Essay about Internet Privacy and Security - 849 Words

Technology is great in so many ways. It has provided us with more communication access, access to knowledge at our finger tips, and so much more. Technology has overall made life easier, but maybe too easy, and has made things a lot less private. This results in us having to be extra careful with security on the internet. Internet security is important to protect our privacy, protect us from fraud, and from viruses that could destroy a piece of our technology. Internet privacy and security may be different but share a responsibility, but it is up to us to take personal responsibility to protect ourselves on the internet. We should pick unique, carful passwords, and never share this sensitive information, and encrypt our data when online.†¦show more content†¦Privacy and Security are both equally important, to internet use. Did you know that from 2005-2009 the internet scams rose from 100,000 per year to nearly 300, 000 per year (Internet Scam Statistics). From 2010- 2012 it continues to rise beyond 350,000 per year, with a monetary loss of over $300 million per year. The top 5 internet scams per (Info-graphic Highlights) with the most complaints: 1. 14.4 % - Identity theft 2. 13.2% - FBI-related scams 3. 9.8% - Miscellaneous fraud 4. 9.1% - Advance fee fraud 5. 8.6% - Spam Men report 25% higher monetary losses related to internet spam then females. 60 years old or older group reported the most monetary loss than any other group. (Info-graphic Highlights). Also (Internet Scam Statistics) reports that the 3 most common locations for internet scams are: 1. 65.9% - United States 2. 10.4 % - United Kingdom 3. 3.1% - China Security issues with wireless technology also continues to rise, 50% of smartphones were returned even though all of them contained owner contact information, and 75% of smartphones owners do not password protect their phones (2012 Info-graphic Highlights). These statistics above only prove the importance of security on the internet. We all have to do our part in protecting ourselves when online. Privacy and security on the internet are both supported by our ability to protect our own personal information whenShow MoreRelatedSecurity and Privacy on the Internet1544 Words   |  7 Pagesof Security and Privacy on the Internet issue. The term information now is more used when defining a special product or article of trade which could be bought, sold, exchanged, etc. Often the price of information is higher many times than the cost of the very computers and technologies where it is functioning. Naturally it raises the need of protecting information from unauthorized access, theft, destruction, and other crimes. However, many users do not realize that they risk their security andRead More Security And Privacy On The Internet Essay1489 Words   |  6 Pagesof Security and Privacy on the Internet issue. The term information now is more used when defining a special product or article of trade which could be bought, sold, exchanged, etc. Often the price of information is higher many times than the cost of the very computers and technologies where it is functioning. Naturally it raises the need of protecting information from unauthorized access, theft, destruction, and other crimes. However, many users do not realize that they risk their security andRead MoreInternet Security and an Invasion of Privacy1694 Words   |  7 PagesSearches and Seizures The advent of technology marks the beginning of the digital era. It is an era which created a whole new world called the World Wide Web (WWW) whereas the people therein are called â€Å"netizens†. With the proliferation of the internet usage across the world, netizens are able to meet other netizens from the other side of the world, to share their thoughts, pictures, and videos, and to interact through online workplace platforms, games, mails, and many more. It has created wide-rangeRead MorePrivacy Versus Security: Personal Data and Internet Use, Is Your Privacy Being Eroded?2458 Words   |  10 PagesPrivacy versus Security: Personal Data Internet Use There are many Americans who are perplexed by the very topic of Internet Privacy as well as the security of their personal data. While the topics, privacy and security are clearly defined by Merriam-Webster’s Dictionary as two different things, they possess the ability to work together while one does not encroach upon the other. While these are two different topics, there are some that make the mistake of using these terms interchangeablyRead MorePrivacy, The State Of Being Away From Public Attention1614 Words   |  7 PagesThroughout time, privacy and security have been two heavily debated topics. There has always been a struggle to find middle ground between a private environment and a secure environment, but the dawn of technology and the Internet has made this struggle even more difficult. The Internet has drastically decreased the expectation of privacy of any and all individuals that have ever used it. Technology in general can pose a threat to an individ ual’s physical and virtual security. The Internet has also broughtRead MoreEssay on Privacy on the Internet1281 Words   |  6 PagesPrivacy is mentioned in the Bill of Rights, but in which amendment does privacy on the Internet fall. In the website â€Å"The Right of Privacy† it says that â€Å"The U.S. Constitution contains no express right to privacy† (n. pag.). Freedom of religion is given to us in the First Amendment. The Fourth Amendment protects you from searches and seizures unless the officials possess a warrant. The Fifth Amendment gives us the right to interpret the first eight amendments in ways that can protect the people.Read MoreWhy Personal Information Is Risky On The Internet And The Situation Of Information Security1422 Words   |  6 PagesWith the development of internet technology, society has been pushed compulsorily into a ‘big data’ period(Craig and Ludloff,2011).†Big data refers to the massive amounts of data collect ed over time that are difficult to analyze and handle using common database management tools† (http://www.pcmag.com). Not only the development strategy of the government and enterprises, but also threaten citizens’ personal information security. There are significant issues increases rapidly due to this environmentRead MoreNetwork Product Development Company : Security Issue1280 Words   |  6 PagesIoT Integration in Network Product Development Company : Security issue –Critical Literature Review. Introduction: The Internet of Things (IoT) sometimes known as Internet of objects. Internet of Things later will change to Internet of Everything which includes education, communication, business, science, government, and humanity. The internet is one of the most important and powerful creations in human history (Evan, 2011). The high volumes of data generated by IoT and technologies for the similarRead MoreLack Of Privacy On The Internet1404 Words   |  6 Pagesissue today that cuts so wide a swath through conflicts confronting American society like privacy. From AIDS tests to wiretaps, polygraph tests to computerized data bases, the common denominator has been whether the right to privacy outweighs other concerns of society. And with more and more people using the Internet, more and more information being passed over the Internet, more problems arise. The Internet has been an advantage in technology that has greatly increased the capacities of a computerRead MoreEssay On Internet Privacy147 1 Words   |  6 PagesIST 618 Summer 2017 online Policy Essay #2 Privacy In today’s world, Privacy and Security comes hand in hand with internet. Technology allows us free speech and freedom of information over the internet, by imposing strict laws and policies regulating the privacy and security of our information. According to Richard Clarke, free expression over the internet and its privacy are two sides of the same coin (Privacy and security(n.d.)). Writing blogs, uploading posts, comments

Essay on Stock Market Crash as the Cause of the Great...

What Was the Exact Cause Of The Great Depression? The United States Great Depression leads many people to believe different stories about what actually caused it. The Stock Market Crash in October of 1929 is often referred to as the beginning of the Great Depression, but did it actually cause it? The answer is that it was the spark that lit the flame of the Great Depression. The Great depression was a financial decline that started in 1929 and lasted through most of the 1930s. Its pinpoint was in North America and Europe, but plagued countries around the world (especially developed countries). Unemployment and homelessness sky rocketed and construction practically stopped in many countries. Industrial production declined by 50%,†¦show more content†¦This increased the spending but created debt for the shoppers. Consumers who were deeply in debt risked failure to pay, even when a price deflation occurred and they kept working their jobs. To cope with this dilemma, they drastically cut spending to make payments. Thus, the demand for luxury items and new products dropped. New cars were not selling as fast as they had been. New electronics such as radios were crowded together in display windows. Warehouses began to be jammed and this led to layoffs. Manufacturers read reports of overloaded warehouse and did not care. They believed that is was only temporary and would soon clear up. (Nardo 30-31) Early in September the stock market reached an unsurpassed high. Immediately following this high, the market began to gradually slide. On the afternoon of October 24, 1929 the great American stock market took a bottomless plunge. Investors finally realized the stock boom had been an over inflated bubble. Margin investors were being ruined because stock holders tried to pay back debts. By November of 1929, the Dow sank from 400 to 145. In three days, the New York Stock Exchange removed over 5 billion dollars worth of share values. By the end of the 1929 stock market crash, 16 billion dollars had been erased off stock capitalization. At that point it seemed as if nothing else could possibly go wrong, but it did. Bank investors had invested their depositsShow MoreRelatedEssay on The Great Depression, Annotated Bibliography879 Words   |  4 PagesCecchetti, Stephen G. Understanding the Great Depression: Lessons for Current Policy . Monetary Economics (1997): 1-26. This article is about the circumstances that led to the collapse of the economy in 1929. It relates to my research proposal because I am evaluating historic events that led to the financial crisis of 1929. The article discusses how deflation played an important role in expanding the depression, and how the Gold Standard, a monetary system in which a country’s government allowsRead MoreJim Braddock and The Great Depression1154 Words   |  5 PagesFranklin Roosevelt said, â€Å"When you come to the end of your rope, tie a knot and hang on,† and it directly relates to the Great Depression. People thought that because of this huge downturn that they would not survive but they had to â€Å"tie a knot in their rope,† and continue to try and survive. The great depression was a time of horror and failure. The giant Stock Market crashes of the 1930’s triggered this major blow to the nations economy. This major devastation also leads many families intoRead Mor eThe Effects Of The Stock Market Crash Of 19291552 Words   |  7 Pagesthe stock market crash of 1929. The question most debated is- which factor was the greatest contributor to causing the crash? Many think the answer is simple, for example, unemployment. On the contrary, the answer is quite complex because there were many interconnected causes. When answering this question, it is first crucial to analyze the causes of the crash and the causes of the depression that followed the crash. Many people combine the causes of the stock market crash and the depression; howeverRead MoreThe Great Depression Of 19291049 Words   |  5 Pages The Great Depression of 1929 was a deadly blow to the economy. This occurs when the United State won the World War I. After the war people who worked in the factories making weapons lost their job. People who came back from the war did not when back to work they were proud of themselves having fun time buying stocks. Then the disaster happened, on Oc tober 29 the Black Tuesday the stock market crashes, the stock drop the banker who bought the stock invest more money into the stock hope the stockRead MoreThe Cause and Effects of the Great Depression Essay1443 Words   |  6 Pagesspeculate that the stock market crash of 1929 was the main cause of The Great Depression. In fact, The Great Depression was caused by a series of factors, and the effects of the depression were felt for many years after the stock market crash of 1929. By looking at the stock market crash of 1929, bank failures, reduction of purchasing, American economic policy with Europe, and drought conditions, it becomes apparent that The Great Depression was caused by more than just the stock market crash. The effectsRead MoreThe Stock Market Crash Of 19291590 Words   |  7 PagesThe cause of the crash in the stock market in 1929, was an incident that occurred on October 29, which was called Black Tuesday. Investors traded 16 million dollar of shares toward the Ne w York Stock Exchange in a day, upon that billions of dollars were lost and investors lost their business or their jobs. one of the major reason why was that car and other factory produced certain quota of cars. during the great depression people who were rich is now poor and the poor and the poorer. people wereRead MoreHistory Of American Economy : The Great Depression Essay1360 Words   |  6 PagesAmerican Economy: The Great Depression As early as the 1920s, Americans and their leaders were quite confident about their country’s better future, compared to some of the toughest economic times that the country had gone through, such as the mild economic depression in the early 1820s and the bank panic. In fact, during his election trail, Herbert Hoover shown off America’s optimism by citing that the triumph against the poor house was forthcoming. However, the Great Depression erupted at a full forceRead MoreGreat Depression And The Great Recession864 Words   |  4 PagesThe â€Å"Great Depression† and the â€Å"Great Recession† are two of the darkest times in American history. There is much debate about the cause of the Great Depression and how it differed from the cause of the Great Recession. Many people believe that the stock market crash of 1929 played a major role the Great Depression. On the other hand, the stock market crash of 2008 drove America into the Great Recession. The causes of stock market crashes are often unforeseen, but many have detectable indicators.Read MoreCauses of The Great Depression Essay701 Words   |  3 Pages Imagine a society where over 25% of the population was unemployed. That is what it reached during The Great Depression (â€Å"The Great Depression†). During the depression unemployment rates were the highest they have ever been. It is highly speculated to this day on what exactly caused The Great Depression. Most historians agree it was a chain of events, one after another, that brought our country into chaos. Some events were more impactful than others. These events caused pandemonium amongRead MoreThe Stock Market Crash Began the Great Depression1202 Words   |  5 PagesInvesting millions a year, stock investors never thought the system would fail, but one day, it all went away. The stock market crashed leaving millions without work. The Stock Market’s Crash began the Great Depression and America would reap havoc for many years. The stock market is a great way to buy part of a company gain or loose money depending on how the company is making money buy buying a share. â€Å"The stock market is owning a small piece of the company; the stock market is owning a piece of

Free Essay on Domestic Violence by Top Experts

Question: Write an essay discussing the above scenario exploring what you know about Domestic Violence, how this scenario fits the pattern of an abusive relationship and what options there are available to victims and perpetrators. Answer: Introduction: Domestic violence is a prototype of abusing behavior in a relationship of domestic purview where one partner of that relationship inflicts unnecessary power upon the other partner of the same relationship with an object to maintain or control the other partner, this infliction of power may be in various forms like sexual, emotional, physical, psychological or economical actions or threats of actions which affects the other person. Domestic violence is a large social menace for the human society and this menace is created by the individuals themselves. Apart from physical torture an act of domestic violence imposes a huge effect upon the psychological condition of the victim. A man or women who have suffered from an act of domestic violence are used to get afraid of the relationships. For example if a person inhumanly beats his wife without any reason for a continues period then apart from that physical torture the wife gets mentally injured and her mental stability gets suffered as well as she will lose the affection towards her husband due to such way of torture. In present society one woman of every four women gets suffered by an act of domestic violence, in every week around two women are used to be killed by their former or present partners and this number is still increasing. Most of the victims of domestic violence gets victimized again and again by their partners this is around 57 per cent of victims are going through the same stage. This signifies improper implementation of legislations in this regard. According to the statistics every minute the police authorities receives a call for domestic violence and this is done only by the 36 per cent among all the cases. In most of the cases of domestic violence 90 per cent children gets affected and this number is rapidly increasing and endearing the future security of children specially as to their mental conditions (Anon, 2015). Identification of reasons for domestic violence: According to Social Learning Theory, main reasons for an act of domestic violence are misunderstandings among the husband and wife, work stress, addiction for alcohol, financial problem, miscommunication, lack of proper sense of gratitude, responsibilities as to the family and many other factors are responsible in respect of increasing acts relating to domestic violence. In most of the cases it has been noticed that one of the primary cause of acts relating to domestic violence is addiction towards drugs and alcohol. Some other very relevant factors in present day society relating to domestic violence are proper mental stability, self control, impatience nature and many others (Handley, 2002). According to general system theory, violence is the consequence of a broken family system, for resolving it the members of the family have to fix the system and the violence shall be eliminated. Here, Aimee has failed to fix the system of the family. In this case the resource theory is also applicable to a certain extent, in this theory it is mentioned that the member of the family who contributes most of the resources in the family, uses physical power to maintain supremacy. The damaging psychological impact it can have on women or men who face such circumstances. According to Bidermans Scale of Coercion, there are five stages for having control over a person, those are; Emotional abuse Isolation iii. Threats of violence and violent attacks Omnipotence Kindness, In the case of Castle Rock v. Gonzales the court of law has observed that the main reasons behind an act of domestic violence is the mental condition of the person and the surroundings, it may be work stress, misunderstanding or any kind of addiction that make a man brutal upon his own family members, the court also observed that an act of domestic violence affects the children of the family in most influencing manner. Though this act is known as an act of domestic violence but the consequences of it are not restricted within the purview of a domestic problem, it is a problem for the society in general. Laws relating to domestic violence: Due to the increasing rate of activities relating to domestic violence, the concern of the governments in the United Kingdom has been attracted to this burning issue. The legislative bodies of the concern countries have enacted various legislations in relation to restrict the acts of domestic violence (Bradley, 2011). In the year 2004 the parliament of United Kingdom has enacted the statute in relation to restrict the acts of domestic violence, namely The Domestic Violence, Crime and Victims Act 2004. This Act is related to criminal justice and also emphasizes upon legal protection and proper assistance to the victims of crime, especially the victims of domestic violence (Jaising Sakhrani, 2007). It also makes bigger the conditions for trials without any jury, brings in a new rule for trials for reasoning the death of a child or susceptible adult, and authorizes. In the MARACs behavior it is mentioned that the act of domestic violence has some great efficacy as to the mental stability of the victim, especially when the victim is a child. An act of domestic violence affects the members of the family greatly, especially the members of age of 16 or above. The abuse may be encompasses into the factors like psychology, financial, sexual, emotional and physical and there is no such limitation as to it. The executive authorities of the nation that is the police should be more cautious regarding the complaints and factors relating to an act of domestic violence (Investopedia, 2015). Relation with the mentioned illustration: As per the mentioned scenario Aimee is an adult woman living with her husband Mark along with her child Samantha, when her husband gather the know that her wife is pregnant for the first time he despite of getting excited got angry on her wife and tortured her, though after few days he realized his faults and things came under control. Again when it came to the knowledge of Mark that Aimee is pregnant for the second time he could not control himself and again torture his wife. Because of the relationship and feeling of love from the part of Aimee she has not disclosed any of these facts to any one and she kept quite in this issue. But here a major matter of concern arose for Aimee, that if this things are going in the same manner her child Samantha and the child in her womb will get affected and their mental condition as to the reputation of their parents are not going to be up to the mark. So under this particular scenario, not only Aimee her child Samantha as well as the child in h er womb is getting affected by the act of Mark, because of this torture the child in her womb could have died. So, in this particular scenario, it can be clearly mention that there is an act of domestic violence from the part of Mark upon his wife and child, though Mark has not abused his child or torture his child but the child Samantha is also affected by the act of domestic violence from his father. Here, Aimee is at a freedom to go against the tortures implicated upon her by her husband; she has the right to approach the court of law with competent jurisdiction for the purpose of getting justice and to make her husband Mark to be penalized in accordance with the provisions of law (Bird Bird, 2006). In part two of The Domestic Violence, Crime and Victims Act 2004, it is clearly mentioned that any act relating to harassing any person by way of physical torture or by any other way in a serious manner then the person who has committed such an act shall be liable for facing legal consequences and the act is arrest able under the provision of the said Act. In the same Act section 12 and section 13 deals with the restriction to the territory of England and Wales and Northern Ireland respectively. In this regard the only child of them Samantha was not only victimized of the act of domestic violence but he is the most important witness of this act done by her father as he has saw all the acts of violence inflicted upon her mother and Samantha is the only person who has observed that in closer way. In Marks tactics in this regard is that there is cycle of abuse in his behavior of domestic violence at first stage tension builds in the concern person thereafter he acted out such tension by way of inflicting torture, abusing, annoying and many other ways upon her wife and child. After this while the victim is supposed to take legal steps, the wrong doer feels guilty and begs for mercy and a reconciliation process starts. Later on the relationship comes into a calm and stable condition. But after some time it begun with the first stage again and this cycle goes on unless a permanent restitution made. she witnesses to her mother..if so why... how.. Detrimental effects etc? Preventive measures taken: For the purpose of restricting the acts of domestic violence many criminal as well as civil legislations has been introduced by the appropriate government. Section 16 of the Youth Justice and Criminal Evidence Act 1999, deals with various measures in relation to stop the acts of domestic violence, in this section reporting restrictions and special measures for the victims of domestic violence is also provided, the importance of protection of witnesses and other relevant evidence are also provided under this section of the concern Act (Meyersfeld, 2010). In case of a family proceedings adequate documentation plays an important role in the proceedings of law, statements acquired from the victim or witness, expert reports in accordance with CAFCASS, relating to any children affected by the dispute, evidence transcription etc, all these documents are kept confidential according to the prescribed rules of Family Proceedings Rules 1991 (SI 1991/1247). In dealing with family issues like domestic violence the executive bodies such as police are very conscious and delicate (Kiesel, 2007). Refuges are not exempted from the protection provided by the concern government, it mainly concerns about the protection of the children and the female members of the family, and they are entitled to get justice as per the provisions of the concern law of the land. Conclusion: After the above description it can be summarized that domestic violence is the burning issue of the entire society and it not only affects the adults but it puts a huge impact upon the children in the family, these are very sensitive and confidential issues that is why victims are quite reluctant to disclose the facts to anyone. But if the victims are not aware of the future consequences of this burning menace it will destroy not only their life but the life of their children as well. For the purpose of restricting this menace the concern governments has taken many prohibitory provisions which are quite effectual too. The laws relating to the domestic violence has great significance to the society, it not only protects the family but also protects the society at large. As society is used to be greatly affected by the criminal acts like domestic violence, judicial system also plays an important role in restricting the acts of domestic violence by interpreting the present statute as pe r the situation demands . References Anon, (2015). [online] Available at: https://www.lwa.org.uk/understanding-abuse/statistics. [Accessed 21 Mar. 2015]. Investopedia, (2015).Investopedia - Educating the world about finance. [online] Available at: https://www.investopedia.com [Accessed 21 Mar. 2015]. Bashall, R., Hague, G., Mullender, A. (2011).Disabled Women and Domestic Violence. London: Jessica Kingsley Publishers. Bird, R., Bird, R. (2006).Domestic violence. Bristol: Family law. Bradley, T. (2011).Women, Violence and Tradition. London: Zed Books. Cps.gov.uk,. (2015).The Crown Prosecution Service. Retrieved 14 March 2015, from https://www.cps.gov.uk Freeman, M. (2008).Domestic violence. Aldershot, Hampshire, England: Ashgate. Gorin, S. (2004).Understanding what children say. London: National Children's Bureau. Handley, W. (2002).Marriage, violence, and the nation in the American literary West. Cambridge, UK: Cambridge University Press. Hanmer, J., Itzin, C. (2000).Home truths about domestic violence. London: Routledge. Hester, M., Pearson, C., Harwin, N. (2000).Making an impact. London: Jessica Kinglsley Publishers. Humphreys, C., Stanley, N. (2006).Domestic violence and child protection. London: Jessica Kingsley Publishers. Humphries, D. (2009).Women, violence, and the media. Boston: Northeastern University Press. Jackson, N. (2007).Encyclopedia of domestic violence. New York: Routledge. Jaising, I., Sakhrani, M. (2007).Law of domestic violence. New Delhi: Universal Law Pub. Co. Jasper, M. (2007).The law of violence against women. New York: Oceana. Kenney, K. (2012).Domestic violence. Edina, Minn.: ABDO Pub. Kenney, K. (2012).Domestic violence. Edina, Minn.: ABDO Pub. Kiesel, D. (2007).Domestic violence. Newark, NJ: LexisNexis Matthew Bender. Leotta, A. (2011).Law of attraction. Detroit: Thorndike Press. Lombard, N., McMillan, L. (2013).Violence against women. London: Jessica Kingsley Publishers. Meyersfeld, B. (2010).Domestic violence and international law. Oxford: Hart. Build arguments continuously..i.e. present one point and counteract it with another sometimes.. this shows critical thinking, and it also shows a diverse breadth of knowledge.

UIUC GPA Calculator Essay Example

UIUC GPA Calculator Paper UIUC GPA calculator is a useful app allowing making a prognosis for future. It is a handy tool enabling evaluating one’s chances to get the place at a prestigious higher education institution. UIUC is a top ranking USA university having a bright reputation. This higher education institution allows young generations are getting an excellent education and building a prolific carrier. The facilities available at institution enable students to develop themselves in all spheres of life and contribute to the progress of science. The University aims to enhance the civil life and implement innovations. The institution occupies the leading positions in research, teaching and public engagement. UIUC has 16 academic units that supply more than 150 programs for graduate and undergraduate students. If you have an intention to enter this place, you need to use college GPA calculator UIUC. This program will allow you to estimate your chances to get the opportunity to study at a place, where you want to study! College GPA calculator UIUC GPA calculator UIUC is a program allowing every person to get to know, whether it is possible to get the place at a higher education institution of the dream. It is a chance to make a prognosis, which will help to single out whether the achievements match with the requirements of University admission committee. When a person has the full picture, it is easier to plan the future. As is often the case, potential student compiles a list of Universities that can become future places of study. Each of this place has its requirements and a minimal GPA allowing entering the university. The great strategy is to explore the ratings of the higher educational institutions from your wish list to get to know what GPA you should have. To know the average grade one needs to be able to use UIUC student GPA calculator. This app will allow determining the â€Å"what if† mark and compare it with the ratings of the UIUC and check whether there is a chance to enter the higher educational instituti on. The University of Illinois Urbana-Champaign UIUC GPA Calculator We will write a custom essay sample on UIUC GPA Calculator specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on UIUC GPA Calculator specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on UIUC GPA Calculator specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The University of Illinois Urbana-Champaign UIUC GPA Calculator is an app for every potential student endeavoring to become a part of this place. There is a simple piece of advice helping to use this tool. One needs to enter the official website of the University and find the option â€Å"GPA UIUC calculator.† You have to click the option, and you will see the window, where there are fields to fill in. Your task is to insert the data in the needed places. Try to insert name, of course, credit hours and approximate â€Å"what if† grades. The combination of this info and calculations presents a result – your GPA. These operations will help you to discover the minimum grade allowing making a prognosis for future. The grand strategy is to make this calculation when you still have time before the entering campaign. It will help you to evaluate your achievements and discover whether they meet the demands of the admission committee. This strategy will help to get the p lace at the University of your dream!

How to Use Respectively in a Sentence

How to Use Respectively in a Sentence How to Use Respectively in a Sentence Today, we’re looking at the word â€Å"respectively,† which we use to refer to something previously mentioned. This is a great word when used correctly, allowing us to clarify how different parts of a sentence relate to one another. But it’s also easy to misuse if you’re not sure how it works. Let’s look first at how â€Å"respectively† should be used, then, before examining a couple of common errors you’ll want to avoid. How to Use Respectively in a Sentence â€Å"Respectively† is an adverb meaning â€Å"in the order mentioned.† We use it when we want to emphasize the relationships between two pairs or items in two parallel lists (i.e., two lists that contain the same number of items). For example, we could use â€Å"respectively† as follows: Paris and Berlin are the capital cities of France and Germany, respectively. âÅ"“ This tells us that Paris is the capital of France and that Berlin is the capital of Germany. We know this because â€Å"respectively† means that the first city mentioned (Paris) goes with the first country mentioned (France), and likewise for the second city (Berlin) and country (Germany). Common Error: Non-Parallel Lists People make two main errors when using â€Å"respectively.† One is to use it without preceding parallel structures, or without a direct one-to-one relationship between items in two lists: The wires connect to the diode and fuse, respectively. âÅ"â€" Here, for example, â€Å"respectively† does not make sense because we don’t know how many wires there are or how they are distinct from each other. To correct this, we would need to write: The blue wire and green wire connect to the diode and fuse, respectively. âÅ"“ In this version, we can clearly see which wire connects to which component. Common Error: Unnecessary Use of Respectively Another error is to use this term when it isn’t necessary. For instance: Dogs and cats are common household pets, respectively. âÅ"â€" In this case, since both dogs and cats are pets, we can lose â€Å"respectively†: Dogs and cats are common household pets. âÅ"“ We would, however, use this term to distinguish between the two. For example, we could clarify the genus to which each species belongs: Dogs and cats belong respectively to the genera Canis and Felis. âÅ"“ Here, without the â€Å"respectively,† it would not be 100% clear which species belonged to which genus. This, therefore, is a good use of the term. And if you need any more advice on using this word in a document, don’t forget you can try our proofreading service for free.

Life Passed Me By

Life Passed Me By Life Passed Me By Life Passed Me By By Maeve Maddox Cezar wrote: Can you clarify differences or subtleties between:my life passed by me and my life passed me by. Sometimes the placement of a word makes all the difference in meaning. My life passed by me could mean simply that a portion of ones life has gone by. Anyone who bought stocks in mid-1929 and held onto them saw most of his or her adult life pass by before getting back to even. The sun is shining on my brown eyes; eyes that have seen these past three years of my life pass by me in a flash. My life passed by me could also mean that the speaker had a vision or revery in which the events of his life replayed in his mind the way the thoughts of a drowning victim are thought to cause his life to pass before his eyes before he dies. Usually the preposition is before, rather than by. I felt panic and fear at first and saw my whole life pass by me in an instant. How could he come that close to death and not see his life pass before his eyes? Just saw my life pass before my eyes as elevator I was in †¦ plummeted 10 floors before lurching to a stop †¦ My life passed me by, on the other hand, conveys the idea of a wasted life, a life that has been frittered away in meaningless activity. I feel like my life has passed me by to the point where I experience very dark and depressing days Has life passed me by at 40? If spoken of another person, life passed him by, the expression can mean that the person so described passed his life in uneventful obscurity: [Harish Chander Mehra] Saved Nehrus life, but life passed him by Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtHow to Punctuate with â€Å"However†Particular vs. Specific

Non-fiction essay about a London location below or above ground that

Non-fiction about a London location below or above ground that has significance. Include detailed description about sights, sounds, smells, and emotions a - Essay Example This took place in the 19th century. Soon, many big terraced houses were constructed in the Square that came to be inhabited by the upper and middle sectors of London society. While many of the structures have since been converted into hotels, some of them in the western and southern areas of Russell Square still stand intact to this day. While London Borough of Camden presently administers it, Russell Square is still owned by the Beresford Estate (‘Russell Square’ Wikipedia.org, 2007). Russell Square underwent a major renovation in 2002 when famous architect Humphrey Repton embellished it in a distinctive form that corresponded to the first 19th century layout. The main feature of the renovated layout is the new fountain firing jets of water operating from the ground (‘Russell Square’ Wikipedia.org, 2007). The fountain is in the centre of a large park located right in the middle of Russell Square. The park has many shady trees, a lot of green grass and a network of criss-crossing paths. A statue of Francis {one of the previous Dukes of Beresford} stands in the south portion of the park. The park is open from 7.30 a.m. to 10 p.m. (Londonlogue.com, 2006) at the behest of the London Borough of Camden as a precaution against ‘other undesirables,’ a veiled hint about homosexual men who made use of the park to search for partners to engage in sex (‘Russell Square’ Wikipedia.org, 2007). Secondly, Russell Square has also derived its fame from many famous persons who lived there such as T.S. Eliot, Philip and Philip Charles Hardwick, and Thomas Lawrence. Thomas Stearns Eliot was a renowned poet and dramatist who worked in Russell Square for several years when he served in ‘Faber & Faber’ as poetry editor. There still exists a blue plaque on a building in the Square’s northwest corner stating that Eliot worked there. Noted architects Philip and his son Philip Charles

Why have the 1980s been described as a lost decade in terms of Essay

Why have the 1980s been described as a lost decade in terms of development - Essay Example In light of the halt in third world economic growth immediately after the beginning of the debt crisis, especially in Latin America, almost everyone agreed that the tag â€Å"lost decade of development† describing the 1980s was accurate (Santiso 2003, p. 297). The end of the 2nd World War can be regarded as having a hand in starting of a distinct form of world conflict-the cold war. The two superpowers (the U.S. and USSR) became hyper-suspicious of each other’s motives, creating a hostility that lasted till late 1980s. Truman’s Point Four Program addressed the foreign policy of the country and established a modern era for engagement in international politics. One of the outstanding themes in the four point plan was to help more nations in post World War II and assist the countries restore their economies, besides protecting them from communist control (Santiso 2003, p. 297). The Keynesian approach details economic growth, requiring government guidance and activist policies that circumvent the cyclical instabilities, which plagued the pre-war economies. The present international institutions (the UN, IMF, and World Bank) remain strongly rooted in a definite historic era shaped by emerging Keynesian consensus and embody an attempt to institutionalize this policy framework at an international platform. Development schools of thought incorporated during the post-war era include modernization theories (1950s, early 1960s); dependency theories (late 1960s, early 1970s); world economy view (late 1970s, early 1980s) and basic needs approaches (late 1970s). Other schools include alternative modes of production perspective (1980s) and sustainable livelihood approach. Modernization theory was a strong element in the increasing Third World critique of western ideas and practices on development and reinforced the notion that underdevelopment could be created (throug h colonialism and/or exploitation) instead of being an outright natural state (Katie 2005, p. 32). From

Milosz v. Pienkowski Essay Example for Free

Milosz v. Pienkowski Essay â€Å"These damn Jews! They’re rotten and don’t belong here! We need to remove them all from Poland and send them to concentration camps! † â€Å"Whoah. You are misinformed about the history of your own country. Firstly, the Jews definitely belong here. For centuries Poland has had the largest and most prominent Jewish population in the world. Although religious tolerance did end with the partitioning of Poland by the Russian empire, Judaism is still extremely prevalent. It is even the second largest religion in the Wilno area. † â€Å"Whatever! They are single-handedly causing economic stagnation and poverty in my naturally prosperous country! † â€Å"This is also untrue. When Poland was under Pilsudski’s leadership, the economy grew significantly despite other world economic crises. He was opposed to anti-Semitism and believed that devotion to the Polish republic could be created from all ethnic and religious groups. Maybe the economic stagnation is due to other factors, such as Poland being partitioned into three estranged areas representing different power structures from Austria, Germany, and Russia. This causes problems for sustaining a united government and school systems. Also, foreigners utilizing cheap labor to make a quick buck are exploiting Polish industrial centers. Western countries will only offer their aid if it reduces some kind of threat to themselves. This situation would cause any country to disintegrate. The Jews were most certainly not the problem. † â€Å"You are just infected with socialism and are a Jew-lover! Pilsudski means nothing! It’s Dmowski who had the right idea! Poles are the best! Race is above everything! The first thing we need to do is energize the Polish population with nationalism and exercise our spiritual, physical, and material domination! † â€Å"Actually, in my youth I was conditioned to hate Jews as well, but I soon realized that I was the product of my environment. Although my relatives flamboyantly encouraged anti-Semitism, I outgrew those family arrogances and began to realize why anti-Semitism developed. The first reason is the way the youth is taught. Only Polish texts are read in schools, and textbooks are extremely biased, as nationalists write them. This makes other cultures seem inferior by exclusion, and even if Jewish literature is published, it is either disregarded or doesn’t reach the larger population of Poland. Furthermore, anti-Semitism perpetuates with continuous streams of Jewish jokes and Christians whispering about Judaism as if it was a shameful disease. The real responsibility of regarding the Jews as different nationality, however, lies with nationalist writers and journalists, as they can influence schools, books, and even ‘change history’ through their writing by providing biased accounts of historical events. † â€Å"That’s not true! There aren’t enough nationalists, because Jews still occupy all managerial and leadership positions and have tainted the entire state system! Screw their books! The only reason I’d want to learn about Jews would be to overthrow them! † â€Å"Actually, Jews are discriminated against for many positions, including the Army and medical school slots. And, on the contrary, if you did learn about Jewish literature, it might help remove prejudice against them. Instead of seeing them as inferior, Jewish literature may convince you that Jews are worthy and intelligent. Instead of judging Jews through familiar stereotypes, propaganda, biased teaching, opposite truths, and ignorance, try judging different ethnicities based on merit. This is what I did in college with my literary alliances, and it allowed me to see past ethnic differences and realize that Jews aren’t a different nationality. They just have different beliefs. But together, we can become one, unified country. † â€Å"Blegh. You are way behind your time. I won’t waste my time speaking to an imbecile any longer. † Word Count: 598 Part Two In order to write this dialogue, I read Pienkowski’s text and wrote down all of the arguments and nationalistic comments that I could find. Next, I did an extremely close reading of the text and highlighted parts that I thought best countered these arguments. Then, I made an outline. The first point on my outline was the history of ethnic minorities in Poland, including the Pilsudski discussion on page 51, and the political anti-Semitism history on page 92. I also used notes that I took in class to help with basic background knowledge. My next point on the outline was how and why anti-Semitism developed. I talked about how schools, teachers, and children were exposed to this discrimination (98), and how biased textbooks (97) and Jewish literature played a huge role (98). Relatives also had a large impact on Milosz (96), and it seemed that everybody in society was exposed to anti-Semitism, perpetuating prejudice through jokes and whispers (94-99). The brunt of the responsibility, however, lied with the nationalist writers and journalists (106). I then went on to my next point, about how economic degradation was not due to the Jews. In fact, there are many alternate reasons for economic stagnation, which appear on page 61. For my next point, I took note of how Milosz, as a child, was conditioned by society and relatives to dislike Jews. However, at the university, his opinions changed, which brought me to my next point: What needs to be done in order to eliminate anti-Sematic beliefs? The information for the last point didn’t specifically come from the text. Instead, I predicted what Milosz would say based off of what he wrote. I gathered that to squash ethnic assimilation, one should end the brainwashing, propaganda, biased teaching, opposite truths (where one country/area teaches an aspect of history completely different from another country/area), and ignorance. Instead, people should become educated about different cultures, and not focus on racial or religious unity. Instead, they should focus on state unity, like Pilsudski believed. One should also judge by merit, like Milosz did when he went to the university (102). Then I created tone for each character (Milosz being rational and Pienkowski being rash, impatient, and rude), and created an argument! Word Count: 373.

Rene Descartes: The Concept of Dualism Essay examples -- Dualism Essays

Rene Descartes' Argument from Divisibility is the argument in which he claims that the mind and the body are two completely different things and thus cannot be identical. His argument is that the body is divisible because it can be physically altered like being cut in half. His belief is that the mind is indivisible because it is not a physical thing. Descartes believed that if two things do not have identical properties then they couldn't be the same. What Descartes was suggesting was that human beings' bodies are separate from their thoughts and that when the body dies the mind still lives, which had undertones of suggesting that there is an afterlife. Descartes called his concept Dualism. The premise that the body is divisible is true because the body is a physical thing. The body has weight, mass, and interacting parts just like a machine such as a watch or an automobile. The premise that the mind is indivisible is not true because it is an assumption that the mind and body are two different things. "It is common knowledge that the brain is the central point of the body where all functions is controlled, mainly being sense perception and thought." (Lawhead, pg 283). The brain is as much a piece of physical matter the same way a rock is. Although much more complex than a rock, a brain and a rock have similar properties because they can be affected by the physical world and are bound by the laws of physics. All thoughts and functions come from the mind, in the sense that the word mind means our consciousness or being. It can be easy to assume that the mind and body are two separate things. Mind and body are one in the same because if the mind were not affected by the physical world, then it would not have to follow the rules of the physical world. If the mind were truly a separate thing from the body, in theory people should be able to have outer body experiences as they please. It cannot be done because the mind is confined to the body and therefore is part of the body. Outer body experiences people have claimed to have are nothing but dreams. When a person suffers trauma and claims to have had an outer body experience what they describe as experiencing is the same description of a dream. Everyone who truly dies never come back. Dead men tell no tales. The mind is a part of the body just like the heart but more dynamic and complex in its nature... ... the mind and body are different. If his idea was true then when a person suffers trauma to the head like in a car accident then that should not affect their mind and the way they think but there are many cases of people being permanently changed after head trauma. Another good example is the many prescription drugs that are out on the market such as Prozac. It is a pill which is a physical thing, like the body but it is proven to have an effect on the mind. According to Descartes the link between mind and body occurred in the pineal gland in the brain through a process called interactionism but that theory does not make sense because the pineal gland is just another part of the physical body. In the end his argument cannot be true because there is no proven link between the mind and body. There is just the physical body and nothing more; nothing less. Dualism is an idea mainly based on assumption and faith. Although it would be nice to know what happens to people after they die, that is something most people would like to wait to find out. Work Cited Lawhead, William F. (2013). The Philosophical Journey, An Interactive Approach, 6th Ed. McGraw-Hill Education. New York .

Key Principles of Management and Leadership

Unit 1 – Key principles of management and leadership Activity 1 a) Though the two terms seem similar on the surface, in reality they are quite different. A great manager does not necessarily make a great leader, and a great leader does not necessarily make a great manager. Management controls or directs people/resources in a group according to principles or values that have already been established. Leadership is setting a new direction or vision for a group that they follow, i. e. : a leader is the spearhead for that new direction.The manager uses a formal, rational method whilst the leader uses passion and stirs emotions. People naturally and willingly follow leaders due to their charisma and personality traits, whereas a manager is obeyed due to the formal authority vested in him/her. As a result, people tend to be more loyal towards leaders rather than managers. Managers supervise employees. They make plans, delegate responsibilities, and coordinate activities. Their goal is to create something that is definable and repeatable. Leaders are focused on bringing about innovation and change for the company.Their primary role is to inspire people and to motivate employees. They are focused on change. They create a sense of vision, hope, and alignment among employees. An organisation cannot thrive without a manager, and it cannot thrive without a leader. Leadership and management must go hand in hand to be successful – both in corporate and casual settings. They are linked, and complimentary to one another. Managers will:Leaders will: AdministrateInnovate MaintainDevelop Focus on systems and/or structuresFocus on people Rely on their controlInspire trust in people Hold short range viewsHave a longer range perspectiveAsk ‘how’ and ‘when’Ask ‘what’ and ‘why’ Keep an eye on the bottom lineKeep an eye on the horizon ImitateOriginate Accept the status quoChallenge it Be a classic good soldierBe his/her own person Accept realityInvestigate it b) Management encompasses 5 functions which are planning, organising, staffing, directing and controlling. Planning – Planning gives management the ability to logically come up with different strategies to make sure that the project ends in success. The term for generating plans of action can be for immediate, short term, medium term and long term periods.If management does not implement a plan the only plan that he can guarantee is a poor performance. Organising – In order to make sure that the plan is a success management have to make sure things within the company and the plan are properly organised. This is where management can divide, coordinate and control the task and information within the organisation. Assigning work and granting authority are 2 important elements of organising. Staffing – Now that the structure is properly put together, management needs to have employee's to carry out the plan. This is also known as human resource management.In this concept management will be devoted to properly acquiring, training, appraising, and compensating their employee's. Employees are what give a company a competitive edge. Management must ensure that the right number of and kind of employees are placed at the right places and at the right time when the organisation is in need of them. Directing – This is the ability to get employee's to achieve the goals of the company in the most effective and optimal way. Leading, motivating, communication and coordination are the elements that come under directing.Directing is about guiding and leading the people in an organisation. Controlling – This is the process that ensures whether the resources are obtained and used efficiently in achieving the organisational objectives. This function will be the last task that management will do. This will allow the ability to check the performance of the employee's to make sure it correlates with the input (plan) and output (performance). For this reason, that is why controlling function of management is closely linked with the planning function. ) It is the requirement of a team leader to achieve objectives set by management for a team. However, since the team leader cannot meet these objectives on their own, it will be required for the team leader to lead or manage a team to achieve success using the skills of the team. The team’s objectives will be those of the team leader. The team will consist of a number of individuals each working to achieve their own objectives, based on each individual’s particular skills, knowledge and expertise. This breaking down into specific tasks will contribute to the overall achievement of the objectives of the team.With this in mind a team leader must know their staff, but it is equally important that the staff know the team leader. A leader must know how to build and nurture such a team. A good leader knows when to be a leader and when to be a follower. Good leaders are good followers when that's what is needed. Other skills that the team leader will need to possess are: Integrity. Having strong internal guiding principles that one does not compromise. It means treating others as you would wish to be treated. Integrity promotes trust, and not much is accomplished without trust.Leading by example. Innovation and vision. Welcoming new tasks and new ways of doing things. Having a clear idea where his or her organisation and/or unit are going in the long term. Communication. Leaders need to learn to be proficient in both the communication that informs and seeks out information and the communication that connects interpersonally with others. Being able to listen well, explain things clearly, ask questions and be aware of what people really think and feel (not what they may say). Relationships.A leader who likes dealing with people issues, who can initiate and deepen relationships with others, has a great leadership ad vantage. This is a leader who can build a team and achieve impressive results. This can help with the ability to motivate others. Getting people to do things because they want to and not because they are told to. Persuasion. The ability to influence others and cause them to move in a particular direction is a highly important skill in leadership. A leaders ability to be persuasive is directly related to how much people trust you and how good your communication and relationships are.Adaptability. Adaptability and flexibility in not being bound by a plan are important success factors. A leader must move easily from one set of circumstances (the plan) to the next (the plan is not going as expected) and take them all in stride, even when the circumstances are unexpected. A good leader has to embrace change and see it as opportunity. Coaching and self-development. Developing others is an important role for a leader. Encouraging others to expand their capabilities and take on additional a ssignments is part of a leader’s responsibility.Leaders who feel threatened by the capabilities of others are generally challenged in this area. This coincides with being interested in what people think and feel. Self-development and expanding one’s own capabilities inspires trust and respect from the team which also goes hand in hand in developing others. Decision-making. A leader must be able to wade through information, comprehend what’s relevant, make a well-considered decision, and take action based on that decision. Making decisions too quickly or too slowly will impede leadership effectiveness. Planning.Planning involves making certain assumptions about the future and taking actions in the present to positively influence that future. Planning means to focus more strategically. Although important for guidance and focus, plans are rarely rigid. d) My job as a Senior Support Worker is to provide support to the Registered Manager and lead a small team of supp ort staff in the day to day running of the unit in line with the company’s objectives. I am responsible for ensuring all Service Users who reside at the unit receive high quality, person centred support. I provide support, coaching and mentoring to team members.I am responsible for preparing, maintaining and supporting team members in the updating of care plans. I ensure good working practices are established and maintained. I have to observe a proactive approach to achieving a positive, engaging, promotional and relationship building role with Local Authorities and all other stakeholders. e) * I give support, educate and manage the staff team on a day to day basis and through bi-monthly supervision. * I am responsible for the deployment and control of appointments on a day to day basis, plus the allocation of certain appointments to specific team members. I support the running of the home to achieve real, individualised care packages for the Service Users. * I promote effect ive team working, to maintain good communications systems, including hand over’s, log books, supervision and staff meetings. * I assist the manager in identifying training and development needs for the staff team and to help facilitate these needs. * I review, monitor and fulfil health and safety responsibilities to ensure a safe working environment for yourself, colleagues and the Service Users. I support and maintain effective working relationships with all other staff and to promote good relationships with local residents and the general community. * I have a positive, hardworking attitude and remain committed to the ethos of Reed Care Homes Ltd. * I provide a positive working role model for other colleagues and Service Users, with reference at all times to the company’s equal opportunities policy and the recognition of each person unique racial, cultural and religious needs. * I assist the Registered Manager in the recruitment of new team members and complete induc tions. I provide cover for the Registered Manager in their absence. * I maintain professional knowledge and skills through training and a commitment to continuous professional development. f) In 1997 John Adair developed a model of leadership training based on three overlapping circles that are involved in any leadership situation. If you look closely at matters involving leadership, there are always three elements or variables: * the leader – qualities of personality and character * the situation – partly constant, partly varying the group – the followers: their needs and values. There are three areas of overlapping need which are centrally important which are related to task, group maintenance and the individual. Task – The reason a group of people come together to perform a task is because the task is too big for one person. A range of knowledge and skills are required and these will not be found in one person. Group maintenance – Many of the fo rmal or informal rules and procedures of the group are designed to promote unity and to maintain cohesiveness at all costs.There is a feeling that good relationships are essential towards a shared goal. This need to create and promote group cohesiveness is called group maintenance. Individual – Individuals bring into groups their own needs, for eg, recognition; a sense of fulfilment, status, and what Adair terms as the deeper needs to give to and receive from other people in a working situation. Adair believes that these individual needs are more profound than we sometimes realise. These needs may attract us or repel us from any given group.The three areas of need overlap and influence one another. If the common task is achieved, then that tends to build the team and to satisfy personal human needs in the individual. If there is a lack of cohesiveness in the team circle, a failure of team maintenance, then clearly performance in the task area will be impaired and the satisfac tion of individual members reduced. In order to achieve the common task and to maintain teamwork, certain functions have to be performed. Adair's three circles model emphasises the importance of distinguishing the individual from the group.It is fundamental that each of the circles must always be seen in relation to the other two. A leader must always be aware of what is happening in relation to the team in terms of the three circles. In 1993 Charles Handy pointed out that it is unlikely that there will ever be a situation where there is a perfect match between the need of the individual, the group and the task. The leader's job is to be aware of the tension and to manage it. A leader must maintain some distance, as they are responsible and accountable for: * Achievement of the common task Ensuring the group work as a team * Facilitating the development of the individuals Leaders need to interact with others whose support they need in order to accomplish goals. To gain their support , leaders must be able to understand and motivate them. To understand and motivate people, leaders must know human nature. Human nature is the common qualities of all human beings. People behave according to certain principles of human nature. Human needs are an important part of human nature and leaders must understand these needs because they can be powerful motivators.In 1970 Maslow felt that human needs were arranged in a hierarchical order and that the basic needs must be met before the higher order needs in the form of 5 levels: 5. Self-actualization — knows exactly who you are, where you are going, and what you want to accomplish. A state of well-being. 4. Esteem — feeling of moving up in world, recognition, few doubts about self. 3. Belongingness and love — belong to a group, close friends to confide with. 2. Safety — feels free from immediate danger. 1. Physiological — food, water, shelter, sex.Maslow deemed that people want and are foreve r striving to meet various goals. Because the lower level needs are more immediate and urgent, then they come into play as the source and direction of a person's goal if they are not satisfied. A need higher in the hierarchy will become a motive of behaviour as long as the needs below it have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must be satisfied before the person can climb up the hierarchy. Leaders knowing where a person is located on the pyramid will aid in determining effective motivators.Almost no one stays in one particular hierarchy for an extended period. We constantly strive to move up, while at the same time various forces outside our control try to push us down. The goal as a leader is to help people obtain the skills and knowledge that will push them up the hierarchy on a more permanent basis. People who have their basic needs met become much better workers as they are able to concentrate on fulfilling the visions put forth to them, rather than consistently struggling to make ends meet.

Kotler Mkting Management Chapter 13

Designing and Managing Services Discussion Questions 1. How do we define and classify services? 2. How do services differ from goods? 3. How can we achieve excellence in marketing services ? 4. How can we improve service quality? 5. How can goods marketers improve customer service? Slide 2 of 29 The Nature of Services 2008 – 2018 Loss of 1. 2 million jobs 2008 – 2018 Gain of 14. 6 million jobs Slide 3 of 29 Service An act or performance one party can offer to another that is mostly intangible and does not result in the ownership of anything. Slide 4 of 29 Categories of Service Mix Mix of goods & services Pure Tangible Good Hybrid Pure ServiceSoap Cell phone Babysitting Slide 5 of 29 Service Characteristics Intangibility Variability Perishability Empty seats Inseparability Slide 6 of 29 Intangibility Create tangible elements †¢ Place †¢ People †¢ Equipment †¢ Communication material †¢ Symbols †¢ Price Slide 7 of 29 Inseparability Work Faster Add More Service Providers Work with Larger Groups Slide 8 of 29 Variability Offer Guarantees Monitor Satisfaction Good Hiring and Training Slide 9 of 29 Overnight Hotel Stay Blueprint Slide 10 of 29 Perishability Empty seats Nonpeak Demand Complementary Services Reservation Systems Differential Pricing Slide 11 of 29 New Services RealitiesCustomer Empowerment Satisfying Employees Customer Co-production Slide 12 of 29 Root Cause of Customer Failure Slide 13 of 29 What Customers Want from Providers Knowledgeable employees Address needs on first contact Treat me like a valued customer 65% 64% 62% 54% 49% 49% 45% 43% 38% Demonstrates desire to meet my needs Can quickly access information Good value for the money Courteous employees Is a company/brand I can trust Treats me fairly Provides relevant/personalized service 0% 10% 20% 30% 31% 40% 50% 60% 70% Slide 14 of 29 Determinants of Service Quality Reliability Tangibles Responsive Empathy Assurance Slide 15 of 29

How to Trace American Indian Roots in Your Ancestry

How to Trace American Indian Roots in Your Ancestry Whether you want to become an enrolled member of a federally recognized tribe, verify a family tradition that you descended from an American Indian, or just want to learn more about your roots, researching your Native American family tree beings just like any other genealogy research - with yourself. Start Your Climb Up the Family Tree Unless you have a large collection of facts on your Indian ancestor, including names, dates, and tribe, it is usually not helpful to begin your search in Indian records. Learn everything that you can about your parents, grandparents, and more distant ancestors, including ancestral names; dates of birth, marriages, and death; and the places where your ancestors were born, married, and died. You can start by constructing your family tree. Track Down the Tribe During the initial phase of your research, the goal, especially for tribal membership purposes, is to establish and document the relationships of Indian ancestors and to identify the Indian tribe with which your ancestor may have been affiliated. If youre having trouble finding clues to your ancestors tribal affiliation, study the localities in which your Indian ancestors were born and lived. Comparing this with Indian tribes that historically resided in or currently live in those geographical areas may help you to narrow down the tribal possibilities. The Tribal Leaders Directory published by the U.S. Bureau of Indian Affairs lists all 566 federally recognized American Indian Tribes and Alaska Natives in a PDF document. Alternatively, you can access this same information through an easy-to-browse database of Federal and State Recognized American Indian Tribes, from the National Conference of State Legislators. John R. Swantons, The Indian Tribes of North America, is another excellen t source of information on more than 600 tribes, sub-tribes, and bands. Learn Background on Each Tribe Once youve narrowed your search to a tribe or tribes, it is time to do some reading on tribal history. This will not only help you understand the traditions and culture of the tribe in question but also evaluate your family stories and legends against historical facts. More general information on the history of Native American tribes can be found online, while more in-depth tribal histories have been published in book form. For the most historically accurate works, look for tribal histories published by University Press. Research Using the National Archives Once youve identified the tribal affiliation of your Native American ancestors, it is time to begin research in records about American Indians. Because the U.S. federal government interacted frequently with the Native American tribes and nations during the settlement of the United States, many useful records are available in repositories such as the National Archives. The Native American collection at the National Archives includes many of the records created by branches of the Bureau of Indian Affairs, including annual tribal census rolls, lists relating to Indian removal, school records, estate records, and claims and allotment records. Any American Indian who fought with federal troops may have a record of veterans benefits or bounty land. For more information on the specific records held by the National Archives, visit their Native American Genealogy guide or check out Guide to Records in the National Archives of the United States Relating to American Indians, compiled by archivi st Edward E. Hill. If you want to do your research in person, most of the main tribal records are stored at the National Archives Southwest Region in Fort Worth, Texas. Even more accessible, some of the most popular of these records have been digitized by NARA and placed online for easy searching and viewing in the National Archives Catalog. Online Native American records at NARA include: Index to the Final (Dawes) Rolls of the Five Civilized TribesIndex to Applications Submitted for the Eastern Cherokee Roll of 1909 (Guion-Miller Roll)Wallace Roll of Cherokee Freedmen in Indian Territory, 1890Kern-Clifton Roll of Cherokee Freedmen, January 16, 18671896 Citizenship Applications Bureau of Indian Affairs If your ancestors had land in trust or went through probate, the BIA field offices in selected areas throughout the United States may have some records concerning Indian ancestry. However, the BIA field offices do not maintain current or historical records of all individuals who possess some degree of Indian blood. The records the BIA holds are current rather than historic tribal membership enrollment lists. These lists (commonly called rolls) do not have supporting documentation (such as birth certificates) for each tribal member listed. The BIA created these rolls while the BIA maintained tribal membership rolls.

Famous Books Rejected Multiple Times

Famous Books Rejected Multiple Times Famous Books Rejected Multiple Times Famous Books Rejected Multiple Times By Maeve Maddox Commenting on That First Page, a reader remarks: Then there is the story of Orwells novel being rejected by American publishers because American readers dont like animal stories! Publishers and agents alike have turned down books that finally made it into print and immortality. Two books devoted to the subject give details of now embarrassing reasons given for turning down writers who have become household names: Pushcarts Complete Rotten Reviews (1998), Edited by Bill Henderson and Andre Bernard. (Youre welcome to Le Carrà ©; he hasnt got any future.) Rejections of the Written Famous (2003) by Joyce Spizer   (Tony Hillerman’s agent told him, Get rid of the Indian stuff') Here, with the number of times the book was turned down, are some examples to give you courage next time you receive a rejection letter. (Note: the figures are taken from websites and not directly from the books.) Auntie Mame, Patrick Dennis (15) Carrie, Stephen Kng (30) Chicken Soup for the Soul, Jack Canfeld and Mark Victor Hansen (140) Diary of Anne Frank (16) Dr. Seuss books (15) Dubliners, James Joyce (22) Dune, Frank Herbert (23) Gone with the Wind, Margaret Mitchell (38) Harry Potter book one, J. K. Rowling (9) Jonathan Livingston Seagull, Richard Bach (18) Kon-Tiki, Thor Heyerdahl (20) M*A*S*H, Richard Hooker (17) The Peter Principle, Laurence Peter (16) The Prncess Diaries, Meg Cabot (17) Watership Down, Richard Adams (26) A Wrinkle in Time, Madeleine LEngle, (26) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtWork of Art Titles30 Nautical Expressions

Anti-Semitism in Indonesia Research Paper Example | Topics and Well Written Essays - 2500 words

Anti-Semitism in Indonesia - Research Paper Example In most Islamic countries, the anti-Semitic attitudes felt can be alluded to some underlying cause, but in Indonesia, the cause is just because of the country’s affiliation with Islam and the general dissatisfaction in the country. This paper will trace the history of anti-Semitism in Indonesia; give the relationship of the anti-Semitism with Islam and the factors that have contributed to the discrimination of minorities in the country. History of Jews in Indonesia According to Hadler (2004), after the discovery of raw materials and other resources in the 17th century by the Dutch, the development of the island was mainly helped by the Dutch Jews present then. Some of the earliest history indicates that the first Jewish settlement was first developed in the Sunda Island as early as 1850, and in that period, most of the Jews in the country were either of Dutch or German descent. These Jews lived primarily in Jakarta, Indonesia, and in that period, the first efforts were done to organize the Indonesian Jews into one community. However, these efforts failed, and the few families that lived there remained scattered. Later, in the early 1900s, arrivals of Jews from other countries like the Netherlands led to the formation of different Jewish centers in the country. As early as 1921, it is estimated that as many as 2,000 Jews lived in the main Jewish settlement or congregation in Surabaya. Most of these were originally the Baghdadi Jews who moved into the country. In these settlements, the Jews in then Indonesia were mainly traders or operated financial institutions in the country. After the Nazi scourge in the 1930s, more Jews arrived in Indonesia to escape Hitler’s war, but in the late 193os, the arrival of the Japanese

Open and Closed Source Systems Essay Example | Topics and Well Written Essays - 250 words

Open and Closed Source Systems - Essay Example Under each category there are many items / applications, for example, the application software include: Mozilla Firefox – a web browser, OpenOffice – an office suit, Eclipse – an integrated development environment, 7-zip – a file archiver or compressor etc. The operating systems include: the Linux, Android – a mobile OS, FreeBSD etc. Closed source software also known as proprietary software is computer software which is only available without source code and licensed under limited legal right as per provided by the copyright owner. The buyer of the propriety software is permitted to use the software having restrictions on modifications, redistribution, update / upgrade or reverse engineering and it is typically owned by a single organization. In other words, the proprietary software is the property of the owner / developer / publisher that cannot be copied or modified, with an appropriate price and need to comply the license agreement (National Taiwan University, 1991). There are several examples of Operating Systems including Microsoft Windows 7, Microsoft Server 2000, and Microsoft XP

Financial Management Individual assignment Essay

Financial Management Individual assignment - Essay Example The companies with a strong market position can opt for debt route as they can negotiate favorable terms from the lenders. Capital market provides a platform to the companies for issuing new securities like debt and equity. The funds raised from the capital market are used for the long term needs of the business. It consists of primary and secondary markets. The new securities are issued in the primary markets and the trading of these securities takes place in the secondary markets. Capital market plays a major role in the economic and financial development of a country. It helps the entrepreneurs by providing them with the platform to raise capital for their business. It acts as an intermediary between the issuers and subscribers of equity. In the absence of the capital markets many of the investment opportunities would have remained untapped. Besides acting as a financial intermediary it monitors the activities of the market participants (Tadesse , n.d.). This is done to ensure that the funds raised are used for the purpose for which it has been raised. The growth of an economy depends on the presence of an efficient capital market that can mobilize the savings of individuals and also provide the opportunity of offshore financing. With the advancement in the financial markets many businesses can access the overseas markets for the issue of their shares (DUKE The Fuqua School of Business, n.d.). The price of the securities trading on the stock exchange gives valuable information regarding the worthiness of an investment. This also leads efficiency in firm management. As the market price of a firm’s security reflects its fundamentals, the management pays special attention to business activities. By acting as a link between the investors and entrepreneurs, the capital markets facilitate the undertaking of risky projects which would

Deforestation The Causes Effects And Controlling Techniques Environmental Sciences Essay

Deforestation The Causes Effects And Controlling Techniques Environmental Sciences Essay As we all know that fires, urbanization, and other infrastructures from the main causes of deforestation. Also we All know that living organism in this ecosystem was facing or will suffering from deforestation impact directly or indirectly through other environmental issues that happen because of deforestation. Therefore , in the next few papers we will illustrate to the seriousness and the importance of this problem depending on statistics ,pictures, studies and articles that published on books and internet websites. Introduction Is it right that our planet is under threat of climate changing? It is true that it is related to deforestation? What will happen if we didnt solve this problem? All of these question will be answered in this research. which will give you more information about deforestation, its causes, impacts, some statistics and how we could take people attention to the climatic change and prevent their actions on deforestation to save our planet. The cutting of forests or the destruction of the forests is called deforestation. deforestation term is called in cases that human-induced it or due to the forces of nature as well, so Human are mainly responsible for the destruction. Deforestation for need humans has cut down trees since they first appeared. In modern times the human needs was not limited on food , and shelter, but it surpassed it into weapons ,paper, furniture, paved roads, entertainment places and housing. So, Thousands upon thousands of acres of forest have disappeared worldwide to fill our appetite for wood and land. Deforestation for Profit The governments are often poor and the land is more valuable to large corporations than used for conservation and tourism. for this reason ,in poor countries Governments gives permits and licenses to those who have the money to buy the land and make their money. The activity of Deforestation is a way of making a living, through selling timber , and using the land for growing crops or grazing herds or to provide land for homes and businesses. As you can see in (Figure 1) that companies ,attract and involve the native people who are exist in the forest when they conduct this business. figure : Book: William P. Cunningham, 1990: Environmental Science A GLOBAL CONCERN. Wm. C. Brown Publishers, USA. Raising Consciousness Undoubtedly the reason that makes people more aware than ever of the effects of deforestation as more and more people become affected by climate change and extreme weather events which is the most important consequences resulting from deforestation. All of that would make human think of stopping or reduce deforestation activities for maintaining our atmosphere, slowing global warming , protecting us from floods, and ensuring a reliable and sustainable suppliers of natural resources . Body What is Deforestation? Deforestation is the clearing or removal of trees from an area of woodland or forest for many differing reason usually commercial  [1]  . And it also defined as the destruction of a forest and changing the use of the land  [2]  . Causes of Deforestation There are many different causes for deforestation and they vary widely from location to location. As it is known most of deforestation cases happen by human practices. And this idea is true , but also there are some natural causes leads to deforestation such as : firs, natural disasters(floods). Agriculture and Cattle-Raising The expansion of cattle-raising has also been promoted by the World Bank and the Inter-American Development Bank, as well as through tax incentives and has been closely linked to land concentration  [3]  . Cattle expansion in the Amazon in the last twelve years has been phenomenal. During this period, the number of cattle more than doubled, from 26million in 1990 to 57 million in 2002. In the process it has gone from representing 17.8% of Brazils total cattle herd to almost one third (see table 1). Table 1:INTERNET: Brazilian Institute of Geography and Statistics (IBGE) www.ibge.gove.be The phrase described how the rapid growth of beef exports from Central America to fast food chains in the United States was driving deforestation.  [4]   Dams and Megaprojects Usually the rivers that extend to thousand hectares or more in the forest have the greatest chance to implement of major infrastructure works , such as building dams for obtaining hydroelectric energy like what happen in Xingu river. It is estimated that nearly all the Amazon forest will be destroyed during the first half of this century if the present trends are increased with the implementation of major infrastructure works in the region.  [5]   Mining In many tropical areas mining is a major cause of deforestation and forest degradation, generating a large number of social and environmental impacts. A recent study published by Third World Network-Africa provides a detailed picture of those minerals in the Wassa West District of Ghana. The main minerals being mined in Ghana are gold, diamonds, bauxite and manganese, but the most dominant mineral commodity is gold.  [6]   Effects of Deforestation Deforestation is a problem with unlimited effects. Environmental problems: Hydrological Studies show that 99% of the water absorbed by the roots moves up to the leaves and evaporates to keep the weather nice and moisture, therefore if trees are cut down it will cause into drier climate. Another important hydrological impact of deforestation is that the soil capacity to store water is affected negatively because after deforestation , litter and other organic residue of plants change soil properties to make it good stores of water. But that water will not stay for long time because it will affected by sun rays which will evaporate most of groundwater. Atmospheric Trees represent a thick cover that prevent the damaging sun rays. And because of deforestation ,the sun rays can deeply penetrate into the forest than before, if that happen trees will wilts and dies . Green house effect: If forest is cut down forest and replaced by vegetation with a smaller biomass per hectare, there is a release of CO2 by burning or decomposition of forest plant  [7]  .Tropical deforestation is a substantial contributor to total CO2 production by human activity ( see table 2.4). TABLE 2 :Edward I. Newman, 2000: Applied Ecology Environmental Management. global climate change: green house gases ,forest fires, and the Pollution that rapidly growing along with population . Soil Drought: Trees absorb water through their roots and release it into the atmosphere. In the Amazon, half of the water is returned in the trees. If the trees are removed, the region becomes drier because it cannot hold as much water. Mudslides and erosions: Roots are existing to prove the soil ,and by deforestation The land becomes unstable because their are no trees. therefore it causes erosion. Economical impacts: In economic terms, forests does not only provide fuel and wood for industry, but they also provide the medicinal plants , fruit trees and nuts, which is the main source of food for forest dwellers. Also The forest have a large economic and environmental benefits , it is a haven for everyone, as they provide them with a feeling of comfort and peace of mind, and give them the fresh air and gains entertainment that any industrial facilities can not provide them , and beautifully landscaped. Therefore, it provides significant economic value through tourism activity. And when governments encourage individuals to cut trees timber and exercising a certain economic activities detrimental to the environment such as set on fire which leads to over-exploitation of forest wealth and the deterioration of its condition. The consequences of these behaviors are: population migration from these areas and the emergence of the problems such as: poverty, diseases, conflict on food, unemployment. Deforestation and biodiversity: Plants diversity No one can deny that we still rely on plants or herbs in the treatment of some diseases, such as cough, constipation and some skin diseases. we will proof this by these two facts about rainforest plants : Rainforests currently provide sources for one-fourth of todays medicines, and 70 percent of the plants found to have anticancer properties are found only in the rainforest.  [8]   Two drugs obtained from a rainforest plant known as the Madagascar periwinkle, now extinct in the wild due to deforestation of the Madagascar rainforest, have increased the chances of survival for children with leukemia from 20 percent to 80 percent.  [9]  (See figure 2)which is Madagascar periwinkle plant. Figure2: Book: William P. Cunningham, 1990: Environmental Science A GLOBAL CONCERN. Wm. C. Brown Publishers, USA. Animal diversity The human species has been the direct or indirect causes of most of the extinctions, especially through habitat destruction. When Europeans first arrived in the Hawaiian islands , there were sixty-eight unique bird species. of these, forty one now are extinct, mainly because of deforestation to create pineapple and sugarcane plantations, resorts, and cities  [10]  . Fish diversity In this aspect we illustrate that removing forest to build government projects, such as roads and dams, could protect threatened habitat. In the 1960s the Tennessee valley authority (TVA) announced intentions to dam the little Tennessee river for power , flood control, and recreation. opponent fought against this project for years, arguing that the dam was not needed , the cost was too high, the payback was too low, and it destroyed valuable forest , wildlife habitat, native American archeological sites, and recreational, historic, and scenic values. It was revealed that the only known habitat of small paperclip-size fish called the snail darter (percina tanasi) (figure 3) would be destroyed if the river valley was flooded  [11]  . D:Documents and SettingsAll UsersDocumentsMy PicturesSample Picturessnail.jpg Figure 3: Book: William P. Cunningham, 1990: Environmental Science A GLOBAL CONCERN. Wm. C. Brown Publishers, USA. How to Stop Deforestation We know that , stopping deforestation activity definitely not an easy task, but to reduce the impact of rapid spread of deforestation in previous years and to increase consciousness rate we suggest people to : * Try to use the paper more than once. For example, use both sides of paper. * put the paper in recycling paper box. *Use e-mails to aware your friends about impact of deforestation. *Aware about type of wood and avoid the tropical hardwood, such as ebony and rosewood. And make sure the manufacturer can guarantee that the hardwoods were harvested from agro forestry plantations. Also we Suggest government to: *Create law to deforestation: by making law that cutting trees from forests become a crime punishable by law. *Encouraging companies: that working in reforestation by decrease taxes for them and try to give them all help to increase number of those companies. * using selective timber -cutting instead of clear- cutting: because in selective cutting, foresters remove desirable tree species ,like deformed trees to get rid of them. * posting fire danger warnings and sponsoring television and radio announcements  [12]  . *reducing demand on wood by: using thinner saw blades in saw mills, which reduce the kerf ,and improved machines that do a better job of processing logos for plywood along with a host of other technologies. special training for workers could also help reduce wood waste  [13]  . *Farming: is a New methods are being developed to farm more intensively, such as high-yield hybrid crops, greenhouse, autonomous building gardens, and hydroponics. to keep balance between rates of farming and deforestation  [14]  . Conclusion Forests are a source of beauty, food, medicines, also its highly responsible in keeping and sustaining global ecosystems. It is also the home of more than half of all creatures and organisms in this planet. On the other hand we also gain other benefits by deforestation . For example: building the communities, residential houses, factories, and roads ; to be more suitable for the growing numbers of population. By Deforestation we can also convert the forest land to productive land for agricultural uses. As a result, we and all the other creatures on this planet suffer greatly from the consequences of deforestation. So deforestation should be stopped at any cost, especially the illegal cutting of trees. By increasing the government laws and punishment ,and increasing Perception and awareness among people which may leads us to gradual disposal of deforestation. References Books: Edward I. Newman, 2000: Applied Ecology Environmental Management, Second Edition. Blackwell Science Ltd, England. William P. Cunningham, 1990: Environmental Science A GLOBAL CONCERN. Wm. C. Brown Publishers, USA. William Mary Ann,2009, Principles of Environmental Science(Inquiry Application), Fifth Edition, Mc Graw Hill, New York. Internet: Effect of deforestation, ENTERNET: GREEN LIVING,. Brazilian Institute of Geography and Statistics (IBGE) www.ibge.gove.be Issue Number 85 August 2004:World Rainforest Movement, . Center for International Forestry Research, http://www.cifor.cgiar.org/publications/pdf_files/media/Amazon.pdf>. WRMs bulletin N ° 67, February 2003, World Rainforest Movement, . INTERNET: WRMs bulletin N ° 41, December 2000, World Rainforest Movement, . Rain Tree, . Ask, . Index Content Page Abstract 2 Introduction 2-3 Body What is Deforestation? 3 Causes of Deforestation Agriculture and Cattle-Raising 4 Dams and Megaprojects 5 Mining 5 Effects of Deforestation Environmental problems: 5-6 Economical impacts: 7 Deforestation and biodiversity: 7-8 How to Stop Deforestation 9 Conclusion 10

Qualitative and Quantitative Research Methods Essay -- Social Researc

Introduction The qualitative and quantitative research methods are typically applied in the field of social research. There has been a lot of debate on the relative advantages between the two designs among researchers almost more than on any other issue of methodology. The quantitative research design encompasses methods which focus on numbers, that is, quantities. The data collected in this design is usually in numbers which are then analyzed using statistical and mechanical methods. This design is highly associated with the field of science such as in practical done in a laboratory (Gall et al 2003). On the other hand, qualitative design normally uses words to explain wider concepts that cannot be captured mathematically such as beliefs, feelings and intentions. The data collected in this design may be in form of words, field notes and transcripts. The data in this design cannot be understood mathematically (Timmons 2005). This article is an attempt to pinpoint what may be regarded as stark dif ferences and importance of each method. Quantitative Method This research involves use of questions whose options of response have been predetermined (Bogdan & Biklen 1992). This design of research employs the use of a large number of respondents. The measurement in this design must theoretically be objective, in numbers and statistically valid. Due to the large number of respondents, the sampling method used is random. Before carrying out the research, the researcher applies a statistical method using formulas to determine the size of the sample which when studied would give findings within acceptable limits. Researchers using this method generally agree that the sample sought should yield findings with 95% confidence interval or there... ..., ‘Origins of Randomization in Experimental Design’. Journal of Special Issue on Experiment & Artifact, 79 (3), pp.427–451. Jick, T 1979, ‘Mixing Quantitative & Qualitative methods. Triangulation in action’. Administrative Sciences Quarterly, 24, pp.602-611. Lather, P 1992, ‘Critical frames in Educational Research’. Theory into Practice, 31(2), pp.87–99. Schostak, J 2006. Interviewing & Representation-Qualitative Research Projects Berkshire; Open University press. Spector, P 1981. Research Designs. Quantitative Applications in the Social Sciences. London; Sage Publications. Timmons, S 2005. Qualitative & Quantitative Research. Web. 21 March 2015. http://www.nottingham.ac.uk/nmp/sonet/rlos/ebp/qvq/3.html. Walker, W 2005, ‘The strengths & weaknesses of research designs involving quantitative measures’. Journal of Research Nursing, 10 (5), pp. 571-82

Unknown Lab Report

Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . . Unknown Lab Report Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . . Unknown Lab Report Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . .