Mandatory Soft Body Armor Safety Essay Example | Topics and Well Written Essays - 1500 words

Mandatory Soft Body Armor Safety - Essay Example Organizational theory gives a conceptual framework on how organizations should be structured and how people will be integrated into it for effective performance. The basic objective of a theory is to explain the nature of organization and help to predict how it would behave under various circumstances (Tosi p 6). OT analyzes the structure and process of the organization by describing the effects of different variables on the behavior of people of the organization. It therefore gives a theoretical basis for managers to be able to predict the behavior and therefore design the organization to influence their behavior to meet the goals of the organization. A highly centralized and formalized (mechanistic bureaucracies) type of organization would be best suitable when various tasks to be performed is well-understood, unchanging and how to best execute is clearly spelt out. On the other extreme there may be organizations which do a high level of non-routine tasks (research), where there is no well defined or right way of doing defined, but has to be done through innovation and intuition. These may require highly decentralized organizational struct ures with empowered teams with powers suitably delegated. Contingency theory gives insight to managers on design of organization when facing different situations. Management decision making at various levels be it corporate strategy level decision making (how to design organizational process), functional level such as marketing (how to align operations with its strategy), IT and communications (how to design information systems) and Human Resources (how to fix compensation structure, training) will all need a conceptual understanding of organizational theory. Decision making on organizational structure and design, be it for the entire organization or for specific functional areas, can be made better, if concept of organizational theory is well understood. Organizational Behavior Organizational Behavior is concerned about the individual in the organization within the context of an organization. Human capital is an important resource in the organization and a manager has to get the best from it he needs to understand human behavior in organisations. Concepts of individual personality, traits, and abilities will help management in their decisions at the time of recruitment, promotion and making career development plans for its employees. It will help management decide on the best fit for various positions. Enlightened managers understand that an employee, very often, perceives management action affecting him as something quite different from what management intended it to be. An appreciation of one of the concepts of OB, perception, will help a manager to understand such situations better and come out with better decisions. Attitudes can significantly influence the behavior of person at work. Management is constantly worried about attitudes of its workers towards its policies and decision making on pay, compensation and rewards. Positive employee attitude is a

Problem Formulation and Identification Paper Essay - 3

Problem Formulation and Identification Paper - Essay Example Experts have indicated that problem formulation and identification styles are diverse in terms of their approaches; however, all the styles are similar in terms of five stages, which are problem identification, solutions identification, evaluation stage, prospects of failures, steps for overcoming impediments, and lastly, plan for the implementation of decisions taken in the previous stages. (Mumford, 2006) However, condition assessment, problem analysis, scrutiny of decision, and opportunity analysis are some of major components of the chosen style of Kepner-Tregoe, which distinguished it from other problem identification and formulation styles. In brief, priorities are established and complex situations in an organization are clarified for effective identification of problems in such approach. (Vandenbosch, 2003) Moreover, potential threats are located by extensive examination of business environment, which is one of the key tasks of this style. Subsequently, problematic situations without any reason are identified during problem analysis stage of this style, and different causes of problems are analyzed by considering location, identity, and enormity in the organization that may facilitate in efficient determination of actual causes of the problems, which is one of the significant strengths of this style. Consequently, such style gives utmost significance to purpose behind every decision, which helps in determining possible risks associated with the decision. Balance is maintained during decision analysis in which, positive and negative consequences of a decision are compared by outlining the possible factors. Lastly, effective measures are taken to avoid any problems that are foreseen in previous stage of the problem identification process. (Mumford, 2006) Additionally, different opportunities are identified that can be taken for

Performance Enhancing Drugs and the Banned Substances List

Performance Enhancing Drugs and the Banned Substances List Evaluate the suggestion that performance-enhancing drugs should be removed from the IOCs banned substances list Performance-enhancing drugs refer to substances that are used to improve any form of activity: ranging from physical to psychological performance in humans. The use of these drugs have continued to evolve and has been facilitated by advances in doping strategies despite improved drug testing detection methods and advances in scientific research. Athletes use these drugs to improve appearance and to enhance performance in sports (Wiefferink, 2014). The decision to use performance-enhancing drugs is underlain by a number of beliefs and values. Some of these include gaining muscular strength and improving performance. Others involve expectations about friends use of these drugs. Research also indicate that the use of these drugs is related to self-esteem, academic performance, use of other drugs, knowledge of other people who have used them, dissatisfaction with ones own appearance and frequency of gym visits (Wiefferink, 2014). It is important to note that, sportsmen are celebrities who are admired by many people. As such, every thing that they do is admired by many people. Thus, when they use drugs and eventualy excell in their sporting life, they motivate most youths into doing the same. Without minding about the dangers of substance abuse, most youths have been influenced by sportmen into drug abuse. Among notable athletes who have been poven to be using performance-enhancing drugs include Alex Rodriguez (A-Rod) who was given a 211 game suspension that lasted for the rest of 2013 season and the entire 2014 season for using performance enhancement drugs (Claudia Shane, 2014). Such as a suspension should be a lesson to both upcoming and professional sportsmen of how performance enhancing drugs can kill ones profession. Moreover, these drugs kill the reputation of the individual as most people do not give credit to his performance but instead blame and give credit to the drugs that he used. It is because of the facts above that many sports organizations such as international Olympic committee have come to ban the use of performance-enhancing drugs. They have put in place very strict consequences for people caught using them. To make this effective, the body has a list of banned substances (James, 2011). Interestingly, performance-enhancing drugs (PEDs) are not restricted to illegal drugs or prescription medications, such as anabolic steroids. However, they include dietary supplements and a variety of compounds that are available at grocery and health food stores and online and are used to enhance performance among athletes. Performance-enhancing drugs such as Anabolic Agents that includes Testosterone have a number of effects to the user. This drug is primarily used to treat delayed puberty, some types of impotence, and wasting of the body caused by HIV infection or other muscle-wasting diseases (Claudia Shane, 2014). This drug has however been used by athletes to enhance their performance. The potential physiological and psychological side effects of anabolic steroid abuse are as follows: First, this drugs leads to acne which refers to a long-term skin disease that occurs when hair follicles are clogged with dead skin cells and oil from the skin (Wiefferink, 2014). The drug can also lead to male pattern baldness and liver damage. Other physical effects include premature closure of the growth centers of long bones especially among the adolescents. This may result in stunted growth and disruption of puberty in children. On the other hand, the psychological effects of using anabolic agents include increased aggressiveness and sexual appetite. This may at times result in abnormal sexual and criminal behavior (Jason, 2008). Withdrawal from anabolic steroid use can also lead to depression, and in some severe cases, suicide. Another category of performance-enhancing drug is Peptide Hormones, Growth Factors, and other Related Substances. These compounds are primary medically used to treat cancer. They are also used to aide growth in those born prematurely (Wiefferink, 2014). The presence of an abnormal concentration of a hormone, its metabolites, relevant ratios or markers in ones sample is deemed to contain a prohibited substance unless one can demonstrate the concentration was due to a physiological or pathological condition (Jason, 2008). The effects of these drugs are as follows: The use of peptide hormones, growth factors and other related substance can result into hypertension, blood cancers/leukemia and anemia. It may also lead strokes, heart attacks and pulmonary embolism. The drug can also lead to feminization which refers to the development in an organism of physical characteristics that are usually unique to the female of the species (Wiefferink, 2014). Other physical problem includes thyroid problems. On the other hand, human growth hormone when used as a performance-enhancing drug can lead to: Severe headaches, Loss of vision and acromegaly which refers to protruding or enlarged jaw, brow, skull, hands and feet. Other conditions include high blood pressure and heart failure (Claudia Shane, 2014). It may also lead to diabetes and tumors. In some cases, this drug can lead to crippling arthritis. There is also the Beta-2 agonist that is primarily medically used to treat conditions such as asthma and other respiratory ailments (Wiefferink, 2014). The physiological effects of this drug include palpitations, headaches and sweating. Other effects include nausea and muscle cramps. It may also lead to nervousness. Diuretics are another category of performance enhancing drug. It is used in the treatment of conditions such as hypertension, kidney disease and congestive heart failure (James, 2011). However, when it is taken without medical supervision, it results in potassium depletion and possibly even death. The physiological effects of this drug include; dehydration, muscle cramps and dizziness which may lead to fainting. Other effects include drop in blood pressure and loss of coordination and balance. In the list of IOC banned drugs also include stimulants. The primary medical use of stimulant is to treat conditions such as Attention Deficit Disorders (ADD/ADHD), asthma, narcolepsy, and obesity. However, the effects of this drug include; insomnia, anxiety and weight loss (Wiefferink, 2014). Stimulants may also lead to dependence and addiction, dehydration, tremors and increased heart rate and blood pressure. Other effects include increased risk of stroke, heart attack, and cardiac arrhythmia. Narcotics have also been banned by IOC. When taken in small quantity, narcotics have medical uses that include relieving severe pain and inducing sleep. However, when they are taken in large quantity, it is a medical emergency and can lead to respiratory depression and even death. The effects of narcotics include: a false sense of invincibility, nausea and vomiting and increased pain threshold. The drug may also lead to failure to recognize injury and decreased heart rate (Jason, 2008). Other effects include physical and psychological dependence that leads to addiction. The use of performance enhancing drugs also has a lot of negatives on an individuals social life. First, with regards to ones family life, there is the possibility that the rest of the family may feel embarrassed or ashamed at ones addiction to substance enhancing drugs. The family is always bothered about the fate of the victim (Claudia Shane, 2014). This may lead to rejection, stigmatization and even sense of guilt. Those who use drugs may at times feel that their family has pushed them out. Performance enhancing drugs may also significantly affect ones education. A child or a young person who is suffering from an addiction will have a lot of problem with his school life, relationships with other children and their home life (Claudia Shane, 2014). This may lead to truancy. Performance-enhancing drugs may also interfere with ones employment or professional life. Most people who use performance-enhancing drugs may not productive at work. As such, they may stop being punctual and efficient at work. Similarly, they may neglect their appearance and personal hygiene. They may also display erratic or unacceptable levels of behavior that may highly impact on the reputation of the organization that they are working (Wiefferink, 2014). Athletes on the other hand may boycott physical exercises and this may interfere with their performance. In some severe cases, drug addicts may start being absent for no good reason. They may also fail to complete their duties. In most instances when they are financially down, they may resort to stealing from not only the company but also their individuals so as to get money to purchase the drugs. Performance-enhancing drugs may also affect an individuals health and wellbeing. Performance enhancing substances such as alcohol and caffeine which is fine on an occasional basis or in moderate amounts are normally harmful when consumed to the point when one becomes addicted (Jason, 2008). Cigarette smoking may heavily impact on the life of the user because it affects ones respiratory system. Addiction to drugs affects the victims personality and behavior in a variety of ways. However, this very much depends upon the type of substance used and the amount; their psychological makeup before the addiction and physical health and their lifestyle. Thus, some performance-enhancing substances have a greater effect than others upon mental health (James, 2011). For example, heroin is stronger than nicotine. It will therefore have a bigger impact upon the brain. It is also worth pointing out that, most people are different in regard to psychological makeup. This implies that people are affected differently by these drugs. Thus, one person may experience a greater level of damage than another person using the same substance. This is due to their brain chemistry. Finally, the cost of performance-enhancing drug not only affects the sufferer but can also encompass family, friends and the society as a whole. Such costs include costs of policing, drug addiction help lines, support groups and rehab clinics. Indirectly there is lost revenue in the form of tax and national insurance contributions each time an addict either loses their job or is unable to work. This means a drop in revenue collection and an increase in welfare benefits, e.g. unemployment benefit. In conclusion, performance-enhancing drugs have adverse effects on the lives of the users. As this paper observes, the effects of these drugs are not only felt by the user but by the immediate family members, friends, workmates and the society as a whole. Therefore, no substance-enhancing drug should be removed from the IOCs list of banned drugs. Instead, more research should be done on how to counter the use of these drugs. There is also need for sensitization among sportsmen on the dangers of these drugs. References Claudia, L. R., Shane, C. (2014). Drug abuse in athletes. Retrieved 2 14, 2017, from US National Library of Medicine: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4140700/ James, H. (2011). The Ripple Effect of Doping in Sports. Retrieved 2 14, 2017, from The Huffington Post: http://www.huffingtonpost.com/james-h-hibbard/the-ripple-effect-of-dopi_b_693078.html Jason, M. (2008). Performance enhancing drugs in sports: The dark side of performance psychology. Retrieved 2 14, 2017, from Australian Psychology Society : https://www.psychology.org.au/inpsych/ped/ Wiefferink, C. (2014). Social psychological determinants of the use of performance-enhancing drugs by gym users. Retrieved 2 14, 2017, from Oxford Academic: https://academic.oup.com/her/article/23/1/70/835589/Social-psychological-determinants-of-the-use-of

The Minimum Wage Should Be Increased Essay -- Minimum Wage Essays

Congress enacted the federal minimum wage in 1938, during the Great Depression. Congress had two goals; keeping workers away from poverty and boosting consumer spending for economic recovery. Today, there is a debate, whether we should increase the minimum wage again. Increasing the minimum wage is useful for several reasons. First, the current minimum wage has failed to keep up with inflation. Second, a higher income level reduces employee turnover and increases efficiency and ultimately, raising the minimum wage does not reduce employment. Even with high unemployment rates, the minimum wage is useful for the economy. Today "the federal minimum wage" is $7.25 per hour since July 24, 2009. It has failed to keep up with inflation. The real value of the minimum wage rose steadily from 1938 until its value reached a peak in 1968. Thereafter, it suffered severe erosion as Congress failed to adjust for the inflation over time. The minimum wage of $1.60 an hour in 1968 would be $10.47 today when adjusted for inflation. This means that the purchasing power of the minimum wage has decreased significantly over time. The current minimum wage is no longer enough to protect workers out of poverty. A person who earns the minimum wage and works full-time (40 hours/week, 52 weeks/year) only earns about $12,000 in a year. This is almost $7,000 below the poverty line for a family of three ($19,090) according to the federal poverty guidelines. As a result, the gap between poor and high-income families is continuously increasing, and taxpayers have to pay more for public assistance such as food stamps and Medicaid. I ncreasing the minimum wage can increase the annual income of low-income families and reduce the public assistance expenditures by g... ...litical Science, London, UK. Minimum Wages and Employment: A Case Study of the Fast-Food Industry in New Jersey and Pennsylvania; David Card and Alan B. Krueger, The American Economic Review, Vol. 84, No. 4 (Sep., 1994), pp. 772-793 The Effect of the Minimum Wage on the Fast-Food Industry; Lawrence F. Katz and Alan B. Krueger, Industrial and Labor Relations Review, Vol. 46, No. 1 (Oct., 1992), pp. 6-21 Minimum Wage Effects Across State Borders: Estimates Using Contiguous Counties; Arindrajit Dube, T. William Lester, and Michael Reich, Review of Economics and Statistics (2010) 92:4, 945-964 Do Minimum Wages Really Reduce Teen Employment?; ALLEGRETTO, S. A., DUBE, A. And REICH, M. (2011), Accounting for Heterogeneity and Selectivity in State Panel Data. Industrial Relations: A Journal of Economy and Society, 50: 205–240. doi: 10.1111/j.1468-232X.2011.00634.x

Greek conception of woman, citizen and family Essay

The Greek tragedy ‘Medea’ by Euripides examines the Greek conception of woman, the foreign, family and citizenship. He emphasize on the subjugation and the oppressive condition of women in general in Greece. Thus he reveals the existence of ancient cultures (other than Greece) that were more generous in their treatment of women. Medea is also in some respect, different from general Greek women. She is clever and resourceful and also has the courage in her endeavor to take revenge on Jason for his wrong deeds. Also, through the character of Medea, Euripides exposes the bankruptcy of popular Greek ideas of heroism. My granting a woman the qualities that were considered heroic, he questions the sacred ideas of heroism. The element of the foreign in the play comprises of the foreign, the exotic, the unknown and the feared. He also showed that the foreign is not external to Greek and there is much for the Greeks to know about themselves. Medea represents the foreign, the attractive and the priceless possession of Jason. The foreign also represented the adventure undertaken by the Greek heroes. The foreign also symbolized danger and which could lead to chaos. Medea, a foreigner and an outsider to the normal order is free to behave without restrain or morality. Thus she manages to commit the dreadful crime of murdering her own children. Through the elements of the foreign, uncivilized and barbaric, Euripides questions the concepts and definitions of civilizations, primitiveness, ethics and morality. Whereas Jason seeks power, Medea, the foreigner longs for love and caring. Greek valued family and the exile from his was horrible to the ancient Greek. A person’s city-state was his home and protector and to wonder without friend and shelter was thought as a fate as horrible as death. Medea exiles herself because of her love and passion for her husband. Her position in Corinth is double grave as she is both married to be exiled from family and also as she herself has broke connections with her family to be with Jason. Also, she is a foreigner who will remain a barbarian in the eyes of the Greeks. However, Madea forces Jason into exile by wiping off his entire family. Greek law forbade Greek men to marry any other than Greek women. Also the children of Greek man and foreign woman were not considered as official citizens of Greece. Similarly, the children of Jason and Medea were not official citizens of Corinth, but Creusa and Jason’s offspring would fully enjoy the benefits of Corinthian citizenship. So Jason is justified in his argument that to gain power and position and to protect and their position, he married into the royal family. Thus these elements of the foreign, plight of Greek woman, citizenship and family combine to propel the action of the tragic play ‘Medea’. In the Greek tragedy ‘Medea, Euripides elaborates on the status of woman in Greek society. The Greek women in general had few rights. According to the men, the purpose of women in Greek society was to engage themselves in household duties like cooking and cleaning and giving birth and taking care of children. They did not have the right to vote or own property. They could not go outside without an escort. They had to be represented by men in all legal proceedings. Greek women only under exceptional conditions could obtain a divorce, but any Athenian man could get rid of his wife by simply publicly renouncing his marriage. Marriages were arranged by the parents without any participation of the daughter; thus Medea’s flight with Jason was scandalous. If the family was wealthy, the daughter came with a substantial dowry. After marriage, the woman served her husband the entire life by caring for the children and slaves, the legal property of her husband. They were not given any education and lived in separate quarters, away from their husbands. The ideal woman â€Å"spoken little as possible among men, whether for good or for ill†. Greek women never experienced independence during their lives and in some respect they were just like slaves. Medea accurately describes the conditions of married life for women when she says how a woman has to adjust to the new rules and customs of the new home and work hard to understand her husband and consequently live in peace. However if the marriage does not work, then death is the only solution for the woman. When Jason decides to terminate his marriage with Medea and marry the princess of Corinth, Jason cast aside Medea as if they were never married. This type of action was accepted by Greek standards, which reveals the subordinate status of woman who did not have any say in these matters. Even though some actions of Medea are not similar to that of average Greek women, she posses certain attitudes and emotions which are common among women. Medea in her first speech to the Chorus (when she comes out of her house) expresses the plight of women in society: â€Å"For a divorce loses women all respect, yet we can’t refuse to take a husband†, (Euripides, lines 271-272). She further adds that when a man gets tired of the company at home, he can seek relief outside the home, but a woman have to always look at one man. It is likely that this attitude was shared by most Greek women as evident from the reaction of the Chorus Leader who sympathize with her: â€Å"I’m not surprised you grieve at these events†, (Euripides, Line 310). The nurse reveals the fact that Medea out of her love and deep passion for Jason has retrieved the Golden Fleece for him and defied her household. In return, she is deserted by Jason who betrayed her by breaking the vows of marriage and now â€Å"She calls out to the gods to witness/ how Jason is repaying her favours†, (Euripides, lines 30-31). However, her situation worsens further when Creon informs her that he is forcing her into exile. The Chorus identifies with the pitiable condition of Medea. It recognizes the heroic traits of Medea and admires her as an avenger for all women. Chorus soothes Medea’ sorrow by saying that God will be with her in her endeavor. Thus the chorus believes her cause is good and worthy of God’s support. Medea as a victim of ill fate is supported by the Chorus. Even though the Chorus makes this statement before finding out Medea’ brutal scheme, it should be noted that the Chorus reaffirms its support for Medea after she reveals her plan. After the monologue of Medea, where she reveal her plan and think of ways to implement it, the chorus delivers an ode on the oppression of women: â€Å"The waters in the sacred rivers/are flowing in reverse. /And all well-ordered things/are once more turning on themselves. / Men’s plans are now deceitful,/their firm trust in the gods is gone†¦. /Honour’s coming to the female sex. /slander will no longer injure women, (Euripides, Lines 487-496). Through this ode, the chorus condemns the oppression of women and encourages Medea to carry out her plan. It views her plan as a rare opportunity for women to avenge all the wrongs done by men on them and to turn the hierarchy around, putting the men at the mercy of women. In the play it is evident that the Chorus support Medea in her endeavor to avength the betrayal of Jason till the section where she thinks of ways and machinery to make her plot successful. But the Chorus withdraws their support the point where Medea reveals her plan to murder her own sons. After the verbal fight between Jason and Medea, the Chorus asks for moderation: â€Å"I pray that moderation,/the gods’ most beautiful gift,/will always guide me†, (Euripides, Lines 756-758). After they come to know Medea’s plan to kill her children, they try their best make her understand her folly in her taking such an action and they urge her not to commit such a crime : â€Å"I want to help you,/holding to the standards of human law†, (Euripides, Lines 963-964). Euripides by examining the treatment of women in the play ‘Medea’, points at the injustices of his society. He recognized the fact that the subordinate position of women to their male counterpart is impossible to extricate from the core of social order in Greece. The typical explanation offered by the admirers of Greece is that all ancient societies were sexist and dependent on slave labor. This generality is untrue as there were many societies who were more generous in their treatment of women than the Greeks and many societies functioned in the ancient times, without slave labor. Euripides who was aware of these hypocrisies, often pointed out how Greek society attempt to excuse the injustices perpetrated by them. Jason tells Medea that no Greek women would have done as she has done. In this respect, the Chorus should be considered who stood by mutely and allowed the slaughter to take place. However, Medea shows some heroic qualities that were not common among Greek women. Medea is clever, resourceful and has the courage to stand against Jason and take revenge for his betrayal. She does not stay long inside her home as a subjugating housewife lamenting and shedding tears for wrongs incurred on her. She comes out her hearth and faces the Chorus and Creon. She acts like a man and plots and execute her plan. Euripides goes farther, through the character of Medea, he exposes the bankruptcy of popular Greek ideas of heroism. Medea has many traits that would be admirable, if only she were a man. She is ruthless, brilliant, cunning, and powerful. But she is in a weak position: she is not a ruler or a warrior of any battlefield. Euripides gives the qualities that are considered heroic, in a woman and thus reduces the scale. He makes the playing field one of marriage and spurned love. The fine Homeric speeches of warriors on the verge of combat are reduced to the bickering of an enraged wife and a petty husband. Euripides in this play, questions our sacred ideas about heroism. Consider, for example, the character of Agamemnon as portrayed by Aeschylus in the Oresteia. Agamemnon also kills his own child; and although he is not admired for this act, after his death Aeschylus grants him his due of a great man and hero. The reaction of the audience to Medea’s infanticide is that of horror. Euripides gives unlimited self-absorption and ruthlessness to a woman and thus exposes the true worth of these traits. The audience becomes aware of the double standards that we use for heroes and heroines. In Greek mythology Medea was princess of colchis and the granddaughter of Helios the sun God. She had affinities with magic and was the priestess of Hecate. Medea helped Jason to steal the Golden Fleece from her father and even dismember her brother to delay the pursuers of her lover. Also, she turned the daughter of Pelias into murderers to win back his rightful place in Iolcus, In return, Jason betrayed her trust and re-married into the royal family. The fact that Medea is a foreigner is emphasized from the beginning. The Nurse, in the opening lines, tells the audience that Medea hails from a distant and exotic land. Certain points should be remembered while reflecting on this aspect of the play. The foreigner or the Others is a complex and multifaceted concept: it comprises of the foreign, the exotic, the unknown and the feared. The foreign is also essential for self-definition of the Greeks. The Greeks ascribe certain traits to barbarians in opposition to certain traits about themselves. Barbarians are savage but Greeks are not. Barbarians are superstitious while Greeks are rational. But Euripides through the play undermines these easy binaries. He shows that (the foreigner) is not something external to Greek. Also, there is much for the Greeks to understand about themselves Moreover, the (the foreign, the exotic, the terrifying) is an essential for adventure. Jason’s quest, and also the quests of other Greek heroes, would not be possible without their visit to strange and fearsome lands. Medea’s foreignness may be the reason behind Jason’s attraction for her. Although we cannot be sure if Jason was really attracted to her or used her for his own ends or both. May be Jason was drawn to her by her uniqueness. The play stresses on the fact that Medea is different from Greek women. Jason’s marriage to Medea can be seen as an attempt on his part to bring the adventure home. Medea describes herself as â€Å"something he won in a foreign land†. The marriage can also be seen as Jason’s attempt to subordinate the foreign to the Greek, woman to man. In Medea, the foreign lead to chaos. Medea as a foreigner is also terribly free. As she is an outsider to normal order, she behaves without restraint or morality. Her genius is thus used for personal revenge. She sends gifts of a finely woven robe and a tiara of twisted gold smeared with deadly poison and succeeds in killing both Creon and his daughter. Next she murders her two sons to teach Jason a lesson that the oppressed can also take actions against the oppressors. Medea as a foreigner comes from a tribal nativity, where sophistication is not the normal thing. She does not know how to â€Å"well behave† and speak â€Å"with a soft tongue†. Her culture and race is primitive and for this she is often blames by Jason. However, while Jason seeks power, Medea longs for love and caring. She leaves behind her culture, native land, parent, and the family as a sacrifice to marry Jason. So the ‘uncivilized ’Medea cannot accept nor understand Jason’s argument in favor of his second marriage and Jason posses all the skills required to argue in his favor. This raises several questions regarding the concepts and definitions of civilizations, primitiveness, ethics and morality Another factor is the Greek conception of family and the separation or exile from them. Modern audiences can find it difficult to understand how important family and how horrible exile was for the ancient Greek. A person’s native land was his home and protector and to wander without friends or shelter, was thought of as a fate horrible as death. The chorus chants: â€Å"there’s no affliction worse/ than losing one’s own country†, (Euripides, Lines 774-775). Medea made herself as exile for the sake of her husband. Medea tells about her plight to the Chorus: â€Å"you have a city, /you have your father’s house, enjoy your life/with friends for company. But I’m alone. /I have no city, and I’m being abused/by my own husband. — I have no mother, brother, or relation,/to shelter with in this extremity†, (Euripides, Lines 291-299). Additionally by her overzealous advocacy of her husband’s interest, she made their family exiles in Corinth. Due to her actions in Iolcus, Jason is unable to return home and so their position is vulnerable. Jason who is the hero of the Golden Fleece (of course with the help of Medea) became a wanderer. He is very shrewd and calculative in his decision to marry into the royal family. The Tutor points out in the beginning of the play that men always act for their own interest: â€Å"What mortal man is not? Don’t you know yet/all men love themselves more than their neighbours†, (Euripides, Lines 107-108). Thus the character of Jason is revealed as an opportunist, a selfish man and the anti-hero who manipulates others for his own ends. Euripides in his play ‘Medea’, links the elements of exile and the lower position of women by emphasizing on the circumstances that women faced after marriage. She has to leave her home and family and live among strangers. In this respect, Medea reminds us of the conditions of exile. However, her position is doubly grave, as she is an exile in this sense as well as in the sense that she herself has broke all connections with her family. Also, she is a foreigner and will remain a barbarian in the eyes of the Greeks. Greeks valued their family and the close blood relationship they share with the family members. Also they had certain expectation from their family. Similarly I the play, Jason want his sons to grow up and become leaders in Corinth along their new brother, the sons he wishes to beget from his new bride. He also wants his sons to mature into young men and win victory over his enemies. On the other hand, Medea has few expectations as well. In return for her pains of child birth and the hardship she faced in raising them, she hoped that they will look after her in old age and prepare the corpse with their own hands as all parents’ wishes. However, she sacrifices her expectations and also separates Jason from his family by killing her two sons and Jason’ new bride. She takes her revenge on Jason by poisoning the royal bride and thus depriving Jason of his wife and the children he wished to beget from her, his family. Also she kills her sons and prevents the fulfilling last hope of Jason, his wish to unite with his family, his sons. She also deprives him of the burial rights of his sons. Instead she performs the rights. In this way, Jason is exiles from his family as Medea was exile from her native land and family. Medea lost her family after she married Jason, in similar way, Jason losses his family at the end of the play. Another element emphasized in the play is the Greek conception of citizenship. Greek law forbade Greek men to marry no other than Greek women. However, it was common practice among Greek men to keep foreign concubines who were often more educated than the Greek women in general. But the children born from these unions were not considered as official citizens of Greece. Similarly, the children of Jason and Medea were not official citizens of Corinth, whereas Creusa and Jason’s offspring would fully enjoy the benefits of Corinthian citizenship. Jason may be a shrewd and manipulative man and it is also true that he betrays Medea by breakings the vows of marriage and re-marrying into the royal family. However, the fact remains that Jason was a wonderer and he wanted to gain power and position by creating a relationship with the royal family. Moreover, he was aware of the fact that his children were deprived of the benefits of Corinthian citizenship. As he mentions to Medea, it may be true that he married Creon’s daughter not because he felt attracted towards her as a woman but rather to protect Medea and their children. Also that he wanted to serve their own interest by having children (royal princes) from his royal bride and thus securing their position in Corinth and giving their children similar power. The Greek conception of woman, the foreign, citizenship and family as examined in the play help in the progress of the tragic action. Medea represents the suppressed and oppressive condition of Greek woman who is cheated by her husband. The foreign element in her character, the exotic, the dangerous and the barbarian instigate her take revenge against Jason. Jason’s argument in favor of his action is the power and position he wants to achieve for himself and for Medea and their children. He is aware that his and Medea’s children will be deprived of the benefits of Corinthian citizenship. Her separation or exile from family because of Jason infuriates her further and she in turn separates Jason from his family. Work Citation: â€Å"Analysis of Medea as a Tragic Character†. 8 December 2002. Michael Kliegl. 9 July 2008 â€Å"The Concept of Citizenship†. 9 July 2008 â€Å"Euripides by Medea†. 9 July 2008 â€Å"Medea (Criticism). Carole L. Hamilton. 9 July 2008 â€Å"Major Themes†. 9 July 2008 â€Å"Medea (Indian adaptation of the greek classic†. 9 July 2008 â€Å"Summary and Analysis of Lines 1- 356†. 9 July 2008

Effectively teaching ethics in schools for later life

Ethical motives are an of import portion of decision-making but pupils arent taught to believe ethically. They do non understand what ethics is. They do non understand the difference between moralss and ethical motives and yet are n't two of the SLO ‘s in the computing machine scientific discipline model related to Ethical Behaviour? So how do we travel about making this? Certain we could merely prophesy to them about what they should and should non make and the alleged grounds for this. This method would be fast and so we can travel on to more interesting things, but learning in this manner we will lose a great chance to learn pupils ethical thought. Plus if we were merely to prophesy to the pupils it would travel in one ear and out the other. So in order to understand if it would be a good thought to learn moralss decently to pupils we need to see where the pupils are at. We need to make this to see if learning moralss is a right for them. We besides need to see what computin g machine moralss is and what it entails and in conclusion we need to look at the benefits of learning moralss in a computing machine class. Students In order to see it is a good thought to learn moralss to pupils we need to look at the pupils. Possibly the moragity of pupils understand moralss and therefore do n't necessitate to be taught. Maybe it is better to state them what to make and non acquire them to believe about the grounds why. If we were to learn pupils moralss would they happen them utile. These all the things we need to cognize before we decide whether it is or is non a good thought to learn moralss to pupils. Let ‘s get down off by looking at the accomplishments the pupils already have. The article Computer Literacy: Deductions for Teaching a College-Level Course by Nitham M. Hindi is an older article that talked about what computing machine skills pupils have. It noted that computing machine accomplishments are really indispensable to concern and it recognizes pupils do non hold the appropriate accomplishments. Students today will alter occupations at least 10 times and alteration callings at least three tim es. The importance of computing machine accomplishments is non lost. In the module of instruction we need to take a computing machine use category even though they wo n't name it that. Besides many other modules including concern demand to take a computing machine use category. This article besides noted that many pupils who took a computing machine class in high school had a huge cognition of pressmans, the Internet and difficult thrusts. Some of the pupils besides had cognition of virus protection runing systems and expose units. Although pupils had a batch of cognition about the how tos, they do non hold cognition about the â€Å" softer † issues. This cognition includes societal issues, ethical issues, planetary issues, and legal issues. It seems like non much has changed. In computing machine scientific discipline, movie and picture taking, or graphics the focal point is on the how to. The sociological side is n't shown. In a artworks category where the pupils are workin g on Photoshop why non speak about the societal issues of retouching exposures. One side to this issue is Photoshoping images to make an unreal sense of beauty. This article goes on to state that work forces were two times more likely than females to hold discussed ethical issues in a computing machine class. This points out another interesting fact. That is that females are more likely non to hold looked at any societal branchings of computing machines. During my research I noticed an interesting subject that emerged. This subject suggested that discoursing societal branchings of computing machines may do computing machine classs more interesting to females. In fact this was a common yarn. I even found an article called Gender and computing machine moralss By Alison Adam which disputed this. Either manner thought in the societal side might hook different people with different positions. I besides found another article that mentioned that adult females ‘s assurance is frequent ly undermined in computing machine classs. This quotation mark is from a adult female who had a batch of programming experience that took a computing machine scientific discipline class she said that Then I got here and merely felt so improbably overwhelmed by the other people in the plan ( largely guys, yes ) that I began to lose involvement in coding because truly, whenever I sat down to plan there would be dozenss of people around traveling, â€Å" My God, this is so easy. Why have you been working on it for two yearss, when I finished in five hours? I remember how computing machine scientific discipline was. I went through the whole plan and got my grade. So I know this is how we treat everybody. We procrastinate and leave everything to the last-minute. We gloat when we complete assignments fast. We brag and show off. Possibly analyzing moralss or other do-gooders may do the ambiance more unfastened and friendly. This article besides points out that adult females may hold the same accomplishments as work forces but are given lesser functions and because of this it has become a male dominate industry. The article goes farther and suggests that because it is male dominated that everything computing machine from the interface to the bit layout is work forces oriented. This could go forth adult females confined to systems which work forces have created and these systems may non be ideally suited to them. I think this is a absurd thought. I do n't see how something can be oriented towards one gender or another. If I said I do n't see guys kicking about the interface of their ironing boards. I would be called out as a biget and a male chauvinist, but is n't it the same statement. There are a batch of things that have been designed by females and I do n't hear cats kicking. It ‘s impossible to penetrate how something designed by one gender will hold negative effects on the other. I do hold a job with the fact that adult females, with the same accomplishment set as work forces, do non acquire the same occupations. This points out a turning demand for the instruction of moralss and if computing machines do hold a gender prejudice, hopefully equal chances will make a balance and this prejudice will henceforth be eliminated. The article entitled Teaching Information Ethics to High School Students by Kathy Lehman looks at a batch of plagiarism pupils do. It looks at the job from a librarian point of position and what a library should make to rectify the job of plagiarism. The bibliothec said that non really many of the 11th class pupils felt guilty downloading music without paying for it. They merely do non believe about the support of the persons. They do non believe about what it takes to contrive or make music or the sum of attempt involved. Those pupils that are 17 old ages or older do non experience really guilty about downloading music illicitly even though they do understand the branchings. The pupils do hold a sense of morality. They recognize the deductions of unethical behavior when it comes to misapply of a friend ‘s electronic mail or images and they understand the dangers of marauders and therefore maintain private information off the Internet. Basically the writer states that they teach the class 11 pupils the branchings of illicitly copying music but when the pupils reach the 12th class they could care less. If we use the same attack learning the moralss model in computing machine scientific discipline we do better to merely trash that constituent. Possibly we should non prophesy to the pupils or to concentrate on a specific aspect of the moralss argument but to hold the pupils create their ain moralss. If they are traveling to copy music they should hold to support their act ethically. I think our ends should be for pupils to utilize moralss to make ground. The focal point should non be on whether they do or make non copy music. As instructors we should focused on the bigger image. We need to concentrate on larning aims and non commercial aims. The article entitled Teaching Ethical motives to High School Students by SUSAN PASS and WENDY WILLINGHAM agrees with my point. The article says that the pupil should non be sidetracked by subjects of moral tyranny and relativism. Moral tyranny means that merely one morality is right. Relativism is the false belief that if certain moralss are right for one group or individual they are right morally. Basically these prejudices boil down to the fact that there are no different point of views when it comes to moral logical thinking. With moral concluding there is merely one right reply. Basically we need to allow the pupils know there are many ways of logical thinking and if you bump into these prejudices you should inquire the category if there are any extra suggestions or options. The article goes on and says â€Å" there is a existent danger of learning striplings in a mode that ignores personal or moral development, but focuses wholly on academic accomplishment. Adolescence is a cli p of turbulence when immature people need counsel † ( 21 ) . Galbraith ( 1979 ) warns us about utilizing indoctrination, dictatorship, and relativism. Indoctrination and dictatorship do non let the pupil to research their sense of moralss, we alternatively coerce them to accept or reject what the teacher tells them is true. Relativism besides creates a barrier to acquisition as it destroys systematic ethical doctrines. It assumes that because it is right for you it is right for everybody else. Thus it destroys the arguments before they begin. What we need to make is to make moral development through treatment. The article written by that bibliothec besides notes that pupils are really good at happening illegal signifiers of electronic media and importing them straight into their PowerPoint or multimedia undertakings. It besides points out that because these undertakings are normally done at place, there is no inadvertence from bibliothecs who can assist learn the pupils about right of first publication and plagiarism. Merely late there has been a province authorization, where this librarian works, that states that every school territory will implement the course of study of Internet safety. There libraries must be I safe certified. Their County has a really rigorous acceptable usage policy which all staff must subscribe. Classroom instructors need to implement the 10 % or 30 2nd regulation for utilizing proprietary digital media. In short, they talk about their carnival usage understandings and copyright Torahs and the importance of spying beginnings. In fact at Thomas Dale no pupil can co py a paper, either their ain or a siblings paper that took the class in the past, or from on-line beginnings, because the school has a database with all old documents of all time submitted to that school and of class they have a plan that will seek this database and the Internet for similar documents. The article said it was a powerful inducement for pupils non to plagiarise. This is of class because the pupils do non desire to acquire caught, non because they feel guilty or possess any ethical duty non to plagiarise. When I read this I thought this would be something cool to prove so I found a similar plan called Viper and I have had a batch of merriment look intoing to see if the writer themselves have plagiarized. At this school they besides teach pupils about how to make up one's mind what information you should portion and about the importance of being true and honest. This manner the pupils know how to utilize societal networking sites suitably and non distribute false rumor. In short it seems they have become really hawkish to support right of first publication in all its signifiers. Alternatively of learning moralss to protect right of first publication they have used a run of menaces and coercion to support it. We have seen the shout approachs of these tactics. What they are rely learning the pupils is how non to acquire caught. So far it seems that pupils ca n't believe ethically. We have seen that merely stating the pupils what to and what non to make does n't work. Even if you merely show one side of an ethical issue and utilize ethical logical thinking to support it that would be a bad thought. You need to show the whole issue and your pupils need to develop their ain positions. They need to do judgements and to be able to support their ain point of views. We can besides see this information will profit the pupils as it will let them to make a fairer and more welcoming environment no affair where they may travel. What is computing machine moralss? We have seen that learning moralss to pupils is a good thought but what is computing machine moralss? The word â€Å" moralss † is a derivative of the Greek word ethos, which means â€Å" imposts † . This is because these are the steering beliefs on the ideals that defined a community. This is why I think we use the word moralss to speak about professional moralss and non the word ethical motives which relate to oneself. It is of class perchance that person ‘s moralss may conflict with their ethical motives. Ethical motives consists of statements that tell us how the universe should be. Everything we do and make non make can be a possible topic for ethical rating. When reading about computing machine moralss, most people view it as separate from regular moralss. Kallman and Grillo province that there is no existent particular class for computing machine moralss but the ethical state of affairss in which computing machines are involved have drastically changed the state of affairs. Computers have addressed the concerns related to free address, legal power, namelessness, and trust. There are besides some concerns about the features of personal information on the Internet. In short the Internet has made it so everybody can be an writer and the writer can be anon. . This has led to jobs with trust. If anyone can print, how can we swear the information? It has besides led to inquiries about free address because the Internet is so anon. people can compose or make whatever they want. They can print hateful messages and commit hatred offenses. Another job is that the Internet is planetary and different states have different Torahs so who has legal power when a jurisprudence is broken? Some states have erected a planetary firewall to ban the populati on to unwanted political or societal positions. Last there is a job with what people put up online sing privateness. I did non truly understand this issue but that is non the point. The point is that computing machines have made these jobs more broad spread and prevalent and yes these subjects were talked about in the regular moralss, but they were talked about separately. In computing machines they all come at the same clip and converge in different ways to make a new set of issues Moor has a nice manner to turn to it. He views computing machine moralss as a specific field where we identify policy vacuities that before the computing machine did non be. He states that computing machine moralss attempts to clear up conceptual confusion environing these issues and to explicate and warrant new policies in countries with either no policies or policies that have been broken. So who would be the best people to analyze this new signifier of moralss? In the article, On the Importance of Tea ching Professional Ethics to Computer Science Students, Gordana and Dodig-Crnkovic has an interesting thought. They say that In order to understand computing machine moralss jobs we need a new type of individual. We need person who understands the cultural functions that computing machines play and they besides have to hold an apprehension of the proficient inside informations of the job. In short we need person who understands societal branchings every bit good as the computing machine scientific discipline portion. Thus it makes sense to learn computing machine moralss with computing machine scientific discipline. So non merely is it portion of our computing machine scientific discipline model but people with proficient cognition are better suited for computing machine moralss. The following inquiry would be what ethical theories should be used in the schoolroom. It is of class non appropriate to try to utilize spiritual ethical theories so what should we utilize? Should we utiliz e useful or virtue moralss? One article I read said that a figure of philosophers have argued that traditional ethical theories can non be applied to all computing machine moralss issues. These ethical theories include deontological, useful, and aretaic ( virtue moralss ) theories. I besides read another article that suggested we use a intercrossed attack. It recommends that high school pupils can easy utilize Kantian moralss and virtuousness moralss to make an ethical determination. The pupils must happen a solution to which both of the ethical theories apply. So far we have seen that Computer ethics is different that regular moralss. I have demonstrated ways in which the computing machine engineering has created nothingnesss in policies and how engineering has changed ethical thought. Last I have shown that it takes techniquly minded people to understand computing machine moralss. Therefore there is a demand for computing machine scientific discipline pupils to understand moralss. We have seen that pupils will profit from a class in moralss and we have besides seen what computing machine morals is. We have besides talked about some benefits along the manner so now let ‘s take a expression at other benefits in learning our pupils moralss Reasons why There are many benefits in learning moralss to our pupils. The NCSS says that moralss is an indispensable constituent for societal engagement and interpersonal relationships so pupils need to make and show their ain personal strong beliefs as portion of their ethical decision-making procedure. In fact even John Dewey recognizes the demand to learn moral judgement to pupils. The article goes on to state that ethical thought gives pupils the ability to conceive of and research possibilities before they make a judgement. As pupils apply moralss to real-life scenarios they non merely develop their sense of moralss but they besides develop higher-order thought accomplishments. When pupils are believing ethically they ‘re working at the top three degrees of Bloom ‘s taxonomy. They are utilizing creativeness, synthesis and analysis. As already mentioned, computing machines have created many ethical issues that have non existed in the yesteryear. When people are working on computing machines they miss the face-to-face contact of working with people. They are indirectly removed by the machine, as such ; they do non see the moral branchings of their actions. They do non believe about other people when doing determinations. This means that as instructors we need to speak about these issues. We need to acquire our pupils to believe about the universe in which they like to populate. They need to develop a codification of behavior. They need to believe about how they treat other people, even people they do n't see. Computers have created new signifiers of media which are more synergistic. Now anybody has the ability to pass on globally. They can be anon. . Peoples can copy and reproduce any signifier of digital information. This new signifier of engineering airss many jobs. Hackers could utilize distant terminuss to in terrupt into systems. They may or may non hold a malicious purpose. They could be merely proving their accomplishments as a hacker and in making so may really assist by indicating out holes in the security. So does the Intent do this action ethical or is it still unethical because the individual broke in. Another job is the copying of proprietary plants. The writer or Godheads rely on income by selling their package to people who are willing to purchase their merchandise. If the people who are willing to purchase the merchandise acquire it for free, so the Godhead loses money. Not merely do writers hold to worry about their plants being copied, confidential records can be easy copied between databases. Another concern is about what types of information authoritiess or corporations collect about us. This is known as the large brother fright. It is of import to state pupils they have the right to see any information on any database sing themselves. This is known as the freedom of info rmation act. The whole armory of ethical issues can be drawn from the field of unreal intelligence entirely. The involvement and consequence will go even more outstanding as clip Marches frontward Deborah Hurley ( 2000 ) presents the thought that computing machine devices will shortly be portion of our vesture and even portion of our organic structures such as biochips and implants. The ethical deductions will go on to progress. There are a batch of issues related to computing machine moralss and as the engineering evolves and becomes more incorporate into the societal facets of mundane life, there becomes a stronger demand to learn pupils about moralss and what it means to act ethically. Last we are learning our pupils computing machine scientific discipline. Computer scientific discipline is a profession and as such it has a codification of behavior. What I mean to state is that we have several professional organisations and each has its ain codification of behavior. There is ACM, AITP and IEEE-CS. We are learning our pupils computing machine scientific discipline and moralss is an built-in portion of it. In category we talked about how most pupils will non prosecute computing machine scientific discipline in any signifier of postsecondary surveies. My counter statement to this is merely because they are non taking station secondary surveies, does non intend they wo n't develop plans in the hereafter. So it is up to us to learn them to believe ethically about the package they create. Just expression at the ruins of the yesteryear when coders and plans failed. There was The detonation of the country and five projectile in 1996 or the Therac-25 machine which gave peop le excessively much radiation. Computer scientific discipline has direct impact on the quality of people ‘s lives and they must take into history the wellness safety and public assistance of the populace. It is & lt ; = a professional codification of behavior that makes moving ethically the norm. It outlines their duties to themselves and the public codification Acts of the Apostless as an educational tool supplying a focal point for treatment as it talks about professional behavior. I think it would be a good thought to do a professional codification of behavior with your category. This could work as a schoolroom direction scheme. In your category you want your pupils to move ethically. You do non desire them to copy and glue codification from the Internet. You do non desire them to disrespect each other. You want assignments in on clip. I could travel on and on but to sum it all up you want your pupils to move professionally. In this subdivision we once more looked at all the specific ethical issues from this it is easy to see all the negative effects they can hold on our pupils. We need to learn them moralss so they can believe about each state of affairs as the demand arises and while we do this we are learning them critical accomplishments. We are learning the higher degrees of Bloom ‘s taxonomy. If this is non an adequate ground to convert you we are learning them a profession and with that profession comes ethical duties. These duties can be imported into your schoolroom to make a better richer larning environment. We have seen that Computer ethics is a new typical field that your pupils can larn a great trade from and we have besides seen that the pupils will profit emencily. If your still non convinced the model says we have to learn moralss and we mine every bit good do it right. Dodig-Crnkovic, G. ( n.d. ) . On the Importance of Teaching Professional Ethics to Computer Science Students. www.idt.mdh.se. Retrieved November 4, 2010, from hypertext transfer protocol: //www.idt.mdh.se/~gdc/work/TeachingProfEthics.pdf Herman, T. ( 2001 ) . The province of computing machine moralss as a philosophical field of enquiry: Some modern-day positions, future projections, and current resources. Ethical motives and Information Technology, 3, 97 – 108. Hindi, N. M. ( 2002 ) . Computer Literacy: Deductions for Teaching a College-Level Course. Journal of Information Systems Education, Vol. 13 ( 2 ) , 143 – 152. Lehman, K. ( 2009 ) . Teaching Information Ethical motives to High School Students. Library Media Connection, v27, p28-30. Pass, S. ( 2009 ) . Teaching Ethical motives to High School Students. Social Studies, v100 n1, p23-30. Rikowski, R. ( n.d. ) . Teaching ethical issues in Information Technology: how and when. www.libr.org. Retrieved November 4, 2010, from www.libr.org/isc/issues/ISC23/B9a % 20Ruth % 20Rikowski.pdf

I am investigating how well people estimate the length of a line and the size of an angle Essay Example

I am investigating how well people estimate the length of a line and the size of an angle Essay Example I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle. I am going to compare the following: * Year 7 compared to year 10 (Boys and girls) in estimating the size of an acute angle. * Girls compared to boys (Years 7 and 10) in estimating the length of a short line. I am going to compare these two because it is a very wide range of data. I am going to sample 40 people for each investigation, For example: * 40 people from year 7 and, * 40 people from year 10. A questionnaire has been circulated to a variety of people in set 1-5 and year 7-sixth form. The questionnaire includes questions, such as: * Estimate the length of this line * Estimate the size of this angle * Estimate the length of this squiggle For Investigation 1 Year 7 compared to year 10 in estimating the size of an acute angle My hypothesis is that a larger amount of year 10 will be better at estimating the size of an angle than year 7. I think that more people from year 10 will be better at estimating the size of an angle because they have been in education longer and are more advanced at maths, while year 7 will be less advanced as they havent been in education as long as year 10. For Investigation 2 Girls compared to boys I estimating the length of a short line My hypothesis is that girls will be better at estimating the length of a line and the size of an angle than boys. I think that girls will be better at estimating the length of a line and the size of an angle than boys because girls take time to study things more closely than boys as boys tend to rush things. I will put all the data I collect in graphs. I will put my data in the following graphs: * Box plot * Cumulative frequency graph I have chosen these graphs because they are clear, simple to look at and will show my results best. A box plot provides an excellent visual summary of important aspects of a distribution among my data. The box stretches from the lower quartile to the upper quartile and therefore contains the middle half of the data in the distribution. The median is shown as a line across the box. Therefore 1/4 of the distribution is between this line and the top of the box and 1/4 of the distribution is between this line and the bottom of the box. This makes it easy for me to comment on my data and compare two sets of data if they are both in box plots. From the cumulative frequency graph it is possible to work out three important statistics: * The lower and upper quartiles * The median * The interquartile range From these 3 important statistics I will find it easy to compare data both on other cumulative frequency graphs and on box plots making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will use stratified random sampling to sample my data because it is an alternative to a simple random sample that provides more precision. In a simple random sample, I would select subjects randomly from a single large pool of data. In a stratified random sample, I will divide this large pool of subjects into several groups called strata (in this case strata will be gender and year group) and then randomly select subjects from within each group. The number of subjects selected from each group is fixed by design. A stratified sample makes sense when your data is varied, but it can easily be split into strata that are more consistent. I am using a stratified sample because there is a lot variability between strata and little variability within strata. The numbers I select from each strata will be proportional to the size of the strata. CALCULATIONS *The numbers I select from each strata will be proportional to the size of the strata, I am sampling 20% of each strata. I will then make this fair by finding the mean average of each strata with will in turn help me find out whether or not my hypothesis is right* Hypothesis 1: Year 10 will be better at estimating the size of an acute angle than Year 7: Method: I will select my data of peoples estimates for usage in hypothesis 1 and 2 using stratified random sampling. I intend to do this by sampling 20% of each strata, in these cases gender and year group. Once I have worked out what proportion of each strata I need to sample I will use the random button on my calculator to randomly sample my data, to avoid biased data. I will then work out how far out their estimate was off the actual measurement and from that I will work out the percentage error so I can work out whether my hypothesizes are correct. I will work out whether my hypothesizes are correct by working out what the average percentage error is for each group. I will list the estimate, error and percentage error in order of ascending size to make it easier for myself when adding up percentage errors and dividing them by the amount of data in that particular strata, to get the mean average. Then I will for hypothesis 1(Year 10 will be better at estimating the size of an acute angle than Year 7): * Add together the mean average of males and females in year 7 and divide it by 2 to get the mean average of males and females In year 7 combined. * Add together the mean average of males and females in year 10 and divide it by 2 to get the mean average of males and females In year 10 combined. * Compare the 2 averages. If the average for year 10 is a lower percent than that of year 7, my hypothesis is correct., as this means the average percentage error is lower for year 10 than year 7, therefore meaning, on average, year 10 were more accurate and made less mistakes. If the average for year 7 is a lower percent than that of year 10, my hypothesis is incorrect., as this means the average percentage error is lower for year 7 than year 10, therefore meaning, on average, year 7 were more accurate and made less mistakes Then I will for hypothesis 2 (Girls will be better at guessing the size of a short line than boys): * Add together the mean average of females in year 7 and year 10 and divide it by 2 to get the mean average of females in year 7 and 10 combined. * Add together the mean average of males in year 7 and year 10 and divide it by 2 to get the mean average of males in year 7 and 10 combined. * Compare the 2 averages. If the average for females is a lower percent than that of males, my hypothesis is correct., as this means the average percentage error is lower for year females than males, therefore meaning, on average, females were more accurate and made less mistakes. If the average for males is a lower percent than that of females, my hypothesis is incorrect., as this means the average percentage error is lower for year males than females, therefore meaning, on average, males were more accurate and made less mistakes Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Girls in year 7: 3 9 24 36 36 36 36 36 36 36 36 36 36 36 36 39 39 48 55 82 82 +97 910 910- 20= 45.5% Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Boys in year 7: 6 6 6 9 9 9 21 21 21 21 36 36 36 36 36 36 39 39 100 100 100 +100 844 844-22= 38.36%= 38.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimate Error % error 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 Average Angle percentage error for Girls in year 10: 6 9 9 9 9 9 21 21 21 21 21 30 36 36 36 +36 330 330- 16= 20.625%= 20.6% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 35 2 6 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Average Angle percentage error for Boys in year 10: 6 9 9 15 18 21 21 21 21 21 21 21 21 36 36 36 36 36 39 52 52 +82 630 630- 20= 31.5% Year 7 girls: 45.5% Year 7 boys: 20.625% 45.5 +20.625 66.125 66.125- 2= 33.0625= 33.1%(1dp) Year 7 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 10 (as below) my hypothesis will be proved incorrect, whereas if it is higher than that of year 10 (as below) my hypothesis will be proved correct. Year 10 girls: 38.36 Year 10 boys: 31.5 38.36 + 31.5 69.86 69.86-2= 34.93= 34.9% Year 10 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 7 (as above) my hypothesis will be proved correct, whereas if it is higher than that of year 7 (as above) my hypothesis will be proved incorrect. MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: Girls will be better at guessing the size of a short line than boys. Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 0.2 1.3 86 Average Short line percentage error for Girls in year 7: 3 7 7 7 13 20 20 26 26 33 86 464 464- 20= 23.2% average Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.5 1 67 2.5 1 67 2.5 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Average Short line percentage error for Boys in year 7: 7 17 20 20 26 33 33 33 50 67 67 67 97 100 113 127 127 127 1131 1131- 22= 51.40909= 51.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimates Error % Error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 Average Short line percentage error for Girls in year 10: 7 7 13 13 13 13 20 20 26 33 33 188 188- 16= 11.75% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 2 0.5 33 2 0.5 33 2 0.5 33 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 Average Short line percentage error for Boys in year 10: 7 7 13 13 20 33 33 33 53 53 67 67 67 + 67 533 Girls: Year 7 girls:23.2 Year 10 girls: 11.75 23.2 +11.75 34.95 34.95- 2= 17.475= 17.5%(1dp) Female percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Males (as below) my hypothesis will be proved correct, whereas if it is higher than that of Males (as below) my hypothesis will be proved incorrect. Boys: Year 7 boys: 51.4 Year 10 boys: 26.65 51.4 +26.65 78.05 78.05-2=39.025 =39%(1dp) Male percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Females (as above) my hypothesis will be proved incorrect, whereas if it is higher than that of females (as above) my hypothesis will be proved correct. MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. Method: I will display my data for both hypothesize in different graphs before drawing a final conclusion. I will display data from hypothesis 1 in a cumulative frequency table, then graph as I will find it easier to compare data both on other cumulative frequency graphs and on box plots, than I would do on perhaps a frequency polygon making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will display data from hypothesis 2 on a box plot as it can be easily compared with other box plots and even cumulative frequency graphs so again, I can clearly see the data and it will be easier for me to reach a final conclusion. Hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7): * I will sort (in ascending order) Year 7 Males and Females combined, to use when drawing out the cumulative frequency table. * I will then (in ascending order) Year 10 Males and Females combined, to use when drawing out the cumulative frequency table. * I will make cumulative frequency tables for both year 10 and year 7 individually, this will allow me to make a cumulative frequency graph, which is what I am using to help me conclude my results and check my hypothesis * I will then draw cumulative frequency graphs for both hypothesizes. Giving me a total of 4 cumulative frequency graphs. On the 2 cumulative frequency graphs for the first hypothesis (Year 10 will be better at estimating the size of an acute angle than Year 7) I will write down the median, upper and lower quartiles I will do this by using the formula 1/2 (n+1) to work out the median (n being the cumulative frequency up the side of the graph). 1/4 (n+1) to work out the lower quartile and 3/4 (n+1) to work out the upper quartile. I will find these numbers along the graph, and down, so that I get a reading for median, and the upper and lower quartile boundaries. * I will do as above for hypothesis 2. But I will then draw a box and whisker plot below the culumative frequency graph. I will do this by using the scale along the X axis and following down the median, and the upper and lower quartile boundaries. From this values I will join up in a box shape to show the interquartile range. I will then draw whiskers to the smallest number in the group from one side of the box and from the other side, whiskers to the highest number in the group. Year 7, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 32 1 3 32 1 3 30 3 9 30 3 9 25 8 24 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 20 13 39 20 13 39 49 16 48 49 16 48 15 18 55 15 18 55 60 27 82 60 27 82 60 27 82 60 27 82 65 32 97 65 32 97 Year 10, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 35 2 6 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Cumulative frequency table for Year 7 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 4 4 10- 0 4 20- 2 6 30- 24 30 40- 2 32 50- 2 34 60- 0 34 70- 0 34 80- 4 38 90- 2 40 100- 0 40 Cumulative frequency: 40 1/2(40+1) 1/2 41 41-2= 20.5 Median 1/4(40+1) 1/4 41 41-4= 10.25 Lower quartile boundary 3/4(40+1) 3/4 41 (41-4) x3= 30.75 Upper Quartile Boundary Cumulative frequency table for Year 10 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 9 9 10- 2 11 20- 11 22 30- 11 33 40- 0 33 50- 2 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 1 0.5 33 2 0.5 33 0.2 1.3 86 Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Males 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Groups Frequency Cumulative frequency 0- 19 19 10- 5 24 20- 7 31 30- 4 35 40- 0 35 50- 0 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 males Groups Frequency Cumulative frequency 0- 12 12 10- 3 15 20- 5 20 30- 6 26 40- 0 26 50- 3 29 60- 7 36 70- 0 36 80- 0 36 90- 1 37 100- 1 38 110- 1 39 120- 3 42 Cumulative frequency: 42 1/2(42+1) 1/2 43 43-2= 21.5 Median 1/4(42+1) 1/4 43 43-4= 10.75 Lower quartile boundary 3/4(42+1) 3/4 42 (43-4) x3= 32.25 Upper Quartile Boundary COUNCLUSION Hypothesis 1: MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. I have evidence in the form of graphs and average calculations to prove my conclusion. My hypothesis works on a base of average. I ruled out all anomalous results before stratifying my samples to avoid biased results which may lead me to conclude my hypothesizes wrong. I think hypothesis 1 was incorrect because among Year 10 we had a few results which were a large percentage error (127%) this bought up my average and made my hypothesis worng. I could improve my project and got better results my sampling more data so I got a more accurate average and by taking out all even slightly anomalous results to stop them from bringing the average percentage error up. To develop my task further, I could have gone on to look at another part of the questionnaire i.e. the estimation of a short squiggle.

Gram Negative Unknown Lab Report Essays

Gram Negative Unknown Lab Report Essays Gram Negative Unknown Lab Report Paper Gram Negative Unknown Lab Report Paper E. Coli is most commonly found in the intestines of warm blooded organisms. Most E. Coli strands are non pathogenic however, there are strands known to cause food poisoning. Introduction There are multiple reasons for identifying unknown bacteria. In research, it is a must to be able to identify unknown bacteria if you are comparing the different microorganisms. The identification of unknown bacteria may ultimately lead to the discovery of a new species because the results of the tests performed on it may not match those of any other. In my case I had a gram negative bacteria. Gram-negative bacteria are colored red or pink when Gram stained. They have an outer membrane containing alphanumerically that is not found in gram- positive bacteria. This outer membrane functions as an added layer of protection, by shielding the bacteria from several antibiotics, dyes, and detergents that would damage the inner membrane or cell wall. In this particular experiment, I was issued an unidentified organism that could be one of six different bacteria. In order to identify it I was required to run a series of tests and do a comparative analysis. I received my bacteria in a test tube and I inoculated a TTS plate using the T-Streak method in order to isolate the bacteria and also to grow bacteria to use for my tests. Materials and Methods The materials I had available to me for use for this experiment were a TTS plate, a TTS slant, a Gelatin Tube, a Methyl Red Tube, a Vogues-Prosperous Tube, a Urea Tube, a SIMI Tube, a Citrate Slant and a THIS slant, a light microscope, an inoculating loop, and inoculating needle, a burner, an apron, and some glass slides. I did a Gram Stain in order to assure that my bacterium was gram-negative. : I UT a drop of distilled water on a microscope slide and inoculated the bacteria in it. I then heat fixed the bacteria by passing it over a flame three times. Then I applied Crystal Violet to the slide for one minute, and rinsed with distilled water. The slide was rinsed with 95% ethanol for five seconds and immediately rinsed with distilled water. Seafaring stain was added to the slide for two minutes followed by a rinsing with distilled water. A light microscope was used at xx magnification to observe the stained slides. I used the test tube of my unknown bacteria and an inoculating loop to inoculate my TTS plate and TTS slant. I used the T-Streak method on the plate by flaming the loop and streaking quadrant one than flaming the loop again and streaking quadrant two and then flaming the loop again and streaking quadrant three. I then flame the loop again and inoculated the slant. I than incubated them at 37 degrees Celsius for 24 hours and used them to complete the other tests. Next I performed the Gelatins Test using a gelatin tube. I first flamed an inoculating needle and then gathered some colonies from my unknown test tube and stabbed the gelatin tube. This is a differential medium that tests an organisms ability to produce an economy called gelatins that will hydrology gelatin. For the Methyl-Red test I inoculated the test tube with bacteria from my TTS plate and incubated the tube at 37 degrees Celsius for 24 hours. After incubation I placed several drops of the pH indicator Methyl-Red into the test tube and observed the color change of either red or yellow. This test is to see whether the bacterium produces glucose from the mixed acid pathway or not. A red result means the bacteria tested positive. In the Vogues-Prosperous test, I inoculated the tube with bacteria from my TTS late and incubated the tube at 37 degrees Celsius for 3 days. After three days I placed some Barrios Reagent A and Barrios Reagent B in the test tube. The color change of red or pink indicates a positive reaction for action which tells you that the organism is a butadiene ferment. For the Areas test, I inoculated my Urea test tube with my unknown bacteria from a TTS plate using and inoculating loop. The Urea tube was then incubated at 37 degrees Celsius for 8 days to observe for a color change. The Urea tests for the ability of a bacteria grown in urea broth produces areas. This medium notations the pH indicator phenol red. If areas is produced the pH of the media will raise thus causing the phenol red to change from yellow to a pink color. I used an inoculating needle to stab the SIMI test tube and then incubated it at 37 degrees Celsius for 24 hours. The SIMI test was used to test whether an organism has the ability to reduce sulfur to hydrogen sulfide. Iron salts in the media reacts with the hydrogen sulfide to form a black precipitate called ferric sulfide. If sulfur can be reduced than a black color will be seen in the tube. This test also sees if an organism is and indolent producer. Indolent producers are bacteria that produce the enzyme transposes which can hydrology thyrotrophic to private, ammonia and indolent. To test for indolent production, Kavas reagent is dropped into the medium. If there is a red color than the bacteria tests positive for indolent production and brown yields a negative result. The third test that the SIMI test is for is motility. If the bacteria is motile then cloudiness will be seen in the medium and if not the bacteria will only be located where it was stabbed. The Citrate Test was used to test for the ability of a bacteria to utilize citrate as sole source of carbon, these bacteria produce citrate permeate which can transport citrate into the cell and make private from it. Bacteria that can utilize the citrate causes the media to become more alkaline. The indicator for this test is biorhythms blue dye which will turn from green to blue if pH is at 7. And above. A blue color change yields a positive result. I inoculated the THIS (Triple Sugar Iron Agar) Slant with bacteria from my TTS plate using an inoculating loop. The medium was then incubated at 37 degrees Celsius and checked after eight hours of incubation and again after 24 hours f incubation. This test is a differential that tests for sugar utilization, gas production and sulfur reduction. It cont ains lactose, SUcrose and glucose and phenol red as an indicator. No color change means that no sugars were fermented. If there is as bubble or splitting in the medium than a gas was produced and a black color signifies hydrogen sulfide production. The media has sodium tessellate as a reducible sulfur and ferrous sulfate as the hydrogen sulfide indicator. Results The Gelatin test was solid after placing the medium in the cold room for 45 minutes thus it was negative for gelatins. The Methyl-Red test turned red after adding methyl red to the medium indicating a positive result, thus indicating that the unknown produced mixed acids from glucose fermentation. The Vogues- Pressure test had no color change, thus indicating that the unknown was not a butadiene fermented. My unknown remained yellow in the Areas test which means it tested negative thus indicating that the unknown was unable to produce areas. In the SIMI test my unknown had negative results for sulfur reduction and motility but tested positive for indolent production. There was no lack color in the medium and there wasnt a cloudiness either however, the medium turned red when Kavas reagent was added indicating the ability for the unknown to produce transposes. For the Citrate test, my unknown remained green which yields a negative result and the inability of the bacteria to utilize citrate as a sole source of carbon. For the THIS slant my unknown had a yellow slant and a yellow but and it had gas bubbles in the butt thus indicating that glucose and lactose fermentation and the production of a gas. It was negative for sulfur production. All of the previous results were than compared to gram negative unknown chart and the only bacteria that had the same results was Escherichia coli. The unknown #3 was thus identified as E. Coli. Conclusion The identity of the unknown bacterium #3, E. Coli, was supported by all of the tests that were performed for this experiment. The search began with the identification of the bacteria as being rod shaped under the light microscope. Each test was used to eliminate the five other possible choices. The negative result of the Gelatin test eliminated Protest miracles and Pseudopodia organisms as possible candidates. The positive Methyl Red result further eliminated Entertainer arrogates. The negative Vogues-Prosperous test result didnt allow me to rule out any of the remaining candidates. The negative Areas test result knocked Kielbasa pneumonia out as a possible candidate. The negative sulfur production of the SIMI test allowed me to lastly mark Salmonella typographic out a possible candidate leaving only E. Coli. The positive indolent test was only characteristic of E. Coli and the motility of the unknown was in concordance with E. Coli. Also my negative Citrate test was only characteristic of the bacteria E. Coli. The THIS slant really just helped me be sure of three other acetate that my unknown couldnt have been. Escherichia coli also known as E. Coli is a bacterium that is prevalent in the gut of warm blooded organisms. There are several types of E. Coli that are a normal part of the human body and have many beneficial factors including the production of vitamin K. E. Coli also helps prevent harmful bacteria or pathogenic bacteria from growing inside the intestine. Most strains of E. Coli are non pathogenic however, some strains are known to cause things such as food poisoning and serious infections. E. Coli has been the cause of death for many. Symptoms of an E. Lie infection include abdominal pain, diarrhea, nausea, vomiting, fever and fatigue. This pathogen is easily spreader and has received a lot of controversy. E. Coli was named for the person who discovered it, German pediatrician Theodore Escherichia. I feel that this lab was very good for students such as me to see what microbiologists do on a daily basis. I really enjoyed this lab experiment and it has caused me to seek to change m y major to microbiology. I think the identification of unknown bacteria is a very important task and really do have deep respect for the people who make this their profession.

How to Write an English Term Paper

How to Write an English Term Paper How to Write an English Term Paper If you want to know how to write your English term paper well, you should study at least a couple of guides, including the one offered by your university. It is also helpful to review a sample term paper to have a practical example of how the suggestions and advice in the guides apply. Start your English paper by writing an outline. As you begin writing the outline of your term paper, think of the things that you would want to explore in it or what you are expected to explore in the paper. The outline will provide you with an algorithm of how to arrange information in your term paper. It also includes some major points that you would have to explore deeper before writing the term paper. The first section of your term paper outline should concentrate on writing the general introduction of your term paper. It is at this section where you are to write explanatory remarks on what the term paper is to explore, the purpose of writing that term paper and the kind of resources that you shall use to explore the arguments of your essay while providing evidence for the solutions that you will be providing in your paper. As you examine the topic of your English term paper, you will definitely come up with the main idea which you would want to use to support the thesis statement of your paper. Once you know the main arguments that you shall be using in the term paper, organize the outline such that each of the main ideas are in separate paragraphs. You should also organize the main ideas so that their flow will bring out the main points of your paper in the best way possible. The purpose of such an outline is to provide visual clues that will help you in writing the actual paper. Preparation is a very important stage in writing any kind f paper, especially the long ones. When organizing the ideas in your term paper, remember that they should be placed in a logical order. You should try to put your ideas and the evidence that supports your ideas in an order where one section of the term paper will provide the background information of the topic while other sections will explain the significance of the issues that the term paper is discussing. The other sections of the English term paper will then explain the point which you want to make. While writing your term paper, ensure that you embrace clarity so that all points that you write are presented in clear and very easy to understand way.