T.V Violence Affects Are Kids :: essays research papers

Television is the biggest form of multimedia out there. Its most important role is to report the news and maintain communications between people around the world. Television's most influential, yet most serious aspect is its shows for entertainment. Violent children's shows like Mighty Morphin Power Rangers and adult shows like NYPD Blue and Homicide almost always fail to show the characters resolve their differences in a non-violent manner, instead they show a more entertaining resolution, where the good guy beats the crap out of the bad guy. In one episode of NYPD Blue three people were murdered in the span of an hour. "Contemporary television creates a seemingly insatiable appetite for amusement of all kinds without regard for social or moral benefits" (Foley, 41). Findings over the past twenty years by three Surgeon Generals, the Attorney General's Task Force on Family Violence, the American Medical Association, the National Institute of Mental Health, the American Psychiatric Association, the American Psychological Association, the American Academy of Pediatrics, and other medical authorities indicate that televised violence is harmful to all of us, but particularly to the mental health of children (Foley, 70-71). In 1989 the results of a five-year study by the American Psychological Association indicated that the average child has witnessed 8,000 murders and 100,000 other acts of violence on television by the time he or she has completed sixth grade. In further studies it was determined that by the time that same child graduates from high school he or she will have spent 22,000 hours watching television, twice as many hours as he or she has spent in school (Lamson 124). In a study by the Centers for Disease Control, published by the JAMA (Journal of the American Medical Association), it was shown that homicide rates had doubled between the introduction of television in the 1950's and the end of the study in 1994. In that same study other possible causes for the vast increases in violence were studied, "the 'baby boom' effect, trends in urbanization, economic trends, trends in alcohol abuse, the role of capital punishment, civil unrest, the availability of guns, and exposure to television"(Lamson 32). Each of these purported causes was tested in a variety of ways to see whether it could be eliminated as a credible contributor to doubling the crime rate in the United States, and one by each of them was invalidated, except for television.

Cuando Cae La Noche :: essays research papers

" De quà © hablamos cuando hablamos de amor ", de Raymond Carver, 157 pà ¡ginas, Editorial Anagrama. Cuando cae la noche. " Todas las narraciones, sean narraciones de hechos reales o de hechos imaginarios, parten de una estructura bà ¡sica, de una estructutura profunda, de puesta en intriga, que algunos llaman fà ¡bula, que presenta una normalidad o equilibrio que se ve alterado, lo cual da inicio a una crisis, el desarrollo de la crisis y la restitucià ³n de ese equlibrio ".Al leer el libro de Carver " De quà © hablamos cuando hablamos de amor ", tal vez el lector se cuestione si estas afirmaciones son correctas.Los cuentos de Carver, podrà ­an considerarse como una excepcià ³n a lo anteriormente dicho, ya que algunos comienzan con una crisis, otros presentan una normalidad, una crisis y el desarrollo de esa crisis, pero no una restitucià ³n de el equilibrio; por eso al leer Carver, el lector debe considerar que no se va a encontrar con la narrativa normal, a la que tal vez, està © acostumbrado. En el cuento que da titulo al libro " De que hablamos...", se nos presenta a dos parejas que discuten sobre lo que es el amor para cada uno de ellos.Los personajes principales son: Mel McGinnis, su segunda esposa Teresa ( a la que llamaban Terri ), Nick ( el narrador de la historia ) y su esposa Laura; Mel es cardià ³logo y Laura es secretaria juridica.El espacio fà ­sico donde se va a desarrollar la accià ³n, es la cocina de la casa de Mel; este es un marco fijo que no posee transformaciones a lo largo de la historia. Uno de los aspectos mà ¡s interesantes que se pueden encontrar en el cuento es el juego de luces que realiza el autor y que reflejan el estado de à ¡nimo de los personajes.Al comenzar la historia Nick ( el narrador ), dice: " El sol, que entraba por el ventanal de detrà ¡s del fregadero, inundaba la cocina.".Esto da al lector una sensacià ³n de luminosidad y se le presenta la conversacià ³n como "normal".Ahora bien, a medida que el relato avanza y el alcohol circula, la noche va envolviendo todo con su negro manto y la conversacià ³n se va tornando cada vez mà ¡s sombrà ­a y saca a relucir otros aspectos de los personajes como la depresià ³n y el alcoholismo. Aunque no todas la historias de Carver son en primera persona la mayorà ­a de ellas si lo son.Este uso de la primera persona permite a Carver hacer emerger la importancia de la percepcià ³n individual.

Unknown Lab Report

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

Character Analysis of Meredith Grey in Grey’s Anatomy Essay

Meredith Grey, M. D. is a fictional character from the medical drama television series Grey’s Anatomy, which airs on the American Broadcasting Company (ABC) in the United States. The character was created by series’ producer Shonda Rhimes, and is portrayed by actress Ellen Pompeo. Meredith is the series’ protagonist, and was introduced as a surgical intern at the fictional Seattle Grace Mercy West Hospital, eventually obtaining the position of resident, and later attending. As the daughter of world-renowned surgeon Ellis Grey, Meredith struggles with the everyday life of being an attending, maintaining the relationship with her one-night stand and eventual husband Derek Shepherd, her new-found motherhood, and the friendships with her colleagues. Meredith is the narrator of the show and serves as the focal point for most episodes. Pompeo’s connection with Patrick Dempsey (Derek Shepherd) is acclaimed as a high point of the series. Rhimes has characterized Meredith as not believing in good or bad, but doing what she thinks is right. Pompeo has been nominated for several awards, winning many of them, for her performance on the show. Grey has been positively received by television critics, with Alessandra Stanley of The New York Times referring to her as â€Å"the heroine of Grey’s Anatomy†. News of Pompeo leaving uprose when it was made clear that her contract ended after the eighth season. Speculation occurred again when Rhimes reported that Grey’s Anatomy will be returning for a ninth season. TVLine reported that Ellen Pompeo has signed on for two more years, along with her fellow cast members.

Health Care Communication Paper Essay

Our facility is going to be changing a lot in the weeks and months to come. As the administration of the nursing home, I am going to make sure that this transition happens as smoothly as possible. The patients that have decided to stay must try their hardest to adhere to the new policies that have been set. The patients that have decided to go somewhere else will very greatly missed. The patients who cannot communicate their decision for one reason or another will be placed where the staff and I see fit, whether it be in our facility or somewhere else. This facility wants to ensure all patients and residents that we want to make these changes as painless as possible. Thank all of you for the time you have given the staff and me these last ten years, and for the time you will give in the future. There are three different types of communication in the medical field: traditional communication, electronic communication, communication through social media. There are advantages and disadvantages to each different type of communication. Traditional communication includes speaking face to face and mail (letters). Electronic modes of communication are email phone (home or cell phone), texting, and chatting. Social media involves communicating with several people or just one person at a time using public forums or private messaging through such websites facebook and twitter. Each and every type of communication is equally as important as the other but they all have their own advantages and disadvantages. Traditional forms of communication as simple as can be but they can confuse anyone if every step is not done correctly. You would think that speaking to someone face to face would be the best way to communicate but this is not always the case. Anyone can miscommunicate what they are trying to say. There can be other barriers like language barriers and also emotional barriers. If someone speaks a different language it can be hard to understand them unless there is an interpreter available, which isn’t always possible. Emotional barriers are hard because when health care is involved things can go wrong and people then become angry, sad, and/or tired. When this happens they may not want to listen to or respond to their doctors. Face to face communication is good too because you can ask questions then and there, and receive advice from your physician without having to wait too long. Mail can be very annoying because it can take days or weeks to reach its destination and more days or weeks to receive a response. The only good thing about mail would be that you will have documentation of your physician’s opinions and test results. Traditional communication methods have been around for a long time but times are changing and these types of communication are becoming few and far between. Electronic communication seems to be where most people end up communication, even to our doctors and other health care officials. We call, email, and even text to tell doctors and nurses our health care problems before we even consider actually going to a doctor’s office and speaking to the doctor in person. These communication techniques are good because we can receive answers to our questions also instantly if the health care official isn’t busy. One disadvantage is that someone may not get back to you as soon as you would like; which will leave you at home, wondering what you should do. Electronic communication isn’t exactly the best form of health care because if the doctor cannot actually see the patient and test their symptoms they cannot defiantly tell a patient what is wrong with them. Social media is becoming more and more popular every day because it is a way to keep in touch with people we don’t see every day. It has also become home for all kinds of new and old information, including health care information. This can be a great way to communicate about health care because people can learn new things about health care and medicine every day. People can also communicate with organizations full of doctors and nurses who can teach patients about any news in the health care world and advise patients on how to take care of themselves. This may sound great but there are terrible disadvantages to this type of health care communication. You never know who you are actually speaking to on the internet. What could appear to be an organization of doctors and nurses who want to offer free health care advice could be someone who knows absolutely nothing about medicine. Social media websites are not the best place to look for any sort of medical advice because patients want real help.

Assistance at National Investment and Insurance Essay

Assistance at National Investment and Insurance - Essay Example As the discussion declares an evolution of the concept of motivation is briefly outlined along with the major theories to enhance the perspective regarding the present context as well as justify the identification of the lack of motivation as the fundamental problematic for the ITS of NII. Based on the theories of motivation, two features of the part-time employment policy – no dependence of pay on performance and the lack of information regarding intrinsic benefits of working part-time in terms of future full time employment possibility, are identified as the fundamental problems that create an environment that does not provide any incentives to perform better. The report suggests redesigning the employment scheme and making a part of the pay dependent upon performance, i.e., introducing financial rewards as incentives to perform better as the first step. Secondly, it is suggested to introduce the intrinsic reward of higher possibility of being offered full-time employment gi ven higher performance. The subject of the given case study entitled â€Å"Assistance at National Investment and insurance† is the sub-optimality of the service provided by the employees of the IT support (ITS) section identified to be Assistance Officers (AOs) and the resulting performance of the department in totality. The study reports that from a survey conducted on National Investment and insurance (NII) employees who utilized services of the IT support section regarding the performance of the AOs emerged to be less than satisfactory. Apart from delayed responses and resolutions, unfriendly or mechanical attitudes were reported though surprisingly, the considerable majority of the problems addressed were

Classroom Management and Communication with Parents Assignment

Classroom Management and Communication with Parents - Assignment Example The seating arrangement of the teacher should be ensured in the instructional area. It will help the students to listen to the teachers quite transparently. On the other hand, the seats of the students should be arranged in such a way that can help the students to face the teachers or the instructors vertically (Marks, 2010). It will help to enhance face to face interaction between the teachers and the students. Computer can be considered as an important classroom resource that can enhance the digital visualization of the species. There should be one computer in the classroom. This computer should be arranged and established in the instructional area show that the teacher or the instructor can have easy access to it. Projector also can be considered as one of the important resources of this plant unit classroom. This projector will be placed at the centre ceiling of the classroom. It will be connected to the computer. A giant screen can be considered as a type of other special equipment that should utilized to visualize the samples or graphs or figures of the species that are stored in the computer. This giant screen should be placed right behind the instructional area. This arrangement or placement will help the students to face the instructor and the giant screen vertically. It can enhance the level of learning and understanding of the students. Therefore, it is clear that one instruction al table, vertically faced seating arrangement of students, one computer, one projector and one giant screen should be arranged for the classroom setting. On the other hand, five reference books, pens and papers will be used as the required non-technology resources in the classroom. This type of classroom setting will help to enhance effective both way communication between the teachers and the students. It is true that the teachers will try to teach the students