-examples/.

Review On Paul Kennedys Book Essay Example

Review On Paul Kennedys Book Essay Example Review On Paul Kennedys Book Essay Review On Paul Kennedys Book Essay A brief knowledge of Historical events Is useful when reading this book as Individual Wars and Battles are not covered in too much detail because of the vast number of conflicts since the Renaissance period, however a reader with no historical background can read this book and gain a lot of knowledge, It has an easily read neural textbook feel about it, and It Is divided chronologically into three sections: pre-industrial 1500 1800, Industrial 1800 1943 and Today Tomorrow 1943 21st Century, which allows the book to be easily used as reference material for people interested In a particular period. A particularly Interesting feature of this History book Is that Instead of finishing when the author wrote It, Kennedy continues and makes his predictions for the future, he accurately predicted the fall of the Soviet union as well as the relative decline in the American economy with regards to the sis of new Powers such as China and the cooperation of the European states, which helps convince the reader in the 21st century that Kennedy Is somebody who knows what he Is talking about and that his arguments and predictions should be considered! The main line of the authors argument is that the Great Powers strength can only be tested against that of other Great Powers, one is by necessity always stronger than another due to factors such as the constantly differing growth rates, population and resources that each Power has. Kennedy time and again links the Roth or decline of an economy with the respective Powers military capability and eventual rise or fall. Whilst reading the book, backed with the wealth of examples and evidence Kennedy cites giving tables, charts and maps; it is easy to be convinced by Kennedys arguments. After all It makes sense that the bal-polar world of the Austrian and Spanish ended as they overextended themselves, creating the multi polar eighteenth century including Britain, France, Austria, Prussia and Russia. Kennedy then states that the economical power created by the Countries that were prepared o industrialist created a new series of superpowers: The nineteenth century British Empire then the t wentieth century Soviet union and the united States, and as the growth of these states stagnates and others grow world power will become multi polar once more encompassing five more possible powers; LISA, Russia, China, India and the ELI. Personally I agree mostly with what Kennedy says but In my opinion there are several difficulties, firstly he argues that Europe rose to dominate the rest of the world as opposed to because of fragmented states, increasing competition and 1 OFF actors for the decline of the Spanish Empire caused through lack of cohesion When I read this part for the first time, I though that this seemed like a contradiction, but on further thought could Kennedy mean however that these factors are beneficial to the rise of a power, however once they have reached a Great Power status begin to become a burden and can act as a factor in the Powers decline? I also think that an important factor which appears to be understated in the book are the leaders of Powers, I dont want to appear biased towards elite history as opposed to economic story, but using the Spanish Empire example from earlier, Spain did had ineffectual monarchs certainly from the mid seventeenth century, and was the time at which the Empire started to decline, cumulating in the Spanish war of Succession which in effect made Spain a second rate power. If Spain had more capable leaders they would have been in a better position to remain a major world player. In conclusion I would recommend The Rise and Fall of the Great Powers, it is easily read, there are maps and charts which help the reader visualize the political boundaries of the time. The main arguments are well backed up, and it is interesting as the focus is constantly changing from state to state. It is a good book for students but anybody with an interest could read and understand it. The Book I am about to review The Rise and Fall of the Great Powers is one of fourteen books written by Paul Kennedy, the author is considered an expert in the fields of Grand Strategy and International Relations, he previously studied under the famous historian GAP Taylor and this is Kennedys best known book to date; it being translated into twenty three languages, reaching no. N the Bestselling Hardcover Books when it was released in 1988 and also winning Kennedy the Williston History Prize for his work. The Book is rather long; owing to the fact it covers five hundred years of World History of the Great Powers, yet focuses largely towards European Powers, as that is where the majority of power lay until the early twentieth century. A brief knowledge of Historical events is useful when reading this book as individual Wars and Battles are not covered in too much detail because of the vast number of conflicts since the Renaissance period, however reader with no historical background can read this book and gain a lot of knowledge, it has an easily read general textbook feel about it, and it is divided chronologically into three sections: Pre-industrial 1500 1800, Industrial 1800 1943 and Today Tomorrow 1943 21st Century, which allows the book to be easily used as reference material for people interested in a particular period. A particularly interesting feature of this History book is that instead of finishing when the author wrote it, Kennedy continues and makes his predictions for the future, he accurately redirected the fall of the Soviet Union as well as the relative decline in the American economy with regards to the rise of new Powers such as China and the cooperation of the European states, which helps convince the reader in the 21st century that Kennedy is somebody who knows what he is talking about and that his arguments and predictions should be considered! The main line of the authors argument is that the Great Powers strength can only be tested against that of other Great Powers, one is by necessity always stronger than another due to factors such as the constantly offering growth rates, population and resources that each Power has. Kennedy time and again links the growth or decline of an economy with the respective Powers wealth of examples and evidence Kennedy cites giving tables, charts and maps; it is easy to be convinced by Kennedys arguments, after all it makes sense that the bi- polar world of the Austrian and Spanish ended as they overextended themselves, creating the multi polar eighteenth century including Britain, France, Austria, Prussia and Russia. Kennedy then states that the economical power created by the Countries hat were prepared to industrialist created a new series of superpowers: The nineteenth century British Empire then the twentieth century Soviet Union and the United States, and as the growth of these states stagnates and others grow world power will become multi polar once more encompassing five more possible powers; USA, Russia, China, India and the ELI. Personally I agree mostly with what Kennedy says but in my opinion there are several difficulties, firstly he argues that Europe rose to dominate the rest of the world as opposed to because of fragmented states, increasing competition and the freedom for merchants to do as they wish, yet he later cites the same reasons as factors for the decline of the Spanish Empire caused through lack of cohesion When I read this part for the first time, I though that this seemed like a contradiction, but on further thought could Kennedy mean however that these factors are beneficial to the rise of a power, however once they have reached a Great Power status begin to become a burden and can act as a factor in the Powers decline? I also think that an important factor which appears to be understated in the book are the leaders of Powers, I dont want to appear biased towards elite history as opposed to economic history, but using the Spanish Empire example from earlier, Spain did had ineffectual monarchs certainly from the mid seventeenth century, and was the time at which the Empire started to decline, cumulating in the Spanish war of Succession which in effect made Spain a second rate power. If Spain had more capable leaders they would have been in a better position to remain a major world player. In conclusion I would recommend The Rise ND Fall of the Great Powers, it is easily read, there are maps and charts which help the reader visualize the political boundaries of the time. The main arguments are well backed up, and it is interesting as the focus is constantly changing from state to state. It is a good book for students but anybody with an interest could read and understand it. The Book I am about to review The Rise and Fall of the Great Powers is one of fourteen books written by Paul Kennedy, the author is considered an expert in the fields of Grand Strategy and International Relations, he previously studied ender the famous historian GAP Taylor and this is Kennedys best known book to date; it being translated into twenty three languages, reaching no. 6 in the Bestselling Hardcover Books when it was released in 1988 and also winning Kennedy the Williston History Prize for his work. The Book is rather long; owing to the fact it covers five hundred years of World History of the Great Powers, yet focuses largely towards European Powers, as that is where the majority of power lay until the early twentieth century. A brief knowledge of Historical events is useful when reading this book as individual Wars and Battles are not covered in too much detail because of the vast number of conflicts since the Renaissance period, however a reader with no historical background can read this book and gain a lot of knowledge, it has an easily read general textbook feel about it, and it is divided chronologically into three sections: interested in a particular period. A particularly interesting feature of this History book is that instead of finishing when the author wrote it, Kennedy continues and Union as well as the relative decline in the American economy with regards to the alps convince the reader in the 21st century that Kennedy is somebody who knows what he is talking about and that his arguments and predictions should be Kennedys arguments, after all it makes sense that the bi-polar world of the Austrian Empire then the twentieth century Soviet Union and the United States, and as the polar once more encompassing five more possible powers; USA, Russia, China, India and the ELI. Personally I agree mostly with what Kennedy says but in my opinion the freedom for merchants to do as they wish, yet he later cites the same reasons as with an interest could read and understand it.

Teaching a Specialist Subject Essays

Teaching a Specialist Subject Essays Teaching a Specialist Subject Essay Teaching a Specialist Subject Essay Wider Professional Practice Assignment 1 How Recent Changes to UK Immigration Legislation Affect ESOL Provision in the Further Education Sector (Level 6) BryAnne Conley 7 January 2011 Introduction In recent years the English for Speakers of Other Languages (ESOL) sector has been dramatically affected by top-level UK immigration legislation. Immigration changes emanating from the Home Office, as well as corresponding funding changes for ESOL through Skills for Life, have significantly impacted public-sector Further Education (FE) teaching of ESOL. This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and include a description of my education sector and learners. Following this description will be a detailed analysis of how the policy has been implemented in the public FE sector and especially within my own organisation. The analysis will begin by examining funding issues that affect the implementation, followed by a point-by-point discussion of positive benefits as well as negative impacts of each aspect. Both pre-existing and pending funding changes which impact ESOL provision will also be briefly mentioned. Historical Overview Hamilton and Hillier (forthcoming, p 1) could not have been more accurate when they stated It is clear from the historical record that ESOL has received uneven and often unhelpful attention from government. In the early 2000s the UK began significantly tightening immigration controls in an effort to reduce the number of immigrants to this country, and many amendments were added to the main law controlling immigration to the UK: the Immigration Act 1971. Prior to this time, the law specified only that any immigrant desiring British citizenship should have a sufficient knowledge of English (British Nationality Act 1948). In the last decade, however, an astounding 267 Statutory Instruments and 5 Acts dealing with immigration have been approved. These changes began with the Nationality, Immigration and Asylum Act 2002 and eventually led to the complete restructuring of the UK immigration system. A new Five-Tier Points-Based System (HC 439) was introduced and phased in during 2008 and 2009. This system tightened language regulations considerably, requiring different levels of English for different types of immigrants. HC 439 is the pertinent policy which this report will analyse, and one which significantly affects the FE ESOL sector, as it further restricts specifications regarding proof of English language progress and proficiency: A person is deemed to have sufficient knowledge of English and of life in the UK if he has attended a course using teaching materials derived from ‘Citizenship Materials for ESOL Learners’ and has thereby obtained a relevant accredited qualification in ESOL (or if he has passed the test known as the Life in the UK Test). [that] evidenced progress from one [ESOL] level to the next is required and that qualifications can only be obtained through attendance at a college that is subject to inspection by [approved agencies are listed]. This means that immigrants seeking to settle in the UK must now submit formal proof of their initial level of English in addition to proof of their final level, thus confirming an improvement of one whole ESOL level. In addition, instruction must now be provided by an approved, inspected college a change that could leave many private English language colleges without enough students to survive. (Tahir, 2010) Sector and Learners However, I teach in the public (approved) sector of Further Education: specifically in Adult and Community Education. ESOL provision in our sector is divided into several types of courses; the two areas I currently teach in are Skills for Life and Family Learning. Skills for Life ESOL, at the lower levels, has experienced significant cuts, whereas Family Learning ESOL is the only type of course for which funding has remained relatively stable. (NIACE, 2007) Our students are a mix of those who are settled, or wish to settle, permanently in the UK, and those who arrive from EU or EEA countries and want to improve their English for work purposes. As the Home Office has no power to regulate EU/EEA citizens in this country, this report will deal with the former group of students and how we help them achieve the required levels of proof of language proficiency and cultural knowledge for settlement (Indefinite Leave to Remain or ILR) and ultimately British citizenship. Implementation of Home Office Policy Backdrop: Funding Cuts An analysis of the implementation of Home Office policy in the Further Education sector would not be complete without mention of the effects of recent FE-wide funding cuts, for they have dramatically increased the negative impact of changes in immigration legislation. In 2007, the UK government introduced a major restructuring of the funding for the FE sector which included monetary cuts, reworking of fee remission structures, an increased emphasis on certain areas of Skills for Life, as well as workforce reforms requiring the upskilling of teachers in the FE sector (Learning and Skills Council, 2007). According to the 2007 NIACE report, all providers of FE and Adult Education experienced a reduction in LSC funding, which was their major source of revenue. The institutions surveyed by NIACE cited a few positive changes, such as becoming more focused and efficient, and learners benefiting from a sharper focus on quality. However, most of the changes cited were negative: reduction in learner numbers increased course fees and other supplementary charges (eg exam fees) significant barriers raised for low-income learners including ESOL learners staff reductions including teachers, support staff and managers reduction in administrative capacity cuts in the range and locations of provision reduction of course lengths shorter planning horizons need to invest in additional staff training In my own organisation, I have seen the following impacts of these funding changes: Job losses have caused demoralisation and increased stress for tutors, and especially for managers, as an increas ed workload is shared among fewer people. The target-driven climate has resulted in more paper shuffling by tutors and learners. Much time has been wasted by tutors and managers tracking targets on computer programs that dont work, trying to force the reality of students learning and progress into pre-determined aims, and the necessity of managing the numbers to satisfy funding requirements. Fewer locations of provision have meant that learners and tutors must travel further to classes, resources such as libraries have been considered luxuries and closed, and there has been a constant reshuffling of offices resulting in cramped, or a complete lack of, office space for many staff. Cuts in administrative staff and services have meant extra planning and workload for tutors, and learners are short-changed by receiving reduced resources and support. Selection of students is now often based on factors such as motivation or ability to complete exams rather than the need to learn the language. Our funding is now inconsistent, erratic and short-term, leading to general confusion, lack of continuity and increased spin -up time for everyone involved. As early as 2003, Lea noted problems with this approach to funding, stating that an environment in which FE is considered a profitable business †¦ could affect which ESOL students we take in or not. Requirement One: Life in the UK HC 439 requires proof that our courses include materials from the approved Citizenship Curriculum. These must be used in our planning, and we must specify what we have covered on each students Individual Learning Plan. This specification has an overall positive impact in that learners gain greater cultural knowledge of the UK; the negative impact is a small amount of extra paperwork for tutors. Requirement Two: Increase English One Full ESOL Level This requirement of the law is significantly more involved in its implementation, and has several aspects which will be discussed in turn. Aspect 1: Initial proof of English level is now required in addition to final level proof. Before, a quick initial assessment of learners’ skills levels sufficed, but now we must perform a more-thorough and well-documented diagnostic assessment. This assessment forms critical evidence that may be inspected by agencies such as Ofsted. The impact of this is significant: nearly all of the first one or two class sessions are now devoured by extensive assessments. These are stressful for the students and require huge amounts of time for tutors to prepare, mark, record and file. Additionally, because this is the public sector, Ofsted monitoring and funding concerns have led to creating a new electronic Data Return to track this assessment data. It has taken phenomenal amounts of time over two years to implement this system and train staff to use it. An unintended positive impact of these assessments has been a more detailed knowledge of students’ strengths and weaknesses, which targets the delivery of learning more precisely. Aspect 2: Students must pass exams to show an increase of one complete ESOL level from their initial assessment. This requirement has led to more teaching to the test which puts pressure on students and tutors alike to have exam success. Areas of vocabulary, grammar or knowledge which fall outside the scope of the exam are less likely to be covered in class. In the short term, this can be frustrating to learners and does not positively contribute to the quality of educational provision; in the long term, it may negatively impact other areas of students lives such as their job or family where they may need this extra information to function well and enhance their quality of life. This can lead to negative consequences for learners’ equality of opportunity in society. A further negative impact is the pressure on tutors to under-assess students levels initially, so that they can achieve an increase of one complete level in one year. It is essential for funding that students pass a minimum of one exam annually. ) Some students may not be accepted to learning programmes if it is not felt that they can achieve the required exam results; this can potentially lead to a lowering of the diversity in the class. One positive benefit, however, has been greater motivation by students to attend classes, focus on their studies and do well. Aspect 3: The Home Office is only interested in increased proficiency in speaking skills; reading and writing skills are not a priority. As a result of this, reading and writing skills can tend to fall by the wayside, and this can impact on students employability, especially for higher-skilled or higher-paid jobs. Students may be quite qualified in their own country, but unable to obtain jobs in the UK in the fields in which they were trained. A possibly-unintended consequence of this is keeping immigrants job prospects low, thus preserving higher-skilled jobs for British nationals; this is in direct contradiction to the points-based immigration scheme and the stated intentions of government policies! Future and Wider Issues At the time of this writing (Nov 2010) another change to the point-based immigration system is about to be implemented (Command Paper Cm 7944, 2010). The rule change will require spouses of UK settled individuals to have level A-1 level English before they can even enter the country. This pre-entry spouse language requirement has the potential to impact our sector significantly by reducing the number of students and making it more difficult to reach our target group of priority ESOL learners under the governments ‘New Approach to ESOL’ scheme. (DIUS, 2009), thus leading to further reductions in the diversity of our classes. It may even violate human rights and race relations laws. (Travis, 2010). Although this policy does not emanate from the Home Office and is therefore not considered directly in this report, it will nevertheless impact our sector with perhaps even greater intensity. The New Approach to ESOL was introduced by the UK government in the summer of 2009 as a joined up approach for handling ESOL provision (ibid. , p 23). A New Approach does indeed echo many of the aims of the Home Office legislation such as a refocus on ESOL priority learners, ESOL as part of preparing for work, and English to gain citizenship and integrate into communities. However, no new funding is provided to accomplish these additional tasks, and this will be intensely problematic. The Union of Colleges and Universities (2008) has stated categorically: Laudable government aims to lift migrant workers out of poverty and to deliver its community cohesion strategy [will] not happen unless appropriate funding is found. Conclusion The research done for this report suggests that ESOL provision in the Further Education sector is reaching a crisis point. More requirements are being piled on by government legislation emanating from a variety of agencies, while at the same time crippling funding cuts are being made across the sector. Staff in the sector are being stretched and stressed to the maximum. Barriers are being raised for learners that will keep immigrants in an economically-disadvantaged position in direct opposition to touted government ideals. It appears to be mainly funding policies, rather than requirement policies, which drive improvements or lack thereof in educational provision. In my opinion, the current situation is untenable, and prospects for the near future of ESOL provision are bleak. word count = 2164 Bibliography Ainley, B. (2007). Guide to Race Equality in FE. London: Continuum. Avis, J. (2007). Education, Policy and Social Justice. London: Continuum. Borders, Citizenship and Immigration Act 2009. (20 January 2010). [Electronic version. ] The Guardian. Retrieved October 2010 from: guardian. co. uk/commentisfree/libertycentral/2009/feb/13/civil-liberties-immigration. British Nationality Act 1948 (11 12 Geo. VI. c. 56) British Nationality Act 1981 (1981 c. 1). Command Papers. (2010). Statement of Changes in Immigration Rules, presented to Parliament by Command of Her Majesty October 2010. (Cm 7944). London: HMSO. Department for Innovation, Universities and Skills (DIUS). (n. d. ) Skills for Life: ESOL for Work - A new suite of qualifications. [Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/3687_ESOL_leaflet_A4 _AW. pdf. Department for Innovation, Universities and Skills. (last updated 2 February 2009). Planning Funding. [Online. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/Planning_and_Funding. Department for Innovation, Universities and Skills. (2 February 2009). Proposed Funding Changes to ESOL and other Provision. [Electronic version. ] Extract of article first published in Update Magazine, issue 20. Available: http://rwp. excellencegateway. org. uk/readwriteplus/ESOL_changes. Department for Innovation, Universities and Skills. (2 February 2009). Race Equality Impact Assessment on proposed changes in the funding arrangements for English for Speakers of Other Languages and asylum seeker eligibility for Learning and Skills Council Further Education funding - report and emerging proposals. Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/ACF1BE9. pdf. Department for Innovation, Universities and Skills. (May 2009). A New Approach to English for Speakers of Other Languages (ESOL). [Download, PDF. ] Available: bis. gov. uk/assets/biscore/corporate/migratedD/publications/E/esol_new_approach. Hamilton, M and Hillier, Y (forthcoming). ESOL P olicy and Change. [Download, PDF. ] To appear in Language Issues, the NATECLA Journal. Available: lancs. ac. uk/fass/doc_library/edres/hamilton_07_esol_policy_and_change. pdf Hillier, Y. (2006). Everything You Need to Know About FE Policy. London: Continuum. Home Office. (2010). Statement of Changes in Immigration Rules, laid before Parliament on 18 March 2010 under section 3(2) of the Immigration Act 1971. (HC 439). London: HMSO. House of Commons Home Affairs Committee. (9 March 2010). Follow-up to the Committee’s Report on Domestic Violence, Forced Marriage and Honour-Based Violence (HC 429-i). Available: publications. parliament. uk/pa/cm200910/cmselect/cmhaff/429/429i. pdf. London: HMSO. Lea, J et al. (2003). Working in Post-Compulsory Education. Maidenhead: Open University Press. Learning and Skills Council (LSC). (March 2007). Funding Guidance for Further Education in 2007/08. [Download, PDF. ] Available: http://readingroom. lsc. gov. uk/lsc/National/FEFundingGuidance0708. pdf. Learning and Skills Council. (2009). Fast Facts The New Approach to ESOL. [Download, Microsoft Word. ] Available: http://readingroom. lsc. gov. uk/lsc/National/nat-esol_fast_facts_LA-july2009-v1-1. doc. Migrant Health. Infectious diseases in non-UK born populations in England, Wales and Northern Ireland. A baseline report 2006: Appendix One: The history of migration to the UK. (November 2006) [Download, PDF. Health Protection Agency. Available: hpa. org. uk/webc/HPAwebFile/HPAweb_C/1201767922096. National Archives. (As of 4 January 2011). Database search for legislation using keyword immigration across years 2000 through 2010. [Online. ] Accessible at: legislation. gov. uk. National Institute of Adult Continuing Education (NIACE). (August 2007). Understanding the Impact of Funding Changes on Adult Learning: Further Education Colleges and Local Authorities. [Download, PDF. ] Available: unison. org. uk/acrobat/NIACE_Aug07. pdf. Papp, S. (18 September 2009). The impact of language assessment for language assessment for migration and integration in the UK: a preliminary survey study. [Presentation. ] Conference on Language and Integration. Berlin: Goethe-Institut. [Download, PDF. ] Available: goethe. de/ges/spa/pro/sog/ikz/pdf/Szilvia-Papp. pdf. Paton, A and Wilkins, M. (2009). Teaching Adult ESOL: Principles and Practice. Maidenhead: Open University Press. Singh, R, QC, and McColgan, A. (21 September 2010). In the Matter of Pre-Entry English Language Requirements. [Download, PDF. ] Available: liberty-human-rights. org. k/human-rights/asylum/pre-entry-language-req-matrix-legal-advice-sept-2010. pdf. Tahir, T. (2010). English language schools fear new visa rules. The Guardian, 19 January 2010. [Online]. Retrieved Nov 2010 from: guardian. co. uk/education/2010/jan/19/foreign-student-visas Tett, L; Hamilton, M; and Hillier, Y. (2006). Adult Literacy, Numeracy and Language: Policy, Practice and Research. Maidenhead: Open University Press. Travis, A. (27 September 2010). Human rights lawyers condemn English tests for spouses coming to UK. [Electronic version. ] The Guardian. Retrieved November 2010 from: uardian. co. uk/uk/2010/sep/27/lawyers-condemn-migrants-english-tests. University College Union (UCU). (2007). Increasing exclusion, raising barriers: the real costs of charging for ESOL. [Download, PDF. ] Available: ucu. org. uk/media/pdf/l/6/ucu_esolbriefing_nov07. pdf. University College Union. (2008). UCU warns community cohesion cannot happen without English classes for migrants. (2 April 2008). UCU News. [Online. ] Available: ucu. org. uk/index. cfm? articleid=3183. UK Border Agency. (July 2009). Earning the Right to Stay: A New Points Test for Citizenship. [Download, PDF. Available from the European Archive: http://webarchive. nationalarchives. gov. uk/20100422120657/ ukba. homeoffice. gov. uk/sitecontent/documents/aboutus/consultations/earning-the-right-to-stay/earning-the-right-to-stay/earned-citizenship-c onsultation? view=Binary. United Kingdom country information sheet. (n. d. ). [Online. ] European Web Site on Integration. Available: http://ec. europa. eu/ewsi/en/info_sheet. cfm? ID_CSHEET=21. Windsor, V and Healey, C. (2006). Lifelines 20: Developing ESOL, Supporting Achievement. Maidenhead: Open University Press. WorkPermit. com. UK Immigration English language requirements for spouses and

Scientific Research Paper Writing Tips - Paperell.com

Scientific Research Paper Writing Tips Scientific Research Paper Writing Tips The main goal of the scientific paper is to share your original research, experiments, and thoughts with other scientists. The most important feature of the research paper is to inform. The research papers should be readable, smart, and clear in order to be worth the highest assessment, which means that you must have enough knowledge of what you write about. You can buy research papers online, or you can write it by yourself, using some rules. Usually, audience of such works are referees and journal readers. To be accepted by them, your research paper must be presented well: it has to show the importance of your study, be valid and relevant to the studies of other scientists.What is Scientific Research Paper Format?If you write a paper that reports your original work, you need to structure it chronologically. Usually, it has five sections:Introduction Here you need to clarify the main aim of your work and let your readers learn a topic you write about.Materials and Methods You can ad d the important details in this section to let other scientists reproduce the information from your work. Sometimes, it can be placed at the end of the work.Results and Discussion Here you write about the results of your study, which are sometimes mixed into one section. The readers often need an interpretation of your results because it is not always easy to make sense of the results by them own.Conclusion In the conclusion, the outcome is presented – it always goes with a repeat of your findings more abstract than in a discussion. Remember that your conclusion must be related to the motivation you give in the introduction.Some Interesting and Actual Topics For Research PapersFinding a good topic for your work is the key to success! How to formulate a great theme? Here are a few examples:Importance of a good sleep to our healthGlaucoma: What is it and how we can prevent it?3-D printing: Is it possible to use it to produce organs of people?Chinese traditional medicine and its impact on the modern medicine todayHarm of the chemicals used in foodWhat makes us human?What if people could get over the allergies? Which therapy may help them?Effects of drugs on mental healthCure of multiple-personality disorderRole of the spirituality and religion in protection from mental illnessDoes caregiving cause the stress?Risk of self-harm of epilepticsSchizophrenia and the treatments from itChronic pain and the groups of riskIllnesses of homeless peopleWork of our memoryLighting in our rooms and its impact on usSense of smell of men and women is not the sameWhat if we could erase our bad memories?How can we prevent wildfires?Cause that makes people unhappy on holidaysCause of an alcoholism and binge drinkingCause of a sexual addictionRole of laughter in our lifeReality of the greenhouse effectHow can we prevent cancer?How can we preserve the native species today?Impact of nuclear disaster like FukushimaRegeneration of the coral reefsDecline of amphibians: What can we d o about it?Any of these topics would be great for your research work. And you have a possibility to find other research paper topics to have more options.

Organization behavior Essay Example | Topics and Well Written Essays - 750 words

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Statistics homework - Speech or Presentation Example ations, two standard deviations around arithmetic mean approximately cover 95% observations, 3 standard deviations around arithmetic mean approximately cover 99.7 % observations. A point estimate is based on a single estimated value of a parameter. Using the sample estimate, we can find the estimator by following any method of estimation. If we are encountering the situation of a biased data, a single Point-Estimate can falsify the analysis, so it is better to mention range as the actual population parameter value because if an estimate is given in terms of a range; it can absorb a little bias of the collected data. On the other hand, the range of interval can be increased by increasing the confidence level. It is better to comment on how much runs any player can make in a particular over in terms of a range rather than claiming a definite value. OR, whenever newly hired employees are being asked about the expected salary, majority prefers to state the expectation as a range instead of a single solid figure. For a given confidence interval a a population mean can be found by , therefore the margin of error is , which simply indicates that bigger the sample size smaller will be the confidence interval. Increased sample size always results in smaller limit using the same confidence level (1-ÃŽ ±). If the average amount of soft-drink in n=30 bottles is 248ml with the standard deviation = 2ml, then the possible 95% confidence interval for the average amount for all such bottles could be; 247.28 and 248.72. On the other hand, if we want to measure the confidence interval for 100 such bottles using the same formula, it will be 247.608 and 248.392. Confidence interval seems shrunk with increased sample

Discuss the differences between PCR and QPCR. If you were designing an Essay

Discuss the differences between PCR and QPCR. If you were designing an experiment to study gene expression describe the main steps you would use. What would - Essay Example Real-time chemistries permit the detection of PR amplification early on. Quantification of the kinetics of the reaction at its onset defines the distinguished advantage of QPCR over traditional PCR. Moreover, these conventional methods utilize Aragose gels for detection of PCR amplification at the final stage of the PCR reaction (Dharmaraj, S. 2005; Kawamoto, S., Tadashi, O., Kita, H., Chisaka,O., & Okubo, K. 1999). End-point PCR has several constraints; for one, aragose gel results are obtained at the end of the reaction, which may prove to be very tedious and time-consuming. Results may not be available until after several days. One other advantage of QPCR is its capacity to capture even the slightest differences in the variable sample yields, which may not be as accurately measured through conventional aragose gels. It may also prove to be more difficult because of the very poor resolution of aragose gel, estimated to be about 10-fold (Dharmaraj, S. 2005). In contrast, QPCR is sensitive enough to detect a two-fold change. In summary, the following are the marked disadvantages on the use of traditional PCR: poor precision, low sensitivity, short dynamic range

Why Franchising is Going Global Assignment Example | Topics and Well Written Essays - 500 words - 33

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Discuss the differences between PCR and QPCR. If you were designing an Essay

Discuss the differences between PCR and QPCR. If you were designing an experiment to study gene expression describe the main steps you would use. What would - Essay Example Real-time chemistries permit the detection of PR amplification early on. Quantification of the kinetics of the reaction at its onset defines the distinguished advantage of QPCR over traditional PCR. Moreover, these conventional methods utilize Aragose gels for detection of PCR amplification at the final stage of the PCR reaction (Dharmaraj, S. 2005; Kawamoto, S., Tadashi, O., Kita, H., Chisaka,O., & Okubo, K. 1999). End-point PCR has several constraints; for one, aragose gel results are obtained at the end of the reaction, which may prove to be very tedious and time-consuming. Results may not be available until after several days. One other advantage of QPCR is its capacity to capture even the slightest differences in the variable sample yields, which may not be as accurately measured through conventional aragose gels. It may also prove to be more difficult because of the very poor resolution of aragose gel, estimated to be about 10-fold (Dharmaraj, S. 2005). In contrast, QPCR is sensitive enough to detect a two-fold change. In summary, the following are the marked disadvantages on the use of traditional PCR: poor precision, low sensitivity, short dynamic range