Concerns about poor practice Essay

3.3.3- Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle-blowers and those whose practice or behaviour is being questioned are protected.  Any person who wants to work with children has to go through a screening process to ensure they are suitable, and any convictions are known about. Despite these thorough checks some abuse still happens within schools by the staff. This is called institutional abuse. There is a duty for all staff to follow and comply with all policies and procedures within the school to ensure that children are not put at risk so any concerns or worries must be expressed to the designated person or the Head Teacher. If there are concerns that a colleague is abusing a child in any way, then immediate action is required. This action is the same as if the abuser was anyone else be it parent or stranger and the Child Protection Officer must be informed, or if they are thought to be responsible for the abuse then you can go straight to the County Council. Although this is a very difficult situation , the first priority is the welfare of the child. SCHOOL WHISTLE BLOWING POLICY Aim of the policy This policy sets out guidelines relating to disclosures, given by people who have reasonable concerns or misgiving about serious misconduct or malpractice within the school. Key points This policy applies to all staff, volunteers, supply staff, parents and pupils, and is intended to encourage staff to raise concerns within the school, rather than outside. All staff should understand their own responsibility to bring matters of concern about children, fellow teachers or volunteers to the attention of the Head Teacher, Governors or Hampshire County Council. The policy protects anyone who voices concerns of any of the following, from any repercussions. Conduct that is illegal or a criminal offence, physical or sexual abuse of pupils or others, contraventions of health and safety that could affect staff or members of the public, fraud or corruption or any unethical behaviour of a serious nature. Employees are  ensured an appropriate response to their disclosure and are made aware of how they can take the matter further if necessary. Confidentiality between all parties must be maintained at all times so any communication should be in writing and will be sent to the employees home address. There are some situations which must be reported to the Police. Any disclosure should be put in writing. An employee can have a second person attend any meetings, be it a friend or Union representative.  The policy gives protection to anyone who voices concerns in good faith, on discrimination, victimisation or disadvantage. Although there is no time limit in place for raising concerns , any delay could hinder an investigation and this may have child protection or serious health and safety implications.

Inspector Calls Essay

Imagine tasks – you must use language that shows the character and reflect the character’s perspective at the time. Try to pin point where in the text you are being asked to comment on. Try to explain your responses in as much detail as possible and try to comment on the effect of specific words on the reader / audience. Don’t forget to comment on stage directions, body language and reported clauses wherever possible. Timing and planning. Do both please (plan points, find quotes, consider paragraphing for all longer tasks) Summary Act 1- The Birlings have just finished a dinner celebrating Sheila’s engagement to Gerald Croft, (the son of one of Arthur Birling’s business rivals). Arthur Birling makes a speech giving his views on the world and then Gerald, Birling and Eric have a chat about current affairs. Their evening is interrupted by the Inspector, who tells them that a young woman (Eva Smith) has died at the Infirmary after swallowing disinfectant. Arthur is the first to be interrogated and he admits that he sacked Eva as punishment for he having been on strike. Arthur Birling’s ruthless business sense is clear here as he fails to see he has done anything wrong and that his sole duty is to â€Å"keep labour costs down†. The Inspector says that it is not just Arthur who is responsible for Eva and begins to interrogate Sheila  who recalls having a shop girl sacked from Milwards department store. She is horrified and embarrassed that her vanity and jealousy contributed to the girl’s death. The Inspector mentions that after this, Eva changed her name to Daisy Renton, which shocks Gerald. He admits to Sheila that he too knew the girl and she guesses that he had an affair. Act 2- Gerald explains how he came across ‘Daisy’ and helped her out, giving her money and accommodation. He had an affair with her, which he ended after the summer. Sheila gives her ring back to Gerald, but says she respects his honesty. He leaves for a walk. The Inspector then begins to question Mrs Birling, who runs the Brumley Women’s Charity Organisation for women in distress. He reminds her of a meeting she chaired two weeks previous. She recalls that she used her influence to refuse assistance to ‘Eva’, who came giving the name â€Å"Mrs Birling† and was pregnant. ‘Eva’ said that the father was from a higher class and a drinker who had offered her marriage, which she had refused, feeling him too immature. She also said that he had offered her stolen money. Mrs Birling is adamant that she did the right thing and is not responsible for Eva’s death and that the man who got her pregnant is. Sheila realises it is Eric and tries to silence her mother but it is too late. Act 3- Eric explains how he met Sheila in a bar and slept with her. He continued to sleep with her, even though he admits that he â€Å"wasn’t in love with her or anything.† He says that she refused to marry him when she found out she was pregnant and she treated him â€Å"as if (he) were a kid.† He stole money from his father’s office and when she found out, she refused to see him. Sheila tells Eric that their mother turned ‘Eva’ away and Eric accuses her of â€Å"killing them both†. The Inspector makes a speech about their shared responsibility for ‘Eva’s’ death and Arthur Birling offers â€Å"thousands† of pounds to atone for the family. The Inspector leaves. The Birlings bicker amongst themselves and Mrs Birling and Arthur begin to question whether he was a real Inspector. Gerald returns with the news that the Inspector wasn’t really an Inspector and rings the hospital that report that no girl has been admitted. Arthur is relieved that it was a â€Å"hoax† but Eric and Sheila see  that it changes nothing. The play ends with Arthur Birling answering a telephone call. It says that a girl has been rushed to hospital after swallowing disinfectant and an Inspector is coming round to talk to them. Key Quotes Setting â€Å"large suburban house†, â€Å"heavily comfortable, but not cosy or homelike† The maid is removing â€Å"champagne glasses, dessert plates† and replacing them with â€Å"decanter of port, cigar box and cigarettes† They are all dressed in â€Å"evening dress of the period† Arthur Birling â€Å"rather portentous†, â€Å"rather provincial in his speech† To Gerald: â€Å"You’re just the kind of son in law I wanted. Your father and | have been friendly rivals in business for some time..† â€Å"I’m talking as a hard headed, practical man of business. And I say there isn’t a chance of war.† On the Titanic: â€Å"absolutely unsinkable† â€Å"There’s a fair chance I might find my way onto the next Honours List.† â€Å"a man has to make his own way – has to look after himself† â€Å"The way some of these cranks talk and write now, you’d think everybody has to took after everybody else†¦. Community and all that nonsense† â€Å"I can’t accept any responsibility† â€Å"It’s my duty to keep labour costs down† On sacking Eva: â€Å"She had a lot to say – far too much – so she had to go† â€Å"If you don’t come down sharply on some of these people, they’d soon be asking for the earth† â€Å"I was quite justified† â€Å"The press might easily take it up† â€Å"Most of this is bound to come out. There will be a public scandal.† Mrs (Sybil) Birling â€Å"a rather cold woman and her husband’s social superior† â€Å"I don’t suppose for a moment we can understand why that girl committed suicide. Girls of that  class – â€Å" â€Å"I did nothing I’m ashamed of. I consider I did my duty† â€Å"I accept no blame at all† Sheila Birling â€Å"pretty†, â€Å"very pleased with life and rather excited† On getting Eva sacked: â€Å" I felt rotten about it at the time, and now I feel a lot worse† To Gerald about the Inspector: â€Å"Why – you fool – he knows. O f couse he knows. And I hate to think how much he knows that we don’t know yet.† â€Å"I know I’m to blame – and I’m desperately sorry† â€Å"We really must stop these silly pretences†. â€Å"He (the Inspector) is giving us the rope, so that we hang ourselves.† (Sarcastically, to Gerald about Eva) â€Å"You were the wonderful fairy prince. You must have adored it Gerald† On Gerald’s confession: â€Å"In some odd way, I rather respect you more than I’ve ever done before†¦.You and I aren’t the same people who sat down to dinner here.† To her father: â€Å"I remember what he said, how he looked and what it made me feel. Fire and blood and anguish. And it frightens me the way you talk and I can’t listen to any more of it.† Eric Birling â€Å"not quite at ease, half shy, half assertive† On Arthur sacking Eva â€Å"I call it tough luck† On the night he met Eva: â€Å"I’m not very clear about it, but afterwards she told me she didn’t want me to go in, but that – well, I was in that state where a chap easily turns nasty – and I threatened to make a row.† â€Å"I wasn’t in love with her or anything. But she was pretty, and a good sport.† â€Å"I hate these fat old tarts I see around the town. The ones I see your (Birling’s) respectable friends with.† â€Å"In a way, she treated me like a kid.† (To Birling): â€Å"You’re not the kind of father a chap could go to when he’s in trouble.† Gerald Croft â€Å"attractive†, â€Å"rather too manly to be a dandy but very much the easy, well bred young man-about-town† (On Eva) â€Å"She was pretty and warm hearted – and  intensely grateful† Inspector Goole â€Å"creates at once an impression of massiveness, solidity and purposefulness† â€Å"speaks carefully, weightily and looks hard at the person he addresses before actually speaking† â€Å"What happened to her then may have determined what happened to her afterwards, and what happened to her afterwards may have driven her to suicide. A chain of events.† Looking at the dead body: â€Å"A nice promising life there, I thought, and a nasty mess somebody’s made of it† â€Å"One line of enquiry at a time† (Gerald: â€Å"we’re respectable citizens, not criminals† Inspector: â€Å"Sometimes there isn’t as much difference as you think. Often ,if it was left to me, I wouldn’t know where to draw the line.† â€Å"You see, we have to share something. And if there’s nothing else, we have to share our guilt.† â€Å"Public men, Mr Birling, have responsibilities as well as privileges.† â€Å"this girl killed herself, and died a horrible death. But each of you helped kill her. Remember that. Never forget it.† â€Å"But remember this. One Eva Smith has gone – but there are millions and millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all entwined with our lives. We don’t live alone. We are members of one body. We are responsible for each other. And I tell you that the time will soon come when, if men will not learn, then they will be taught it in fire and blood and anguish.† Background / Cultural Context John Priestley was born in Bradford born in 1894 and died in 1984. He served as a soldier in WW1 and was a socialist – he believed that the British ‘community’ (people living together) should not be dominated by the rich and powerful (capitalists) Priestley wanted the poor to have a stronger place within the community The play is set before the war. Themes Social responsibility / community / accountability Family / Deception (lies) / Guilt / Abuse of power / Rich vs poor Responsibility Sin and morality Possible questions / Revision tasks 1What impression of the Birling family does the writer want the audience to have in the opening scene? 2 â€Å"We don’t live alone. We are members of one body. We are responsible for each other.† In Act 1, how does the writer try to get this message across to the audience? 3. How is the theme of social awareness explored through different characters? 4. How does Sheila’s reaction to key events create tension in the play? 5. To what extent do you feel sympathy towards Mrs Birling? 6. To what extent do you feel sympathy for Eric? 7. What do you think is the importance of Eva Smith to the play as a whole? 8. You are Inspector Goole before your visit to the Birlings. You write in your notebook: what you plan to do during the visit; why you are doing it; and what you expect to happen. 9. How does the presentation of Arthur Birling, before the arrival of the Inspector, add to the dramatic impact of the whole play? 10. You are Sheila and you have kept a diary. Write two of the entries – one  for the day when you got Eva Smith sacked from Milwards, and one for the night on which the play takes place. 11. What changes occur in the relationship between Sheila and Gerald? 12. Describe the way in which the Birling family begin to believe that the Inspector is not a genuine policeman. 13. The action of the play takes place on just one evening, and in just one room of the Birling house. What do you think the play gains, or loses, as a result? 14. Explore the theme of deception in the play? 15. How is the idea of sin explored in the play? 16. Is An inspector Calls a play about morality? 17. ‘In the play, it becomes clear that the responsibility is shared amongst the characters.’ How far do you agree with this statement? 18. â€Å"By the end of the play, lessons have been learnt.† Explore this statement in regards to the play. 19. Discuss the role of Inspector Goole in the play. 20. â€Å"The responsibility lies with the older generation.† Discuss.

Labor Economics Child Labor

Labor Economics Child Labor The labor market today has obtained a flow of issues that have brought change in the economic sector. These changes have been caused by several factors, which include globalization and the economy itself. Among the issues which are currently observed in the labor market, child labor has been a major challenge faced by the world at large. It has been a major concern in the global issues of economics although it is viewed to be more experienced in regions like Africa and Asia.Advertising We will write a custom essay sample on Labor Economics: Child Labor specifically for you for only $16.05 $11/page Learn More This paper discusses the reasons of why Child labor is practiced, as well as the assumptions about its practicing in some regions more often than in others in the modern world. In the Cornell Daily Sun article of December 2004, one can find lots of useful information about why, how and where the child labor is practiced based on the research done by Prof essor Nancy Chau of the Cornell Institute for Public Affairs. Labor has been conclusively defined as work or activities that deny the child an opportunity to be in school as well as an opportunity to be a child in terms of behavioral activities such as playing, interaction or learning (Oran 46). Professor Chau’s definition can be backed up by Eric Edmonds view on the subject. However, he adds that normal domestic chores can be calculated into child labor if the child does not get enough time to study (Edmonds 23) Professor Chau’s claim on child labor and its causes is that it is not only that the child labor cases are caused by poverty. It is for sure a major factor but, there are indeed other crucial factors that add up to the main one. According to Professor Chau’s claim, the regions’ Gross Domestic Product may be the cause of the problematic practice. It is claimed that regions of low GPDs are affected by child labor practice (Oran 32). In another obse rvation, Chau believes that the practice may be developed by the myth that children’s’ way of doing things better than adults would make them the appropriate substitute in the labor market. In her research it is evident that, in a country like Paraguay, a child makes about a quarter of what the rest of the whole family make. These assumptions lead to the fact that adults ignore the fact that a child needs education. Instead, the parents value the idea of bringing more children rather than bringing up educated children. Having observed the areas mostly stricken by child labor and various factors that cause the problem, Professor Chau suggests some solutions to the problem. She gives a very good example of Brazil’s plan to pay adults for keeping their children in school (Oran 5) .This seems to be a valid and very reasonable solution that would help to deal with the problem in our society.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More I would definitely agree wit her, although in my opinion, this would be a solution for only the countries which are able to budget compensation for child education. What about the countries practicing Child labor due to poverty that cannot afford compensation for child Education? Child labor takes out the dignity and the rights of our children. Including children as laborers, often in dangerous working conditions, should be discouraged at all cost. Edmonds, Eric. Child labor. The national bureau of economics research, 2007. Oran, Olivia. Issues Around Child Labor. Cornell Publishers. 2008.

The Effectiveness of Motivation Theory Essay Example

The Effectiveness of Motivation Theory Essay Example The Effectiveness of Motivation Theory Essay The Effectiveness of Motivation Theory Essay Running head: Motivation Theories: A Literature Review Motivation Theories: A Literature Review - Motivation Theories: A Literature Review Motivation is an important concept for managers to understand. Motivation affects direction, intensity and duration (Locke Gary, 2004). High task motivation has been found to correlate with high firm growth (Miner, Smith, et. al. , 1989). Berman and Miner (1985) studied CEOs, COOs, executive VPs and group VPs and found that those â€Å"who reached the highest levels of large business firms [had] higher motivation to manage than individuals with less achievement† (377-391). There are many things that affect motivation, such as personal preferences, job satisfaction and organizational factors (Wherry South, 1977). According to Locke and Gary (2004), most people are in situations; particularly work related ones, due to their own personal choices. Latham and Pinder (2005) found that â€Å"goal-setting, social cognitive and organization justice theories are the three most important approaches to work motivation to appear in the last 30 years† (485). Self-efficacy significantly impacts motivation. Lindner (1998) also supports this. Wabba (1974) discusses behavioral choices and motivation. Personal faith also plays a role in motivation. I Corinthians 10:31 states, â€Å"Whether, then, you eat or drink or whatever you do, do all to the glory of God† (NASB). The Bible consistently gives examples of those motivated by their belief and faith in God. When Peter and the disciples were threatened with imprisonment for spreading the gospel, Peter responded with â€Å"we must obey God rather than men† (Acts 5:29, NASB). Their desire to follow God overshadowed concern for physical or earthly consequences. Dysfunctional thinking also can affect motivation (Locke Gary, 2004). Dysfunctional thinking is basically irrational overgeneralizations and it comes from automatic thoughts. Locke and Gary (2004) also suggest that managers learn how to help employees copy with these automatic thoughts in order to identify the irrational nature of their thoughts so they can process them in a way that is productive and provides greater motivation. Gee and Burke (2001) found that the hope for financial gain as a sole motivator is an outdated idea and not nearly as effective as once thought. There are various motivation theories and some recent changes in motivation trends. Gee and Burke (2001) refer to â€Å"human potential management† as opposed to â€Å"human resource management. This seemingly small change in vernacular reflects changing attitudes. Wood (2000) recommends taking into account social identify theory, motivational traits, procrastination and lateness, proactive role orientations and person-environment fit when evaluating theories. Dye, Mills and Weatherbee (2005) believe Maslow’s hierarchy of needs has been oversimplified to fit the convenienc e of motivational textbooks and in this oversimplication, the point of Maslow’s theories has been missed. They caution against using the hierarchy of needs chart without the complete context. There are some effective best practices that can be derived from motivation theories. Gee and Burke (2001) found that self-managed teams and telecommuting both increased employee motivation. Tai (2006) and Huang (2001) both found positive correlations between effective training programs and employee motivation. Chapman (2008) discusses the role of team-building activities, workshops, inspirational quotes and positive experiences in building employee motivation. Sodenkamp (2005) found that pay-for-performance systems on employee work groups increased motivation as well. The ACCEL-Team’s (2008) findings support this as well. Fitzgerald (1971) cautions against using irrelevant solutions to try motivate employees without first ensuring the solid foundation of the work system itself. Managerial attitudes and actions also have an impact on motivation. Daniel Goleman gives six distinct leadership styles, â€Å"coercive leaders demand immediate compliance. Authoritative leaders mobilize people toward a vision. Affiliative leaders create emotional bonds. Democratic leaders build consensus. Pacesetting leaders set high standards and expect excellence. Coaching leaders develop people† (Longenecker, Moore, Petty Palich, 2008, p. 474-475). Forsyth (2006) called leadership â€Å"the process by which an individual guides others in their pursuits, often by organizing, directing, coordinating, supporting and motivating their efforts† (p. 376). Invang (2008) the guide to his group members. â€Å"A manager who listens encourages employee growth and career development† (Burley-Allen, 1995, p. 9). Anthony (1989) discusses motivation by example and through involvement and interactions with employees. Wolleat (2007) reviewed Gary Latham’s book, Work Motivation: History, Theory, Research, and Practice and acknowledged its use in presenting motivation theories but Locke and Gary (2004) found that motivation theories do not compete with each other as much as they show different aspects of motivation. The goal of managers, therefore, should not be so much to evaluate motivation theories to select the superior theory; rather the goal of managers should be to use characteristics of different motivation theories to effectively motivate employees. References ACCEL-Team. (2008). Employee Motivation, the Organizational Environment and Productivity. Al-Khalifa, A. , Peterson, S. E. (2004). On the relationship between initial motivation, and satisfaction and performance in joint ventures. European Journal of Marketing, 38(1/2), 150-174. Anthony, J. H. (1989). Therapeutic Leadership. Leadership Abstracts, 2 (13). Berman, F. E. and J. B. Miner (1985). Motivation to manage at the top e xecutive level: A test of the hierarchic role-motivation theory. Personnel Psychology 38(2): 377-391. Burley-Allen, M. (1995). Listening the Forgotten Skill: A Self-Teaching Guide. 2nd Ed. , Canada, John Wiley Sons, Inc. Chapman, A. (1995-2008). Employee motivation theory team building activities, workshops, inspirational quotes, and the power of positive experience. Densten, I. L. (2002). Clarifying inspirational motivation and its relationship to extra effort. Leadership Organization Development Journal, 23(1), 40-44. Dye, K. , Mills, A. J. , Weatherbee, T. (2005). Maslow: man interrupted: reading management theory in context. Management Decision, 43. Fitzgerald, T. H. (1971). Why motivation theory doesnt work. Harvard Business Review, Harvard Business School Publication Corp. 49: 37-44. Forsyth, D. R. (2006). Group Dynamics. 4th Ed. , Mason, OH: Thomson Higher Education. Gee, C. Burke, M. E. (2001). Realizing potential: the new motivation game. Management Decision, 39. Huang, T. C. (2001). Training practices and organization performance in enterprises. Education and Training, 43(8/9), 434-444. Inyang, J. D. (2008, January). Leaders and Leadership Roles in Relation to Effective Management of the Human Resources, 6 (1). Latham, G. P. and C. C. Pinder (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review Of Psychology 56: 485-516. Lemak, D. J. (2004). Leading students through the management theory jungle by following the path of the seminal theorists: A paradigmatic approach. Management Decision, 42. Lindner, J. R. (1998, June). Understanding Employee Motivation. Locke, E. A. Gary, P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29. Longenecker, J. G. , Moore, C. W. , Petty, J. W. , Palich, L. E. (2008). Small Business Management: Launching Growing Entrepreneurial Ventures. Mason, OH: Thomason Higher Education. Miner, J. B. , N. R. Smith, et al. (1989). Role of entrepreneurial task motivation in the growth of technologically innovative firms. Journal of Applied Psychology 74(4): 554-560. Sodenkamp, D. , Schmidt, K. , Kleinbeck, U. (2005). Self-management of work groups through corporate values: From theory to practice. International Journal of Manpower, 26(1/2), 67-79. Tai, W. (2006). Effects of training framing, general self-efficacy and training motivation on trainees training effectiveness. Personnel Review, 35(1), 51-65. Wabba, M. A. , House, R. J. (1974). Expectancy Theory in Work and Motivation: Some Logical and Methodological Issues. Human Relations, 27 (2), 121-147. Wherry, R. J. and J. C. South (1977). A worker motivation scale. Personnel Psychology 30(4): 613-636. Wolleat, P. L. (2007). An Insiders View of Work Motivation: A Mentor Speaks. PsycCRITIQUES 52(17). Wood, R. E. (2000). Work Motivation Theory, Research and Practice: Introduction to the Special Issue. Applied Psychology: An International Review, 49.

Bacterial Growth Requirements

Microorganisms can survive where most cannot due to their size, nutritional needs, energy requirements, and are very good at adapting to different environments (Black 2008). Microorganisms require two things to live a long healthy life, and these are physical and nutritional factors. Physical factors include pH, temperature, oxygen concentration, moisture, hydrostatic pressure, osmotic pressure, and radiation (Black 2008). Nutritional factors include carbon, nitrogen, sulfur, phosphorus, trace elements, and sometimes vitamins (Black 2008). For the purpose of this exercise I will focus on E. coli. Pathogenic Escherichia coli will be discussed since it is a common, but dangerous bacterium. E. coli in humans is found in the intestines. This bacterium is very durable, meaning that it is well-adapted to its habitat. For example, it can grow with glucose being the only food source. This bacterium can also grow with or without O2. If located in anaerobic habitat it can it will use the fermentation process producing mixed acids and gases (Todar 2012). This bacterium has shown that it can also use anaerobic respiration when NO3 or NO2 is available. Chemicals, pH, temperature, are a few signals that determines how E. coli will respond (Todar 2012). When it senses a change in the environment it can swim toward or away from anything useful or harmful. Temperature can also affect E. coli. A change in temperature allows E. coli to change pore diameter of its outer membrane to accommodate certain nutrients, or to exclude something harmful. E. coli also rations its nutrient supply by taking in account how much is available in its environment. This means that it will not take in nutrients unless it has enough to feed more bacteria that will be produced (Todar 2012). As you can see, this amazing microbe has the ability to adapt to its environment and in some case overcome. Imagine the microbes that are out there that has not be identified yet. Reference Black, J. (2008). Microbiology principals and explorations. (7th Edition ed. ). Jefferson City: GGS Book Services. Todar, K. (2012). Todars online textbook of bacteriology. Retrieved from http://www. textbookofbacteriology. net/e. coli. html Bacterial Growth Requirements Microorganisms can survive where most cannot due to their size, nutritional needs, energy requirements, and are very good at adapting to different environments (Black 2008). Microorganisms require two things to live a long healthy life, and these are physical and nutritional factors. Physical factors include pH, temperature, oxygen concentration, moisture, hydrostatic pressure, osmotic pressure, and radiation (Black 2008). Nutritional factors include carbon, nitrogen, sulfur, phosphorus, trace elements, and sometimes vitamins (Black 2008). For the purpose of this exercise I will focus on E. coli. Pathogenic Escherichia coli will be discussed since it is a common, but dangerous bacterium. E. coli in humans is found in the intestines. This bacterium is very durable, meaning that it is well-adapted to its habitat. For example, it can grow with glucose being the only food source. This bacterium can also grow with or without O2. If located in anaerobic habitat it can it will use the fermentation process producing mixed acids and gases (Todar 2012). This bacterium has shown that it can also use anaerobic respiration when NO3 or NO2 is available. Chemicals, pH, temperature, are a few signals that determines how E. coli will respond (Todar 2012). When it senses a change in the environment it can swim toward or away from anything useful or harmful. Temperature can also affect E. coli. A change in temperature allows E. coli to change pore diameter of its outer membrane to accommodate certain nutrients, or to exclude something harmful. E. coli also rations its nutrient supply by taking in account how much is available in its environment. This means that it will not take in nutrients unless it has enough to feed more bacteria that will be produced (Todar 2012). As you can see, this amazing microbe has the ability to adapt to its environment and in some case overcome. Imagine the microbes that are out there that has not be identified yet. Reference Black, J. (2008). Microbiology principals and explorations. (7th Edition ed. ). Jefferson City: GGS Book Services. Todar, K. (2012). Todars online textbook of bacteriology. Retrieved from http://www. textbookofbacteriology. net/e. coli. html Bacterial Growth Requirements The nutritional requirements of a bacterium such as E Coli are revealed by the cell’s elemental composition. These elements are found in the form of water, inorganic ions, small molecules and macromolecules which serve either a structural or functional role in the cells. Bacteria thrive by four things oxygen, food (nutrients), warmth and time but two others can be moisture and acidity. Nutrients are needed for energy, nitrogen (for DNA and proteins), phosphorus (for energy), and others. Warmth is needed so the bacteria can stay warm. Oxygen is needed so the bacteria can make energy and time is needed for the bacteria to complete binary fission over and over again. Acidity is needed so the bacteria can survive in its environment. Highly base or acidic environments may harm the bacteria and hinder its lifespan. In order to survive and grow, microorganisms require a source of energy and nourishment. Bacteria are the most primitive forms of microorganisms but are composed of a great variety of simple and complex molecules and are able to carry out a wide range of chemical transformations. Depending on their requirements and the source of energy used they are classified into different nutritional groups. Most microorganisms grow well at the normal temperatures favored by man, higher plants and animals. Certain bacteria grow at temperatures (extreme heat or cold) at which few higher organisms can survive. Most bacteria grow best in an environment with a narrow pH range near neutrality between pH 6. 5 and 7. 5. Microbes contain approximately 80-90% water and I f placed in a solution with a higher solute concentration will lose water which causes shrinkage of the cell. Some bacteria have adapted so well to high salt concentrations that they actually require them for growth. Nitrogen and phosphorus are particularly critical because they often control the rates of photosynthesis. Carbon is significantly more abundant than either of them and oxygen and sulfur are more abundant that phosphorous. Nitrogen and phosphorous are less available to plants relative to their growth requirements than are other elements. Phosphorus is often in short supply and limits plant and algae growth. Nitrogen is a major constituent of all proteins and of all living organisms. A lack of nitrogen can limit growth of plants, since nearly three quarters of its atmosphere consists of natural gas, N2. REFERENCES A New Way to Look at Microorganisms. (n. d). American Scientist, 93(6), 514. Bacterial Growth Requirements The nutritional requirements of a bacterium such as E Coli are revealed by the cell’s elemental composition. These elements are found in the form of water, inorganic ions, small molecules and macromolecules which serve either a structural or functional role in the cells. Bacteria thrive by four things oxygen, food (nutrients), warmth and time but two others can be moisture and acidity. Nutrients are needed for energy, nitrogen (for DNA and proteins), phosphorus (for energy), and others. Warmth is needed so the bacteria can stay warm. Oxygen is needed so the bacteria can make energy and time is needed for the bacteria to complete binary fission over and over again. Acidity is needed so the bacteria can survive in its environment. Highly base or acidic environments may harm the bacteria and hinder its lifespan. In order to survive and grow, microorganisms require a source of energy and nourishment. Bacteria are the most primitive forms of microorganisms but are composed of a great variety of simple and complex molecules and are able to carry out a wide range of chemical transformations. Depending on their requirements and the source of energy used they are classified into different nutritional groups. Most microorganisms grow well at the normal temperatures favored by man, higher plants and animals. Certain bacteria grow at temperatures (extreme heat or cold) at which few higher organisms can survive. Most bacteria grow best in an environment with a narrow pH range near neutrality between pH 6. 5 and 7. 5. Microbes contain approximately 80-90% water and I f placed in a solution with a higher solute concentration will lose water which causes shrinkage of the cell. Some bacteria have adapted so well to high salt concentrations that they actually require them for growth. Nitrogen and phosphorus are particularly critical because they often control the rates of photosynthesis. Carbon is significantly more abundant than either of them and oxygen and sulfur are more abundant that phosphorous. Nitrogen and phosphorous are less available to plants relative to their growth requirements than are other elements. Phosphorus is often in short supply and limits plant and algae growth. Nitrogen is a major constituent of all proteins and of all living organisms. A lack of nitrogen can limit growth of plants, since nearly three quarters of its atmosphere consists of natural gas, N2. REFERENCES A New Way to Look at Microorganisms. (n. d). American Scientist, 93(6), 514.

Management Assignment Individual Report Research Paper

Management Assignment Individual Report - Research Paper Example The top government post such has ministries has been dominated by top military leaders. The military junta has been overseeing and controlling every aspect of the country ranging from the natural resources to economic affairs of the country. A former military general and Prime minister in the previous regime Mr Thein Sein was elected as the President of Myanmar4. However since President Thein Sein assumed office there is hope though minimal that the country is abandoning its dark past years of paranoid authoritarianism and poor economic management that has plunged the country into a den of poverty. Myanmar has been governed in secluded political environment5. President Thein Sein has showed interest in reviving the country’s economy and moving away from erratic political leadership whereby he freed a large number of political prisoners and also decentralised various sectors of the economy which has been under state control for the past 50 decades6. Myanmar has no stable judiciary system presently and therefore earning fair ruling and justice in the court systems of Myanmar is a toll order. The country has no stable regulatory framework considering that most of the laws and regulations were inherited from the former colonial master-British and no significant changes has been made to amend the laws despite the changes in the economic environment7. In relation to investment a few amendments have been made to bring sanity into the business environment. However bribery and corruption is the order of the day as there are no effective laws to curb such unethical business practice. The long decades of military junta rule characterised by economic mismanagement and lack of comprehensive labour laws has seen Myanmar workers subjected to harsh working conditions, forced labour, poor remuneration and as well as child labour8. Since President Thein Sein took power he has managed to decentralise the long-time held

Free writing journal Essay Example | Topics and Well Written Essays - 500 words

Free writing journal - Essay Example He was rich. He had a great a education. From the description of the speaker, we can assume that Richard Cory was also a very popular man who knew how to fairly treat people. Richard Cory was our dream. The characteristics that were presented in the poem indicates that there is much more than what we see from people we encounter everyday. We may not know it but our tough boss or our friendly traffic cop could have had a very bad childhood experience that tainted their view of the world as they were growing up. We would only see the outward appearance of the person and what they would like to portray. This shows that we all have masks, just like Richard Cory. That is why everyone was surprised when he committed suicide. We have different experiences, expectations and perspectives about our lives. But what is common between each one of us is the need for us to keep some things private. We choose what who we are in the eyes of other people. That is exactly the reason we should not judge anyone. And we should not assume that someone is happy or sad just because of what they are showing you. It’s just sad that we make the same mistake over and over. We never learn. Barbie Doll by Marge Piercy is about a girl who struggled to meet the social expectations of beauty. She was so obsessed with the idea of being beautiful that she was willing to sacrifice her own life just to achieve it. We are born with our natural beauty. But as we grow older, we are faced with the different expectations of beauty. Some societies see beauty as fair or white skin, high cheekbones and pointed nose. A slim figure is also another expectation of beauty. When you are heavy or fat or dark skinned or with thick curly hair, you are not a part of the beautiful circle in the society. Since we come from different societies, we have different expectations. It is a sad thing, though, to find a society that puts great bearing on the physical appearance of girls.