Common Microorganisms Essay examples -- essays research papers

INTRODUCTION Microorganisms such as bacteria, fungus, mold, and yeast are present and common in almost every environment on earth. The normally microscopic organisms can easily be seen using differing types of agar, which creates an ideal environment for the organisms to form colonies, which are groups of hundreds of organisms that can be seen with the naked eye. In order to see individual microorganisms, it is necessary to use the magnification of a high-powered microscope. These techniques of microbiology are used in the following five experiments. The first experiment used Trypticase Soy Nutrient Agar (TSA), which can grow a wide variety of organisms and contains casein and soybean meal and a minute NaCl, to study the effectiveness of alcohol as a skin antiseptic. The second experiment tested the effectiveness of different kinds of mouthwashes as antiseptics using TSA as well. Experiment number three explored the normal human flora existing on skin and in nasal cavities, and two types of agar were used, including TSA and Mannitol Salt Agar, which contains manitol sugar, phenol red, and 7.5% NaCl. Mannitol Salt Agar tests for the presence of staphylococci bacteria that can survive in the salt that inhibits the growth of most other bacteria. Some forms of staph bacteria ferment mannitol and produce a yellow color around the colonies, which can easily be seen against the red background. The fourth experiment studied the number of bacteria in a diluted sa mple of uncooked hamburger meat using nutrient agar and a Quebec counter to count the colonies. The final experiment involved the growth of yeast cells under aerobic and anaerobic conditions. MATERIALS - Trypticase Soy Nutrient Agar -  Ã‚  Ã‚  Ã‚  Ã‚  Mannitol Salt Agar -  Ã‚  Ã‚  Ã‚  Ã‚  Sterile alcohol swab -  Ã‚  Ã‚  Ã‚  Ã‚  Listerine mouthwash -  Ã‚  Ã‚  Ã‚  Ã‚  Tubes of nutrient agar -  Ã‚  Ã‚  Ã‚  Ã‚  Diluted hamburger meat -  Ã‚  Ã‚  Ã‚  Ã‚  Quebec colony counter -  Ã‚  Ã‚  Ã‚  Ã‚  Apple juice -  Ã‚  Ã‚  Ã‚  Ã‚  Anaerobic yeast culture -  Ã‚  Ã‚  Ã‚  Ã‚  Hemacytometer -  Ã‚  Ã‚  Ã‚  Ã‚  Iodine METHODS Experiment 1. Effectiveness of alcohol as an antiseptic 1)  Ã‚  Ã‚  Ã‚  Ã‚   All experiments must be done in a sterile environment; Lysol can be used to sterilize the a... ...ide had a lot of large tan colonies and dense, small colonies. The Listerine side seemed to destroy all most all of these small colonies, but the larger colonies were actually more numerous. The other mouth washes used were salt water rinse and Scope. The salt water did almost no damage to the bacteria, and the Scope killed the most.   Ã‚  Ã‚  Ã‚  Ã‚  In experiment three, there were a lot of different kinds of organisms persent on the agar. On the plate that contained nasal micro-organisms, large yellow colonies appeared on the Mannitol Salt Agar, indicating Staphylococcus aureus. On the TSA side, small creamy white colonies were also present. These could possibly be yeast. On the plate that contained the skin swab, there was a large amount of large, fuzzy white and black growth, which is mold. There was a single light-orange colony on the TSA side, possibly a growth of Flavobacterium.   Ã‚  Ã‚  Ã‚  Ã‚  In the fourth experiment, there were a number of different kinds of colonies on the EMB plate with the meat swab. There were black dots, which indicate the presence of E-coli, pink dots, which indicate lactose-fermenters, and a few white and gray colonies.

Urban Legend of Woodburn Governors Mansion of Dover, Delaware :: Urban Legends Ghost Story

Woodburn Governor's Mansion of Dover, Delaware The story of Woodburn Mansion has been told to residents of Dover, Delaware for many years. A 19-year-old Caucasian male student at the University of Maryland told this particular version of the ghosts of Woodburn Mansion. Now a sophomore architecture major, he grew up in a small town just outside of Dover, where the story of Woodburn is known all too well. The story was first told to him as a young teenager while actually visiting the mansion with his parents. The telling of a ghost story entails more than the text itself. Lighting, environment, tone of voice, and many other factors affect how well a ghost story is told. As one can see by reading the following story, simply reading a ghost story on paper does not have the same effect as hearing it performed by the teller in a fitting atmosphere. The following story was told one night in a dark, shadowy room filled with five or six college guys. The teller used long pauses, emphasis on certain words, and body gestures to make the story all the more believable and chilling. There’s a haunted house in Dover, Delaware called the Governor’s Mansion, where all of the Governors of Delaware have lived. If you go to the house yourself, you might see or experience a couple different ghosts. One evening, a guest to the house passed an old man dressed in old-fashioned clothes while going down the stairs for dinner. Once at the table the guest asked the owners who the person was. The curious owners asked for a description of the man. The description that the visitor sent chills down the spines of the owners, as it was an exact description of the owner’s father who had been dead for many years, and nobody else was in the house. The father had also been known for getting drunk a lot, so to this day he can still be seen drinking any liquor left out in the open. The mansion is also known for being a part of the Underground Railroad, so lots of slaves were always coming and going through the house at night. One night the house got busted an d one of the runaway slaves ran and hid in a big tree in the yard. The slave was up there for a while and was already tired from his journey to the house.

Christian realism Essay

â€Å"This meant that human wars do not accomplish divine righteousness. They are not holy. They belong to the real world of politics with all its tensions, paradoxes and contradictions; He called his position ‘Christian realism’. There can be some reconciliation between the church and state if the people are spiritually prepared. The more spiritual Ð ° people, the more they are able to rule their own affairs and the less they need the heavy hand of government to keep them in line. The Puritans prepared the national soul of their country for liberty and democracy as their congregations, beginning with the work of Robert Browne and Robert Harrison, spread this gospel throughout England and later in America. They planted churches that advocated the autonomy or liberty of each congregation from outside interference and the right of the people to select or depose their own ministers and members. Each of these congregations was forged together by the consent or covenant (foedus) of its members and so became the catalyst behind the move toward federal government in the modern world. By the time of the Puritan Revolution of 1640– 60, the Levellers, who grew up with these congregations, became the most strident advocates of congregational principles on the national scene. They rejected the Machiavellian world of depraved government. Their most eloquent spokesman, William Walwyn, rejected the pessimism and resignations of Machiavelli’s policy in the hope of creating Ð ° Christian view of government, where the love of Christ would guide all private and public undertakings with its tolerance and impartiality. The prospects for peace in Iraq and the Middle East has much to do with the type of people with whom we are dealing. H. Richard Niebuhr felt that it was most essential to ask the question, ‘what’s going on? ’ in Ð ° particular situation before formulating Ð ° coherent response. This war too, Washington advises us publicly and in advance, is Ð ° war of global proportions. It is an open-ended war with the world as its battlefield. The enemy assumes two general forms. One part is visible, above ground, represented by evil governments and reminiscent of the old Soviet bloc. So far only four of the enemy governments in the new war have been identified—the former governments in Afghanistan and Iraq, and two remain â€Å"axis of evil† governments in Iran and North Korea. The other enemy component is invisible, consisting, we are told, of cells in some 50 or 60 mostly unnamed countries. These are not the cells of the communist party, but the underground organizations of what Washington chooses to call â€Å"terrorists† Whatever its form, whether bearing the legitimacy of government or existing underground, the enemy must be destroyed. To do this, we must sometimes act alone, unilaterally. Other times we can act with our allies. (Frederick 2004 191) â€Å"An ethical judgment serves as Ð ° second stage, addressing and reacting to Ð ° specific set of circumstances. of course, Ð ° discussion of this type could prove endless in Ð ° relative universe, where every element of Ð ° situation is the product of the complex interactions of all things, But Ð ° discussion must limit itself to what is more proximate to the situation at hand and stands neglected or misunderstood in the public forum. Among these elements the matter of religion seems to qualify in the present circumstance. It is most essential to the people of the Middle East and misunderstood by our ‘secular’ government, which fails to understand the potency of its ideas. This failure is Ð ° product of recent times with its emphasis upon church/state separation but does not represent the verdict of scholars throughout the ages. In former days the role of religion was more appreciated for the part it played in ruling and understanding Ð ° people. Tocqueville said that religious customs of Ð ° people are more crucial than the physical circumstances or governmental structures surrounding them. Montesquieu believed that the one who conquered Ð ° people must bow before the conquered in ruling the land, if one wished to maintain some semblance of order. The religions and customs of Ð ° people were considered most essential in forging Ð ° sound policy. The prospects of peace were related to the fundamental Geist of those who must respond to outside forces. No policy could expect to find success without considering this most essential ingredient. † (Paul 2001 38-77).

Education †Teacher Essay

The â€Å"education† has been derived from Latin words â€Å"Educare†. â€Å"Educare† means to train, to bring and lead out’, so we can say that education is to bring up, to developing and shaping up the individual talent and his inner potentialities. Definition: Education is a process in which and by which the knowledge, characters and behavior of the human being are shaped and molded. Education is lead to the enlightenment of mankind. According Imam Gzali Imam Ghazali said that education is a process which enables an individual to distinguish between the true and false, the good and bad, the right conduct and the evil doing. Educational policy: Education policy refers to the collection of laws and rules that govern the operation of education systems. Education occurs in many forms for many purposes through many institutions. For example early childhood education, two and four year colleges or universities, graduate and professional education, adult education and job training. Therefore, education policy can directly affect the education people engage in at all ages. Policy 1979 Page 1 National Education Policy 1979 By Roll No. 01,48,12,37,41 National Education Policy, 1979. On 29 March 1972 Zulfiqar Ali Bhutto announced the education policy. As a result all private education institutes were taken into national grip and brought changes in all other aspect of education. July 1977 General Zai-ul-Haq announced that new administration wanted to impose Islamic system. They considered it their aim. They believed that goals could not be achieved unless educational system based on Islamic system. For this purpose General Zia-ul-Haq conducted the conference of teachers, educationalist and of intelligent people. This conference gave recommendation for whole educational system. Muhammad Ali Khan announced this national policy. The main purpose of this policy was to impose education on Islamic system and to impose Urdu language by means of education. Main aim of the National Educational Conference 1979 was: ? Fostering loyalty to Islam. ? Creation of concept of Muslim Ummah. ? Promotion of science and technical education. Recommendation The main recommendation of the education policy of 1979 was following. 1. Elementary Education ? ? ? ? ? In coming five years 13000 schools will have opened Schools will have opened for those girls that were deprived from formal education Enable the students to stand on their courage Residential irony and training centers will have constructed for rural female teacher 5000 masjid will have constructed and books will have provided free of cost 2. Secondary Education ? 2000 new secondary institutes will have opened and converted 1000 middle schools into secondary institutes ? In the curriculum of secondary education new subject will have added ? Scope of secondary education will have intended so that students found take part in productive activities ? Secondary education will have considered from nine class to second year Policy 1979 Page 2 National Education Policy 1979 By Roll No. 01,48,12,37,41 3. Higher Education ? In selected girls colleges of all provinces post graduates classes will have started ? Valuation will have given to teachers of University to extend their education & professional training ? Scholarship will have given to intelligent students and teachers ? In coming five years no other new universities except women universities. New buildings of colleges will have constructed for girls and boys ? Provincial government will responsible to bear all expenses of universities Features: It was said in nation policy 1979 that education is a continuous process. Any educational policy cannot complete without education. Main features of recommendation are given below. 1. Masjid School It was planned in national educational policy that masjid schools masjid will have opened in these schools other subjects will have together alongside primary education. Moreover it was decided to open 5000 masjid school 2. Women Education It was recommended in policy to establish separate women university. Main point was to get attention of women towards education 3. Special Education It is also recommend in policy that central government will have prepared plans for the education of blinds, handicap able. Such person will have prepared to ea rn their livelihood 4. Establishment of private Institution In national policy establishment of private institute were allowed in this way education of inhabitants of country will have increased. Policy 1979 Page 3 National Education Policy 1979 By Roll No. 01,48,12,37,41 5. Mohallah Schools It was recommended to open Mohallah schools for those girls that could not get admissions in formal educational institutes. For this purpose 5000 school were opened 6. Religious Education Arabic will have compulsory up to 8th class. It will have taught as a compulsory subject 7. Village workshop schools It was recommended in policy to open workshops schools for those children who leave study. Main purpose was to enable them to earn their livelihood. 8. Medium of instruction It was planned in policy that all English medium school that get government aids will consider Urdu language as a medium of instruction IMPACT: 1. Clear foundation of education In national educational policy Islamic Ideology of life was considered as base of education 2. University Grants Commission It was decided in policy to give university grant commission to university to save their problems moreover it was said that government would bear expenses of university and these amount were given a grant commission 3. Urdu Language. It also decided in educational policy that all official work will have performed in Urdu language. It was compulsory for English medium schools that get government aids to adopt language selected bay provincial government Policy 1979 Page 4 National Education Policy 1979 By Roll No. 01,48,12,37,41 4. Islamic Madras’s According to the decision of national policy those people were held for public services that have certificate from Islamic Madras’s. in this way benefits of Madras increased and preached Islam 5. Teacher welfare Residential colony was constructed for rural teachers. For getting external & in internal education scholarship was given to teachers Milestones achieved by Education Policy 1979: 1. The medium of instruction was switched over to Urdu in government schools. 2. Private schools were allowed to have English as the medium of instruction. This led to the operation of two different systems of education within the country, one for those who could afford private education, and one for the rest of the nation. This two tier system contributed to a widening socio-economic inequity with the consequent feeling of injustice and resentment. 3. The policy of nationalization was reversed. 4. The private sector was encouraged to open schools. 5. The funding of universities was made through the Federal government. Suggested strategies to achieve goals of Policy: 1. Merging madras and traditional education. 2. Urdu as a medium of education. 3. Effective participation of community in literacy programs. 4. Linked scientific and technical education. 5. Separate instates for male and female. 6. Mosque schools. Implementation: This policy was not implemented properly and failed due to lack of planning and financial resources. Policy 1979.

A Synapse Happens When Psychology Essay

A Synapse Happens When Psychology Essay A synapse happens when the electrical activity in the pre-synaptic neuron influences the post-synaptic neuron. There are two types of synapses in the body, the electrical (gap junctions) and chemical. Electrical synapses occur in pre and post synaptic neurons that are joined via gap junctions. A chemical synapse releases a neurotransmitter molecule that is triggered by an action potential. The neurotransmitter is then released into the synaptic cleft. The neurotransmitter is diffused across the cleft and binds to receptors on the post-synaptic neuron and can trigger a new action potential. In further detail, when an action potential begins in a neuron, it travels down the axon, when the action potential reaches the axon terminal, calcium channels open, and calcium ions rush into the neuron. The neuron then makes and stores neurotransmitter in vesicles. When calcium binds to the vesicles, the vesicles carry neurotransmitter toward the presynaptic membrane. When the vesicles contact t he axon terminal membrane, the neurotransmitter is released into the synaptic cleft. The action potentials arriving at the presynaptic terminal cause voltage-gated calcium ion channels to open. Calcium ions (Ca2+) diffuse into the cell and cause synaptic vesicles to release acetylcholine, a neurotransmitter molecule. After the release, the neurotransmitter is still in the cleft, which then can be removed by diffusion, re-uptake, and deactivation. A reuptake is when a transporter moves the neurotransmitter back into presynaptic neuron which uses energy. Deactivation is when the enzyme breaks neurotransmitter down into parts. The acetylcholine is broken with the acetyl cholinesterase. This happens in the synaptic cleft. Neurotransmitter diffuses across the synaptic cleft and binds to receptors on the postsynaptic neuron. The postsynaptic neuron receptors are activated. In this case, these receptors allow Sodium in the neuron by facilitated diffusion, causing an action potential to sta rt in the postsynaptic membrane. Neurotransmitters are released from receptors and diffuse back to the synaptic cleft. Vesicles recycle some neurotransmitter to prepare the neuron for its next action potential. Acetylcholine molecules diffuse from the presynaptic terminal across the synaptic cleft and bind to their receptor sites on the ligand-gated sodium ion (Na+) channels. This causes the ligand-gated sodium ion channels to open and sodium ions diffuse into the cell, making the membrane potential more positive. If the membrane potential reaches threshold level, an action potential will be produced. There is a specific neuron for each colour, shape, when we think of two different things; two neurons make a connection, these results in thinking, learning and our behaviours. Learning involves neurons in the brain and the synapses between them. Neurons ad synapses make connections in order for us to think and learn new things. Signals are sent from one neuron to another by jumping ac ross the synapse. In the process of sending signals, it involves the presynaptic neuron, the neuron sending the signal, the neurotransmitter which is a chemical released by neurons at the synapse for the purpose of relaying information to other neurons via receptors. The synaptic cleft is the space across which a nerve impulse passes from an axon terminal to a neuron or effector cell. The receptor molecule is a protein that recognizes a specific 3-dimensional shape which then goes into the postsynaptic neuron, the neuron which receives the signal.

Importance of managing the psychological contract and the challenges Essay

Importance of managing the psychological contract and the challenges associated with it - Essay Example The term ‘psychological contract’ thus refers to expectations within a relationship, and the manner in which these expectations transform, affecting one’s behaviour over a period. The term has gained recent popularity, and it is used for delineating mutual expectations between an organisation and its employees. Psychological contract, which is a form of unwritten agreement between an organisation and the employees, is fast changing its form after the 1990 and 2007 economic crises. Short-term and contractual employment is increasingly gaining more popularity within organizations, owing to which psychological contract, which is related to the concept of self-actualisation, is gaining significance amongst employees. This transformation in the nature of psychological contract has various ramifications on the employers that look for motivation among to its employees to achieve all organizations goals. This essay explores the concept of psychological contract and its ma nagement within current times, and the various challenges associated with it.... These interpretations influence employee behaviour, by changing the understanding of what is meant by psychological contract for each individual employee (fig 1). Business strategies (implementation and resources) HRM (interpretation) Psychological contracts Fig 1: Link between business strategies of an organisation, its HR practices and psychological contract (Rousseau and Wade-Benzoni, 1994: 464). Defining the term ‘psychological contract’ Argyris (1960) first used the term psychological contract in order to delineate the subjective nature of an employer-employee relationship first used the term psychological contract. Rousseau (1990) suggested that a psychological contract refers to the mutual understandings, oral or written, concerning the commitments between employees and an organisation. From an operational perspective, psychological contracts perform two functions: they give the organisations an idea of results to be expected from their employees; They predict the gains that employees will receive in return for their time and effort invested in a firm. The relationship that comprises of mutual exchanges between an employer and his employees vary from being legal to psychological (Spindler, 1994). Agreements, laws, or a contract signed by the employee (containing details such as salary, working hours, benefits, etc.,) often frame this mutual relationship. Besides these, however, often an employment relationship is defined by what is known as the ‘subconscious’ (Spindler, 1994). In this context, a psychological contract refers to the ideology that creates a framework for comprehending the ‘subconscious’ relationship, or the ‘hidden’ arenas within an employment relationship (Shore and Tetrick, 1994). A

Random drug testing at school Research Paper Example | Topics and Well Written Essays - 1750 words

Random drug testing at school - Research Paper Example 827). Based on a study that Ringwalt and colleagues had done in 2005 but reported only in 2008, a substantial proportion of schools in the United States are implementing random drug testing. As early as 2005, author Neil McKeganey has observed that random drug-testing has been not only practiced but also widely-developed not only within the United States but also within the United Kingdom (12). ARGUMENTS IN SUPPORT OF DRUG-TESTING. Based on the work of James-Burdumy and colleagues, random drug-testing at schools is being promoted because it can reduce student substance abuse in three ways (xviii). First, it is a deterrent because if students are sufficiently aware of ongoing random tests, the random tests will lead them to eventually stop using drugs or abusing substances. Second, by detecting substance abuse, mandatory and random drug testing can identify users for appropriate treatment or counseling. Finally or third, the random drug testing can have spillover effects on non-users. Reducing drug use or substance abuse is important because negative consequences can result from drug use such as low academic performance, bad habits and risky sexual behaviors (James-Burdumy and Colleagues xvii). COUNTERARGUMENTS. We use the key arguments revealed by researchers Kern and her colleagues, working for the American Civil Liberties Union and the Drug Policy Alliance, on why some educators are saying no on the issue of random drug testing at schools in the United States. In summary, some educators are reported to be saying no to random drug testing because it is ineffective, costly, other methods are more reliable, and because drug testing can lead to other types of problems. The authors raised 8 points on why some educators are saying no to drug testing (Kern et al. 2). First, they say that drug testing is ineffective anyway. Second, drug testing is costly and there more effective