Comparing Of mice and men to the hunger games

It's a bit like the Hunger Games as they need ACH other as allies to survive. They would help each other and because Curlers wife knelt down beside him it's like she sees him as one of her own, like they are on the same level power wise. Will return to this image later on in my essay. We have been introduced to Curlers wife as the libertine featherbrain by the males on the ranch â€Å"Jesus what a tramp [George to Leonie]†the boys don't personally know her yet they are all prejudging her of her looks and the way she acts. This shows that the only way she has the power over the men is sexually.Not even Curler takes her seriously. She mess lonely and only wants to talk to the men so that she can relate to them and find a friend. The reason why the men would judge her so much is due to sexual frustration that is caused by her. This could also link back to the sass's as women we meant to just look pretty and pleasure their men. Not only that, they were seen to have no rights to th emselves. They couldn't vote, couldn't go off on their own, they had to marry the first man that asks and do his dirty washing for the rest of their lives.In Of Mice and Men, Curlers wife was viewed as † jail bait† this basically means that she's a trap that's being fished onto all of the men and trying to catch one unlucky sap to say he forced himself upon her. This could lead to being fired or being lynched. In the sass's all you needed to do was touch a women's dress and she could say you penetrated her and get you lynched in front of the whole town. This shows that the male characters were scared and threatened by Curlers wife due to her power of getting them killed or tortured.You've got to remember that these men were in an all-male society and this one woman comes in and to all these men she comes across like she's purposely sexually frustrating them. This could link back to power as it shows that the men on the ranch are weak when it comes to sexual tension. It c ould show how little they think of themselves. Another way that we know they are sexually closed up or more like insecure. All the males go to a ‘Where house† at the end of each month. The fact that they go to women who do it for a living and are paid to pleasure the males no matter what they look or are like on the inside.This shows that the males could be shy and insecure about intercourse. It doesn't show much emotion and the girls don't need to personally feel a connection between homeless and the clients. Just think of it like the end of the first hunger games; Jennifer Lawrence established a fake romance with Josh Hucksters to survive. Metaphorically, the prostitutes are Jennifer Lawrence as they are doing whatever they can to survive and it's just so happened that they could only get work in the ‘Hover house†.The males are josh Hucksters as they are weak and are supported in some way by the prostitutes. They are supporting the guys on the ranch by lett ing them release all of the sexual anger that builds up due to Curler's wife. The more you hear about it the more it comes clear that the men on the ranch are assumed to been seen as the lowest of normal society's power show. Although most characters have no recognized social power because of their low social class; they all try to absorb the little power each other has.For example; Crooks' nasty strike on Leonie is the best example upon this statement. â€Å"Expose George don't come back no more [Crooks to Leonie)†. Crooks was taking his knowledge and Lien's vulnerability and tried to seem more powerful. They are both outcasts drawn by people who tell them what to do; â€Å"yes ma'am† Crooks eying this to Curlers wife as it shows that she is the boss over him. Ma'am is used formally as the other guys on the ranch refer to her as â€Å"Curlers wife†. This show that Crook is powerless compared to her. She is holding the reins and Crooks is the horse.A horse is se emed to be a free beautiful creature but they are controlled by others showing that they aren't quite the same power as the rider but when they are by themselves they are the most powerful creatures around. This could represent crooks amazing as he is extremely powerful its only the color of his skin that hold him back. Like most colored people in the 1 ass's. Going back to the statement that previously wrote; while Leonie breaks the segregation rule of the sass's Crooks is feeling like it's his right to be the most powerful person in the room.Although he is colored it is also his â€Å"shed house†. It was the one place where he could be himself without having the pressure of society on his shoulders. Although you could argue that that Crooks having his own separate â€Å"shed house† is automatically reminding people of the society in the 1 ass's, but it is the one place you could see him happy. Compared to all the men living in the bunk souse he is living in a palace! His living conditions are so much better than the bunk house. He gets personal possessions. No one in the bunk house seems to have meaningful possessions but crooks does.Crooks has a whole room all to himself. It gives him some entitlement and a hope for some power. It gives off the power as he is the only person in the â€Å"shed house† it will only be disrupted when white people walk into his house. Like Leonie did. He was only fighting for his power like any person would if they felt intimidated in their own home. During the sass's if there was one slight thing rung with you; you would be viewed as an outcast. If you were mentally or physically disabled they would chain you up in a mental institution.If you were colored but mainly black they would lynch you for the color of your skin. You would be looked down on for the special qualities that made you. What IM trying to say is that everyone desperately wanted to fit in to society and be what was observed to be normal. The re are many ways this is translated in the book. Id personally have to say that the best way to show this in the book is the conversation Crooks and Leonie shared when Leonie kook away Crook's privacy when he entered his home; ‘ ‘They II take hay to the booby hatch †¦Tie you up with a collar like a dog' this shows that Steinbeck wanted everyone to know what would happen to the people who were unfortunate enough to be pushed to the bottom of the barrel. Booby hatch refers to a mental institution. Full of people who were looked upon as America's sins. It isn't a very pleasant thing to say but it was honest and that would've been quite lucky for Leonie and even Crooks! If Crooks stepped one foot out of line he would've been lynched for a fact! It goes on about saying hat they will tie him up with a collar like a dog; this gives us the impression of Leonie being pinned down like he has done something wrong.When in fact he hasn't done anything wrong. Once again this also links back to power when you see that dogs are pets, pets are meant to obey their owners. The owners being the powerful one in the situation. Leonie being the metaphoric dog shows that he has no power, he has to be the one to bow down. He is presumed to be the mute of the society on the ranch. In conclusion; people in Of Mice and Men were treated with abuse and prejudice. Most people were/ loud react differently depending on how they were treated; but they had to take it.

Project Management E-Mail Essay

Recommendation for Piper Industries Corporation Project Management Dear Project Manager: After reviewing the information that was provided in a previous email regarding the three projects coded, Juniper, Palomino and Stargazer, I believe it will be more beneficial for the company to use the Palomino project. In my personal analysis, with the Juniper project, there is just too much low risk with completion on time, and with the Stargazer Project, although forecasted ROI within the next three years looks promising, there is potential of extra costs, questions of how familiar the customer will be with the final product and not sure if it is worth the high risk of completion. I arrived to the decision of using the Palomino Project using the feasibility study method. Further analysis showed that it just made more sense for the company to use the Palomino approach because it answered all of the questions concerning Return On Investment, the risk involved to complete the project, and more important is the benefit overall to the company. Using the same method with the other two projects did not present the same information. WWW.projectinsight.net defines management as â€Å"the application of knowledge, skills, tools and techniques to a broad range of activities in order to meet the requirements of a particular project.† (Project Insight, 2014). The process is further divided into 5 phases: 1. Conception and Initiation – This phase is the bringing thought to paper or is the creation of the project, making sure it is realistic and is something that will benefit the organization. 2. Definition and Planning – This phase is where the plan is put together, this is where the team develops the blueprint of the project, resources, costs and setting priorities. 3. Launch and Execution – In this phase the tasks are further defined and assigned to specific team members for action. 4. Performance and Control – In this phase, project managers  will check progress and status against the plan to see if project is progressing as plan and make necessary adjustments if necessary to en sure the project stays on target. 5. Close – In this phase, the project manager assesses the final outcome of the project to make sure it met expectations that was originally planned from the beginning. This where the project manager will also conduct evaluation of what transpired during this project and highlight specific successes and lessons learned during the process of completing this project. Key Deliverables The key deliverables for the Palomino Project are as follow: Introducing a new line of widgets, that will include enhancements. There is existing technology that will be used for these new enhancements and by doing so will help the company long term by investing capital in other areas and benefiting from the Return on Investment from this project. Reference Project Insight. (2014). 5 Basic Phases of Project Management. Retrieved from http://www.projectinsight.net/project-management-basicss

Events management law Essay Example | Topics and Well Written Essays - 2500 words

Events management law - Essay Example The paper then touches on three fundamental legal issues that were bound to affect the organisres of the event. The issues touched on are contracts, sponsorship and health and safety laws. The law of contracts is looked into in light of the fact that these organisers must engage other parties in the planning and running the event. As a result, they must appreciate the importance of contracts and use the relevant laws to ensure they get what they deserve The laws of sponsorship are discussed with the knowledge that the Australian Parliament passed a bill to regulate ambush marketing in the course of the games. Besides, there are many other legal dimensions of sponsorship laws that the organisers need to understand, and these are covered quite well in the section. Finally, the report looks into the aspect of health and safety for the parties involved in the event. The value of understanding the various aspects of this field are looked into and carefully covered. It is after this that a list of recommendations is drawn to show the importance of legal counsel and empowerment to organisers of such events as this. The law is an expansive field that covers all or most aspects of life. The law is especially special in the business world since in this field, all stakeholders come with diverse personal interests. As a result a code to govern the operations of business ventures is fundamental to ensure smooth running and a reference for conflict resolution when necessary. In the world of business, events form a substantial fraction. In fact, a single major event easily affects a host of other businesses in tremendous ways. The fact that events are key and lucrative business ventures means that a lot of entrepreneurs will want to venture in this form of business. Consequently, a clearly defined legal system is fundamental to help regulate the business processes related to events. In this paper, The Commonwealth Games

Answer the question Assignment Example | Topics and Well Written Essays - 2000 words

Answer the question - Assignment Example t for various purposes, the facet of information privacy has emerged as a critical concern to leverage utmost benefits out of this unique technological development i.e. the internet. A rudimental ethical debate has propagated wherein a number of critics and users have raised doubts whether they can use the medium of the internet to share their personal information or not. The wider reach of the internet in this regard has been acting as the key concerning factor due to which certain sections of ill-minded people have targeted the online medium to gain and manipulate personal information. The study intends to critically analyse that despite a pinnacle role played by the internet in daily lives of human beings, a profound ethical debate on information privacy has raised. The way in which this ethical debate has raised associated with the use of the internet will be highlighted in the study. In accordance with Temmel & et. al. (n.d.), technology has influenced the modern life of human beings. During daily life, human beings are dealing with several electronic devices and techniques. Especially, the internet has emerged as one of the most advanced innovations of science and technology, which has facilitated the modern civilisation to march towards a more lucid future. Thus, it can be evidently asserted that the internet can also influence our lifestyle in both ways such as good and bad aspects (Temmel & et. al., n. d.). According to the observation, it has been determined that the impact of the internet has changed the aspect of modern life enormously. In order to measure the advantages of the internet it can be highlighted that the internet has delivered several facilities to the human beings, which have not been ever-expected by human kind before. Due to enormous technological advancement, people can access the internet from their home for personal requirement and also can use the internet from workplace for professional uses. Due to the availability of the

Human Motivation in Organization Essay Example | Topics and Well Written Essays - 1750 words

Human Motivation in Organization - Essay Example On the contrary, an energized person toward a conclusion is regarded as motivated. Most people working with others are concerned with motivation and thereby raising the question of the amount of motivation one has for a task arises. Practitioners foster more motivation in those close to them. The forces, which drive motivation, can occur in different nature: biological, emotional, cognitive, or social2. Individual conduct is at the heart of a person’s motivation and it is so vital in understanding and influencing motivation. Individual behavior is important in comprehending and influencing motivation for a number of reasons. Each person possesses a set of requirements as well as a diverse set of objectives. Individuals conduct themselves in a manner aimed at satisfying their needs and fulfilling their goals. Thus, people behave differently. Businesses, such as firms can provide some of the contentment sought by individuals. For example relationships, personal development, sens e of belonging, and intellectual encouragement among others. Motivation is important for businesses and the best ones have the best-motivated employees. Some characteristics define well-motivated workers: increased productivity, quality work without much wastage, prompt urgency, availability of feedback and suggestions necessary for improvements, and more feedback demands from the management. Motivated employees produce more for a particular resources level than poorly motivated employees do. Such employees make things happen, when they need to and take ownership of their duties. In this regard, my position is that individuals are not simply motivated by money offered to perform given tasks for a firm, but other things can explain why people do things the way they do. Motivational theory can explain why people do things the way they do. Discussion Behavior is directed to and originates from unsatisfied needs. According to Maslow, unsatisfied is the most significant word, he states, â€Å"If we are interested in what actually motivates us and not what has or will, or might motivate us, then a satisfied need is not a motivator.† When behavior is termed goal-oriented, it implies that people feel a need, want, or drive to accomplish something, which results in realization of a goal. However, the question arises if the goal is a part of the self already in existence. It thus questionable if the factor stimulates the need or if the goals as well as the needs are the same thing. A goal is the outcome that one strives to achieve in order to satisfy particular needs. It is the resulting yield, the need, the steering force, which encourages obtaining the result3. A good exemplar is a student aiming to attain an A marks. This goal may display different needs and thus, the student should confirm his or her competence; colleagues may be all scoring A’s thereby forcing this student to wish the same to obtain their esteem, to attain the best, and may be to obta in a scholarship. Therefore, it is hard to deduce goals from needs. Money is sometimes described as a motivator. It represents dissimilar things to diverse people thereby saying that people work for money is worthless. All we should understand is the needs the money is fulfilling, be it survival, success, status, belonging, or a convenient performance scorecard. As noted earlier, conduct is directed to as well as results from unsatisfied

Career Development Plan Essay Example | Topics and Well Written Essays - 750 words

Career Development Plan - Essay Example In developing a career plan it is important to recognize and take advantage of all tools and resources that are available. As a freshman student I will need short term and long term goals, along with flexibility along the way to reach my desired result. It is my intention to become gainfully employed in human resources. In deciding to work in human resources I first had to determine what their role was within a company. Human resources development includes a vast array of assignments within a company but ultimately they are employed to develop, enhance, organize, and mentor for employees within the company. This can include developing training appropriate for employees, coaching, managing benefits, new hire orientations and any activity whose goal is to better an employee. Entry opportunities available are internships within companies who will provide me with hands on training that I will need to be successful. Education that I’m receiving will continue to strengthen my abilities and knowledge. Large companies especially hire interns, aware of the potential and talent that will be developed during the course of my education. Employers look for promising employees during open house sessions, often held on campus, with the intentions of recruiting those interested in human resources and resource development.

Child and Elder Abuse Case Study Example | Topics and Well Written Essays - 750 words

Child and Elder Abuse - Case Study Example f-blame, nightmares, flashbacks, sleeplessness, fear of matters related to the abuse (comprising of objects, places, smells, and doctor's visits among others.). The effects of child sexual abuse also include self-esteem issues, chronic pain, sexual dysfunction, addiction, self-injury, suicidal ideation, depression, somatic complaints, anxiety and post-traumatic stress disorder (Hoyano & Keenan, 2007). Elder Abuse Case Norman (77) lives at home with his wife in addition to his two sons, who are 47 and 46. Both sons are jobless and not concerned in seeking a job. The man has been beaten numerous occasions by his sons. "At times, I think, ‘Why does it occur to me?’" were Norman’s exact words. Norman was recorded at a police station. The man talked to a Chicago Police Department (CPD) superior services spokesperson (Yahnke, 2012). The spokesperson provided background information via commentary. Norman was, after his statements at the police station, assisted to recove r from a whipping at the hands of his own sons in 2012. He did not sign a complaint since he dreaded a more ruthless beating. He told the officers that, at the moment he enters the house, he is done flatly. The senior police spokesperson said that the initial time she came across Norman was in the emergency room (ER) of the hospital (Yahnke, 2012). Norman was battered by his son since he used his son’s towel to wipe himself. Stitch ups were needed to seal the wound (Twentyman & Plotkin, 2010). Norman says that he always considers that things one day might get better, but the a hospital counselor informed him that such acts go one for as long as it takes. Norman’s sons use his Social Security, as well as pension income, and the father has to work part-time just to have his own money for petty use. The... Â  Norman (77) lives at home with his wife in addition to his two sons, who are 47 and 46. Both sons are jobless and not concerned in seeking a job. The man has been beaten numerous occasions by his sons. "At times, I think, ‘Why does it occur to me?’" were Norman’s exact words. Norman was recorded at a police station. The man talked to a Chicago Police Department (CPD) superior services spokesperson (Yahnke, 2012). The spokesperson provided background information via commentary. Norman was, after his statements at the police station, assisted to recover from a whipping at the hands of his own sons in 2012. He did not sign a complaint since he dreaded a more ruthless beating. He told the officers that, at the moment he enters the house, he is done flatly. The senior police spokesperson said that the initial time she came across Norman was in the emergency room (ER) of the hospital (Yahnke, 2012). Norman was battered by his son since he used his son’s towel to wipe himself. Stitch ups were needed to seal the wound (Twentyman & Plotkin, 2010). Norman says that he always considers that things one day might get better, but the hospital counselor informed him that such acts go one for as long as it takes. Norman’s sons use his Social Security, as well as pension income, and the father has to work part-time just to have his own money for petty use. The counselor confirms that Norman finally decided to pressed charges. A court hearing date was finally set, and his two sons posted bond. Â  

Pre-sentence Investigations Research Paper Example | Topics and Well Written Essays - 500 words

Pre-sentence Investigations - Research Paper Example This research will begin with the statement that a pre-sentence investigation usually consists of three elements.   These elements, according to the article â€Å"Presentence Investigation†, include an interview with the defendant; a review of the defendant’s criminal record; and a review of the specific facts of the crime. The interview could be the most important element that would save one’s client from being needlessly harangued in the courts.   According to Auten, Hasbun, and Mebane, â€Å"Having a well-prepared client can have a substantial impact on the sentencing outcome†.   It is of elemental priority that one’s client is absolutely prepared for any kind of questions that could come to light in the presentencing interview.   One’s client should be regaled in an innocent light as possible, in order to ensure that the client gets the shortest sentence possible.   After all, now that the client has been convicted as having bee n guilty, the presentencing interview can go a long way in terms of deciding whether the client stays in jail for 2 months or 2 years.   Depending on the seriousness of the crime, whether it was a misdemeanor or a felony—and also upon federal and state sentencing guidelines—there are many variables which can affect the sentencing.   Therefore, the presentencing interview cannot be underestimated.   It is an integral part of representing one’s client and this opportunity should not be wasted.  Ã‚  

Climate Change Effects on Vegetation Distribution Case Study

Climate Change Effects on Vegetation Distribution - Case Study Example The main effect, in this case, is climate change and global warming. This paper explores global warming with the focus on explaining some of the causes of global warming alongside the recent changes in climate recorded on the surface of the earth. Â  The term climate change can sometimes be used to refer to the climatic changes that are brought about due to human activities, rather than those climatic changes that are brought about as part of the natural processes of the earth. These terms have become quite a relevance as far as the environmental policy, and the global warming anthropogenic are concerned. Global warming, in this case, represents the increases in temperature and climate change and deals with global warming, and other aspects including the levels of the greenhouse effect. Â  Arguably, the rate in which energy is received from the sun and the loss rate to space determine a great deal both the climate of the earth and the equilibrium temperature (Bachelet & Lenihan, 2001). As research would have it, the energy is transferred all over the globe by use of ocean current, winds, and other different mechanisms which may affect the climate of other regions. It is worth noting that there are a number of factors that may lead to climate change. Key among them include solar radiation, variation, and orbit of the earth, continental drift, and the greenhouse gas changes concentration. Different climatic alterations in climatic feedbacks can either diminish or amplify the forces that initially. Other parts of the system of climate such as ice caps, an ocean. Within the climate variation context, human factors that are deemed to be affecting the climate are the anthropogenic factors. According to the scientific consensus concerning climate change, the climate is al ways changing and the changes are largely due to human activities.

Assessment and Learner Essay Example for Free

Assessment and Learner Essay This discussion paper is part of a series being published and disseminated by the Office of the Queensland School Curriculum Council. The purpose of this series is to encourage discussion on various issues concerning assessment and reporting. Teacher observation is one of several types of assessment techniques recommended by the Council in its Position and Guidelines on Assessment and Reporting for Years 1 to 10 and in its syllabus documents for the key learning areas. Other assessment techniques include consultation, focused analysis, peer assessment and self-assessment. The Position and Guidelines state that: ‘Observation involves teachers in observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students’ demonstrations of learning outcomes’ (p. 16). Teacher observation has been valued as an important assessment technique in the lower primary school, but has in the past received less attention in later year levels. Secondary schools especially have favoured formal testing and structured assessment tasks rather than in-situ observation, although there has been some movement towards in-situ observation in some subjects in recent years, even in the senior years. The Council’s Position and Guidelines and syllabus documents elevate teacher observation to a more prominent position in the range of assessment techniques that teachers might use. Other techniques have been identified as consultation and focused analysis as well as peer and self-assessment. Focused analysis includes more formal assessment procedures such as set tests and set tasks. However, these categories of assessment techniques are not necessarily distinct. For example, as this paper explains, observation may be employed in association with focused analysis, especially where what is observed is student performance on a set task. This discussion paper is not an official policy statement of the Council. Rather, it represents the views of the author, Dr Graham Maxwell, of the School of Education, The University of Queensland. As such, it offers a personal perspective on the issues. Dr Maxwell has been involved in research and consultation on assessment for many years in Australia, USA and UK, ranging over all sectors and levels of education. He has taught courses and conducted workshops on assessment for pre-service and in-service teachers for 30 years. He has also been involved in recent Council deliberations on assessment and reporting. The audience for this discussion paper is professional educators, especially schoolteachers and administrators who must deal with assessment and reporting practice in classrooms and schools. Such people already know a great deal about assessment and reporting theories and practices, and this discussion paper builds on that knowledge. The hope is that the discussion paper will serve as a basis for professional debate, development workshops and collaborative planning. iii The Office of the Council would be pleased to have your reactions to and comments on the discussion paper, as well as any examples of ways in which the discussion paper may have helped to clarify or resolve any theoretical or practical problems you are facing in the implementation of Council syllabuses. These reactions, comments and examples would assist the Office of the Council in deciding what further assistance it might be able to provide on these issues. JE Tunstall Director Queensland School Curriculum Council October 2001 iv CONTENTS Preface Introduction Arguments for valuing teacher observation Collection and recording of evidence Planning for teacher observation Factors affecting validity of teacher observations and what to do about them 1. Prejudgments and prejudices 2. Selective perception 3. Providing inadvertent clues 4. Inappropriate inference 5. Inconsistency Conclusion Some useful references on teacher observation iii 1 2 5 7 9 10 11 11 12 12 13 14 v Teacher Observation in Student Assessment INTRODUCTION Teacher observation is one of the assessment techniques recommended in the Position and Guidelines on Assessment and Reporting for Years 1 to 10 of the Queensland School Curriculum Council (the Council). For the implementation of Council syllabuses, assessment is seen as involving a variety of school-based (teacher-enacted) techniques for profiling student demonstrations of learning outcomes. Teacher observation, that is, observation of a student by a teacher, is one of those techniques. It can be used in conjunction with other techniques. 1 Teacher observation has been accepted readily in the past as a legitimate source of information for recording and reporting student demonstrations of learning outcomes in early childhood education. As the student progresses to later years of schooling, less and less attention typically is given to teacher observation and more and more attention typically is given to formal assessment procedures involving required tests and tasks taken under explicit constraints of context and time. However, teacher observation is capable of providing substantial information on student demonstration of learning outcomes at all levels of education. For teacher observation to contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering and recording of evidence requires preparation and foresight. This does not necessarily mean that all aspects of the process of observation need to be anticipated but that the approach taken is deliberate rather than happenstance. It is necessary, at least, to know in advance both what kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate records are essential for good assessment. Teacher observation can be characterised as two types: incidental and planned. †¢ Incidental observation occurs during the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept. Planned observation involves deliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity). 2 †¢ 1 2 Other possibilities for collecting evidence by observation exist, including observations by another teacher, observations by other students, and student self-observation. This paper concentrates on teacher observation and does not consider these additional forms of observation. Ultimately, the teacher must judge the validity and relevance of all forms of evidence, so these alternative forms of evidence involve similar principles of assessment to those applicable to other forms of evidence, including teacher observation. ‘Classroom’ should be interpreted liberally. It may include settings outside the school, such as field excursions, public presentations and work experience. What matters is the presence of an assessor, typically the teacher, to observe and record the event. 1 Discussion Paper on Assessment and Reporting ARGUMENTS FOR VALUING TEACHER OBSERVATION Teacher observation is an important but underutilised assessment technique. It is sometimes argued that teachers are unable to make appropriate and dependable assessment judgments from observations of students in natural settings. The table (below) details some of the claims of this viewpoint, together with some relevant rebuttals. Handled carefully, teacher observations can provide important evidence for assessment judgments. In some cases, they provide the only way of obtaining evidence about particular learning outcomes, especially those involving practical techniques, performance activities, ‘real life’ projects and group work. Table 1: Arguments against teacher observations and rebuttals of those arguments Arguments against teacher observations Lack of representativeness Students may not demonstrate all relevant learning outcomes in natural settings. They may know or know how but the context may not prompt them to demonstrate this. Lack of observation Teachers may not observe the demonstration of a learning outcome when it occurs, either because their attention is els ewhere or because they fail to recognise it. Lack of control of influences The student can derive unintended cues and prompts from the setting, even from the teacher, and these can be unnoticed by the teacher. Student performance may then be misinterpreted. Lack of standardisation All students do not undertake the same tasks under the same conditions. Teacher judgments of student demonstrations of learning outcomes are therefore undependable. Lack of objectivity Teacher judgments are subjective and prone to inconsistencies. Too much is left to the discretion of the teacher. Possibility of stereotyping Subjective judgments allow the possibility of stereotyping of students in terms of other performances or characteristics. Possibility of bias Subjective judgments allow the possibility of conscious or unconscious bias for or against particular individuals or groups. Rebuttal of those arguments Learning outcomes that have not been demonstrated can be deliberately prompted. Assessment should be planned as well as incidental. Teachers can ensure that assessment is comprehensive. Over time, teachers have many opportunities for observation. It is not critical if particular opportunities for observation are missed. Some observation is deliberate and focused. No single occasion is sufficient for judging a student’s demonstration of learning outcomes. Multiple opportunities and a variety of contexts allow cross-checking the robustness of the student’s performance. Quality requirements for teacher judgments are ‘evidence-based’ and ‘defensible’. Tailoring and adaptation allow optimum student performance and holistic interpretation of the evidence (taking contextual factors into consideration). All assessment involves sequences of subjective decisions; mechanistic marking schemes reflect earlier design decisions. Procedures to strengthen and verify teacher judgments can be introduced. Stereotyping is not inevitable. Each assessment occasion can be approached as a fresh opportunity to test hypotheses derived from prior impressions. Conscious bias is unethical. Unconscious bias requires constant vigilance. It is difficult for bias to survive evidence-based justification to students and their parents (a form of accountability). 2 Teacher Observation in Student Assessment An important argument in support of teacher observation is that teachers have access to a rich and diverse range of evidence on student learning outcomes from observations of their students; and that the capability of teachers to collect and interpret this range of evidence should be respected. Otherwise, a rich source of evidence on student learning outcomes is being ignored. In any case, the issue is not whether teacher observations should be used — since they are necessarily used informally during teaching — but how teacher judgments can be strengthened and improved so that they can be used for formal purposes, especially for reporting and certification. A strong justification for using teacher observation in assessment is its capacity to enhance assessment validity. By extending the range of possible assessments, teacher observation allows assessment to be more: †¢ †¢ †¢ †¢ †¢ comprehensive — ensuring recognition of all desired learning outcomes, especially those not otherwise assessable than in classroom contexts; connected — situated within familiar learning contexts and closely related to curriculum frameworks, learning experiences and pedagogical planning; contextualised — sensitive to the effects of context on performance and deriving assessment evidence from a variety of situations and occasions; authentic — interesting, challenging, worthwhile and meaningful to students; holistic — emphasising relatedness and connections in learning and involving performance on complex wholes rather than separate components. All of these characteristics can be supported as important for high quality learning and assessment. Assessments with these characteristics have better representation of, clearer relevance to, and stronger consequences for desirable learning outcomes. Appropriate representation, relevance and consequences are often now recognised as the requirements of valid assessments. Past practice in assessment, particularly in secondary schools, has not accorded much recognition to teacher observation for formal purposes. Some people have argued that while teacher observation is necessarily a component of classroom teaching, a clear distinction should be made between informal and formal assessment. For example, some educators argue that assessment situations should not be confused with learning activities. 3 This draws too firm a distinction. Certainly, there should not be strong accountability for first attempts. Also, reports need to indicate the progress made by students at the time of reporting. However, a firm  distinction between assessment situations and learning activities stems from over3 This is argued by Caroline Gipps in her book, Beyond Testing: Towards a Theory of Educational Assessment, The Falmer Press, London, 1994. 3 Discussion Paper on Assessment and Reporting concern for comparison and ranking. Where the aim is to map the student’s profile of demonstrated learning outcomes, standardised comparison is not the issue. The question is simply what justifiable evidence is there for concluding that the student has demonstrated a particular learning outcome. This does not require students to be ‘tested’ under controlled — and artificial — conditions. An alternative vision is one where assessment becomes incidental to and indistinguishable from learning activities. This allows for the strongest connection between pedagogy and assessment and, as already argued, a strengthening of the quality of the learning and the validity of the assessment. It can be argued that unless there is a strong connection between pedagogy and assessment, the assessment will be disembodied and discriminatory, that is, unconnected to any means for improving student learning and privileging students with existing cultural capital. Such an approach focuses on the student’s best performance over time and values the progress they are making (similar to ‘personal best’ in athletics). Howard Gardner puts it this way: ‘Rather than being imposed â€Å"externally† at odd times during the year, assessment ought to become part of the natural learning environment. As much as possible it should occur â€Å"on the fly†, as part of an individual’s natural engagement in a learning situation. Initially, the assessment would have to be introduced explicitly; but after a while, much assessment would occur naturally on the part of student and teacher, with little need for explicit recognition or labelling on anyone’s part. †¦ As assessment gradually becomes part of the landscape, it no longer needs to be set off from the rest of classroom activity. As in a good apprenticeship, the teachers and the students are always assessing. There is also no need to â€Å"teach for the assessment† because the assessment is ubiquitous; indeed, the need for formal tests might atrophy altogether. ’ 4 4 ‘Assessment in context: The alternative to standardized testing’, in B. R. Gifford M. C. O’Connor (Eds), Changing assessments: Alternative views of aptitude, achievement and instruction (pp. 78119), London, Kluwer, 1992. 4 Teacher Observation in Student Assessment COLLECTION AND RECORDING OF EVIDENCE All assessment requires the collection and recording of evidence of student learning. For the implementation of Council syllabuses, it has been recommended that the evidence focus on the demonstration of learning outcomes. Evidence is documentation that records, illustrates or confirms student demonstrations of learning outcomes. Collection and recording of evidence is necessary for two reasons: accountability — justification of the assessment judgments; and verification — confirmation of the assessment judgments. Accountability and verification are key factors in assuring the quality of assessments. †¢ †¢ Accountability (justification) means being able to explain and defend assessment judgments to students, their parent(s) and other teachers. Verification (confirmation) means being able to revisit the foundations for assessment judgments — being able to check their completeness, relevance and veracity. Teacher observations are primarily directed at the observation of events, performances and activities. In some cases, an artefact may be produced as a consequence of the event, performance or activity. In other cases, no artefact is produced and the event, performance or process iself is the sole focus of attention. An artefact is something constructed by the t student, for example, a worksheet, a piece of writing, a design, a painting, a composition, a webpage — in other words, a product of some kind. Teacher observation is not primarily concerned with the artefact itself but with the way in which the artefact was produced, that is, with the process. 5 Evidence of process, whether or not there is a resultant artefact, may involve either direct record or written record. These two types of record have different characteristics. A direct record keeps a ‘trace’ of the event through an audio-recording, a video-recording or a sequence of photographs. The activity or event might be, for example, a speech, a dramatic presentation, a group activity or a practical task. The term ‘trace’ emphasises that the record is not the same as the event itself. At best, it allows some features of the event to be represented and recalled. Some features of the event may be lost, such as the ‘feel’ of the occasion or the ‘spark’ between presenter and audience. Some features of the event may be filtered or distorted by the medium of recording, for example, through positioning and handling of the 5 In some cases, a sequence of artefacts may be produced and these may provide a progressive record of stages of production. These could involve, for example, a sequence of written drafts, initial designs, trial compositions, or tentative frameworks. In this case, the artefacts indicate milestones of development towards the final product. It is important to keep the total sequence of artefacts, together with annotations about contextual factors, such as the way in which the student has made use of comments and suggestions, so that a complete interpretation of what the student has done can be made. 5 Discussion Paper on Assessment and Reporting recording device. It is important, therefore, to realise that such a record offers only partial representation of the event. Nevertheless, such ‘traces’ are better than having no record at all. A written record can take the form of an observation sheet or a logbook (diary of events). Observation sheets can be more or less structured: at one extreme they contain checklists of learning outcomes; at the other extreme they contain broad categories for writing on-the-spot comments or annotations; and in between these extremes is a combination of them both. 6 A logbook provides a record of critical incidents or key comments (sometimes referred to as an anecdotal record); for accuracy of recall, entries need to be made as soon after the event as possible. The student’s name and the date also need to be clearly recorded. A sequential collection of such records is sometimes called a ‘running record’. When keeping an observation sheet or a logbook, written entries can be (relatively) high inference or (relatively) low inference. ‘High inference’ means that a judgment or interpretation is made, whereas ‘low inference’ means that the specifics of the event are described (without any attempt to interpret what they signify). Thus, using a checklist of core learning outcomes would involve high inference, whereas providing a descriptive account of student performance without direct reference to core learning outcomes could involve low inference. In the latter case, judgments relating to the demonstration of learning outcomes can be delayed until a variety of evidence has been collected. The advantage of low inference observations is that they are more ‘objective’ or ‘transparent’ and can provide a ‘closer-to-the-event’ basis for later verification; the specifics of the event are more easily accessible. The advantage of high inference observations is greater ease and efficiency in record keeping, but the specifics of the event are not then retrievable from the record. It is possible to record both a judgment (high inference) and a description (low inference), thus retaining some of the benefits of each. Descriptive accounts can include written commentary on student performance under specific headings on an observation sheet; critical incidents or significant events recorded in a logbook; and key performance features recorded in a logbook. Critical incidents and significant events are particularly noteworthy instances of the demonstration of particular learning outcomes (or the lack of it), especially those observed for the first time or demonstrated in a particularly dramatic or unexpected way. Key performance features are salient features of an observed performance whether or not they are particularly ‘critical’, including evidence that strengthens or confirms early judgments relating to student demonstrations of learning outcomes. When an artefact, direct record or descriptive account is kept and placed in the student’s assessment portfolio, the artefact, direct record or descriptive account can be referred to again at a later time in order to retrieve the specifics of student performance. This allows assessment judgments to be delayed until a convenient time or allows assessment judgments to be 6. Rating scales are not mentioned here since arbitrary distinctions of quality are not part of the assessment position espoused by the Council. However, the sequences of core learning outcomes (arranged in levels along a developmental continuum) provide quasi-rating scales. It is a matter of convenience and style whether a sequence of core learning outcomes is characterised as a quasi-rating scale (showing where the student is positioned along the developmental continuum) or simply an expanded checklist (showing which core learning outcomes the student has demonstrated). 6 Teacher Observation in Student Assessment verified on a subsequent occasion, for example, for purposes of moderation. It is difficult to verify written records of judgments without an accompanying artefact, direct record or descriptive account as a reference point. 7 Table 2: Summary of types of teacher observation evidence Focus on product — keep artefact(s) Focus on activity — record process †¢ Direct record (‘trace’) o Audio-tape o Video-tape o Photographs Written record o Observation sheet  § Checklist (high inference)  § Description (low inference) o Logbook  § Description of critical incidents  § Description of key performance features †¢ PLANNING FOR TEACHER OBSERVATION Teacher observations cannot be useful without planning. Different types of evidence require different types of planning. An essential requirement for  all types of evidence is anticipating the kinds of learning outcomes that may be demonstrated. This is particularly important where observation is incidental and where judgments (rather than descriptions) are recorded. Council syllabuses provide a framework of learning outcomes that serve as the perceptual reference points for recognising the characteristics of student performance. The framework of learning outcomes makes available to the teacher concepts and language for recognising and describing what a student knows and can do. Learning the structure, language and concepts of the framework therefore is a key aspect of planning for teacher observation, as it is too for teaching. Incidental observation necessarily involves little additional planning, apart from the normal planning of classroom learning activities for students. Incidental observation is opportunistic, 7 Where there is no supporting evidential record for the judgment, verification of the judgment is strictly impossible. The record of judgment needs to be considered in the context of other evidence collected from different times and events. Where it corroborates other evidence, the judgment is strengthened. Where it contradicts other evidence, more evidence may be needed. Ultimately, the weight of evidence is what matters. ‘Other evidence’ could include the judgments of other observers, that is, other records of judgment of the same event. 7 Discussion Paper on Assessment and Reporting  capitalising on revelations of student learning during regular classroom learning activities. In this sense it cannot be planned. It is essentially unanticipated. It can only be recorded through descriptions in a logbook. Although there may sometimes be an artefact to provide corroboration for the teacher’s observation, any process details depend on teacher description. Incidental observation is therefore the weakest form of teacher observation and would preferably be used only as supplementary evidence to support other forms o evidence. f Relying on incidental observation alone would be unsatisfactory (see caveats below). Planned observation can involve planning  for ‘in situ’ observation (in learning situations) or planning for set assessment tasks. There is little to distinguish these two situations in practical terms. However, as assessment becomes more important, particularly in Years 8 to 10, students may need to know when they are being assessed, since they may otherwise choose not to show their actual capabilities. Absence of demonstration of learning outcomes might not indicate incapability of demonstrating those learning outcomes but lack of appropriate challenge or opportunity. Formal assessment occasions would appear to become more important in the secondary school than in the primary school, at least for the present. 8 For all planned observations, whether ‘in situ’ or set tasks, thought needs to be given to how the event and/or the observations will be recorded. Consideration needs to be given to whether a direct record will be kept and what form of observation record will be made. The validity of teacher observations is strengthened by preparing an observation sheet that allows systematic recording of observations and judgments. An observation sheet may include checklists of learning outcomes and/or categories for describing student activities and performances. Learning outcomes might be made more explicit by listing their elaborations, components or criteria, that is, by providing more detail on the characteristics of the desired learning outcome. The advantages of prepared observation sheets include: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ opportunity to share learning expectations with students in advance encouragement of student self-monitoring and self-assessment clarification of the desired learning outcomes to guide learning focus on the desired learning outcomes to guide teaching cuing of attention to the full range of relevant learning outcomes having available an explicit and standard recording format ease of recording of student performance characteristics structured means of providing feedback to students. 8 In the long term, taking up Howard Gardner’s vision (see footnote 4), a more natural approach to assessment would require that classrooms become more like normal work environments. This does not necessarily mean that the student (as the worker) is under constant surveillance but that there are  opportunities to demonstrate their capabilities in situations that really matter (but are preferably ‘authentic’ rather than ‘artificial’). The necessary shift in assessment practice to support this is from ‘one-off testing’ to progressive demonstration of ‘best (sustained) performance’. Reformed assessment practice would place more onus on the student to demonstrate the desired learning outcomes (and to indicate when they think they are doing so) together with specific ‘invitations’ to students to demonstrate their level of development in relation to sequences of learning outcomes of increasing complexity. 8 Teacher Observation in Student Assessment  Disadvantages of prepared observation sheets include: †¢ †¢ †¢ †¢ the need to allow for several levels of learning outcomes on a single sheet it can be difficult to anticipate all the learning outcomes that might appear it is possible that other serendipitous learning outcomes will be missed students’ learning may be constrained by listed learning outcomes. The disadvantages are outweighed by the advantages. They can be overcome, in any case, by careful design of the observation sheet, tailoring it to the current stage of student development, and allowing space for additional observations to be recorded. Observation sheets should be used as a tentative organising structure for recording teacher observations rather than a limiting framework for the actual observations. Space also needs to be provided on the observation sheet for including descriptive details of the context. These details need to include any characteristics of the setting or the occasion that could have influenced the student’s performance, either positively or negatively, and that might be relevant in making a judgment about whether the student has demonstrated particular learning outcomes. The details can be physical (e. g. , uncomfortable surroundings), psychological (e. g. , personal attributes in stressful situations) or social (e. g. , other events in the life of the school or the student). Through all of this, it must be remembered that any written record  of observations is necessarily selective. Only certain features of student performance are likely to be noticed and can be recorded. Therefore, having a clear understanding and ready access to the framework of expected learning outcomes is essential. One technique for reducing the cognitive demands of open observation is ‘spotlighting’. This means targeting specific learning outcomes (across several levels of a strand) on particular occasions. This has the added advantage of ensuring systematic coverage of all relevant learning outcomes. However, it should not be pursued so religiously that evidence of other learning outcomes outside the spotlighting target is ignored. 9 FACTORS AFFECTING VALIDITY OF TEACHER OBSERVATIONS AND WHAT TO DO ABOUT THEM Teacher observations will be valid to the extent that the evidence is appropriately recorded and interpreted, that is, whether: †¢ †¢ the recorded evidence accurately represents the observed student performance the interpretation (judgment) of this evidence is justifiable. Accurate recording requires transparent and unbiased perception of the student’s performance. Justifiable interpretation requires careful consideration of what the student’s performance signifies, in terms of learning outcomes, taking into consideration any factors 9 Margaret Forster and Geoff Masters discuss ‘spotlighting’ in Performances: Assessment resource kit, Camberwell, Victoria, Australian Council for Educational Research, 1996. 9 Discussion Paper on Assessment and Reporting that may have influenced the performance. The use of the term ‘justifiable’ here emphasises that there may not be a single unequivocal interpretation of the evidence but rather that the interpretation should withstand challenge as being reasonable and defensible. There also may be a requirement that the interpretation be consistent with the interpretations of other teachers. 10 The following discussion covers some factors that can affect the accuracy of the recorded evidence or the justifiability of the interpretation or both.

Which Antibiotic is the Most Effective on Bacteria?

Which Antibiotic is the Most Effective on Bacteria? INTRODUCTION Antibiotics The word antibiotic comes from the Greek anti meaning against and bios meaning life (a bacterium is a life form). Antibiotics are also known as antibacterials, and they are drugs used to treat infections caused by bacteria. Bacteria are tiny organisms that can sometimes cause illness to humans and animals. The singular word for bacteria is bacterium. Such illnesses as tuberculosis, salmonella, syphilis and some forms of meningitis are caused by bacteria. Some bacteria are not harmful, while others are good for us. Before bacteria can multiply and cause symptoms our immune system can usually destroy them. We have special white blood cells that attack harmful bacteria. Even if symptoms do occur, our immune system can usually cope and fight off the infection. There are occasions, however, when it is all too much and our bodies need some help from antibiotics. The first antibiotic was penicillin. Such penicillin-related antibiotics as ampicillin, amoxicillin and benzylpenicilllin are widely used today to treat a variety of infections these antibiotics have been around for a long time. There are several different types of modern antibiotics and they are only available with a doctors prescription in industrialized countries. How do antibiotics work? Although there are a number of different types of antibiotic they all work in one of two ways: A bactericidal antibiotic kills the bacteria. Penicillin is a bactericidal. A bactericidal usually either interferes with the formation of the bacteriums cell wall or its cell contents. A bacteriostatic stops bacteria from multiplying. Uses of antibiotics An antibiotic is given for the treatment of an infection caused by bacteria. They target only bacteria they do not attack other organisms, such as fungi or viruses. If you have an infection it is important to know whether it is caused by bacteria, and not a virus or fungus. Most upper respiratory tract infections, such as the common cold and sore throats are generally caused by viruses antibiotics do not work against viruses. Antibiotics are overused or used incorrectly there is a chance that the bacteria will become resistant the antibiotic becomes less effective against that type of bacterium. A broad-spectrum antibiotic can be used to treat a wide range of infections. A narrow-spectrum antibiotic is only effective against a few types of bacteria. There are antibiotics that attack aerobic bacteria, while others work against anaerobic bacteria. Aerobic bacteria need oxygen, while anaerobic bacteria dont. Antibiotics may be given beforehand, to prevent infection, as might be the case before surgery. This is called prophylactic use of antibiotics. They are commonly used before bowel and orthopedic surgery. Bacteria The word bacteria is the plural of bacterium. Grammatically the headline should just say What are bacteria? The incorrect usage has been included in the headline to remind readers that it is wrong and hopefully help correct an increasingly common mistake in the English language. Bacteria are tiny living beings (microorganisms) they are neither plants nor animals they belong to a group all by themselves. Bacteria are tiny single-cell microorganisms, usually a few micrometers in length that normally exist together in millions. A gram of soil typically contains about 40 million bacterial cells. A milliliter of fresh water usually holds about one million bacterial cells. Planet Earth is estimated to hold at least 5 nonillion bacteria. Scientists say that much of Earths biomass is made up of bacteria. 5 nonillion = 5,000,000,000,000,000,000,000,000,000,000 (or 51030) (Nonillion = 30 zeros in USA English. In British English it equals 54 zeros. This text uses the American meaning) Bacterial cell walls Bacterial cell walls consist of layer of peptidoglycan which is made up of many parallel polysaccharide chains with short peptide cross-linkage forming an enormous molecule with net-like structure. However, there are two different types of bacterial cell wall, which can be distinguished by Gram staining, a staining technique developed by Christian Gram in 1984 and still in use today. Before staining, bacteria are colorless. The cell walls of Gram-positive bacteria have a thick layer of peptidoglycan containing chemicals such as teichoic acid within their net-like structure. The crystal violet in the stain binds to the teichoic acid and resists decolouring in the rest of the process, leaving the positive purple/blue color. The cell walls of Gram-negative bacteria have a thinner layer of peptidoglycan with ni teichoic acid between the two layers of membranes and then an outer membrane-like layer made up of lipopolisaccharides. Any crystal violet which does not bind is readily decolourised and replaced with red safranine in the Gram stain. So cells appear red. PROBLEM STATEMENT Which antibiotic is the most effective on bacteria? APPARATUS 200 ml of micropipette, conical flask, forceps, 100 ml beaker MATERIALS Petri dish, sample of E.coli and staphylococcus, 3 different types of antibiotic which are carbenicilin, streptomycin and tetracycline, distilled water, Dettol handwash, 75 % of ethanol, agar, tissue paper VARIABLES Fixed variable : volume of bacteria Manipulated variable : types of antibiotic Responding variable : area of inhibition zone HYPOTHESIS The most effective antibiotic to inhibit bacteria growth is ampicillin PROCEDURE First of all, wash out hands with the soap or handwash. The working area is sprayed thoroughly with the disinfectant spray. It is left for at least 10 minutes, and wiped with a paper towel. An agar plate seeded with is prepared. The petri dish is labeled on the base at the edge out of name, the date and type of bacterium it is inoculated with by usng permanent marker pen. After finishing marking the petri dish, the Esterichia coli bacteria is poured by using micropipette into the petri dish on the marked labeling and distribute it evenly. The agar is taken out from 60 ÃÅ'Ã…  C oven. The mouth of the conical flask containing the agar is warmed in the flame to prevent any different bacteria from surrounding grow inside it. The agar is left for 10 minutes for it to solidify before putting the sterile disc dip into three different antibiotics. The forceps are flamed and used them to pick up disc or Mast ring. It is dip into the antibiotic solution and is placed firmly in the centre of the agar. The dish is taped securely with two pieces of adhesive tape and kept it upside down at room temperature for 24 hours. Step 1 until steps 7 are repeated by using another type of bacteria which is staphylococcus. Our hands are washed with soap or handwash and the bench is cleaned again using the 75 % of ethanol. After the incubation, the plate should be looked at carefully but do not open it. Where bacteria have grown the plate will look opaque, but where the antibiotics have inhibited growth, clear zones called inhibition zones will be seen. The diameter of the inhibition zones is measured in milimetres and the information is used to decide which antibiotic is most effective at inhibiting the growth of the bacterium. The data is collected from other members of the class who used the other bacterial cultures. PRECAUTIONS When carrying out the experiment, we should work very closed to the Bunsen burner to prevent any impurities in each apparatus that is used. Do not seal completely the upper and lower part of petri dish. Both petri dishes contain different bacteria need to be inverted to prevent the water vapour from forming at the upper site of the agar. It might affected or overshadow the inhibition zones that are formed inside the dish. Make sure our hands are constantly being wash with disinfectant before touching any apparatus. Before using any apparatus, they should be sterile to prevent any unwanted impurities to grow in the petri dish. Do not open the petri dish after incubation to prevent from infection. Explanation of the data Table above shows the area of inhibition zone of the bacteria growth on two different bacteria. Four types of antibiotics are used to be investigated which is the most effective on a particular bacteria. They are tetracycline, streptomycin, carbenicillin and ampicillin. Whereas two types of bacteria are used which are staphylococcus and Esterichia Coli. For E.coli, ampicilin showed the greatest inhibition area of bacteria growth with 10.2 cmÂÂ ². Another antibiotic that showed the closest reading is streptomycin. Tetacyclin and carbenicilin showed 5.3 cmÂÂ ² and 4.9 cmÂÂ ² respectively. This result clearly shown that ampicilin is the most effective antibiotic to inhibit the growth of E.coli. Besides that, E.coli is a gram negative bacteria. The cell walls of Gram-negative bacteria have a thinner layer of peptidoglycan with no teichoic acid between the two layers of membranes and then an outer membrane-like layer made up of lipopolisaccharides. In addition to that, Staphylococcus also had a higher inhibition zone of bacteria on ampicilin. Other bacterias have no effect as great as ampicilin which can be consider as a strong antibiotic. Staphy is a gram positive bacteria. The cell walls of Gram-positive bacteria have a thick layer of peptidoglycan containing chemicals such as teichoic acid within their net-like structure. The crystal violet in the stain binds to the teichoic acid and resists decolouring in the rest of the process, leaving the positive purple/blue color. That is why ampicilin is said to be the most effective antibiotic on both bacterias. Limitations There are some limitations that cannot be avoided when carrying out the experiment. The first one was every apparatus that we used had been sterile by the laboratory assistant. Thus we had to wash our hands thoroughly before touching anything. We even could not talk during the preparation. The problem was we carried out the experiment on the labs table, instead of using the cupboard fume to maintain the sterile apparatus. Thus, there might be some of the apparatus that we were using had been contaminated. This condition might affect the reliability of the experiment hence the expected results might not get at the end of the experiment. Besides that, we had to wash our hands by using the dettol hand soap before we start and end the experiment. We had to remove all the impurities and bacteria and that was the purpose of washing hand. The problem rose as we did not know whether we had washed our hand to the maximum cleanliness. Consequently, all the apparatus and materials that we used might be affected by our hand. This is done so that there are no infections or contaminations on the agar that might give problems later. Sources of error There are some sources of error when carrying out this experiment. Firstly, we prepared the experiment at room temperature. It was supposed to carry out in sterile medium to prevent anything from affecting during the preparation of bacteria and antibiotics. Next, the major problem that could be seen during the experiment was most of the groups could not be able to solidify their agar to the maximum hardness. Consequently, when inverting the petri dish, all its contents would be messy inside the petri dish and the disc had mixed to one another. Thus, the antibiotics on each disc also had mixed that could affected the whole result. To overcome this problem, students should let the agar solidify before inverting the petri dish. Another problem was some of the groups do not invert their petri dish before keeping it inside the incubator. This would cause the water vapour to form at the upper part of the petri dish. It would also affect the growth of the bacteria in agar. Fourth, the layer of agar inside the petri dish was too thin that caused it fell to the bottom when inverting it. Besides ruining the shape of the agar and the position of the discs in the agar, the thin layer of agar also inhibits the growth of bacteria because it lacked of nutrients. To prevent this, the layer of agar should be half of the petri dish. Further work To get more reliable and accurate result, this experiment should be repeated by varying the temperature to investigate the activity of antibiotic on bacteria. This means that increase the temperature would cause the antibiotic to act more rapidly compared to the temperature that we used before. Thus we do not have to wait for 24 hours to see the inhibition zone. This manipulated variable also do not waste the time consuming for the experiment. Moreover, as the antibiotic shows more faster effect, thus the bacteria and antibiotic should be put in separately different petri dish to prevent it from overlapping. CONCLUSION The most effective antibiotic is ampicilin. The hypothesis is aceepted. Words = 2200 Marks and Spencer: Processes of Change Marks and Spencer: Processes of Change Introduction All organizations that are currently undergoing some kind of change. Many of these programs on the changes resulting from management practices, such as culture change, business process engineering, empowerment and quality of the whole. Other initiatives, the changes are dependent on the needs of the organization to reposition the face of changing competitive conditions. A good example is the ongoing process of change at Marks Spencer. Strategic Change The term is usually reserved for such initiatives. These transitions are often related radicals in the organization, which includes strategy, structure, systems, processes and culture. Success in implementing strategic change in organizations is poor. Many simply do not understand that the implementation (which is actually turning plans into reality), and not the wording that is difficult. To the strategic objective becomes a reality, it is necessary to change the way people behave in organizations. This will require more restructuring and new systems. Background of change Faster pace of change is the starting point. Sure, companies live in times of change, indeed, more turbulent age than ever. But what was true for many years. What happened to that last, managers realized that without changes in not only miss opportunities, can kill or paralyze society. Even if an organization indulges in finally change may be too late to prevent continual arthritis of the company. Marks Spencer has been horribly damaged, not only by his lawyer about the size of its reserves, but by managing cattle demonstrated that corresponds to unravel. M S, after serving what turned out to be a strong reflection of heavy blows of its reputation and profits fell by a few weak sales. The worst thing is that Suns statistics were accompanied by anecdotal evidence bad choice of clothing for women, lack of resources, attractive shops which confirmed that the problems were not resolved. M S knew that he needed the conversion to a retailer who fleet feet, a magnet for vendors and managers, and a dynamic leader in the field of fashion. But M S was never one of those three things. During the long reign of dominance Rick Greenbury, the consolidated unnecessary functions from the past: from top to bottom, slowly and deeply conservative. Description of changes in the organization The process of change can be difficult, may be slow and painful. People by nature do not like change. Companies naturally do not like change. The question is whether we want to drive the implementation of strategic changes in our business, how much pain we are ready to commit to adopting means for change? We must first ask the reasons for changes in the business environment? There are four modes of changes that may occur in any company and be seen as the primary cause. The theory of change management Managing change in the tradition of organizational development, considers the organization of social systems, and therefore relates to humanistic element in conjunction with the mechanics of the organization. The aim is to improve the efficiency and prosperity by facilitating the organization of the development process so that eventually the organization is able to solve their problems and adjust if necessary. Therefore, in order to implement effective change, the scientist-physician must be able to adapt and apply appropriate rules to the current situation. Familiar models for inclusion in our theories in use were selected for their usefulness, adaptation and integration of members of the organization. They are listed below. Planned changes to the model of Lewin (1951) These changes in the oldest and most fundamental are that Lewins change model. It consists of three stages: melting, movement and refreezing. The publication is to reduce the peacekeeping forces of organizational behaviour. The movement involves moving behaviour of the organization and re-freezing is to stabilize the new state. Lewins saw a change in behaviour of sources in the organization. These forces are trying to maintain the standard and those who fought for change. Model of action research The classical model of action research focuses on the planned changes as an iterative process in which a preliminary examination on the organization is a way for future research and future needs. Search in the initial phase is estimated to guide research. The model focuses on the massive data collection and identification prior to any action taking place and a careful evaluation later. Emphasis is placed on the organization and work with your doctor to change all stages of the process. Business model is based on the most current research approach to planned change and is often considered synonymous with the IP (Cummings and Worley, 2005) Kotter Model According to Kotter, the plans should be established to develop appropriate stages, achievable and measurable changes, while engaging, enable and facilitate the participation of people as quickly and as openly as possible (Kotter, 1995, p. 2-3). Changes must be realistic, achievable and measurable (Kotter, 1995, p. 6). These aspects are particularly relevant to management and changes in individual groups. Prior to the organizational changes, the organization must determine what it wants to achieve with this change, why and how he knows that change is achieved. It is the address that is affected by this change and how they will react. Finally, how changes in the organization are able to achieve alone and what aspects of the changes he needs a specialist or outside help to achieve. Intervention Our diagnosis, offer interventions to deal with errors or problems and help Marks and Spencer in competition with other organizations. This list, which is not exhaustive credits towards a cultural change, but taking into account the wider context, which is defined at the beginning of the quantitative changes in corporate strategy are required. Therefore, the intervention process, which includes culture change, would be best suited for this case. Transformational change Transformational change is a relatively new organizational change. Is concerned about radical change and is essentially change the way the organization is perceived both internally and externally and how it works. This type of change would be particularly relevant to the case of Marks and Spencer, as it must radically change the way you operate in a competitive environment. Culture change The concept of organizational culture has brought a lot of research and culture, many models have been developed to define measure and observe the culture. However, little consensus about the nature of culture or to understand. Nevertheless, culture has become a very important part of the organization and activities covering a culture change have increased sharply. Schein (1990), Millward (2005) model of culture is one of the most commonly used, consists of four layers at different levels of consciousness. In the centre of the basic assumptions (unconscious, reactions uncontested guide), values (this is important) and norms (how to behave), and finally, artefacts (observable behaviours and procedures). This metaphor of culture cannot hope to capture all the elements of organizational culture, it is a useful tool in the study. Need for change To understand how organizations respond to the need for change, we must examine the organizational processes and management, organization transformation through additions, deletions or changes to the resource base leads to the attainment of these processes of change. We need to know not only what the organization which markets will come, how fast they grow, but how they do it. To understand how organizations respond to the need for change, we must examine the organizational processes and management, organization transformation through additions, deletions or changes to the resource base leads to the attainment of these processes of change. We need to know not only what the organization which markets will come, how fast they grow, but how they do it. Factors that determine the need for strategic change Organizations usually in response to changes in the external environment, as well as the development of competitive advantages in the organization. External environmental factors, including: Social factors Such as changes in demographics and purchasing habits of consumers. Legal factors Legal pressures that force organizations to comply with the law changes, for example, in response to environmental legislation. Economic factors Relate to the booms and declines in economic activity in general, changes in interest rates, inflation, etc. Political factors These are related to wider policy changes for example the government to take a particular line of the privatization / role of government in society. Technological factors Technological aspects of technological advances such as developing new methods based on point of sale by the company. In addition to these factors, he slept a significant impact on the organization, making competition. Slept analysis is an analysis of the major changes in the environment of the organization. This is sometimes called environmental scanning. Managing change is a key aspect of how the organization responds to changes in an appropriate manner. Todays managers believe that in the future, organizations need more leaders who can use the talents of the organization in achieving its objectives, the development of a culture that believes change as an opportunity rather than a threat, regularly invent the organization, effectively planning and implementing change. To succeed in this environment, managers have to do the right things in the existing well-defined procedures and limitations. Predictable and stable environment reduces the need to mobilize the organizations capacity, flexibility, creativity and innovation. The environment has changed radically, and successful organizations and their managers should behave differently. Managers in todays environment are needed to transformation of the organization, to develop good relationships with internal and external stakeholders, run horizontally and vertically, and not the entire culture lines enable employees and the development of networks and alliances. Stakeholders in developing a strategy change Stakeholders are those who have direct interest in the organization and may be beneficial, and harmful to the organization if not properly treated if a policy is adopted in order to keep the company and they should also participate in company affairs and decision making. The system is planned in this direction in which we can pass our message to all actors in society and be in the best interest of the latter. Some of it is also relevant for people who do not want to change or resist change. The behaviour of these people also consider. Resistance to change Responses to organizational change initiatives are no different. In the beginning there is a small proportion of the early adopters those who want to participate, because I just changed a breakthrough that will lead to better conditions. Most of the people affected by the initiative of the changes will be far less enthusiastic than the early adopters, but over time they will eventually accept and adjust to it. Finally, the group will not be very resilient, many of whom will never adapt to the changes in place. This range of behaviour results from a normal distribution. It is a natural phenomenon intuitively understood by most managers of change. Unfortunately, though perhaps unconsciously, to understand the phenomenon, these managers often do not use this knowledge to better organize an effective change. The aim is to adopt the first to develop their support and consciously use their influence to speed up the most reluctant to change. It is important to understand that they do not reflect the impact of hierarchical position. Leaders are natural leaders and respected functional experts who are well connected. They are nodes in the social, business, politics and communications networks, and their sphere of influence goes beyond the scope of their parent organization. While these influential illustrate its support for the changes, they are a marketing tool more powerful than any message issued by the office of managing change. Strategies should be performed on the leaders of high or medium, the goal is to transform them into the first users, and use its influence over the end of the interest or commitment. For those who cannot be pulled forward or to the small force, aims to accelerate the speed of their adaptation to help them better understand and prepare for the consequences of change. It is also focusing on people who are able to adapt, but because of its unique combination of knowledge, skills or abilities, but a significant contribution. Some people will be unwilling or unable to adapt to change. They are already able to demonstrate their acceptance and respect for a change, otherwise, may suffer the consequences clear. Include initiatives that will affect change, how it will affect them and what their reactions might be important for the success of the strategy changes. When an organization brings new things about people, there will be problems. Participation, involvement and open, early, full communication are important factors. How to tell change to people The workshops are very useful process to develop a common understanding, methods, principles, methods, systems, ideas, etc. Surveys are useful to repair the damage and lack of trust among employees if you allow people to fill them out anonymously, and provided that publish and implement the findings. You cannot force change individuals and teams must have the right to seek their own solutions and responses, the facilitation and management support, tolerance and compassion for managers and executives. Management style and leadership behaviour are more important than intelligence and the political process. Employees must have confidence in the organization. A leader must listen to and work with these ideas, or change can be very painful, and soon will be lost in the process. You may also find that the main problem is the resistance of the people and defence of someone who is in the organization, what you do. After this challenge, you can begin to compare what is happening with what the organization intends to do (mission, values, goals, priorities, targets, key performance indicators, process measures), as people feel things (marketing, maintenance workers, morale and attitudes ) as well as customers and suppliers feel too much (in fact, go out and find clients and former clients in particular). Follow the protocol is very difficult you have properly with people and explain who you are and what you do. Be polite. Respect the people more than usual; because they are sensitive, it is understandable. The framework for change management at Marks Spencer Marks Spencer has been under pressure to change the external economic factors and not yet answered correctly. It is for this reason that the approach proposed amendment is necessary to initiate and implement change is being driven by the management of physician (s). Using current models and theories of change management in the organization development, proposed a framework for planned changes that could be used by Marks Spencer. Context of Changing First, in the context of the situation to be addressed in order to develop appropriate methods of change. This can be done in three dimensions: The volume changes Incremental change to solve specific problems such as lack of communication and low customer satisfaction Quantum amendment to change the basic functioning of organizations, including the structure and culture Degree of organization Over-organized where policies are too rigid for effective action due to poor communication, conflict avoidance, etc. Sub-structured where there is too little regulation for the effective operation due to lack of direction and coordination structure. Domestic vs International Cultural differences, especially between Eastern and Western societies, for example, Asian countries tend to be hierarchical and North America deal with individuality. It can be difficult to implement change, which encourages openness among employees when it is not viewed positively. In the case of Marks and Spencer, the magnitude of change is that major changes in the quantum of culture, structure and strategy must be addressed. They will be included in the applied intervention. They are also highly organized society with the management system now that he is honoured to be part of the overall problem. Although the system successfully in the past, is steeped in ancient culture and able to adapt to a redesigned image of Marks Spencer. Therefore, the process of change at Marks Spencer will focus on softening of the structure. General review, Marks Spencer, will be treated as a citizen of the operation of this case, since closed down its operations in Europe and North America sold its franchise stores in Hong Kong. The model change is composed of seven steps to help developers to the key issues of transformation. Activities focus on people, leadership, trust, vision, empowerment, celebration and institutionalization. Despite the emerging linear stages can occur simultaneously. Effective communication is the mortar. There must be open and honest communication in every step of the process, and communication needs to combine these steps together. Nothing can destroy the effort to change sooner or permanently, that poor communication. Here are the steps for effective transition. Assessment and solve human problems Contractor changes need to invest time and effort to understand the problems of people does not appear in place of those who suffered, and then practice the golden rule of treating others as they would be treated. Exercise strong leadership in the organization Without strong leadership, positive change will not. Leadership can no longer be the domain of a few organizations all the staff responsible should do what it takes to achieve organizational goals. This is especially true when change must occur. Many must step in and assume leadership. Spreading leadership and decision-making responsibilities, inspires and motivates everyone to play a role in implementing the changes. Building trust in the leadership Confidence is simply the belief that it would suffer if threatened. Obviously, the level of mutual trust between labour and management or between supervisors and subordinates affects the health of the organization. Clearly articulate the vision to all If you want to change, please explain the reason and purpose of fundamental change. People cannot have a real idea of where the organization is or what problems it faces. You have to tell them. They need to understand the purpose for the desired result. Be prepared to answer these questions: What is the problem? Who said that? What happens if you do not change? Creating an helpful environment Organizations can do everything possible to prepare the ground for change in response to the concerns of people in order to demonstrate strong leadership, building trust, formulating a vision all, that is, but to create an environment to enable success. Honest answer is that you can get almost as much as you want to manage anything else of a turbulent, messy, chaotic nature, it is not really manage it, talk with her. It is a question of leadership is one of management skills. The first thing to do is jump in. You cannot do something outside. A clear sense of mission or purpose is essential. A simple mission, the better. Building a team that can work hard and one of them is the team leader. Pick people with relevant skills and high energy levels. Youll need two. Set flexible priorities. You must have the ability to drop what youre doing and tend to something more important. Treat everything as a temporary measure. Ask for volunteers. You will be surprised that arises. You will be pleasantly surprised what you can do. Find a good boss or team leader and stay in his way. Conclusion In concluding this report, we can say that effective reforms introduced to the strategy are to maximize the huge returns if these changes are well managed. In this report, and Spencer takes on the characters thinking and different models are also discussed to show the strategic shift from Marks Spencer, which is a leading company in the UK, but suffered from some activities for that has to change, and finally models Kotter and Lewins, a representative of the role of stakeholders that their existence in the affairs of the company is very necessary to be able to join in their decisions and At last appropriate model is also developed, which will provide guidance for better performance.

Erectyle Dysfunction :: essays research papers fc

Will we ever be able to produce something capable of making us reach the optimum of one of humankind's most basic needs? Will there always be a side effect?Since the beginnings of civilization, people have been obsessed about their sexuality. Men and women have always tried to achieve a maximum amount of pleasure in any possible way. For human beings this is obtained through the orgasm. Humans usually attain this is goal through sexual intercourse or masturbation. However, sometimes the psychological and physical conditions of a person can deprive him or her from reaching that goal. Thankfully, science and anatomy have also always interested mankind. This has helped to find solutions for problems dealing with our sexuality, which, as a matter of fact are very common. The most recurrent and drastic of all these dilemmas is that of impotence.The term "impotence" has traditionally been used to signify the inability of the male to attain and maintain erection of the penis sufficient to permit satisfactory sexual intercourse. However, this use has often led to confusing and uninterpretable results in both clinical and basic science investigations. This, together with its pejorative implications, suggests that the more precise term "erectile dysfunction" be used instead to signify an inability of the male to achieve an erect penis as part of the overall multifaceted process of male sexual function. Erectile dysfunction affects millions of men. Although for some men erectile function may not be the best or most important measure of sexual satisfaction, for many men erectile dysfunction creates mental stress that affects their interactions with family and associates. All these things might be very interesting, but to fully understand erectile dysfunction we must first take a look into the physiology of the male erection.In its most common form, the male erectile response is initiated by a central nervous system event that integrates psychogenic stimuli (perception, desire, etc.) and controls the sympathetic and parasympathetic innervation of the penis. Parasympathetic input allows an erection by relaxation of trabecular smooth muscle and dilation of the helicine arteries of the penis. This fills the spongy tissue that forms the penis with blood; a process referred to as the corporal veno occlusive mechanism. The erectile tissues must have sufficient stiffness to compress the blood vessels penetrating it so that venous outflow is blocked and sufficient tumescence and rigidity can occur. Constriction of the trabecular smooth muscle and helicine arteries induced by sympathetic innervation makes the penis flaccid, with blood pressure in the cavernosal sinuses of the penis near venous pressure.

The Perfect Plan :: Personal Narrative College Essays

The Perfect Plan I had the perfect plan when it came to college. All throughout my childhood I had dreamed about playing soccer at the college level, and rooming with someone I knew well. It was important to me, that I make sure whatever decision I made, I was the happiest I could possibly be. It was now all coming into place, or so I thought. The only thing that I had to wait for was the acceptance letter. Before I get too ahead of myself though, let me explain. I had just finished a weekend at a premier soccer college showcase. College coaches from everywhere came to see the best of the best play. I was there, showing off my skills for all to see. I only wanted one coach to recognize me, and sure enough he did. The Penn State Altoona soccer coach came up to me after I had scored the game-winning goal, and told me if I wanted to play for him, I could. To make matters even better, my best friend told me she wanted to attend Penn State Altoona too. It was perfect. All my worries about leaving home, my family, and my boyfriend seemed to be pushed to the back of my mind. I wouldn’t be alone in college, and that‘s all that mattered. My biggest fear was being a long distance away from home, and I thought that by having my best friend there, I wouldn’t miss the things at home so much. I thought I would keep myself busy with sports and my college material, and I could go back to my dorm where my best friend would always be. I wouldn’t have time to worry about my home life, the life I wasn‘t convinced I was ready to leave behind. Perhaps I should explain to you why I was going to room with my best friend. She had been living at my house for six months because her house was being built, and she didn’t have anywhere to stay. So we spent six months of our lives together, sharing everything. We became inseparable, and truly acted like sisters. I thought I would be happy if we roomed together. This is why rooming with her became so exciting to me. We had already done that, and it didn’t seem like a problem at my house. We received our acceptance letters, and quickly replied stating we wanted to be roommates with each other.

The Fabry Disease :: essays research papers fc

The Fabry Disease Classification   Ã‚  Ã‚  Ã‚  Ã‚  The Fabry Disease is a hereditary disorder, caused by the lack of alphagalactosidase A. It is an x-linked recessive inheritance. Therefore it is the females that carry it. The ones who are mostly affected by this disease are the males. Female carriers, though, may develop angiokeratomas and may have problems with burning pains. Very few of the carriers may also have kidney or heart problems. This disease occurs in 1 of 40,000 people. Descriptions   Ã‚  Ã‚  Ã‚  Ã‚   A person with the Fabry disease develops angiokeratomas, which are clusters of raised, dot-like lesions. Appearing during childhood or puberty in the genital and thigh areas, these angiokeratomas increase in size and number. Other symptoms of this disease are burning pains in hand or feet, nausea, vomiting, abdominal pains, dizziness, headaches and generalized weakness. Swelling of the legs, caused by the gathering of lymph, a yellowish body fluid, under the skin may also occur. Skin will show telangiectasis, inflated intra- epidermal (intra - within, epidermal - outer layer) spaces filled with blood. Places (vessel wall) where there is no telangiectasis are filled with deposits of glycolipids. These deposits are also found in the heart, muscles, renal tubules and glomeruli, central nervous system, spleen, liver, bone marrow, lymph nodes and cornea. Retarded growth, delayed puberty and ocular abnormalities are also common symptoms. These symptoms are mostly fond in males because they display full-blown syndrome, while females displays a partial form. Diagnosis   Ã‚  Ã‚  Ã‚  Ã‚  They firsts take a urine sample, which is the first place where they would find anything. Then they would take a blood, bone marrow and ophthalmologic examination.