Effects of Lab by Inquiry in Educational Settings

Effects of Lab by Inquiry in Educational Settings Briana Bruske Abstract The purpose of this literature research was to distinguish the differences between verification and inquiry based laboratory experiments in educational settings, and their effect on student education. Examples of the incorporation of inquiry into course curriculum were found. The effect of inquiry on knowledge type gained by students, and classification of their laboratory reflective statements was analyzed based on results contained in various literature sources. Literature based survey results depicting student attitudes toward verification versus inquiry, and guided inquiry versus open inquiry were obtained and discussed. Suggestions for instructors as regards to the incorporation of inquiry into laboratory settings, and guidelines to do so were obtained and presented in this literature paper. It was determined that, though both verification and inquiry experiments have benefits, inquiry allows development of student skills that may not be otherwise obtained through a verification experiment, and allows for a more student-driven laboratory setting. Introduction: Experimenting in the lab is a way for students to learn hands-on about the concepts they cover in lecture.1 The average laboratory experiment falls within the category of â€Å"cookbook style,† or â€Å"verification experiment.† These terms will be used interchangeably throughout this research paper. A verification experiment consists of students following a list of instructions, provided to them by the instructor, to verify a concept learned in lecture.2 The laboratory instructions for verification experiments often follow a similar format to instructions in cookbooks; hence the term â€Å"cookbook style.† Various educational institutes have replaced a number of verification labs to incorporate lab by inquiry into chemistry courses.213 Lab by inquiry can be separated into two major categories. These categories are guided-inquiry and open-inquiry.1 Alan Colburn defines guided and open inquiry in his article, â€Å"An Inquiry Primer.†4 Guided inquiry consis ts of the instructor providing students with only a problem and the materials to solve it. Students devising their own laboratory procedures to solve the problem is a requirement for guided inquiry.4 Open inquiry is similar to guided inquiry, with the exception that students must come up with their own problem to solve along with their own procedure.4 Open inquiry involves a higher level of difficulty than guided inquiry, because students are provided with less information and guidance to devise problems and develop procedures. The National Scientific Education Standards state the importance of inquiry in learning scientific concepts, and outline the abilities required to do scientific inquiry. These abilities include identifying questions and concepts that guide investigation, designing and conducting investigations, using technology and mathematics to improve upon communications and investigations, formulation and revision of scientific explanations and models using evidence and logic, recognition and analysis of alternative explanations and models, communication and defense of scientific arguments, and understanding of scientific inquiry5. Appendix Research Involving the Creation of a Heat-Transfer Guided Inquiry Lab for Allied Health Students at Rochester Community and Technical College Undergraduate Research was done to create a heat-transfer guided inquiry based lab for Allied Health students at Rochester Community and Technical College, under the advising of Dr. Heather Sklenicka. The Allied Health student class did not have a heat-transfer lab, and no exposure to lab by inquiry. In this lab, students were given the opportunity to develop their own procedures to solve a given problem. The given problem applied to a real-life situation, which involved imagining they were opening their own coffee shops in a busy college town. Students had to determine the best container to sell their customers’ coffee in, i.e. the container that contained[ZJM3] heat most effectively. This required the students to test various coffee mugs, thermoses, and other containers for their efficiency in preventing the transfer of heat from the system to the surroundings. Students were asked various pre- and post-lab questions regarding the lab. Students were asked what their interest level in the lab was pre- and post-lab. Most students were interested in the topic of the lab prior to beginning experimentations, and remained interested or became more interested after the lab. Post-lab, students were asked whether the lab helped them further understand the concept of heat transfer as applied to a real-life situation, and all students surveyed that, in fact, it did. Students were asked if they had or planned to speak with others outside of lab about their experience with the lab, and most students surveyed that they had or planned to do so. When asked whether they enjoyed developing their own procedures, students surveyed that it was one of the most difficult parts of the lab, however, it was among one of their favorite portions of the lab. Results and Discussion: A group of researchers from the Departments of Chemistry and Biochemistry at the University of Arizona, Tucson, Arizona, studied the effects that different levels of inquiry had on General Chemistry students’ written lab reflections. Written lab reflections refer to post-lab responses regarding work done in lab, and analysis of data collected during experimentations. Figure 13 displays the results from this research of the various types of reflective statements shown by students and how they varied based on level of inquiry. The amount of evaluation statements varied little amongst the different types of labs. Evaluation statements consist of analysis of data obtained in lab.3 The largest portion of statements in written lab reflection fell under the category of knowledge statements. Knowledge statements consist of reflections regarding knowledge gained from lab experiments.3 Guided inquiry had the lowest amount of knowledge statements, likely due to a higher portion of improv ement statements. The amount of improvement statements in students’ written lab reflections varied the most among the different levels of inquiry in lab. Improvement statements consist of possible modifications that could be made to methods or the experiment itself.3 This is reasonable because, unlike verification experiments, inquiry requires students to develop their own procedures. This allows for a more significant amount of lab technique and procedural error, resulting in a more significant amount of inaccuracy in experimental data. Students must then explain error in results and this often consists of reflecting upon experimental mistakes and how improvements can be made to allow for improved experimental results. The University of Arizona researchers also focused on knowledge type gained from experiments based on students’ written reflections. Revised Bloom’s Taxonomy6 was used to categorize students’ reflective statements reguarding knowledge gained from laboratory work.3 Bloom’s Revised Taxonomy can be broken down into four knowledge type categories; metacognitive, procedural, conceptual, and factual.6 Metacognitive can be described as the knowledge regarding cognition. The awarness of one’s own cognition falls under this category as well. Examples of metacognitive knowledge would be strategic knowledge, knowledge regarding cognitive tasks, consisting of appropriate contextual and conditional knowledge, and knowledge of oneself and abilities. Procedural knowledge consists of knowing how to go about a task. Examples of procedureal knowledge would be agorithms, techniques, and determination of when to use proper procedures.6 Factual knowledge is the basic in formation students’ must know to be familiar with a discipline and solve problems related to it. Examples of this would be knowledge of terminology, specific details, and basic information regarding a topic.6 Conceptual knowledge consists of the ability to see the connection between basic concepts and a larger picture or problem, allowing them to work together. Examples of this type of knowledge would be knowing certain classifications, principles, categories, and generalizations, as well as theories, structures, and models.6 Figure 23 depicts the level of the various types of knowledge gained in the laboratory based on students’ written reflections and the level in inquiry involved in the experiment. As one can see, students’ reflections in inquiry labs display a larger portion of metacognitive and procedural knowledge than the verification, while the verification lab reflections showed more factual and conceptual knowledge. In guided inquiry, students are pushed to focus more on the procedure and how one would go about solving a given problem. This requires a higher level of thinking and problem solving skills than that involved in a verification lab. A group[ZJM4] of researchers from a Texas University conducted surveys of students’ attitudes toward guided inquiry and open inquiry.1 Before conducting these surveys, students were tested as to whether they were able to correctly distinguish between guided inquiry and open inquiry scenarios. The surveys regarding attitudes toward guided inquiry and open inquiry labs were then given to 322 students who were able to correctly identify both laboratory scenarios.1 This legitimizes the results of the surveys because the 322 students surveyed more than likely understood exactly what the questions were asking, and were able to accurately state their opinion of guided and open inquiry labs. Table 1: Students’ Survey Statements Regarding Guided Inquiry1 Table 11 depicts the results of the survey regarding guided inquiry laboratories. The left statements correspond to positive attitudes while the right statements correspond to negative attitudes. Students generally had a positive attitude toward guided inquiry experiments. This is shown by the higher percentages agreeing with the left statements over the right statements. Table 2: Students’ Survey Statements Regarding Open Inquiry1 Table 21 depicts the results from the survey regarding open-inquiry laboratory experiments. The left and right statements were the same as those shown in the guided-inquiry survey (see Table 1). Students generally had a less positive attitude toward open-inquiry experiments when compared to guided inquiry. Table 3: Students’ Survey Statement Regarding Both Open and Guided Inquiry1 Table 31 displays the results from the survey regarding both open and guided inquiry laboratory experiments. Left statements generally corresponded to positive attitudes toward open inquiry labs while right statements corresponded to positive attitudes toward guided inquiry. Students’ survey answers generally favored guided inquiry over open inquiry. This is shown by the higher percentages in Table 3 agreeing with the right statements. Research, regarding the conversion of verification experiments to guided inquiry experiments in the general chemistry classroom, was conducted by students at the U.S. Millitary Academy (USMA) in West Point, New York.2 The focus on the scientific method within the general chemistry course offered much room for improvement of students’ critical thinking skills through guided inquiry experiments.2 Table 42 depicts the results from a survey of USMA general chemistry students after completion of guided inquiry laboratory experiments. The results from the USMA research survey are much in line with the results from the Texas University group regarding students’ attitudes toward guided inquiry (see Table 1). Students generally showed a positive attitude toward guided inquiry. Though there are no concrete rules to converting verification labs to inquiry experiments, the USMA research group put forth general guidelines to assist instructors in creating their own inquiry experiments or converting old verification style to inquiry format.2 Step 1 would be to select an experiment from the course curriculum. The experiment should include fairly simple and easy-to-understand concepts. Data should be collected using an uncomplicated apparatus, and allow for a quantitative and mathematical relationship between variables. Conclusions from the analysis of experimental data should be able to be tested.2 Step 2 would be to alter the introductory (pre-lab) material so that major concepts would not be taught before lab time.2 Students should learn concepts based on experiments in lab and interpretation of data collected. Step 3 would consist of significantly reducing the amount of detail put into procedural steps in the lab handout. This would require more thought on th e part of the students regarding how to collect relevant data and how to interpret it.2 Step 4 includes adding a step or procedure to the end of the lab, allowing students to authenticate their analysis of data and conclusions regarding important concepts.2 The last step would be to include short questions to guide student thoughts and include in the laboratory report.2 An example of a conversion of a verification experiment to guided inquiry can be found in Table 5.2 The USMA converted a freezing point depression verification experiment to a guided inquiry lab.2 There are clear differences shown between the verification and inquiry versions of the lab regarding purpose, schedule of lab time, objectives, laboratory introduction, procedure, and instructior and teaching assistant duties[ZJM5]. Conclusion: Both verification and inquiry experiments have benefits. However, inquiry can provide a more challenging laboratory experience for students and lead to development of skills that may not have been otherwise acquainted[ZJM6] with in cookbook or â€Å"verification† experiments. Based on various literature sources132 and undergraduate research done at Rochester Community and Technical College (see Appendix[ZJM7]), lab by inquiry is an effective way to teach students critical thinking and problem solving skills, while allowing students to discover concepts within a laboratory setting before learning them in lecture. Students generally have a positive attitude toward inquiry.12 Inquiry also allows for a break from the typical verification experiment, and a more student-driven laboratory setting. Instructors can incorporate inquiry into curriculum by the conversion of previously developed verification experiments into inquiry labs.2 References: (1) Chatterjee, S.; Williamson, V. M.; McCann, K.; Peck, M. L. J. Chem. Educ. 2009, 86, 1427. (2) Allen, J. B.; Barker, L. N.; Ramsden, J. H. J. Chem. Educ. 1986, 63, 533. (3) Xu, H.; Talanquer, V. J. Chem. Educ. 2013, 90, 21–28. (4) Colburn, A. Sci. Scope 2000, 23, 42–44. (5) Council, N. R. National science education standards; National Academy Press, 1996. (6) Krathwohl, D. R. Theory Pract. 2002, 41, 212–218. [ZJM1]When you elude to the fact that inquiry-based labs allow for better development of student skills, you might want to mention the measure(s) used to determine this. That way people know the assessment and can choose to read on from there. [ZJM2]I’d move the appendix to the end. It is really something appended to the article that doesn’t really belong in the flow of the article. [ZJM3]Retained? [ZJM4]Something you might consider is to add a few subheadings in the body of your discussion. You are really tackling two areas of inquiry labs: 1. The effectiveness of the labs and 2. Student attitudes toward inquiry. It might be nice to offset them with headings instead of just a paragraph indent to focus the reader’s attention even further. [ZJM5]Is there data on the effectiveness of these labs to corroborate your statements from the Arizona research group? [ZJM6]Acquired? [ZJM7]Do you have results in the form of tables/graphs for the research you did? It might help out here bridging your paper together†¦and in that case, you don’t necessarily need to call it an appendix either.

Giving Feedback Essay

Giving feedback to a classmate in a distance learning environment would be different from giving face to face feedback in many ways such as with distant learning you have to be sure to provide detailed information so that your classmate will understand. When providing feedback to a distant learner you have to be sure your words are used carefully try to critique the feedback as if you were the classmate an see what reaction you would give. When providing feedback face to face I am able to see the user’s reaction to the discussion. I also feel that when providing feedback face to face you feel a little more comfortable. Also, when providing feedback face to face I am able to see the user’s reaction to the discussion. Typically when I speak on a subject with someone I likeface to face coverag so I am able to see a reaction t our discussion. why I chose the OLS giving feedback to a classmate in a distance learning environment be different from giving face-to-face feedback 80% of communication is by the tone of voice we use, facial expression and in body language. Only 20% is in the words. If in a distance learning environment you have to very carefully pick your words so as to not be misunderstood or give offence. If face-to-face you could instantly see that soemone has misunderstood what you’re saying and could change it accordingly. Both however require honesty and openness. The usual best way of giving feedback is the â€Å"sandwich technique† – you say something good, then tell what they could improve on (never say they did something wrong), and finish on a positive; something like: â€Å"I really liked the way you wrote that story. I wouldn’t have minded if there had been more dialogue and less description, but overall I think you got the message over really well†. When you’re commenting on a post from someone, one tip you want to remember is your online tone is harder to distinguish than a face to face tone. Emoticons and jokes may seem juvenile, but they may keep a joke from being taken seriously. Also, in MS Word, when you’re reading someone’s paper, you can highlight a phrase, click insert comment, and comment away and it shows up very clearly what part of the paper you would like to comment on or edit. Save it with the comments and email it back to them.

Power In The First Part Of A Clockwork Orange Essay

The opening of the novel is the line â€Å"What’s it going to be then, ey? † This is clearly something that is said by someone in an authoritative position and we learn in the next sentence that this is Alex. He is our narrator and this gives him a certain amount of power as he can choose what he wants to tell us as readers. Burgess also shows Alex’s power through the various violent attacks he perpetrates on people who we would consider to be in a position of more authority than Alex is in our own society. The first of these instances is the attack upon a schoolteacher, which is a clear and obvious indicator that this society is very wrong. At the tender age of fifteen, it would be considered totally inconceivable that Alex would not only attack, but also humiliate a man who relies upon respect from youths in order to do his job. The physical power the gang have over the teacher is almost a way of compensating for Alex and his gang feeling threatened intellectually and in this sense the teacher is the more powerful. This idea of physical versus intellectual power is explored again when the gang leave the town centre to seek victims in the suburbs. When they find the writer and his wife, they destroy the book and beat the couple into teary subordination. These actions are lead by Alex who is portrayed as an almost psychotic intellectual and so dislikes the idea of not understanding the â€Å"fair gloopy title† of the book. I believe he is also prone to paranoia because he gets angry at the merest suggestion of someone being more intelligent or cultured than himself. As a totally egocentric way of asserting his power, Alex also beats up a drunk who is stumbling around and singing because he found him â€Å"disgusting†. This does not show any correlation to the other attacks as there is obviously no intellectual challenge from this man and so this attack is purely a confidence boost and has no real reason at all. Aside from their physical power, Alex and his gang also command a certain amount of fear amongst the elderly folk at the pub they visit. They are able, through brash bribery and intimidation, to get a room full of adults to comply with their wishes fairly easily even though no violence is used, or even suggested. This shows that the gangs of youths roaming the streets are infamous and that the civilised society they prey upon is doing little, if anything, to stop them. The power presented to us here, or lack of it, is the state’s diminished power over criminals of a violent and numerous nature. This is further demonstrated when Alex and his gang come across a rival gang in a desolate place where their laws are obeyed e. g. survival of the fittest. The power each gang has over the other is decided in a very fitting way considering what is done with this power because the gang who can cause the most injury and pain wins the power to carry on doing so to other people outside the gang wars. One such unfortunate victim is the old woman who is the last of Alex’s victims as a free man. The gang, and Alex, assume they have unrivalled power over the old woman not only because of her age but also because they see themselves as untouchably strong in fights and aggression. However, Alex’s power seems to be with his gang because, contrary to his own beliefs, he finds he cannot do the robbery alone and is shocked to find the old woman beating him with a stick. This is a very strange thing to happen to Alex as he sees himself as above the possibility of actually getting hurt. However, it is clear that this invulnerable character is only as such when he is supported by his gang, who are given very little credit throughout the first half of the novel for their various roles within the crimes. The utterly surreal struggle for power and control between the old woman and the young but hardened criminal ends with a swift blow to the head from Alex and so we see his physical power keeping him in control yet again. However, the authorities finally get Alex under their control through (ironically) fairly violent methods. The police are portrayed as fighting fire with fire, so to speak, as they beat Alex and humiliate him just as he had done to so many before. This is cleverly done by Burgess as this lets the reader see how these people, who are fighting against Alex and the culture he represents, are actually no better than him in a moral sense as they get their power in exactly the same way e. g. through violent beatings and intimidation. Another example of role reversal is the relationship between P. R Deltoid and Alex both before and after his arrest. Prior to the arrest, Alex was very dismissive of P. R Deltoid’s warnings and cared little about what he had to say, as he was untouchable and would never be caught, as he was such an intelligent young man. However once he realises how much trouble he really is in, he becomes very meek and humble before P. R Deltoid and asks him for help. It is then that P. R Deltoid becomes the one who does not care and, in his position of power over Alex, spits in face. This is an act usually saved for use by the very lowest of people and is yet more evidence of the hypocritical use of humiliating actions on Alex by the people who are supposed to be putting an end to these actions. Throughout the first part of the novel, Alex uses barbaric force and pure physical strength to overpower his enemies and victims. He sees this as proof of his own undeniable strength when, in fact, it is down to his gang that he is not harmed by his numerous encounters with violence. His egotistical delusions lead him to believe that he can impose his power upon someone by himself and this over-confidence ultimately concretes his arrest. From this point, the readers of this novel would expect to see the police processing and punishing Alex harshly but effectively and humanely. Instead, we realise that the police are so used to seeing the violence that they no longer try to avoid it and instead resort to it themselves. We are shown that power has changed hands dramatically over the course of the first part of the novel but we can also recognise that the way in which the power is gained and exerted does not change in the slightest as it passes from criminals to civilians to policemen. This is a very interesting comment on the dystopian society presented to us in this book and serves as a powerful warning for our own future.

How to Write a Reaction Paper on Social Stratification

How to Write a Reaction Paper on Social Stratification If you are tasked with writing a reaction paper on social stratification, there are 7 points to keep in mind. Following all seven will ensure you can complete the task with relative ease. Narrowing the Goal The structure you use for a reaction paper on social stratification is really based first and foremost on the type of writing you are doing. You want to be on the lookout for what type of work required of you. You might be required to do a more creative piece, or you might be required to craft something more research based. In any case, the purpose or intent to your work will influence the structure you use. Requirements Look over the assignment details and instructions for any new information, terms that define the structure, limiting terms, or specifying terms for your reaction paper on social stratification. Following all of these are paramount to your overall success. Listing the Needed You need to create a list of the things you know about the subject and what you want to know still. This will help lead the way for your research efforts. Strength of Research You want to make sure your research is thorough and comprehensive, using only top notch sources for your work. Organization Check You want to double check the organization. Organization for this type of assignment is key. That means you want to be certain that the organization of your body paragraphs is on point. The only real way to verify this is to check which order works best for your purpose using an outline. In some cases, chronological order is actually best suited to your needs but in other cases, you might be better off presenting your data in order from strongest to weakest argument or from weakest to strongest argument. You need to present your reader with an adequate background to your subject. Whatever subject you choose, you need to conduct a literature review to showcase where youre coming from, what work other people have completed on this topic, and what you are going to add to their work. You want to really put everything into perspective for your reader from the very beginning. Formatting You also want to consider the format required of you. You may need to physically move things around or alter the presentation of your final work once it is done contingent upon the type of format required of you. If, for example, your teacher requires you to follow APA format, then you will need to include the appropriate headings and subheadings as well as the appropriately laid out title page whereas MLA format requires no title page. Asking the Questions If you have any questions about writing a reaction paper on social stratification, always ask your teacher as soon as possible. The sooner you reach out for clarification, the more time you afford yourself to get things done properly without running the risk of having to go back and start things over after you are midway through. This guide should make your life easier at least a bit. To back it up we’ve also gotten you our 12 facts and 20 topics on the subject of social stratification for reaction paper writing, enjoy!

Team Building Activity

Team Building Activity The team building activity under discussion was tailored to integrate a synergetic model in enhancing communication between the patient and health care professional in the provision of healthcare services to the patient. The team building activity involved identifying the rationale to establish the team and the consequent benefits of effective teamwork.Advertising We will write a custom essay sample on Team Building Activity specifically for you for only $16.05 $11/page Learn More The team building activity was completed by creating a compensation plan that integrated the aspect of teamwork as a critical component, a strategy supported in the arguments of (Grazier, 1998) and (Prebble Frederick, 2007). The main objective of the team building activity was to enhance and improve communication between healthcare service providers and the patients to better understand patient needs to improve service delivery as a team synergetic benefit. The aim was to improve the effectiveness of team participants, strategically aiming at achieving the spelt down objective, ensuring that strengths of team members were effectively used to overcome members’ weaknesses, and ensure that all team members contributed to the laid down team building plan (Prebble Frederick, 2007). The participants, who were healthcare professionals, were formed into groups of four members in each of the three groups forming the team. The team members consisted of health care professional from different categories. These categories included physicians, nurses, administrators, and doctors, among other members in the profession. The team building activity included identifying the purpose of the team, the needs of the team, composition of team members, the time the team was likely to last, and the benefits to the designate individuals to be affected by the team members, specifically the patient. In the hypothetical groups, each of the members was given a piece of paper to wr ite a personal evaluation of self and the problems encountered in communicating with patients. Then each of the papers describing self was mixed together from the number of groups that were formed. Each of the team members could then be rotated and other team members could evaluate the other group on their effectiveness in communicating with the patients. The process went on until all the groups were fully involved in evaluating the other group members.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the completion stage, all team members could identify critical communicating element and each member’s weaknesses and suggest the possible solutions to the communication problem faced (Prebble Frederick, 2007). Why it would be Effective The team was projected to be effective due to a number of components critically defining it. Each of the team members could address the tec hnical healthcare needs of patients through an improved communication plan. To address the human needs of patients, improved interpersonal relationships between healthcare professional and the patients could also be achieved (Crother-Laurin, 2006). Crother-Laurin (2006) argues that to ensure that the team is effective in the fulfillment of its objective, team members were required to balance their technical and human interaction skills, while inculcating the element of fellowship in each of the team members. Each of the team members was required to be the team steward and be loyal, besides each member being responsible for personal decision making and motivate each of the members. To sustain motivation, members could embrace a learning environment to cultivate newly acquired skills and other skills improvement opportunities. That could be catalyzed by good leadership approaches by employing good leadership skills (Crother-Laurin, 2006). The leadership could provide stimulus for team members to be self actualized through a typical compensation plan. Therefore, a complete understanding of the team members could understand and endeavor to improve their productivity (Miller, 2008). References Crother-Laurin, C. (2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation, 29(3), 4. Web.Advertising We will write a custom essay sample on Team Building Activity specifically for you for only $16.05 $11/page Learn More Grazier, P. (1998). Team Motivation. Web. Miller, B. (2008). Quick activities to improve your team. The Journal for Quality and Participation, 31(2), 19-20. Web. Prebble, D., Frederick, H. (2007). 10 Ways to distinguish between a team and a group. Web.

Review and evaluate solutions for SMEs.for UK And also Saudi Arabia Dissertation

Review and evaluate solutions for SMEs.for UK And also Saudi Arabia - Dissertation Example To further underpin and analyse these research objectives, the researcher used the anti-positivism research philosophy and inductive research approach based on personal observations and analysis of the situation. Primary data were collected in the form of interviews conducted on the SMEs owners based in the UK and Saudi Arabia while surveys were conducted on the consumers of the above mentioned countries. A total of 18 survey question were asked along with six interview questions and six more questions on ascertaining solutions for SMEs. The primary data revealed that the acceptance rate of e-commerce is quite high in the UK compared to Saudi Arabia mainly because of the acceptance of the technology by the owners and consumers. Furthermore, the risk factor, investment cost, security concerns, and perceived perceptions deterred the overall acceptance of e-commerce in Saudi Arabia. Based on the findings of the primary and secondary research, it was concluded that e-commerce has great d egree of benefits but requires great skill and expertise to implement it. Solutions in the context of Saudi Arabia were identified in the form of implementing small technological tools like websites through WordPress and enhancing the business presence. TABLE OF CONTENTS Chapter 1.Introduction 4 1.1Introduction 4 1.2 Research Aim 5 1.3 Research Objectives 5 1.4 Research Questions 5 1.5: Background of the Research 6 1.6 Rationale for the Research Topic 7 1.7 Scope of the Research 7 1.8: Proposed Methodology 7 1.9: Outline of the Dissertation 8 1.10: Summary 09 Chapter 2.0 Literature Review 10 2.1: Introduction 10 2.2: E-commerce and its Emergence 10 2.3: Significance of E-Commerce 12 2.4: E-Commerce in the UK 14 2.5: Less Adoption of E-commerce by SMEs in the UK 20 2.6: E-commerce in Saudi Arabia 21 2.7: Less Adoption of E-commerce by the SMEs in Saudi Arabia 23 2.8: SMEs and E-commerce Barriers in the UK and Saudi Arabia 26 2.9: SMEs and Technological Challenges 28 2.10: SMEs Soluti ons in the UK and Saudi Arabia 30 2.10.1: Reasons for the Difference in E-commerce Solutions 35 2.11: Summary 37 Chapter 3.0 Research Methodology 38 3.1: Introduction 38 3.2: Research Philosophy 38 3.3: Research Approach 39 3.4: Data Collection Methods 39 3.5: Research Design 39 3.6: Sampling 40 3.7: Questionnaire Formulation 40 3.8: Data Analysis 42 3.9: Ethical Considerations 42 3.10: Pilot Study 42 3.11: Strengths and Limitations of the Methodology 43 3.10: Summary 43 Chapter 4.0 Analysis 44 4.1: Introduction 44 4.2: Survey Analysis 44 4.3: Solutions for SMEs Pertaining to E-commerce 57 4.4: Interview Analysis (Saudi SMEs Owners) 61 4.5: Interview Analysis (UK SMEs Owners) 62 4.6: Association between Surveys and Interviews 64 4.7: Association between Primary Research and Literature Review 65 4.8: Summary 66 Chapter 5 Evaluation of Findings 67 5.1: Introduction 67 5.2: Possible Conclusion 67 5.3: Relationship between Primary data and Literature Review 68 5.4: Accomplishment of Res earch Objectives 69 5.4: Overall Expectations 69 5.5: Opportunity for Re-writing 70 5.6: Summary 70 Chapter-6: Conclusion and Recommendations 71 6.1: introduction 71 6.2: Conclusion 71 6.3: Suggestion for Future Work 74 6.4: Recommendations for SMEs and Future Research 75 6.5:

Does the impact of higher education have large effects on an Essay

Does the impact of higher education have large effects on an individual's income - Essay Example e most supportive in respect of offering the individuals with maximum earning level in the aftermath of the completing their formal and professional education. The study will be supported with Labour Theory of Value developed by David Ricardo and Income Distribution Theory of contemporary era. The researcher aims to choose the culturally diversified society of the United Kingdom as the universe of his research, where the people belonging to different education and income levels will be taken as the units of analysis for the present study. In addition, being demographically diversified city, the individuals belonging to divergent cultural, religious, social, economic, racial and ethnic groups and communities could be selected as the sample of the present study. The researcher will select both the genders as well as different age groups by applying quota sampling in his study in order to justify the complete presentation of various groups of society. It may take approximately three months in the completion of the entire research work. After the gathering of the data, the findings would be tabulated and the statistical tests would be applied in order to interpret the results, on the basis of which the hypotheses were either accepted or rejected subsequently. This part of the dissertation has been dedicated to all those who have made their valuable contributions at any level during the completion of the present research. First of all, the researcher pays his humble gratitude to his Lord, Almighty God the Omnipotent, Who has blessed him with the power to accomplish this arduous task of writing the dissertation and displaying his gifted abilities in the field of research and writing. Secondly, the researcher also feels happy in paying his sincere thanks to his compassionate parents, who provided him with the shelter of their unwavering love, affection and kindness as well as a very comfortable atmosphere during the conducting of his research work. Moreover, the