Mechanics and Newton’s Law

For billion of years, the Earth has been tirelessly orbiting around the Sun. This repetitive motion was kept by the virtue of gravitational force. And for us to understand the whole story about this, we need not to travel away from the Earth. Instead we just study these things in our planet. We can study them by relating the motions of vehicles in a curved road, a plane making a landing on the airport, and many more. And we can understand all of these through Physics and its branch Mechanics. Physics is the study of the basic principles that include light and matter, in order to discover and understand these implications of these laws, we can use the scientific method. There assumptions that there are rules and guidelines that should be followed for the universe to function. And these rules are partially understood by human beings (Crowell 22). While Mechanics is the branch of Physics that deals with the study of motion, matter, force and associated relationships between them (Alinea et al 29). And about 300 years ago, a brilliant mind was able to understand and relate his studies to everything that is concerned and related to the unanswered questions about the universe. This man named Isaac Newton came up with different conclusions and theories that are now fully accepted by the science society. His experiments gave answers to those questions and he left us with more things to think and discover. When he was about 23 years old, Sir Isaac Newton developed theories about gravitation in 1666, he claimed that all things fall to the earth because of a force called gravity keeps everything to be attracted and pulled down to earth. This idea came up when he was seating below an apple tree, then suddenly an apple fell down to his head. And on that day on he wondered why everything falls to the earth. Sir Isaac Newton Concluded that the Force between two mass containing bodies is given by the formula: F=G x (mass1 x mass2)/ (r) (r) Where F= force, G is the gravitational constant which is 6.67 x 10-11 N m2 kg-2, M1 and M2 are the masses of the two objects, and r2 is the square of their distance from each other. This experiment determines the attraction of objects through their masses. We can relate this to large quantities like stars, planets and other heavenly bodies. And even humans have attraction of forces from other things but these forces are very small and negligible in nature. About 20 years later, in 1686, he presented his three laws of motions-the Law of Inertia, the Law of Acceleration, and the Law of Interaction. These laws are to define, study, and understand the principles of forces and their interactions with each other along with other aspects which include acceleration Gravity, mass, and velocity. The first Law of Motion is called the Law of Inertia. It states that when a body is acted upon by a zero net force, the velocity remains constant. This velocity can be either at zero or non-zero magnitude (Alinea et al 35). This means that an object at rest, when acted upon by a zero net force, the object remains at rest. And if a moving object is acted upon by a zero net force, the object remains at that velocity and direction Imagine a car moving in a straight direction, if you exert two equal forces on either sides of the car, which will cancel each other and the result will be a zero net force, the motion of the car will remain the same. And this is also true with objects at zero motion or at rest. A good example of this law in our daily life is when you are sleeping. Assume that when you sleep, you were at zero motion. And your wife suddenly pushed you to the other side of the bed, and the tendency for you is to fall on the floor because the force acted upon you was non-zero. If you have another person on your other side, and that person will exert a force equal to what your wife will exert at the same time but opposite in direction, you will surely not to fall. Newton’s second law of motion was the Law of acceleration. It states that a body acted upon by an external on-zero net force will accelerate. And the net force is mathematically equal to the mass of the body times the acceleration (Alinea et al 35). Newton also made an explanation to the tendency of an object to move when acted by an external non-zero force. He gave the formula F=ma, Where â€Å"F† is the force acted upon the object, â€Å"m† is the mass of the object, and †a† is the acceleration of the object due to the exertion of the force. Experiments also show that the acceleration is inversely proportional to the mass, given by the formula a=F/m. This law explains why objects move when they are hit. An example is the car accident of former senator Rene Saguisag. According to the news, the van of the Mr. Saguisag was hit by a truck and it went about 20 to 30 meters before going stop. The Law of acceleration can explained to what happened to the van. Because the van was hit only in one side, the tendency of the van is to move and accelerate in the direction of the external force acted upon it. Another example is when you are walking down a street and suddenly you was hit by a muscular man about 200 Kilograms, and the tendency is you will move according to the direction that man was going and you will be accelerating due to the force acted upon you by that man. It happens all the time, even between pre-school pupils. The last law of motion is the Law of Interaction. It was stated that if an object A applies a force on another object B, object B is also applying the same amount of force but in opposite direction. And that their net force is zero (Crowell 145). It means that if you exert a force or effort to an object, the object exert the same amount of force but in opposite direction. For example, if you open a door, the door exerts equal amount of force to effort you exert on it. Much like of†what you do to others, they do it unto you†. Now that these laws explain and answer our questions about the universe, we can now relate it from the simplest parts of our daily life to the most complex structure of the universe. And for further analyzing and continuous exploration of the still undiscovered mysteries of the universe, we can develop and sustain answers to future questions that will make us enlighten our minds. And we need to cooperate and be part of the growing family of science that rooted from the intuitive and curiosity of the human brain to gain more knowledge in order to attain the best for our lives. And if I am not mistaken, we deserve to be the beings that were created to be alive. And every mind has the will to understand the whole of life, and what lies behind all those mysteries. And maybe we can account that for our Creator. Works Cited Crowell, Benjamin. Newtonian Physics. California: Light and Matter, 1998 Alinea, Allan L., et al. General Physics I. Philippines: C & E Publishing, Inc, 2006 †Newton’s Law of Motion.† 1 December 2007.      

Diary Entry of John Proctor Essay

Tomorrow is the day of my execution. For once of my life I lied, I confessed to something I do not believe, I betrayed my friend. I am a man of sin, I told Danforth that they were all involved in witchcraft, I thought I would not feel guilty about it since they are already dead and I am doing this for my family. My beloved wife Elizabeth needs a man in the household, and my children, they need a father. I thought putting my family as my first priority, even more important than honor and the truth; but I am wrong, seriously wrong. I used them, my neighbors, my friends in order to persuit my own happiness. I used them, I am a man of sin. I am now a man of sin, and this is all because of that lustful woman named Abigail Williams. I admit that I did like her at first, her beauty deeply attracted me and I did something that was a shame for my whole life, I betrayed my wife Elizabeth. I don’t know what I was thinking back than, but I certainly regret it now. Elizabeth trusted me, our family were united, everything were fabulous until that woman came into my life. If there were anyone that is actually the devil, is must be her, Abagail Williams. She didn’t just ruin the life of my household, but everyone in Salem, the Coreys, the Nurses, even the Putnams were ruined because of that devil and her so called witchcraft. Because of her, nobody in Salem could live the lives they had, everyone went crazy, everybody is accusing each other in order to keep themselves away from harm. Maybe Abagail didn’t realise that the results will turn out to be like this, but this is reality. It’s all because of her lust, her thirst for power, her wicked sick mind, it’s all because of her. It is Abagail that drove everyone mad. It is Abagail that made everyone suspiciouse of their neighbors and friends. It is Abagail that killed out people in Salem. And it is Abagail that made me have to lose my word, it is her that made me confess to a lie. It is Abagail Williams who turned me into the man that doesn’t worth anymore credit, it is Abagail that killed me. Abagail Williams is not saint that confessed to the truth, but a murderer that slaughtered the nice people of Salem. Tomorrow is my last day living, how will the people of Salem view me? Maybe they will take me as the villian that blackened the saint’s names, or maybe they will see me as a man with honor, to die like a man not a coward that would’ve done anything to save my own life. I will die like a man.

Human rights Term Paper Example | Topics and Well Written Essays - 1750 words

Human rights - Term Paper Example eived during the First World War â€Å"to promote international cooperation and to achieve peace and security† under the Treaty of Versailles1 (United Nations a). The name itself, United Nations became formally known during the Second World War when US President Franklin Delano Roosevelt used the term in the â€Å"Declaration by United Nations† on 01 January 1942 when representatives of 26 nations pledged their nations to fight against the Axis Powers2 (United Nations a). United Nation’s charter was first drafted in a conference of representatives in San Francisco in 1945. It was signed on 26 June 1945 by the representatives of 50 countries and became officially existent on 24 October 1945 when its Charter was ratified by China, France, The Soviet Union, The United Kingdom, the United States and a majority of other signatories3 (United Nations a). United Nations have many achievements that ranged from peacekeeping in war torn countries to providing foods and assistance among those disaster struck countries to promoting human rights. UN is also actively involved in promoting development through its United Nations Development Programme (UNDP). It had implemented projects for agriculture, industry, education and environment. It supports more than 5,000 projects with a budget of $1.3 billion and is the largest multilateral source of grant development assistance4 (United Nations b). With regard to human rights, the United Nations has helped enact dozens of comprehensive agreements on political, civil, social, economic and cultural rights5 (United Nations b). It actively investigated human rights abuses and the UN Human Rights Commission has brought the world’s attention on cases of torture, disappearance and arbitrary detention. It also helped generate international pressure on governments to improve their human rights records6 (United Nations b). The United Nations has already achieved a lot in terms of promoting peace, human rights, progress, justice and

Discussion Questions Essay Example | Topics and Well Written Essays - 750 words - 11

Discussion Questions - Essay Example A good practice in team settings is giving different members a chance to be team leaders. Attitudes influence the behavior of people when they work together. I once worked in a company that had morale issues. Everyone was down because the company was having financial troubles that were affecting the entire staff. The employees were getting paid a week or two late every payroll. The attitude of the employees was horrendous. People would come to work late and leave early. Nobody respected the managerial staff because they were doing nothing to ensure they employees got paid. It was one excuse after the other. The lack of commitment by managers led to an organizational chaos. There are generational differences that affect the way an organization operates. The younger employees are not as committed to a company as the older employees because younger employees have more options. They expect a company to help them in their professional development. If a company does not provide its younger employees opportunity for growth the most likely scenario is that they won’t be able to retain the employee. Older employees value job security and a stable working environment. A way to get the younger employees and older workers to participate with each other is to formulate work teams made up of both young and experienced workers. Managers are not the only workers that can lead a company. There are many informal leaders in organizations. These people are able to motivate the rest of their colleagues to perform work at a higher level. Sometimes these leaders are silent leaders that influence the behavior of others through example. For instance a person at a manufacturing line can motivate others to improve their performance by producing more units per day than anybody else. When another worker sees that it is possible to produce more the worker starts believing that greater production is possible. I understand what you are going through working in that inefficient

Current Event Report-1 Essay Example | Topics and Well Written Essays - 750 words

Current Event Report-1 - Essay Example In this paper an attempt has been made to identify the possible stakeholders and their interest in relation to a particular decision. For this purpose, the decision taken by Apple to reduce the negative impact of its supply chain and respond to the queries of the environmental groups have been analyzed. This is presented in the news article by Godelnik (2011) by the title â€Å"Apple Expands Stakeholder Engagement to Chinese Environmental Groups†. The interests of Apple Incorporation are to maintain the market image of the company and make profits. This is only possible by taking more social responsible decisions. Non Profit Organizations, NGOs, and environmental groups are working to make sure that all large and small organizations take necessary measures in order to reduce the hazardous waste and other negative impacts of its operations on the society and environment (Godelnik, 2011). Suppliers of Apple and factories in China where the part of Apple phones and other devices are assembled have their own business interests and are also one of the stakeholders associated with this decision. They are interested in maintaining their business relations with Apple and want to increase their profits and business. Lastly, the general public is concerned about the social environment and maintaining healthy conditions. Every stakeholders have certain impact on the overall decision, however some stakeholders have more strong influence on the decision in comparison to some less powerful stakeholders. In reference to this decision about reducing the negative implications of the supply chain of Apple on the social environment, the most strongest stakeholder are the environmental groups who are forcing Apple to improve its overall supply chain in order to reduce the negative impacts on the environment. Secondly, Apple is also forced to take this decision in order to maintain its image in the market and to retain

Press release critique Essay Example | Topics and Well Written Essays - 250 words

Press release critique - Essay Example Change, variety, and diversity are critical as far as art is concerned, an aspect that makes the release vital to the academic, community, and social fraternity. Media outlets approachable with this release include, but are not limited to, online platforms, print media, and the broadcast media. This is because the highlights made in the release are appealing to the intended audience. The release is purposeful and driven by an identifiable goal to display and position â€Å"Kora† in the contemporary artwork. In this respect, the lead works because it does not only present Liou’s masterwork, but also adds variety and diversity to contemporary art. At a personal level, the release is interesting because it brings into perspective both â€Å"Kora† and Mount Kailash. While many people may not pay attention to the two, it is captivating to learn about both â€Å"Kora† and Mount Kailash with respect to the ‘State of the Art’ Show. However, the press release fails to capture personal inspiration or motivation behind Professor Liou pursuing the â€Å"Kora† from an artistic point of view. Amid this, the length of the release was appropriate because all the information presented is relevant to the subject matter. Finally, the following questions emerge after reading the

Immigration Essay Example | Topics and Well Written Essays - 1000 words - 4

Immigration - Essay Example African countries have been the world’s leading source of immigrants for centuries. As Okome (2005) states, the ceaseless civil wars, communal riots, famine and military sabotage in African countries including Ethiopia, Nigeria, Liberia, Democratic Republic of Congo and Sierra have been providing the world with thousands of refugees every year. Among these, a major portion is accommodated by the US. Nigerian civil war, Somalia conflict, Liberian civil war and the Eritrean-Ethiopian war also caused intense immigration to western countries and to the US (Okome, 2005). Since religious and ethnic conflicts have increased more than ever before, people in many parts of the world are under the threat of anytime forced migration. In other words, ‘ethnically and politically divided states, unstable and corrupt governments and political systems, and dictatorships, lack of civility, increased lawlessness’ (Cox & Pawar (2005 p.277), are the major causes of forced migration. In addition, certain environmental factors also cause massive migration in various parts of the world. For instance, natural phenomena such as sea level rise, hurricanes and typhoons, drought, wildfire, heat waves, volcanoes, and earthquakes make millions of people ecological refugees every year. Furthermore, governments’ infrastructure projects such as building of dams, roads or tourist resorts often demand forced migration. World Bank estimates that 90 million people were displaced in the 1990s as a result of infrastructure projects (Digby B, 2001p.167). Therefore a few causes of immigration such as globalization, financial policies, and infrastructure modification are closely associated with global change. The recent developments like globalization and the subsequent economic growth and downfalls also contributed to the extraordinary level of migration. Obviously, Globalization exposed a new world of opportunities to the people of African Continent and

Unit Plan Assignment Example | Topics and Well Written Essays - 1250 words

Unit Plan - Assignment Example More over, lessons are outlined as well as supportive assessments and assignments that will aid student in learning. Student learning materials, resources and units background information are also included in this plan. Probability is the number of favorable outcomes with reference to the total number of possible outcomes. This is established depending on the nature of the event i.e. independent or dependant as well as the presence of replacement since order matter. It is therefore very important to note that there is a huge difference between the theoretical and there experimental probability of any event. More over, sample spaces can be formed from possible outcomes and be determined through the application of the counting principle or through permutation or combination. This should be done to ensure that the student to understand this unit and be able to compute probable outcomes from an event. Further more, practical demonstration should be used frequently to demonstrate the main bases of this unit. Class quizzes and home works should be a very important tool of teaching this unit to encourage self assessment. This lesson is inclusive of introduction which should not take more than 5 minutes. The remaining time should be distributed equally to the sub topics as out lined in the week’s plan. At the end of this lesson students should be able to differentiate the terms as well as be able to work out probability problems under this category. A very brief discussion of the previous day’s lesson should be discussed to remind the student about the unit. In this lesson it should be mentioned how a certain order will affect the probability of an outcome. This can be demonstrated by the use of different colored balls for students to see the order in which the colors emerge. In this lesson permutation will also be revisited. This lesson is about the

Logistic Research Paper Essay Example | Topics and Well Written Essays - 750 words

Logistic Research Paper - Essay Example The existence of a commodity, from a logistics point of view, is not terminated with transfer to the customer. The reverse logistics avenue should be perceived to be in the range of logistics control and planning (Ayers, 2000). This paper will look at warehousing as a component of logistics management. As logistic systems continue to get better, production and utilization has continued to separate according to geography. Regions continue to dedicate themselves to the products that may be produced most adequately. Surplus commodities may be transported affordably to different consuming or manufacturing regions, and essential commodities not manufactured at a local level are being imported (Chopra & Meindl, 2003). This process of exchange utilizes the standard of comparative advantage. The standard of comparative advantage, when utilized to world trade, helps to account for the high level of world trade that currently happens. Adequate logistic systems permit the international business es to make the most of the notion that people and their lands are not identically fruitful. Logistics and logistics management are essential aspects of trade. They contribute to an elevated standard of living for every individual. A considerable number of organizations, especially those with distinct product lines, suppose it is significant to connect their supply chain procedures to the commodities they put up for sale. This means that they divide their supply chains in accordance to their needs. In addition, logistics management allows organizations to undertake time-consuming and considerable activities, for example, warehousing. Logistics management may be utilized through warehousing. There are a number of areas where an individual may benefit from warehousing to manage a global, multidimensional, and complex supply chains and logistics, anticipate and meet customer demands, control costs, and enhance end-to-end supply chain processes. They include optimize distribution and sou rcing, Enhance the process of order fulfillment, establish a more stout supplier management techniques, and lessen international transport activities (Bordner, 2013). The leading warehouses in North America were in the recent times outlined in a distinguished article at Modern Material Handling by the fine folks. A number of value stream mapping events at tier one suppliers, for example, Johnson Controls, TRW, Magna, and Yazaki were undertaken in 2008, just prior to the collapse of the American auto manufacturing. When a person is designing a supply chain, a person should consider a warehouse. In previous times, a warehouse was perceived to be a tremendous waste of financial resources. In lean consulting, a person would frequently find over processing, rework, additional inventory, and other improvident activities in a warehouse. Nonetheless, the auto vehicle industry is stable again and warehouses have become significant parts of logistics (Lynch, 2013). In addition, a piece pick, also referred to as over-pack or broken case pick is a form of order selection procedure where motor vehicles are handled and picked in single units and positioned in a container before they can be shipped to their different areas. This is a convenient way for auto vehicle traders because they can order a single or more vehicles from the manufacturers. Moreover, there

University and Research Essay Example for Free

University and Research Essay Author information Article notes Copyright and License information Having spent 40 years in universities, I have had sufficient time to consider some of the idiosyncrasies, foibles and problems of these academic institutions. The purpose of this editorial is to discuss the current state of university research and explain why I find some aspects of the current situation disturbing. Changes that started during the second half of the 20th century and that have continued into the 21st threaten to bring about fundamental changes in the nature of universities. Some of the changes are commendable, for example, the large expansion in the proportion of the population attending universities, at least in the richer nations. Other trends are disturbing, especially the increasing tendency of governments and industry to view universities as engines for short-term economic gain. While universities certainly cannot ignore the context in which they function and the needs of society, responding purely to short-term economic considerations threatens to subvert the very nature of universities and some of the benefits they provide to society. So what exactly is a university and what is its purpose? I much prefer the Oxford English Dictionary definition of the word â€Å"university† to some of the more utilitarian definitions in other dictionaries. The Oxford definition reads, in part, â€Å"whole body of teachers and scholars engaged in the higher branches of learning. † Thus, it is the community of faculty and students that is the essence of a university. The higher branches of learning in which teachers and scholars engage have 2 important products: the educated minds that are essential for the well-being of society, and new knowledge and ideas. Some of that new knowledge will enrich society by producing economic growth, directly or indirectly, but the benefits of new knowledge go far beyond economic gain. Universities have always been subjected to outside influences. The oldest European university, the University of Bologna, has existed at least since the 1080s. Some time before 1222, about 1000 students left Bologna and founded a new university in Padua because of â€Å"the grievous offence that was brought to bear on their academic liberties and the failure to acknowledge the privileges solemnly granted to teachers and students. †1 The outside interference came from the Roman Catholic Church, and, for several centuries, Padua was home to the only university in Europe where non-Catholics could get a university education. Both Bologna and Padua were student-controlled universities with students electing the professors and fixing their salaries. However, in spite of marked differences, there are similarities between what happened then and what is happening today, with important outside influences — then the dogma of religion, now the dogma of business — threatening to change the activities of the community of teachers and scholars. The seeds of what is happening now were sown in the years following World War II. Before the war the most important influence on a faculty member was probably the departmental chair, who in those days had power to influence in an important way what went on in the department. Nonetheless, a faculty member would have had access to departmental resources and would not necessarily have required outside research funding (although such funding was sometimes available from private foundations). The mechanism of funding research, and the amount of money available for research, changed greatly in the postwar years. In 1945, Vannevar Bushs landmark report to President Harry Truman, Science the Endless Frontier,2 had an important influence on university research. In this report, Bush stated, â€Å"The publicly and privately supported colleges, universities, and research institutes are the centers of basic research. They are the wellsprings of knowledge and understanding. As long as they are vigorous and healthy and their scientists are free to pursue the truth wherever it may lead, there will be a flow of new scientific knowledge to those who can apply it to practical problems in Government, in industry, or elsewhere. † Bush supported the idea that the US government should provide strong financial support for university research, but also supported the idea that the individual investigator should be the main determinant of the topics for investigation, with statements such as â€Å"Scientific progress on a broad front results from the free play of free intellects, working on subjects of their own choice, in the manner dictated by their curiosity for exploration of the unknown. †2 In the latter half of the last century, many countries adopted the model of granting councils, which used a system based on peer review to distribute money for investigator-initiated research. This model has been a great success, but it has also contributed to important changes in universities. Much more money has been available to support medical research, basic science research and engineering research than has been available for the social sciences or arts. Thus, decisions about support for different disciplines devolved from the universities to governments, who decided on the budgets of their various grant-giving bodies. Also, individual researchers who were successful in obtaining grants no longer depended as much on departmental facilities. In my opinion, this not only weakened the power of departmental chairs but also decreased collegiality within departments. With increased enrolments, as a university education became accessible to a greater proportion of the population, and an increased need for infrastructure for the larger student population and for complex research equipment, administrators became more concerned about sources of funding and consequently more detached from the faculty. There is always a tendency for senior academic administrators to speak and behave as though they were the university (when of course they are there to serve the community of teachers and scholars). This is of course a normal human trait, no different from the tendency of politicians to forget that they are elected to serve the people. However, this increasing detachment of senior university administrators from the faculty has facilitated the erosion of collegiality within departments and universities. The individual personalities of university faculty probably also facilitated this change. I learned recently, when looking at the literature on personality, that an inverse correlation between intelligence and conscientiousness has been demonstrated in a number of studies (see, for example, Moutafi et al3). Thus, it might be more than just my paranoia leading me to believe that the small proportion of university faculty who lack conscientiousness and collegiality is larger than in some other walks of life. The erosion of collegiality is not a matter of great significance, except that it probably played a role in making researchers more open to the efforts of governments to transform them into entrepreneurs. The most recent and possibly the most important change in university research resulted from the push by governments to commercialize the results of such research. In the United States, the Bayh-Dole Act of 1980 encouraged universities to license to private industry discoveries made with federal funds. 4 The push by governments for commercialization of new knowledge grew during the 1980s and 1990s and continues to have an important influence on universities. Recently, Lord Sainsbury, the science and innovation minister in the United Kingdom, boasted that there had been a cultural change in universities there, which has resulted in a substantial increase in university spin-offs. 5 In 2002 the Association of Universities and Colleges of Canada entered an agreement with the government to double the amount of research performed by these institutions and to triple their commercialization performance by 2010. 6 Although this agreement was reached in the absence of any broad consultation with the faculty who are supposed to commercialize their work, the universities seem to be well on track to achieve this objective, with a 126% increase in revenues from licence royalties between 1999 and 2001. 7Most major universities now have a technology transfer office, and at many universities success in commercialization is taken into account when faculty are considered for tenure. Will there come a time when success in commercialization carries the same weight as (or more weight than) teaching and research in the awarding of tenure? The end result of all the changes discussed above is that individual faculty members have become much more like entrepreneurs whose main allegiance is to the maintenance or growth of their own research programs and not infrequently to the commercialization of their research. The researcher exploring Vannevar Bushs â€Å"endless frontier† could be considered the modern equivalent of the homesteader taming the seemingly endless frontier of the 19th century American West. 8 This is not necessarily detrimental if a new generation of university research entrepreneurs provides the new knowledge that will benefit patients and society. However, the change in culture that made university faculty more like entrepreneurs also made them more open to the desire of governments to make them entrepreneurs in the economic sense. Although the nature of universities has been changing, there was no threat to the fundamental nature of universities until the drive for commercialization began. A recent report of the Canadian Association of University Teachers9 states that university administrators have been â€Å"building increasingly hierarchical management structures† that â€Å"place the future of academic medicine in danger. † The reports main concern is that â€Å"incentives to create commercializable products push economic concerns, rather than scientific and ethical considerations, to the forefront. †9In the fields of biologic psychiatry and behavioural neuroscience the emphasis on  commercial applications has already, to some extent, moved research priorities away from an emphasis on mental well-being to an emphasis on commercial products. There are many examples of this shift. For example, more research is being carried out on antidepressant drugs than on psychotherapy, even though in mild to moderate depression (the majority of cases) drugs and psychotherapy are approximately equal in efficacy. There is increasing evidence for the efficacy of exercise10,11 and fish oils12,13 in the treatment and prevention of depression. However, these strategies receive much less attention than antidepressant drugs. Even an established antidepressant treatment such as S-adenosylmethionine (SAMe)14 receives little attention. Searching the abstracts of the 2004 meeting of the Society for Neuroscience, I found 179 with the key word â€Å"antidepressant† and only 4 with the key word â€Å"S-adenosylmethionine,† and none of those 4 was concerned with the antidepressant action of SAMe. SAMe is a major methyl donor and seems to work in a fundamentally different way from any product being investigated by drug companies. Surely we could expect that an antidepressant acting through a different mechanism would be a popular topic of investigation. However, SAMe is a natural product and not of commercial interest. Similarly, insights into what exercise or fish oils do to the brain may provide important insights into the pathophysiology of depression and its treatment, but these subjects receive little attention. Many basic science researchers investigating the mechanisms of antidepressants produced by drug companies do not receive funding from those companies. However, enough are lured by drug company research funds into working on topics of interest to the companies to significantly influence what are fashionable topics of research. Laboratories with funding from industry can often afford more trainees, who may then adopt a more industry-centred approach in their own research. While the availability of funds from industry has certainly influenced research, the pressure on university faculty to commercialize the results of their research will undoubtedly cause even greater distortion in the areas of research that are most popular. Granting agencies have increasingly tried to foster research in neglected areas by allocating funds to specific areas of research and requesting applications in those areas. Although this approach is certainly necessary, it has not done much to alter the effects of drug company money on research output. Also, in some ways it moves research even further away from the ideal in Vannevar Bushs report that â€Å"Scientific progress on a broad front results from the free play of free intellects, working on subjects of their own choice, in the manner dictated by their curiosity for exploration of the unknown. †2 This model was notably successful in the last half of the 20th century, but it may not survive the pressure to commercialize. While there is still much scope for curiosity-driven research, the curiosity of researchers is likely to be aligned increasingly with the interests of drug companies. As mentioned above, a cultural change has accompanied the increasing commercialization of university research. The pressure to commercialize has been critiqued in some quarters, but many university faculty have nonetheless embraced commercialization, or at least remained unconcerned about it. Are we far from a time when a researcher without a patent that is being commercialized will be regarded in the same way as those who do not publish regularly in the top journals? And how long will it be before governments make commercialization a mandate of granting councils and a requirement for the majority of grants? A fascination with the workings of the brain and how it can malfunction in mental illness is the usual motivator for researchers in neuroscience and psychiatry research. As a result, curiosity-driven research will always tend to serve the best interests of patients. Although research driven by commercial interests will certainly benefit psychiatric patients in some ways, it cannot serve their overall needs, as it is much too narrowly focused. The designation of funds by granting agencies for specific neglected topics will help but is unlikely to produce any large changes in the direction of research. Thus, the biggest losers from the pressure to commercialize will be psychiatric patients. In addition I am concerned whether students who are trained to focus on the short-term commercial implications of their research will be able to maintain the breadth of vision that is a characteristic of the majority of creative researchers. Changes due to pressure from governments to commercialize are not limited to researchers. The increased emphasis on commercialization in universities has in some ways distorted the perceptions of senior university administrators about the purpose of the institutions. For example, there seems to be a lack of concern about some of the sources of funds that universities receive. Universities now hold patents on many life-saving drugs. These patents sometimes limit access to the drugs, particularly in low-income countries. 15 In Canada, one-quarter of the faculties of medicine receive funding from the tobacco industry. 16 Perhaps a suitable future definition of a university will be a â€Å"whole body of teachers and scholars engaged in turning ideas into profit. † In 13th century Italy the response to interference by the Roman Catholic Church in the work of scholars was a move to another location to escape the interference. In the 21st century that option is not available even to the minority who are concerned about the drive to commercialize. However, the picture is not entirely bleak. Charitable foundations will remain immune to commercial interests. In addition, even though charitable foundations will probably remain relatively small players in the funding of research, there are promising signs. For example, the Bill and Melinda Gates Foundation, created in 2000, has an endowment of about US$27 billion and is striving to use its money for the benefit of humankind in areas neglected by governments. This foundation is not involved in psychiatric research, but its focus on preventive approaches may help to direct interest to that important area. Research on prevention in psychiatry is still in its infancy and will certainly remain that way if short-term commercial considerations stay paramount. However, charitable foundations cannot be expected to have any large effect on the change in university culture brought about by the drive to commercialize. Although I would like to be able to end this editorial on a more hopeful note, I am concerned about these cultural changes, and I do not see any solution. Still, one lesson from history is that the communities of teachers and scholars making up universities have adapted to many changes over the centuries without changing the fundamental nature of universities, and they will surely continue to do so. I am just not sure how. Go to: - Footnotes Competing interests: None declared. Correspondence to: Dr. Simon N. Young, Department of Psychiatry, McGill University, 1033 Pine Ave. W, Montreal QC H3A 1A1; fax 514 398-4370; simon. [emailprotected] ca Go to: - References 1. History. Padua (Italy): Universita Degli Studi di Padova. Available:www. unipd. it/en/university/history. htm (accessed 2004 Dec 13). 2. Bush V. Science the endless frontier. A report to the President by Vannevar Bush, Director of the Office of Scientific Research and Development, July 1945. Washington: US Government Printing Office; 1945. Available: www. nsf. gov/od/lpa/nsf50/vbush1945. htm (accessed 2004 Dec 13). 3. Moutafi J, Furnham A, Paltiel L. Why is conscientiousness negatively correlated with intelligence? Pers Individ Differ 2004;37:1013-22. 4. Thursby JG, Thursby MC. Intellectual property. University licensing and the Bayh-Dole Act. Science2003;301:1052. [PubMed] 5. Sainsbury L. A cultural change in UK universities [editorial]. Science2002;296:1929. [PubMed] 6. Allan Rock welcomes framework on federally funded university research [press release]. Toronto: Industry Canada; 2002 Nov 19 [modified 2003 Jun 16]. Available:www. ic. gc. ca/cmb/welcomeic. nsf/558d636590992942852564880052155b/85256a220056c2a485256c76004c7d44 (accessed 2004 Dec 13). 7. Berkowitz P. Spinning off research: AUCC sets new tool to measure universities commercialization performance. Univ Aff [serial online] 2004;June/July. Available:www. universityaffairs. ca/issues/2004/junejuly/print/spinningoff. html (accessed 2004 Dec 13). 8. Kennedy D. Enclosing the research commons [editorial]. Science2001;294:2249. [PubMed] 9. Welch P, Cass CE, Guyatt G, Jackson AC, Smith D. Defending medicine: clinical faculty and academic freedom. Report of the Canadian Association of University Teachers (CAUT) Task Force on Academic Freedom for Faculty at University-Affiliated Health Care Institutions. Ottawa: Canadian Association of University Teachers; 2004 Nov. Available:www. caut. ca/en/issues/academicfreedom/DefendingMedicine. pdf (accessed 2004 Dec 21). 10. Salmon P. Effects of physical exercise on anxiety, depression, and sensitivity to stress: a unifying theory. Clin Psychol Rev2001;21:33-61. [PubMed] 11. Depression: management of depression in primary and secondary care. Clinical guideline 23. London (UK): National Institute for Clinical Excellence; 2004 Dec. Available:http://www. nice. org. uk/pdf/CG023NICEguideline. pdf (accessed 2005 Mar 8). 12. Nemets B, Stahl Z, Belmaker RH. Addition of omega-3 fatty acid.

Oral Hygiene during Placement Simulation

Oral Hygiene during Placement Simulation In this essay, I will be reflecting on the importance of oral hygiene and my experience of giving and receiving oral hygiene care whilst on placement simulation. In conclusion, I will identify my own personal development in undertaking and completing this skill and achieving it. The care of a patients mouth forms an important component of assisting hygiene needs and yet is an aspect of practice which is not always afforded the attention it fully deserves. It is also a role which too often delegated to health care assistants. Research shows that, in the United States, nosocomial pneumonia ranks second in morbidity and first in mortality among nosocomial infections. The treatment of nosocomial pneumonia adds 5 to 7 days to the hospital stay of surviving patients and billions of dollars to healthcare costs. REFLECTION There are different models of reflection one of which is Gibbs (1988). Reflection is the process of reviewing an experience in order to describe, analyses, evaluate and so inform learning about practice (Reid1993). I will use this reflection model in guiding me because it has helped focusing on different aspects of an experience, and exploiting their full potential for learning will be more appreciated. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original (Moon 1999). Description As part of placement simulation, I was part of a group introduced to oral hygiene care. It is one of the core requirements in maintaining the hygiene needs of a patient. When we were told to bring in a towel and tooth brush, I was taken aback as to what was the need for them? I went to the multi-skills laboratory not knowing what will befall me. My lecturer introduced us to a range of chemicals for oral hygiene. I had used some before but on this occasion, there was one I had not tried and used before. I was assigned a colleague to have the opportunity of experiencing the giving and receiving of oral hygiene by cleaning his teeth with toothbrush and pepsodent and vice versa.We performed as instructed. Feelings Upon commencement of activity, my views of healthy oral care were not very clear to me. Generally I perceived cleaning your teeth as being much like washing a face. I felt very embarrassed and inadequate and consequently, felt very uncomfortable as I have not done this to anyone outside of my family. On his part, it was obvious from his reaction that he had no confidence in me, thinking I was going to brush his teeth hard. It highlighted the complex problems I have to solve in practice and the provision of care needs to patients for whom I may not have had contact with before. I thought my pride and dignity had been taken away from me but later felt comfortable having understood what it was generally. Critical Analysis Helping patients/service users to meet their hygiene needs is a fundamental component of nursing care. Again, helping patients to meet their personal hygiene needs provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of the patient. Although it seemed difficult at the beginning, by the time we performed on each other for the third time with encouragement we had developed a good working relationship. Encouraging students to acknowledge their intuitive capacity helps them to appreciate their strengths and weaknesses (SWOT). Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. After identifying and analyzing of my own strengths, weaknesses, opportunities and threats, I showed no more discomfort and shown more interest in the activity as our lecturer continued talked us through. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. It is strange that sometimes you do things or know what things are without ever really stopping and analysing it. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). Boud et al 1985 argue: it is common for reflection to be treated as if it were an intellectual exercise a simple matter of thinking rigorously. However, reflection is not solely a cognitive process; emotions are central to all learning. Conclusion Caring for a patient requires a relationship and empathy. By developing collaborative relationship with patients, I can provide prompt and focused interventions which can limit illness. Action Plan My aim is to be proactive in the future by promptly opening up. I aim to develop the skill of emotional resilience to be able to deliver and receive any care. Conclusion Like many others on the group, I thought that students were there through choice, they wanted to learn. As a result of this I expected the group to be mature and behaved. Due to my lack of experience in care and the job title of student nurse, I perceived that most sessions would run in a lecture format. This was probably a very naive move on my part, however following my first two sessions, I realised that if I was to be a successful student nurse, I had to adapt my approach. I needed to focus more upon my involvement and participation, getting the group involved in sessions would help to improve my learning process. However as I develop my nursing skills and also my ability to reflect, I have begun to realise that the process of reflection is more complex than Gibbs (1988) suggests. Whilst Gibbs highlights key areas of the process, I feel that reflection is not as cyclical as this model implies. As my reflective skills develop, I am finding myself jumping some stages of the cycle, revisiting others and in some instances digressing in different directions. I feel that this represents my views of reflection as I have a start point (the experience) and an end point (the outcomes/actions), but how I get there is down to my trail of thought. Whilst at this stage of my development I would not class myself as a successful, I believe I am working to develop the skills required to be successful.

The Plague - The Black Death Essays -- Exploratory Essays Research Pap

The Black Death "The Black Death" is known as the worst natural disaster in European history. The plague spread throughout Europe from 1346-1352. Those who survived lived in constant fear of the plague's return and it did not disappear until the 1600s. Not only were the effects devastating at the time of infection, but during the aftermath as well. "The Black Death" of the fourteenth century dramatically altered Europe's social and economic structure. The plague was spread by fleas, which were not effected by the disease. Fleas first infected the rats, which lived off garbage and sewage. The rats then spread the infection to the humans. Rats were a common sight in the cities, due to the poor sanitary conditions, so no one suspected them (www.tartans.com). In the winter the plague seemed to disappear, but only because fleas were dormant then. Each spring, the plague attacked again, killing new victims (www.byu.edu). The effects of the plague were devastating. After just five years, twenty-five million people were dead - one third of Europe's population. Once people were infected they infected others very rapidly. As a result, in order to avoid the disease, many fled to the countryside where the lower population density helped to decrease the speed at which the disease spread (www.tartans.com). From a person's time of infection to his or her death was less than one week (www.home.nycap.rr.com). The plague became known as "The Black Death" because of the discoloration of the skin and black enlarged lymph nodes that appeared on the second day of contracting the disease. The term "The Black Death" was not invented until after 1800. Contemporaries called it "the pestilence" (Cantor 7). One third of a reg... ...ttp://www.byu.edu. 21 August 2002. "Bubonic Plague." http://home.nycap.rr.com/useless/bubonic_plague/. 21 August 2002. Cantor, Norman F. In the Wake of the Plague: The Black Death and the World It Made. New York: The Free Press, 2001. Gottfried, Robert S. The Black Death: Natural and Human Disaster in Medieval Europe. New York: The Free Press, 1983. Herlihy, David. The Black Death and the Transformation of the West. Massachusetts: Harvard University Press, 1997. "IATH: The Institute for Advanced Technology in the Humanities." http://jefferson.village.virginia.edu. 21 August 2002. Platt, Colin. The National Trust Guide to Late Medieval and Renaissance Britain. London: George Philip, 1986. "The Plague." http://www.tartans.com/articles/plague.html. 21 August 2002. Zieglar, Philip. The Black Death. New York: Harper & Row, 1969.

La Traviata :: essays research papers

La Traviata A Commentary The film â€Å"La Triviata† displayed a fundamental romantic attack on conventional bourgeois morals, arguing that a good heart is more important than social acceptance, that the distinctions which split the beau monde (socially elite) from the demimonde (courtesans) are harsh and hypocritical, and that true love must triumph over all. Alfredo’s father destroyed this relationship when he pays visit to Violetta and request she break off the relationship with his son. Alfredo’s sister is engaged to be married, but if word of his affair with Violetta were to get out, the engagement would be terminated. During this time even the most respectful families would not even want to associate with another family in which one of the members was entangled with such a sinful person. This demonstrates that marriage is viewed as a business arrangement put together by families, rather than by the love between two people. Like the characters in the film, women in the 19th century didn’t have many choices in life. They were expected to get married and be supported by a husband. For those few who didn’t sometimes became prostitutes or if they were lucky, courtesans. Any woman who slept with a man before marriage was thought to be â€Å"ruined† (unfit to wed), and should be shunned as a social outcast. For many such women prostitution was a means of survival. Violetta represents the extent of female independence in the 19th century. She uses men to ‘survive’ by accepting gifts and money, but she is not trapped in the legal repression of marriage. Violetta’s life is filled with parties and wealthy male companions provide her with far more excitement in life than would the traditional role of marriage. However, Violetta’s choice is misleading, for she knows that a woman in this time can’t go against tradition without facing severe repercussions. Contradictions and hypocrisy was prevalent between the lives and values of the bourgeois gentlemen. Prostitution and gambling were extremely popular and widespread, at the same time they were being publically condemned. Men were expected to have mistresses whom they supported financially; but they were expected to conceal that fact, and they were expected not to fall in love with them.

An Education Lasts a Lifetime

Education is a key element in developing the skills necessary for a successful life. Too often students are more involved earning a paycheck than spending time on their academic studies. Students need to realize that their highschool classes will prepare them for a brighter future. A highschool student’s time is very limited. Homework and extra curricular activities are time consuming and if a student adds a job into this busy schedule, less time is devoted to their academic studies. The effects of this could be recieving lower grades or not taking challenging courses. A job would also limit the amount of time a teenager has for social activities and sports, thereby causing a withdrawal from friends and the highschool community. The job environment is not always beneficial to the student. In most cases the wages are low and the hours are long. Sometimes employers can be very demanding and schedules are not flexible. The skills being used may not be beneficial in furthering their career, and they might become comfortable with the paycheck and not strive to reach their full potential. Money is the root of many problems associated with teenagers. A paycheck gives a student the power to purchase many commodities including cars, clothing and electronics. They may also be exposed to drugs and alcohol. Students are being introduced to a new environment and the challenge of managing their money comes into play. Teenagers already have enough pressures and stress in their lives and they may find it difficult to juggle academics along with their work schedule. High school is a time of growth both mentally and physically. Students should focus their attention on their studies so they can one day achieve their dreams.

Differences Between Fact and Value

The words fact and value have always been used interchangeably. The disputes between these two words have always been an issue, sometimes unresolved. Even though, these two words are different, they are still often used to have the same meaning. Due to the differences that existed between these words they often creates some problems, which require clarity. The word fact simply means truth about a statement, life, the world in which we live.In addition, it could mean an objective actuality, which can be subjected to test, verified by appealing to authority (science, books). For instance, in economics it is believed that the higher the price, the lower the quantity demanded. In addition, according to the law of gravity â€Å"everything that goes up must come down†. These two statements are fact. The answer to these is either wrong or right. If proved right then it is a fact. Fact is basically, what is. While, value refers to word that have some features of subjective statement.T hese are statement, which ask questions, this usually comes in the form of what should to be or ought to be and not what is. For instance, this statement gives a clear picture of the word value. Who is the better president, George Bush or Bill Clinton? This study is important to the sociologist because they research and they have to be able to differentiate between issues like this. They should be inclined and therefore, they should be up to date. In conclusion, this study is important to the sociologist.

Project Management Research Paper Essay

The common denominator of all successful projects is the capacity and quality of its project managing mechanism. Project management is the discipline that integrates various processes towards the achievement of specific objectives and deliverables. This discipline is founded under the premise that all projects are unique, and no two are ever the same. Managing the efforts of those individuals involved requires a great deal of coordination, organization, and a forward thinking focus on the project’s objective[s]. Facilitating a successful integration of people variables and project variables towards specific objectives is the condition that the project management function provides. There is an enormous disparity between projects and operational processes. While each paradigms purpose is to yield a value and/or benefit to the organization the manner in which those values are created varies greatly. Operational processes involve the creation of organizational wealth through the manufacturing of a product or service. These processes are typically mechanistic and consuming specific resources while yielding linear and proportional revenues. In contrast, project objectives are unique, which inhibits the structuralizing of any procedural or mechanistic components. Projects occur within a lifecycle which begins with the projects selection. It is at this stage of the cycle that the project outcome is assessed for feasibility. â€Å"Project selection, the initial phase, refers to the time frame during which a strategic need is recognized by top management. It starts with identifying the needs and desires of the user of the project deliverables-the customer† (Jiang & Heiser, 2004). Very little resource consumption and collaborative efforts occur at this stage. The development stage of the project is a more involved process. It is during this stage that risk and impacts become realized and project management integration is applied. It is vital the project managers have a clear understanding of the project objective at this stage, and that risk mitigating plans be fully implemented. â€Å"The project manager and newly assigned team members meet to plan jointly at a macro level of detail the major activities that must be accomplished† (Jiang & Heiser, 2004). The third stage of a projects life cycle consists of implementation. It is during this stage that higher levels of risk are prevalent. â€Å"This is generally the longest phase of the project both in terms of duration and effort (Kloppenborg & Petrick, 1999). Implementation efforts can be highly involved and complex determined primarily by the scope and scale of the project. The fourth and final stage of the project life cycle is its termination. At this stage the project has beco me fully implemented, and any programs, products, or services are fully adopted by the end-users. A project that has achieved this stage on-or-under budget and time is considered successful. As budgets and time become inflated a projects success become proportionately debilitated. If the issues and impact affecting those consequences go unaddressed, the project will fail entirely. It is for this reason that measuring progress—at the micro level—and through each phase of the projects life cycle is crucial. A successful project manager not only maintains a constant focus on the projects end result, but also assesses task completion and progress on the basis of their costs and timing. When either these components become debilitated or show signs of retardation, it becomes the projects managers’ responsibility to escalate those efforts to appropriate levels of progress. Achieving this outcome requires that project managers possess those leadership qualities needed to motivate the necessary mechanisms. Furthermore, that assumes that leadership qualities affect accurate and effective communications to every layer of the organizational structure. One of the most important contributions project managers make to a project is the leadership capacity they fulfill. Effective leaders remain engaged throughout the projects lifecycle by the decisions they make and the efforts they put forward. However, effective leaders must also know when a situation/issue needs to escalated. The timing of the escalation is important, because it does not do any good if that  effort is reactive to the point that the solicited response becomes invalid. The study [Royal Air Force study] also found the universal applicability of the interpersonal sensitivity, influence and communication skills required to interact, whether it be in management co-ordination and problem solving, leadership motivation or command decision making, and that personal motivation, vigour and conscientious commitment that will lead to managerial control of the environment will also support leadership mastery and command success. (Turner, Mà ¼ller, & Dulewicz(2009). The impact these competencies have on the leadership and sponsorship capacity of project managers is invaluable to those efforts. Project managers that cannot effectively fulfill these conditions will find it difficult to motivate and escalate progress wh ere necessary. Capital improvement and traffic safety projects are the culmination of a series of complex phases. These phases consist of scoping and formalizing the projects charter; assigning authorization and responsibilities to each stakeholder; and procuring the necessary resources to execute and complete the project. Because these activities are performed by various project team members and outside stakeholders the activities require a great deal of coordination and communication in order to effectively perform the individual assignments and tasks. The success of these capital improvement and safety projects would not be possible without the implementation of various project management tools. The civil sector of the construction industry is the primary agent responsible for maintaining all public infrastructure, such as roads, bridges, water and sanitation systems, and pedestrian a vehicle safety devices. Assuming this responsibility involves implementing various maintenance and construction projects, each one with a different objective and scope of work. A project recently completed by the capital improvement projects (CIP) team involved both road-widening and drainage components. The project had a 24 month lifecycle, with 12 of those months used for securing funding and clearing the right-of-way for construction. The scale of this project warranted a great number of resources beyond financial and accounting. One such resource needed was consultants with design experience  whom had accomplished project of the same magnitude and in a similar fashion. Additional resources consisted of individuals with exceptional interpersonal and communication skills, as well as, organi zation, design[s] compilation, and documentation. A number of different project management tools were used to coordinate these efforts and efficiently consume these resources. The work authorization system was an invaluable asset of this project. The work authorization system was the instrument used by the project manager to account for project-specific work. Because there are always projects in various stages of a lifecycle that need attention, it is important to know how much time each project has consumed. In addition, work authorization allows the project manager to assess what efforts are needed for a specific phase of the project and determine if a member with a particular skillset can be added or reassigned to another project. Essentially, this tool allows the project manager to authorize the cash expenditures associated with that work, while tracking the capital budget for that fiscal year. â€Å"This process would be appropriate to define (or bound) the authorized or approved scope, schedule, and cost for the project. On most government projects, which are primarily funding limited, this work authorization process is the current year (or detailed ) work planning process intended to match the approved project work to the fiscal year funding plan.† (Douglas, 2000) Project status reports were vital to the cohesiveness of varying tasks towards objectives. The status reports for this particular project were formally submitted on a weekly basis, and involved meeting with all team members to discuss the previous week’s developments. The purpose of these progress meetings was to discuss any issues that may impact the project’s budget or its schedule. During these meetings the project manager reviews the reports and inquires on any events that â€Å"standout†. In addition, all pertinent information becomes available during these meetings, which allowed for a more collaborative and cooperative task engagement. Without this progress-tracking instrument, the progress status of the project’s varying phases would be difficult to assess and account for. The implementation of integrated manage tools has become a contributing factor of the capital improvement projects successes. Work authorization and scheduling systems provide the means to assess and control resources more efficiently, and the decision making process adopted by the CIP has dramatically minimized the costs associated with erroneous and/or delayed decisions. The use of these tools allowed for the high-profile road-widening and drainage project’s success, and continues to be an invaluable asset towards the efficient completion of subsequent projects. The project management plan is the method that establishes a link between efforts and outputs. Barkley (2006) â€Å"The project management plan defines how the project is executed, monitored, controlled, and closed† The plans components include people, namely the roles the individuals will play and the responsibilities assigned to them. The plan also requires inputs in the form of technology and financing that will aid in bringing the project-objectives to fruition. In addition to these components, an effective project management plan will include accurate and frequent communications. The essence of a good project management plan (PMP), PSMJ contends, is to keep it brief (you can do that simply by making reference to other documents instead of incorporating them), to the point, well-indexed, and not cluttered with text-instead, use tables and figures to illustrate your points. Distributed and regularly updated, the plan becomes a reference for the client; the team members; and principals, top managers, and administrators of your firm. (PMP, 2004) These items are the specific components needed to exact a project management plan. Segmenting the project into specific milestones is an important condition needed to monitor progress, and more importantly weigh all inputs against the objectives met. Segmenting affords a more accurate means of measuring current progress (current progress – resources consumed) and make adjustments to meet the anticipated results outlined in the projects charter. Without this segmentation comparing progress to costs would not be possible until the project’s completion, at which point the desired outcome would be less than the resources allocated for its creation. In conclusion, the formal role of a project manager is not difficult to grasp. However, the manner in which an effective project manager exacts this  function can be difficult to understand. This complexity is the consequence of integrating people, systems, and resources into a harmonious and unique sequence of events that culminate to achieve an objective. The quantifiable and qualitative paradigms of this d iscipline can be learned in any academic institution. However, the effective application of these principles is inherent to an individual’s character. References Barkley, B. (2006). Integrated project management. New York, NY: McGraw-Hill. ISBN 9780390319944 Collins, J., & Rowe, J. (2005). Management challenges unique to transit projects. AACE International Transactions, , PM151-PM156. Retrieved from Douglas,Edward E., I.,II. (2000). Project trends and change control. AACE International Transactions, , C10.1-C10.5. Retrieved from http://search.proquest.com/docview/208184374?accountid=32521 Jiang, B., & Heiser, D. R. (2004). The eye diagram: A new perspective on the project life cycle. Journal of Education for Business, 80(1), 10-16. Retrieved from http://search.proquest.com/docview/202820997?accountid=32521 Turner, J. R., Ralf Mà ¼ller, & Dulewicz, V. (2009). Comparing the leadership styles of functional and project managers. International Journal of Managing Projects in Business, 2(2), 198-216. doi:http://dx.doi.org/10.1108/17538370910949266 Project management plan: A foundation for success. (2004). Design Firm Management & Administration R eport, 04(3), 1. Retrieved from http://search.proquest.com/docview/223209894?accountid=32521

Children and adults Essay

The Effective Early Learning Project based at Worcester University highlights two ways in which adults can help children progress; The first is the way the adult encourages the child to be autonomous, to get on and try new things; The second, is the way the adult offers experiences which are stimulating, challenging and interesting. Adults need to be a supporting factor when the child is in a ‘risky’ environment. Children and adults alike enjoy climbing trees; adults know when they are too high as do children. This is a whole other debate in terms of nature or nurture debate. This is where we could explore the idea of children learning to be safe when risk taking or is it already ‘there’. Stephenson (2003) wrote about a child on a swing, ‘Swinging was very popular with these younger children, but more often than the older children their reactions indicated that they felt unsafe and wanted the swing slowed down’. Therefore the child has taken the risk, has agreed a boundary, enjoyed the activity and acknowledged the safety aspect. The adult was there to ensure the safety and also make the activity a positive one by being readily available. Children must face all different kinds of risks in order to support their development and learning. Stine (1997) wrote that to support their learning and development is a complex issue. There always has to be provision for a physical challenge. More and more educational settings are using outdoor play/activity to challenge the children. Although, what is an acceptable risk to one person, may be completely the opposite of another. Bruce and Meggitt (2002) write that ‘outdoor space needs to be available most of the time’; They continue that, safety is the only consideration for keeping children in doors. Children can feel safe in ‘risk taking’ environments and activities in many ways. Initially the adult to child ratio, with a high number of adults’ children can be supported and helped to achieve. Secondly by minimising, if possible, the risk aspect. This could be ensuring the activity is a positive and acceptable environment. Thirdly by giving the children all the opportunities available for physical risk taking, children need a stimulating and challenging environment. And finally, a well maintained balance between the child’s safety and the challenge of the activity. In an educational setting, an adult carer will go to the ‘risk area’ and carry out an assessment. They will check the route to be taken, dangers in the area and also any area that poses extreme concern. An adult carer should also think about the child to adult ratio. A local nursery allows children to climb trees. Due to the child to adult ratio, the nursery feels that the level of risk posed can be curtailed by having by having the children supervised and supported through the activity by adults. The children are therefore enjoying the activity of risk taking, as well as feeling safe in knowing an adult is available to help at any time. Another factor that the adult carer should be aware of is the idea of making a child’s environment completely hazard free. Therefore taking away any risk or danger. Walsh (1993) thought that children in an environment that is completely ‘safe’ could become bored and this could lead to self initiated risk taking that could be dangerous. Durberry (2001) felt that children who grow up in an ultra safe environment would ‘lack confidence in their own physical ability’. This would be due to the poor opportunities for the children to build and extend upon their exiting knowledge. He continued that children had to be both confident and competent physically in order to feel competent emotionally. The ideals on risk taking vary from culture to culture. Although the main aim remains the same. The child needs to remain safe, but feel they are being challenged and stimulated. To minimise hazards there needs to be a high adult to child ratio. Children need opportunities to explore and do so independently. Over the last decade, the child’s freedom of choice has been limited. Adult carers are sometimes over anxious about letting the child experiment with risk taking. The procedures and guidelines that are in place give the adult carer a frame work on which to base their activities upon. The adult carer should exploit and become fluent in the procedures and guidelines in place. This in turn will provide groundwork for safe risk taking. Bibliography Smith, P., Cowie, H. & Blades, M. (2003) Understanding Children’s Development, London: Blackwell Publishing.  Bruce, T. & Meggitt, C. (2002) Childcare & Education, London: Hodder & Stoughton.  DfEE (2003) Early Years (Volume 23, Number 1), London: Taylor & Francis

Biochemical Action of Bacteria

OBJECTIVE: 1. To distinguish the bacteria abilities to metabolize various substrates and end products formed. 2. To observe the growth of different bacteria species in term of structures and its morphology based on different chemical substance applied. 3. To observe physiological and immunological properties utilized by different species of bacteria. INTRODUCTION: Bacteria biochemical testing can determine the types and numbers in terms of colony forming units of bacteria present in a sample of different chemical. The testing could be focused on a specific type of bacteria, medical bacteria or a broad range of environmental bacteria.Since bacteria are present in virtually any environment, it’s important to be clear why the testing is being performed. The more specific the testing is the better and the easier it is to interpret the results. Numbers and types of bacteria that should be a cause for concern depends upon several factors, including the type of bacteria present and t he type of samples. Escherichia coli  are one of the main species of bacteria living in the lower intestines of mammals. E. coli  can be found in the intestinal tract of warm-blooded animals. The presence of  E. coli  in foods is considered to be an indication of fecal contamination.Staphylococcus  organisms are commonly found in the environment. Several species of  Staphylococcus  are found on the skin, intestines, nasal passages, etc. of warm-blooded animals. Some species of  Staphylococcus, particularly  Staphylococcus aureus  can be pathogenic are capable of causing illness. Pseudomonas aeruginosa is widely distributed in soil, water and plants. It survives in hot tubs, whirlpools, contact lens solution, sinks and showers. It can cause a number of opportunistic infections including infections of the skin, external ear canal and of the eye.Nitrifying bacteria recycle organic nitrogenous materials from ammonium (the endpoint for the decomposition of proteins) t o nitrates. Their presence can indicate that the water may have been polluted by nitrogen-rich organics from sources such as compromised septic tanks, sewage systems, industrial and hazardous waste sites and is undergoing an aerobic form of degradation. The presence of denitrifying bacteria can indicate that the water has been polluted by nitrogen-rich organics from sources such as compromised septic tanks, sewage systems, industrial and hazardous waste sites. MATERIALS: 1. Nutrient broth cultures of Escherichia coli . Nutrient broth cultures of Serratia marcescens 3. Nutrient broth cultures of Salmonella typhimurium 4. Nutrient broth cultures of Bacillus subtilis 5. Nutrient broth cultures of Klebsiella spp. 6. Nutrient broth cultures of Streptococcus spp. 7. Nutrient broth cultures of Staphylococcus aurieus 8. Nutrient broth cultures of Proteus vulgaris 9. Nutrient broth cultures of Pseudomonas fluorescens 10. Parafilm tape 11. Inoculating loops 12. Gloves 13. Incubator 14. Nutrie nt agar plate 15. Nutrient agar slants 16. Starch agar plates 17. Gelatine agar plates 18. 2 tubes Clark’s-Lub medium (MR-VP medium) 19. Tryptone broth 20. 3 Kigler’ slant 21. 5 tubes nitrate broth ( 0. 1% KNO3) 22. 5 urea broth 23. Tube containing 10ml of sterile saline 24. Glucose broths with Durham tubes and phenol red indicator 25. Lactose broths with Durham tubes and phenol red indicator 26. Sucrose broths with Durham tubes and phenol red indicator 27. Gram’s iodine 28. Kovac’s indol reagent 29. Mercuric chloride solution 30. KOH-creatine solution or 40% KOH 31. F&R reagent 32. Nessler’s reagent PROCEDURE: A. CARBOHYDRATE METABOLISM 1. Fermentation of sugars Materials: 1. Glucose broths with Durham tubes and phenol red indicator 2.Lactose broths with Durham tubes and phenol red indicator 3. Sucrose broths with Durham tubes and phenol red indicator 4. 18 hour nutrient broth cultures of E. coli and S. typhimurium Procedure: 1) The small bottles of different sugars were inoculated with a loopfuls of E. coli and Salmonella spp. 2) The tubes were labelled and incubate at 37oC for 24 hours 3) All observations were recorded for presence of acid or gas production. 2. Hydrolysis of starch Materials: 1. Starch agar plates 2. Broth agar cultures of B. subtilis and E. coli Procedure: 1) Starch plate was streaked with E. coli in for sections and repeated for B. ubtilis bacteria in other starch plate. 2) The plates were secured with parafilm, labelled and inoculated at 37oC for 24 hours. The following day 1) The plates were tested for starch hydrolysis by flooding the pates with Gram’s iodine. 2) The plates were examined and the colonies that showed clear uncoloured zones in contrast with the blue-black background of the starch-iodine complex were noted. 3) The extent of the zones of hydrolysis indicated either the reddish colour zones were seen. 4) All results and observations were recorded. B. PROTEIN AND AMINO ACID METABOLIM 1. Indole test Materials: 1. Broth cultures of B. ubtilis, E. coli, and S. typhimurium 2. 3 tubes of tryptone broth 3. Kovac’s indole test reagent Procedures: 1) The peptone water was inoculated with a loopfuls of the test organism. 2) The tube was labelled and incubated for 24 hours. The following day 1) The tubes were added with a few drops of Kovac’s indole reagent (dimethylaminobenzaldehyde) 2) The red or dark color indicates the presence of indole. 4. Hydrogen sulphide Materials: 1. Broth cultures of B. subtilis, E. coli, and S. typhimurium 2. 3 Kigler’s slant Procedures: 1) The Kigler’s slant was inoculated with a loopfuls of the test organism by the stab method. ) The tube was labelled and incubated for 24 hours. The following day 3) The Kigler’ slant was observed for production of H2S where the black precipitate along the line of growth in the Kigler’s slants indicated the H2S have been produced. 4) The observations were recorded. 3 . Gelatine hydrolysis test Materials: 1. Broth cultures of B. subtilis, E. coli, and S. typhimurium 2. Gelatine agar plates 3. Mercuric chloride solution Procedures: 3) The gelatine agar plates were inoculated with a loopfuls of the test organism with a single streak at the centre of the plates. ) The plates were secured with parafilm, labelled and incubated for 24 hours. The following day 5) The plates were flooded with mercuric chloride solution. 6) The medium become opaque in regions that still contain gelatine and clear regions where gelatine has been hydrolysed. C. VOGES-PROSKAUER TEST Materials: 1. Broth cultures of E. coli, and Klebsiella spp. 2. 2 tubes of Clark-Lub’s medium (MR-VP medium) 3. KOH-creatine solution Procedures: 1) The tubes of Clark-Lub’s medium (MR-VP medium) were inoculated with a loopfuls of the test organism. 2) The tubes were labelled and incubated for 24 hours.The following day 1) The tubes were tested with Voges-Proskauer test. 2) The 0. 5 ml of KOH-creatine solutuin was addd. 3) The tube was shaked vigorously for 30 seconds. 4) The red or pink color indicates the presence of acetoin. D. CATALASE TEST Materials: 1. Broth cultures of Streptococcus spp. and Staphylococcus aureus. 2. Nutrient agar slant Procedures: 1) The nutrient agar slant was inoculated with a loopfuls of the test organism. 2) The tube was labelled and incubated for 24 hours. The following day 1) The tubes were tested with catalase test by adding several drops of a 5% solution of hydrogen peroxide. ) The vigorous bubbling indicates the presence of oxygen. E. NITRATE REDUCTION TEST Materials: 1. Broth cultures of E. coli, Proteus vugaris, Serratia marcescens, Pseudomonas fluorescens. 2. 5 tubes containing nitrate broth (0. 1% KNO3) 3. Nitrate test reagent Procedures: 1) The nitrate broth was inoculated with a loopfuls of the test organism. 2) The tube was labelled and incubated for 24 hours. The following day 1) The tubes were tested with 1ml of Follet and Ratcliff’s (F&R reagent) 2) The orange or brown color indicates the presence of nitrate. 3) The absent of nitrate indicates that: a.There has been no nitrate reduction b. The reduction has proceeded beyond that nitrate stage. 4) The absent of orange or brown color were further tested with small amount of cadmium to the tube. If nitrate still present, it will be catalytically change to nitrate which will then reacts with the F&R reagent in the tube. 5) In the absent of a positive nitrate result, the bubbles f H2 gas was observed in the Durhams tube OR 6) The samples were tested with 1ml of Nessler’s reagent. The brown or orange color indicates the presence of ammonia. F. UREASE TEST Materials: 1. Broth cultures of E. coli, P. vugaris, S. arcescens, P. fluorescens. 2. 5 urea broth with indicator Procedures: 1) The urea broth was inoculated with a loopfuls of the test organism. 2) The tube was labelled and incubated for 24 hours. The following day 1) The urease-posit ive organism produced in intense red/purple coloration of the medium after incubation. 2) All observations were recorded. RESULTS AND OBSERVATION: Test| Observation(After 24 hours incubation)| Description| A. Carbohydrate Test 1. Fermentation of starchDurham tubes and phenol-red indicator. 2. Hydrolysis of starch| Glucose: Lactose: Sucrose: Starch agar plates:B. ubtilisE. coli| * Positive result for E. coli as tube turn yellow * Positive result for S. typhimium as tube turn yellow * Positive result for E. coli as tube turn yellow * No gas produced by S. typhimium because the tube turns red. * No gas produced by E. coli because the tube is slightly red. * Positive result for S. typhimium as tube turn yellow * Positive zone of clearing. * Negative zone of clearing. | B. Protein And Amino Acid Metabolism 1. Indole test 2. Hydrogen disulphide 3. Gelatine hydrolysis test| Tryptone broth:B. subtilisE. coli. S. typhimuriumKigler’s slant:B. subtilisE. oli. S. typhimuriumGelatine agar plates:B. subtilisE. coli. S. typhimurium| * Negative Indole tests no color change. * Bright fuschia at the interface is positive test for Indole. * Negative Indole tests no color change. * Black precipitate form shows positive sulphur reduction. * Negative reaction. * Positive reaction forming the black precipitate. * Positive hydrolysis of gelatine into amino acid to be used as nutrients/gelatinase. * Negative hydrolysis of gelatine. * Negative hydrolysis of gelatine| C. Voges- Proskaeur’s Test| MR-VP medium:E. coli. Klebsiella spp. | * Negative results of E. oli * Positive results Klebsiella spp. | D. Catalase Test| Nutrient agar slant:S. aureusStreptococcus spp. | S. aureus * Positive catalase reaction because present of bubblesStreptococcus spp. * Negative catalase reaction no bubbles present. | E. Nitrate Reduction Test| Nitrate broth:E. coliP. vulgarisS. marcescensP. fluorenscens| * No color change after denitrification of ammonia. * No color change after denitrificat ion of ammonia. * Turns red. Positive nitrate test shows nitrate reductase present. * Turns red but negative catalase test. | F. Urease Test| Urea broth:E. coliP. vulgarisS. marcescensP. luorenscens| * Negative urease test because the tube remain purple. * P. vulgaris show positive urease test from yellow to pinkish. * S. marcescens show negative urease test because the color remain purple. * P. fluorenscens show negative urease test because the color remain purple. | DISCUSSION: Biochemical tests of bacteria oobjectively to test the metabolism of carbohydrate and related products of different bacteria species, test specific breakdown of products through color changes and gas produced. Besides that, the ability of bacteria utilizes a specific substance and the metabolism of protein and amino acid by bacteria.A. CARBOHYDRATE TEST Carbohydrate is an organic compound that consists of only carbon, hydrogen and oxygen which is basically the major carbon source of most organisms. Specific carbohydrate can be fermented by organism that incorporated in a medium producing red or acid with gas. Pinkish red color shows positive results where acidic content formed in the tube because carbon dioxide realised if fermentation occur. Negative catabolism of carbohydrate shows by yellow to colourless of Durham’s tube as the solution remain alkaline in the absent of carbon dioxide gas.Gas production can be seen as bubbles in Durham’s tube. Central carbohydrate metabolism or the breakdown of sugars into smaller compounds accompanied by the production of ATP and reduction of coenzymes, follows one of several pathway. Carbohydrate utilization and fermentation will be assessed by growing cells without shaking (aeration) in defined media containing a single carbohydrate. Acid products of sugar fermentation will cause a noticeable color change in the pH indicator included in the medium.Sugar fermentation does not produce alkaline product, however non-fermentative hydroly sis of amino acids in the peptone, present in most fermentation media, may give an alkaline reaction, which will also cause a color change in the pH indicator. Gas production, H2 in particular, can be determined by placing a small, inverted Durham tube in the test medium. If gas is produced, it is trapped in the Durham tube and can be seen as a bubble. Hydrogen sulfide (H2S) is produced by bacterial anaerobic degradation of the two sulfur-containing amino acids, cysteine and methionine.Hydrogen sulfide is released as a by-product when carbon and nitrogen atoms in the amino acids are consumed as nutrients by the cells. Under anaerobic conditions the sulfhydryl (-SH) group on cysteine is reduced by cysteine desulfurase. Ferrous ammonium sulfate-indicator. H2S reacts with ferrous sulfate forming the black precipitate Sodium thiosulfate is reduced to sulphite/thiosulfate The Kligler's Iron test is used to detect liberation of H2S gas by bacteria growing on an excess of these sulfur-cont aining amino acids. The agar contains high levels of peptones or sources of cysteine and methionine and ferrous sulfate as an indicator.When H2S is produced, the ferrous ion reacts with it to give ferrous sulfide, an insoluble black precipitate. In starch hydrolysis test Iodine must be on the plate to visualize the zone of clearing surrounding the bacteria. This zone indicates starch was broken down to dextrins, maltose, and glucose. B. PROTEIN AND AMINO ACID METABOLIM Indole test measures the ability of bacteria to split indole from tryptophan molecule but in term of biochemistry, Indole test is one of the metabolic degradation products of the amino acid tryophan.Bacteria that possess the enzyme trytophanase are capable of hydrolysing and deaminating tryptophan with the production of Indole, pyruvic acid and ammonia. Positive reaction showed by E. coli, P. vulgaris and negative results observed in Klebsiella and Salmonella from observation in the Indole test. Development of fuchsia red color at the interface of the reagent and the broth within seconds after adding the reagent is indicative of the presence of Indole and is a positive test. Kovac’s reagent detects if tryptophan has been hydrolyzed to indol or tryptophanase.Gelatin is the protein derived from the animal protein collagen, has been used as a solidifying agent in food for a long time besides nutrient gelatine as an early type of solid growth medium. One problem is that many bacteria have the ability to hydrolyze or liquefy the gelatin. This gelatin liquefaction ability forms the basis for this test. C. VOGES-PROSKAUER TEST The production of acetoin by bacteria is perform through Voges Proskauer Test to determine the ability of the organisms to produce neutral end product acetyl methyl carbinol (acetoin) from glucose fermentation.Negative results gained from E. coli meanwhile positive reaction gives by. Changing of color to red pinkish color at the surface of the medium indicated positive res ults and yellow color at the surface of the medium show negative reaction. The KOH reagent should not be excessively added to the sample because excess KOH may mask weak VP positive reactions. The MR test will be positive for organisms that have complete pathways for mixed acid fermentation. The Voges-Proskauer (VP) test determines whether a specific neutral metabolic intermediate, acetoin, has been produced instead of acid from glucose.Acetoin is the last intermediate in the butanediol pathway, which is a common fermentation pathway in B. subtilis. The tests are complementary in the sense that often a bacterium will give a positive reaction for one test and a negative reaction for the other. The three possible patterns of results where the acetoin fermentation pathway, detected by the VP test, two molecules of pyruvate condense and two molecules of CO2 are released. The 4 carbon intermediate that is formed, acetoin, contains a carbonyl group. The acetoin acts as a terminal electron acceptor with the carbonyl group being reduced to a hydroxyl group.The reduced product, butanediol, is excreted by the bacteria and acetoin is oxidized to diacetyl by alkaline -naphthol, which forms a red complex with creatinine. D. CATALASE TEST Catalase is present in most cytochrome containing aerobic and facultative anaerobic bacteria except Streptococcus spp. Hydrogen peroxide forms as one of the oxidative end product of aerobic carbohydrate metabolism. If hydrogen peroxide allowed accumulating in the bacterial cells it becomes lethal to the bacteria. Catalases help in converting H2O2 to water and oxygen.In the catalase test performed, Streptococcus spp gives negative reaction as for S. aureus, the positive reaction occurred. One of the by-products of oxidation-reduction in the presence of O2 during aerobic respiration is hydrogen peroxide (H2O2). This compound is highly reactive and must be degraded in the cytoplasm of the cell producing it. It can be especially damaging to mo lecules of DNA. Most aerobes synthesize the enzyme catalase, which breaks down H2O2 into water and oxygen. The O2 gas is identified by the production of bubbles from a concentrated cell suspension.The test for catalase is simple and usually very reliable. It is a major method of distinguishing between Staphylococcus (catalase positive), Streptococcus (catalase negative), and Enterococcus (catalase negative), although some strains of Enterococcus faecalis may be positive. Catalase production is generally associated with aerobic organisms, since H2O2 is a toxic by-product of aerobic growth, but not always. E. NITRATE REDUCTION TEST Nitrate reduction test basically test the ability of organism to reduce the nitrate to nitrites of free nitrogen gas.In order to determine either the bacteria can reduce nitrate, the test organism is inoculated into nitrate reduction broth, undefined medium that contains large amounts of nitrate (KNO3). After incubation, reagent added simultaneously reacts with nitrite and turn to red color, indicating a positive nitrate reduction. If there is no color change at this step, nitrite is absent. If the nitrate is unreduced and till in its original form, this would be a negative nitrate reduction result. However it is possible that the nitrate was reduced to nitrite but has been further reduced to ammonia or nitrogen gas.This would be recorded as positive nitrate reduction result. Under anaerobic conditions, some bacteria are able to use nitrate (NO3-) as an external terminal electron acceptor. This kind of metabolism is analogous to the use of oxygen as a terminal electron acceptor by aerobic organisms and is called anaerobic respiration. Nitrate is an oxidized compound and there are several steps possible in its reduction. The initial step is the reduction of nitrate (NO3-) to nitrite (NO2-). Several possible products can be made from further reduction of nitrite. Possible reduced end products include the following N2, NH3 (ammonia), N2O (nitrous oxide).Bacteria vary in their ability to perform these reactions, a useful characteristic for identification. A medium that will support growth must be used and the cells must be grown anaerobically. Growth in the presence of oxygen will decrease or eliminate nitrate reduction. There are many possible end products of nitrate reduction such as nitrite, nitrogen gas (N2), nitrous oxides, ammonia, and hydroxylamine. The disappearance of nitrate or the appearance of the end products. The test relies on the production of nitrous acid from the nitrite. This, in turn, reacts with the iodide in the reagent to produce iodine.The iodine then reacts with the starch in the reagent to produce a blue color. Since some of the possible products of NO3- reduction are gaseous, a Durham tube is sometimes inverted in the culture tube to trap gases. This being the case, it is important to pre-test the medium to ensure no detectable nitrite is present at the beginning, and, in the case of a neg ative test, to reduce any nitrate to nitrite to determine whether the nitrite was also reduced. If nitrite is produced, it reacts with hemoglobin to give a bright red color, instead of the dark red color of hemoglobin.It is this reaction that is responsible for the color of meats, such as hot dogs, which are preserved with sodium nitrite. The blood agar test has the advantage of no color change occurring if the nitrite is further reduced. F. UREASE TEST Urease test mainly highlighted to determine the ability of the organism to split urea forming 2 molecules of ammonia by the action of the enzyme Urease with resulting alkalinity. Negative reaction shown by E. coli meanwhile Klebsiella spp. shows positive result. Extra precaution needed because both the urease test medium depend upon the demonstration of alkalinity that not specific for urease.Moreover the protein hydrolysis may result I alkalinity hence false positive may be seen in Pseudomonas. The false positivity can be eliminated by control test using the same medium without urea as recommendation. Urea is a nitrogenous waste product of animals. Some bacteria can cleaved it to produce carbon dioxide and ammonia. The ammonia is a nitrogen source for amino acid biosynthesis as well as for synthesis of other nitrogen-containing molecules in the cell. The urease test was devised to distinguish Proteus species from other enterics.The medium described here is buffered enough so that weak urease producers appear negative. The production of ammonia raises the pH of the medium. The indicator phenol red is present in the broth. Phenol red is orange-yellow at pH below than 6. 8, and turns bright pinkish-red at pH higher than 8. 1. Hence, a positive urea test is denoted by the change of medium color from yellow to pinkish red. CONCLUSION: Based on the laboratory, different bacteria species have different abilities to metabolize various substrates and end products formed were able to be observed and distinguished.