Antibiotic Sensitivity In Microorganisms Biology Essay Essay Example

Antibiotic Sensitivity In Microorganisms Biology Essay Essay Example Antibiotic Sensitivity In Microorganisms Biology Essay Essay Antibiotic Sensitivity In Microorganisms Biology Essay Essay Antibiotics are compounds that putting to death or inhibit micro-organisms from turning. Antibiotics can be made from natural merchandises, such as bacteriums and Fungis, or man-made chemicals. Individual antibiotics are effectual against specific bacteriums by selectively aiming or modulating some important procedure in the microbic cells. Bacterias that produce antibiotics to modulate the growing of their neighbours need to develop opposition for self-defense. Antibiotics work by suppressing the needed synthesis and tracts, such as cell wall synthesis, production of proteins required for reproduction, written text, and interlingual rendition, and disrupting phospholipid bilayers to increase cell permeableness ( Walsh, 2003 ) . Their short coevals times may take to the development of mutants that would perchance give them resistance to different antibiotics. Once a cistron has been found to let a bacteria to go immune to an antibiotic, the bacteria will be selected for survival adva ntage. Antibiotic opposition can be obtained through geting an R ( opposition ) plasmid, an excess chromosomal Deoxyribonucleic acid that carries an antibiotic opposition cistron ( Woolfolk et al. , 2004 ) . Some bacteriums are even immune to multiple antibiotics. The impairment in societal conditions has besides shown to increase the spread of infective diseases ( Walsh, 2003 ) . As medical specialty progresss, antibiotic opposition additions because over clip bacteriums can germinate and develop opposition. Antibiotics have been overprescribed and used falsely, such as non following the dose instructions given by the physician. Antibiotics are besides unsuitably prescribed for virus infections, which would non hold any consequence. Continuous over-dosage of antibiotics can besides kill the normal vegetations that protects us from some pathogens and toxins. Even with all the antibiotics and vaccinums that have been discovered up until today, there will neer be adequate antibiotics. There will ever be an antibiotic opposition job. New antibiotics are needed to battle new strains of bacteriums that arise from antimicrobic opposition. The Kirby-Bauer method is one of the common techniques used in clinical research labs to prove susceptibleness of different strains of bacteriums to an array of antibiotics ( Woolfolk et al. , 2004 ) . This technique allows us to detect the minimal repressive concentration ( MIC ) of antimicrobic activity. The MIC is the smallest concentration of the antibiotic that will halt the growing of bacteriums. The process works by insulating a pure strain of bacteriums from a beginning and is uniformly dispersed onto Mueller-Hinton agar. Small filter paper phonograph record that contain different antibiotics are suspended onto the surface of the agar home base. The antibiotic will spread into the Mueller-Hinton agar home base and this will bring forth a glade around the phonograph record that will suppress bacterial growing if the bacteriums do non hold a opposition cistron for the antibiotic. Susceptibility can be determined by mensurating the diameter of the zone of growing suppression tha t is produced around the antibiotic paper phonograph record. The aim of the antimicrobic susceptibleness testing is to compare the antimicrobic capablenesss of Gram-negative bacteriums and Gram-positive bacteriums from Enterobacter spp. and Staphylococcus aureus, severally. The consequences from the Kirby-Bauer method are so compared to the standard consequences in the CLSI Document M100-S17 ( M2 ) : Disk Diffusion Supplemental Tables, Performance Standards for Antimicrobial Susceptibility Testing ( Woolfolk et al. , 2004 ) . Consequences Genus name: Gram positive isolate Gram negative isolate Staphylococcus aureus Enterobacter spp. Antibiotic Zone of suppression ( millimeter ) Recorded sensitiveness Expected sensitiveness Zone of suppression ( millimeter ) Recorded sensitiveness AMOXICILLIN/ Clavulanic Acid 38 Susceptible Susceptible 40 Susceptible Azithromycin 30 Susceptible Susceptible 31 Susceptible Cephalothin 40 Susceptible Susceptible 34 Susceptible Ciprofloxacin 40 Susceptible Susceptible 39 Susceptible Gentamicin 30 Susceptible Susceptible 24 Susceptible PENICILLIN G 27 Intermediate Susceptible 21 Immune Piperacillin 28 Susceptible Susceptible 24 Susceptible POLYMYXIN B 18 Susceptible Immune 9 Intermediate Rifampin 44 Susceptible Susceptible 35 Susceptible Sulfadiazine 0 Immune Susceptible 0 Immune Tetracycline 35 Susceptible Susceptible 30 Susceptible Vancomycin 22 Susceptible Susceptible 14 Immune The above chart includes the diameter ( zone of suppression ) that was measured for each ascertained round glade of each antibiotic for S. aureus and Enterobacter spp. From the zone of suppression, the sensitiveness of the bacterium was determined and compared to the expected sensitiveness. The S. aureus isolate is immune to sulfadiazine, intercede to penicillin G, and susceptible to all of the other antibiotics. The Enterobacter spp. isolate is immune to penicillin G, sulfadiazine, intermediate to polymyxin B, and susceptible to all of the other antibiotics. Discussion The interpretative criterions for the Kirby-Bauer technique was used to find whether the bacteriums are susceptible, intermediate, or resistant to the antibiotic ( Woolfolk et al. , 2004 ) . After 48 hours in incubation at 37 A ; deg ; C, each home base is examined. If the bacterium run was done decently, there should be a lawn of bacteriums growing. Improper streaking ( e.g. extremely diluted sample, light streaking ) will take to the presence of single settlements. If bacterial growing is inhibited by the MIC at the site of infection, the being is considered to be susceptible. The intermediate class means that bacterial growing is still observed within the expected perimeter of the expected handbill glade, but non every bit much as susceptible bacteriums. If bacterial growing is still observed in the presence of the antibiotic, the being is considered to be immune to the antibiotic. Not all of the isolates conform to the form of antibiotic opposition sensitiveness. The unexpected opposition of these bacteriums may be due to the fact that I was antecedently exposed to ampicillin and kanamycin in a research lab. The Enterobacter spp. isolate was out of the blue susceptible to azithromycin and rifampin. Azithromycin and Rifadin are non supposed to suppress the growing of Gram-negative bacteriums. In an agar dilution method carried out by Chayani et Al. ( 2009 ) , Enterobacter spp. isolates were found to hold a 0 % susceptibleness to azithromycin with an MIC A ; lt ; 8Â µg/mL and 100 % opposition to azithromycin with an MIC A ; gt ; 8Â µg/mL, and 33.33 % susceptibleness to azithromycin by the usage of the disc diffusion method. Azithromycin is a broad-spectrum antibiotic that inhibits protein synthesis by adhering to the 50S rRNA. The 50S fractional monetary unit is common in all procaryotes ; therefore it is possible that Zithromax can aim the 50S fractional mo netary unit in the Enterobacter spp. isolate. Rifampin is a broad-spectrum antibiotic and is chiefly active against Gram-positive bacteriums and can hold minimum consequence on Gram-negative bacteriums. The antibiotic specifically acts on DNA-dependent RNA polymerase, which blocks messenger RNA synthesis and interferes with nucleic acerb metamorphosis. In Kerry et Al. s survey ( 1975 ) , Rifadin was shown to hold an consequence against all strains of Enterobacter spp. Enterobacter spp. s opposition to penicillin G was expected, but its opposition towards sulfadiazine does non conform to the criterion of antibiotic opposition sensitiveness. Sulfadiazine is portion of the household of sulfonamide antibiotics. Bacterial opposition to one sulfa drug antibiotic can take to resistance to all antibiotics within the sulfonamide household ( Rosenkranz et al. , 1974 ) . Sulfadiazine has a broad spectrum that works on both Gram-negative and Gram-positive bacteriums, which could explicate why Enterobacter spp. and S. aureus isolates were both immune to sulfadiazine. Sulfadiazine interferes with the production of folic acid, which is required for bacterial growing. Sulfadiazine inhibits p-aminobenzoic acid ( PABA ) , which interferes with the folic acerb metamorphosis rhythm because PABA is usually converted to folic acid by the bacteriums ( Rosenkranz et al. , 1974 ) . A possible ground to how both Enterobacter spp. and S. aureus became immune to sulfadiazine is because both isolates were taken after exposure to the Kantrex antibiotic. In a survey done by Rosenkranz et Al. ( 1974 ) , they noticed that isolates of Enterobacter cloa cae that were immune to sulfadiazine are besides immune to carbenicillin and kanamycin. The opposition to carbenicillin and kanamycin suggested the possibility that there is a presence of an R plasmid which would transport the determiners for carbenicillin and Kantrex opposition. Strains with an R plasmid displayed an enhanced opposition to sulfadiazine. R plasmids carry the opposition cistron that encodes proteins to undergo assorted mechanisms to short-circuit the antibiotic, such as demobilizing antibiotics via chemical alteration, barricading the antibiotic from acquiring into the cell and taking the antibiotic if it does acquire into the cell, making a replacement mark for the antibiotic, or have alternate tracts that are non sensitive to the antibiotic ( Woolfolk et al. , 2004 ) . The S. aureus isolate was out of the blue susceptible to polymyxin B and resistant to sulfadiazine. Polymyxin B inhibits the growing of Gram-negative bacteriums by interfering with the phospholipids, hence increasing cell permeableness. This antibiotic does non hold much consequence on Gram-positive bacteriums because the cell wall is excessively thick for the antibiotic to acquire entree to the membrane. It is possible that the concentration of the polymyxin B was much greater than the S. aureus isolate denseness, leting the antibiotic to be more effectual and efficient to killing Gram-positive bacteriums. Polymyxin B was found to hold small consequence on different strains of S. aureus, but however there was still some consequence against Gram-positive bacteriums ( Scott et al. , 1999 ) . Lipoteichoic acid ( LPA ) is a big constituent of the cell wall of Gram-positive bacteriums. Polymyxin B contains a cationic construction that would interact with the LPA of Gram-positive bacteriu ms because the construction of LPA contains an overall negative charge. Some attacks, such as new trial methods, different micro-organisms, and fluctuation of civilization conditions, have been used to better the opportunities of happening new substances. Microbiologists are now analyzing conserved unfastened reading frames that are alone to procaryotes and non eucaryotes. Old marks, such as cell wall biogenesis, protein biogenesis, and DNA reproduction and fix, are being studied more exhaustively to develop new and more effectual antibiotics. There have besides been new marks, such as bacterial fatty acid, isoprenoid, isocitrate lyase, and lipid A in Gram-negative bacteriums, which are speculated to be susceptible to new antibiotics ( Walsh, 2003 ) . New antibiotics are being developed as we increase our cognition of bacterial mechanisms and physiology, but in order for antibiotics to stay effectual against bacterial infections antibiotics must be prescribed and taken in right dose and in relevant infections.

Prone vs. Supine

Prone vs. Supine Prone vs. Supine Prone vs. Supine By Mark Nichol It’s easy to confuse the meaning of prone and supine and it’s important to distinguish between them, because they’re antonyms. (I also discuss here some of the synonyms of each word.) Prone, from the Latin term pronus, means â€Å"inclined to,† and it is commonly used in this figurative sense as well as to mean â€Å"lying face down.† Pronate, used both as a verb and as an adjective, means â€Å"to bend forward† or â€Å"bent forward,† respectively. Prostrate, a synonym for prone, means not only â€Å"lying flat†; it has the additional connotation of â€Å"stretched out† and often refers to the adoption of that position to indicate submission, as a subject lying prostrate before a monarch. (Prostrate, not prostate; that’s the name of a gland in male mammals.) Prostrate is also the verb form, and prostration is the noun form. (Prostration is not to be confused with obeisance, which refers to the mere act of bowing.) Procumbent is another synonym; it also describes nonrooting plant stems that trail along the ground. Supine, from the Latin word supinus, means â€Å"thrown or turned backward,† and describes someone who is lying on one’s back; unlike prone, it has no figurative sense. Supinate is also an adjectival form, and supination is a noun meaning â€Å"the act or state of lying on one’s back.† Recumbent is a synonym that also suggests the act of leaning back or resting, as on a bed or couch; in addition, it describes such a pose in visual art. Decumbent, meanwhile, also means lying down and in botany denotes a plant that does that but has vertical parts. (Yes, incumbent, meaning â€Å"one who occupies an office or position,† is related to the other -cumbent terms here.) Prone and supine each have rarely used adverbial and noun forms: pronely (or simply prone) and supinely, and proneness and supineness. Pronation and supination are used in anatomical and medical contexts to refer to the position of limbs, especially, in sports medicine, to the placement of the foot while running; supination (or underpronation) can cause injury. Supine also has a meaning as a noun; it refers to an infinitive phrase starting with to or, in Latin, to a specific type of noun. Two terms similar to prone and supine are dorsal and ventral; dorsal refers to the back, and ventral refers to the abdomen. To help you remember which is which, think of how the first syllable of dorsal rhymes with porpoise, distinguished by its dorsal fin. Ventral, meanwhile, though its first syllable is not etymologically related to vent, can be remembered as the side from which you breathe. Mnemonic clues to help you remember which is which include thinking of the pro- in prone (which actually means â€Å"forward†) to remind you that when you are prone, your face is toward the floor or ground. Supine, meanwhile, can be related to spine, which when you are supine is in contact with the floor or ground. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Types and Forms of HumorTen Yiddish Expressions You Should Know15 Names and Descriptions of Effects

Unites States Current Account Deficit Essay Example | Topics and Well Written Essays - 3000 words

Unites States Current Account Deficit - Essay Example Other government funded interests such as education, military and infrastructure will suffer greatly as well. Why these statements are valid along with imparting a general overview of the national debt so as to illuminate the crisis is this paper’s purpose. If Congress does not control its overspending through measures such as passing a balanced budget amendment to the Constitution and adhering to it, the country’s economic future is in deep peril. The President submits a proposed budget to Congress in early February for the coming fiscal year that runs from October 1 to September 30 (Executive Office, 2002). The President’s budget request to Congress accomplishes two main objectives. First, it relays the President’s opinion of how much should be taken in via taxation and how much should be spent. Second, it prioritizes the President’s present and future federal funding desires. â€Å"The budget typically sketches out fiscal policy and budget priorities not only for the coming year but for the next five years or more† (Coven & Kogan, 2006). When Congress receives the President’s budget, it usually conducts hearings to discuss many of the requests before developing a budget resolution. This is the budgetary parameters that Congress will work within when making their determinations regarding taxes and spending. The budget resolution, drafted by both Senate and House Budget Committees includes b oth mandatory and discretionary spending goals (Executive Office, 2002). Following committee approval, the resolution is submitted for a vote and possible amendments by the entire membership of the Senate and House. Afterwards, a joint House-Senate committee is convened to resolve any disparities in the resolution of the two versions passed by each house of congress. The resulting joint report is sent back to

What went wrong in measuring and managing risk associated with Research Paper

What went wrong in measuring and managing risk associated with financial institutions - Research Paper Example est rate risks, credit risks, foreign exchange risks, and liquidity risks that affected the functions of investment bankers, securities – stocks, bonds, derivatives -- mutual funds and insurance rate. A research into the measuring and managing techniques has been made to understand what went wrong and where. Taking the example of HSBC Holdings plc – a global financial institution providing all financial services under its umbrella, it has been attempted to explain how things went wrong. Financial institutions cater to the needs of different types of customers by providing relevant financial services. Financial institutions worldwide have been affected by the adverse market environment created by the US sub prime fiasco. Trouble began when the financial companies started relying too much on the innovation in the blind faith that it will yield returns. In the current context of sub prime melt down, initially the balloon of leveraging the assets’ market went on getting bigger and bigger, creating unrealistic and illusionary hype in market, which in the end shrank the balloon to cause global crisis of liquidity in financial institutions. Selling of financial products and services is a risky business, fraught with internal and external risks associated. Measuring and managing financial risks is crucial to the success of a financial company. There are different types of financial institutions operating at national as well as global scale. Before delving deep into the list of errors committed by financial institutions, it is significant to define the scope of financial institutions like banks, insurance, mutual funds, securities firms, investment banks, and finance companies. A financial institution collects funds from private as well as public investors to use them in financial assets. Financial institutions play the role of mediators in share markets and debt security markets. Financial activities may include bonds, debentures, stocks, loans, risk

Globalization and Industrialized Countries Essay Example for Free

Globalization and Industrialized Countries Essay As globalization ‘can be seen as being a condition resulting from a long history of international exploration, invasion and colonization, fuelled by economic, military, religious and political interests, and enabled through enormous developments in transport and communications technologies’ (Evans 1997:12). The industrialized environment has transformed drastically since the advent of globalization. Industrialized countries have undertaken extreme restructuring by modifying their means of communication and synchronization of work activities. Globalization has made it promise for companies to work on a real-time basis, whereby products and services are conveyed to the right place at the right time. Since then, globalization and information technology has propagated and has undergone significant improvements. Costs have sustained to decline as these new technologies have emerged. A business not supported by a network of computer systems (primary information technology) is more or less destined to fail, since it will be incapable to compete efficiently in todays complex and dynamic environment (Aiki S. 1991). Companies are not the only ones who have gained from advances in modern information technology. Consumers and interest groups have created strategic alliances and now capable to coordinate their activities as well as exchange ideas and thoughts through a number of database and network systems (Collins J. C. , and J. I. Porras. 1991). For instance, owners of personal computers can subscribe to a computer network and without difficulty retrieve information on the products and corporations on line. Such information can also without problems be transmitted to other users. This huge use of technology by both consumers and companies affects, but the way business is run today. These consumer strategic alliances know no geographical limitations; oftentimes, they are global in nature, particularly among the industrialized nations. As companies can get in enormous profits from the better coordination, greater product elasticity, improved quality, leaner production, and more time-based competitiveness that information technology offers, they also facades the threat that can come from these consumers strategic alliances. For instance, corporations can no longer ignore consumer demands for constant product quality, reliability and respect for the environment, or timely delivery of services. As we move toward more and more advanced technologies, the labor force must be retrained. This training must not only expose workers to the technical matters adjoining the new process but also to the new focus of the organization. They have to be made responsive of the importance of advanced technology in improving work methods and in remaining competitive. Employee compulsion to the new process is imperative. Globalization by itself adds little or no value to an organization. There should be organizational as well as employee dedication to exploit the technology to the maximum (Scott, A. 1996). For instance, with ever-increasing use of computer-integrated manufacturing systems, and the stream of technical documentation that accompanies it, employees have to be skilled of recognizing the critical information at the right time. Once that information is recognized and properly interpreted, there must be an organizational dedication to use the information to make better decisions. Without this potential, the organization cannot take advantage from new technologies. Human resources’ management, therefore, will persist to be a critical factor in the survival of any organization (Schlossberg H. 1992). We sum up the influence of globalization on human resources as follows: †¢ Information technology transforms the mode of communication and work processes. †¢ Custom or standardized operations are replaced with skilled and multi-skilled workers. An extremely trained labor force is desired to manage information technology. †¢ Worker motivation and satisfaction might improve since workers are no longer restricted to routine operations, enjoy management powers, and can contribute to developments in their work processes. (Waters, M. 1995) Globalization also has an impact on the organization itself, as follows: †¢ Organizational reformation is required. This reformation makes the organization flat. Decision-making powers are decentralized. †¢ Communications are better and the organization is capable to make timely responses to its environment. †¢ Introduction of new products and services is improved and varieties of products can be efficiently introduced and marketed by the organization. †¢ The organization is competent to improve its efficiency, quality, and competitiveness. (Scott, A. 1997) Todays advanced technology can, conversely, easily become a basic technology. A rapid increase of new technologies also brings rapid obsolescence of earlier technologies. Policies concerning technology must not be static; they must keep evolving. Stalk (1988) points out that competitive advantage is a persistently moving target . . . The best competitors, the most thriving ones, know how to keep moving and always stay on the cutting edge. Competitiveness A company should be able to evaluate potential new technologies quickly. The goal must be to remain competitive, and effective management of technology is a vital step in achieving this. With an increased focus on customer satisfaction, technology is a decisive means for achieving customer satisfaction. Browning (1990) notes that a learning organization uses technology incessantly to refresh its knowledge of its customers’ wants and to work out new ways of satisfying them. This commitment to be a learning organization needs vast resources, however. For example, Browning also points out that building a learning organization necessitates new skills, clever people and capable machines. Noticeably, technology and human resources should be used together for the organization to stay competitive (Cunningham, S. and Jacka, E. 1996). Barabba and Zaltman (1991) note that hearing the accent of the market and making constructive use of it with respect to the voice of the firm is a learning progression. Essentially, the voice of the market has to be interpreted into facts and tasks that will lead to suitable products or services to satisfy customer needs. This is related to the application of quality function deployment, whereby the organization expands its strategic plans to assure customer needs. Thus, a learning organization should also be a caring organization. As a caring organization, its major objective is to please its stock or stakeholders, its customers, and employees, and also to be collectively responsible. The traditional organization, with the focus on satisfying stockholders alone, is varying to this new form, with a sophisticated stakeholder group (Petrella, R. 1999). Thus, globalization and human resources’ management are recognized as key variables that facilitate an organization to improve its productivity, quality, and competitiveness. A critical constituent is the information technology, which offers both opportunities and challenges. The organization should show understanding to its environment via its policies, and be learning and caring organization, as time and reliability influence competitiveness. Finally, organizations should innovate and constantly move to achieve new targets, particularly in view of todays rapidly developing new technologies (Shields, R. 1997).

Two Electronic Products :: Technology Essays

Two Electronic Products It is hard to imagine how an improvement in technology affects the electronic products that you use in daily life. The engineers around the world are working hard to keep up with the pace of technology because consumers have higher demand. As the world becomes digitally technological, every electronic product will function digitally because it is more convenient, time conservative, and money saving. In order to see the differences between old fashioned technology and modern technology, I will be comparing the two types of cameras that I own – a digital camera and a film camera. It is obvious that a digital camera has many more advantages than a film camera. First of all, a digital camera is evaluated. The model that I have is the PowerShot S230 with 3.2 megapixels. You might wonder what the function of megapixels are if you are not familiar with a digital camera. Therefore, it is better to explain the benefits of the digital camera from a block diagram. From the above block diagram, a digital camera will work if you plug in all the necessary items such as a fully charged battery and a CompactFlash card. You will need several cables to view the pictures in different kinds of machines. The above diagram shows that an AV cable is needed to view a picture on a television or a video. Direct interface cables and a USB cable are needed to print the pictures and view the pictures in the computer respectively. The digital camera serves as a filmless camera. However, the CompactFlash card that comes with the camera contains 16 megabytes only, which in turn stores up to only 20 pictures. In order to store hundreds of pictures, the consumers usually purchase another memory card with 256 megabytes or 512 megabytes, which can store up to 500 pictures. If you do not like some pictures, you can always erase them in order to get back some memory. The pictures in the camera can be viewed either in the computer or as a hardcopy. To process the pictures in the hardcopy, we just have to bring the CompactFlash card to the image machine to develop the pictures. However, if you want to store the pictures in the computer, you will have to use a USB Interface Cable to connect the camera to the Central Processing Unit (CPU) of the computer.

On “Education” in “Modern” India Essay

As I was sat down, trying to ‘learn’ chemistry one Friday evening, I began thinking on our education system due to which I had to study in such a poor way; it’s a pity, that I have started hating the subject, or all subjects for that matter, the more the examinations approached. To that end, I wrote a poem later – my debut poem, with which I’d like to introduce the topic; her it goes: â€Å"Education† for Progress You take a pot and fill it with water, the ocean still remains, You make the pot bigger, to douse the house’s flames And you make it even bigger, till you wash all of hell. But as men march on in time’s way, so do the forces grow, That bar the door of wisdom, till it maketh a man (a) crow; And once, but out the feathers come, than you just lo: For cells have formed where ere was Eden, And into the Saharan sands hath Plato been driven; Till now, had man’s asininity been aeon ridden? You look across many a book or any common mind, And surprised you may well be, to find: The fountain remains flowing as ever, waiting for Its very first drinker. But heads of men are now sore, And they allow not the thirsty to have a pour, But Indian crabs as they are, they pull him back onto shore. They set for education a Hammurabi’s code, And state it on an Economist’s ode: not the fountain Whose drink all doth desire, but a mere factory by the road That gives not many the bliss which they hope, but pain; Agony from not just failing to educate the self, But excruciation seeing others that too need help. The birth of a boy sees many a new colour: Businessman, engineer, NRI or a doctor. The scholar of yore is seen no more As machines of the line’s grown stronger than before. The student of the day is not the knowledge seeker, But a piece of iron thrown in the hands of a ‘caster’; That moulds and melts him not into the Being, But a mercantile golem that lives to seek a living. To commend its superiors enjoying the beauteous Nature, Whilst it toils in turmoil on these pans of fire: Institutes that teach not to analyze and wonder, But to gobble, espouse, vomit and then†¦just wander. So, do we just give tests and go on becoming another mechanical product of this degree-machine, or relieve ourselves of this blunder? We find that today, education has reached such a stage, that the difference between the educated and the uneducated, is but a degree (or no degree), however the other may know; which reminds me of what a teacher of mine once said: â€Å"†¦You may wonder at the fact, that I have said Euclid and Aristotle together. You see, in the ancient world, the gift we had got, was the scholar, not the B.Tech, M.A., or B.Sc. (Hons). Thus, you get the same Pythagoras, who devised the theorem, AC2 = BC2 + AB2, giving the theory of transmigration of souls – two very different subjects, philosophy and mathematics, but the very same person.† Indeed, today we do lack such people, for the very fact that, India today is not the divine land where knowledge is respected – the land where the greatest university of the time exists, but a machine designed ages ago, to churn out Indian Civil Service workers, extended beyond into independent India by mistake (rather ignorance and lack of understanding), and united with the pre-ancient Indian processes of rote-learning, to make another machine, completely satisfactory in its ability and purpose of creating doctors and engineers, who work completely like a machine, with no interest in finding new methods or discovering new techniques or findings, but just working as per the age old methods engineered earlier, or today, but certainly by foreigners. The primary cause I believe, which has led to this is the method of education provided by society on him, from day one onwards – the very same day the student sees school that is. But first, let us have a look at the ‘ideal’ student, as society – the Indian society – views him. Is it not a boy, well in attire, i.e. in a neat and clean uniform, sitting in front of the table, with a book in front of him, learning what is written in the book, by-heart, writing down all that he has learnt, and at the end of the year, coming out with flying colours in his report-card? To those who find no problem with this, my question is â€Å"Why the farce?† Why the farce of such a false scene that has been idolized, to kill even the Einstein’s that our country has created? Is it that we have been so much into this claptrap of the rote-learner being the ideal, that we form this leucoma, to fail seeing through this farcical non-sense? Now, let us have a look at the true side of this story – the story that many of us have to go through, especially the ‘hopeless’ and the ‘fools’. As the young mind enters the nursery, he is forced to accept what he is told – a good method to teach language the fast way, but, the real problem occurs, when this process is extended into subjects which require full understanding, like mathematics. The student learns that two plus two is four, rarely because two objects and two objects come in to make a number o objects we call four, but rather because it makes four, be all and end all. And practicing thus, he goes on to learn tables, least understanding, what fives times three actually means. Thus, this process of forced learning create a feeling of boredom and the people who become successful, hence, are those who can accept these facts easily, little realizing the beauty that lies behind of the subject that lies beyond it, or the logic of why they are doing such, and at times, even, what they are actually doing, as an interview I carried out on standard three and four students, indicated – they knew very well, that eight into nine is seventy-two, without even the basic knowledge of why it is not seventy-one or seventy-three for that matter; it was seventy-two because they had learnt it to be seventy two PERIOD! It reminds me of Einstein’s â€Å"Concepts that have proven useful in ordering things easily achieve such authority over us, that we forget their earthly origins and accept them as unalterable givens.†(Translated from German) Worse still happens, when we try to extend this method into higher education, especially in the science and arts streams. Speaking of science, wherein I fit, the last blow on the camel’s back comes, when we are forced to accept theory and practical as two different ‘papers’, rarely finding the link lying between them. The only aim the students form now, is to get marks by properly doing what lay in front of us, finding the ‘correct’ answer, and finally, getting the marks. After that, there is nothing more to discover, and in some experiments, they don’t even figure out what physical quantity they are measuring. Some of us again, like a very good engineer, try understanding the things, from what is written in theory, which we have learnt by reading the book – thus, we tend to believe the book at each stage, even at the cost of manipulating the results of our experiments; little do we thus learn, that the value of ‘g’ which we got as 7.9 – 8.1 is actually the correct one, and not 9.81. Thus, we even fail to realize our foolishness. Computer Science is in fact, the only exception to this rule, as in it, we know why we are doing something, clearly, at least to the level of gates, which is generally considered the base of computing – at least as far as the programmer is concerned; which is perfectly acceptable. But as far as the other subjects are concerned, it is a different story altogether. Thus, this rote-learning that most of us have to go through in many subjects, in many schools, and in many standards is the sole cause of this problem. What intensifies this, are the many competitive examinations that we, the high school students, try to prepare ourselves for. In the process, we blindly accept some facts and play as much as we can with them, to tackle the problems that would be given in the exams. Thus, we slowly and painfully, kill the scientist, which lies within someone. But what truly wait, is not more criticism, but a solution to all this; of course, it is only my thought, which I believe can work, but it is a thought that comes from first0hand experiences and realizations. So, let us begin to address this from day one. The child enters the school, knowing nothing; what he especially does not know, is the beauty of knowledge and to him, school is a dreadful place (courtesy the stories that society teaches him). Hence, this can easily break him; thus, we must first break this breaker, by allowing him to play and interact with the other students and the teachers, as time progresses, to get a firm grip on him. As the bond slowly develops, we can introduce him or her to alphabets first those of his mother-tongue, and then that of English – however, both these languages must be taught simultaneously, or at least in the same class – nursery. Thus, we must teach the child, with a caring attitude, having no concern for teaching him this much or that much, as specified by the syllabus, we can form a proper child, who is ready to learn. And as he progresses to higher subjects like mathematics, science and higher English/Bengali/Hindi, it can be taught slowly and in a manner wherein the child learns by experimentation. For example, tables can be taught, not through the usual boring and strict way of mugging up the tables up to 9, but by making him himself realize, that when two is added five times, it gives ten and making him do the exercise a number of times fully understanding how these follow, as tables. This done, the student formed would be one, who is ready to experiment, loving the subject, fully understanding what he does. At the end of the day, a student who does this, would really want to learn it faster and would do so. Going on to English, comprehension and grammar exercises and short stories can be taught, in a way that makes him realize what the content of the story is, and make him develop a reading habit; reading classes can be organized, so as to develop his reading skills, and full scale discussion of the topics, with debates, speeches, etc. can be taken in order to develop his skills in public speaking, understanding the language, etc. As for science, â€Å"everything around us is science and can be understood if tried to† can be the key to the success in this path. The children can be taught to thus observe the phenomenon around, to learn form what he sees around him and only at this stage, remember (not blindly accept) that something he sees, like wet clothes drying up when it is kept in the sun, etc.; to this note, I remember a personal experience that I cherished: in class two, when we were being taught birds, we were asked to collect feathers of birds that had fallen, in order to study them, match them to find whom they belonged to, and even discuss on them. The experience of that class, as I still remember, was the most entertaining, enthralling and enriching one ever in my life. But sad it is, that few teachers are so innovative enough to draw our full attention, and let our interest in the subject rise to such an extent, where we learn so nicely that we remember those classes for our entire life. Coming back, this process can go on thus, and as for value education, classes should be based on yearly assessment of thoughts, not as in maintaining a diary, but as a class-work. Shifting up to the high school level, children from class six onwards can be allowed to go to the practical labs, to freely experiment with the instruments upon the teachers’ instructions, observing, making systematic recordings, and last but not the least, themselves inferring from the data they find, so as to find patterns in Nature. This can be nicely done in physics, if not chemistry – at least with organic chemicals the students can experiment, as for harsh ones, the teacher can perform the experiment, making the students infer from them. Thus, an ‘experimentative’ approach and curious nature would be instilled into the child’s young mind, as he passes through this elementary level of science, giving rise to the birth of the scientist within him. He should also be given full freedom to talk on the subject in the class, alone with the teacher, in word or in writing, so as to fully clear his/her doubts, and understand the subject deeper than ever. In a line, the student should not learn the laws, but derive them out of his activities. Moving on to class nine, the first six months can be classes of revision of whatever he or she had learnt in the junior classes. Later, new topics can be introduced, and in a very similar manner, he must be taught these. Hence, the final student that would be formed would not be the marks-seeker, but a true knowledge-seeker – thus at least the scientist. As for arts, students can be introduced to philosophy at an elementary level itself, not in the form of boring lectures, but by making them philosophize on everyday happenings, historical events, problems and solutions, etc.; thus he’d not need to learn philosophy, but develop a taste for finding philosophy in everyday life. Hence, when he/she will read texts of great authors, he’d immediately find the essence of it all. The same goes for commercial applications and economics, where he can be made to realize the truth behind all the business policies – through stories, and even experiments in the form of mock business sessions (even on very small imaginary ones, like buying a product of Rs. 2), to make the students understand the principles behind the complex business policies. He should also be given the proper mathematical background required behind this, as in pure statistics and some of pure and applied mathematics, and if a student is found interested more in some subject, which is not in his syllabus, he can well be taught the lesson after school. This method I believe,, will surely create not only a true student, but also a complete human being. As for the so-called ‘boring’ subjects of history and geography, it is the method of teaching alone, that makes all the difference. History can be taught by first drawing the interest of the student. Ancient history is a good place to start this practice, by making history an extension of literature and logic combined. He can be †¦ taught to learn not the whats alone, but taught more importantly the ‘why’s and hence, the deeper ‘how’s!

Financial Statements Essay

2. Review the Financial Statements: Income Statement from the Accounting and Bookkeeping lesson under the Business Finance section of this course. Use the information from the example income statement for Jamie’s Bead Jewelry to answer the questions below. a. What are the two sources of revenue for the company? (0.5 points) b. What is the company’s total revenue? (0.5 points) c. What is the company’s net profit? (0.5 points) d. Is the company experiencing a profit, or a loss? (0.5 points) 3. Review the Financial Statements: Balance Sheet from the Accounting and Bookkeeping lesson under the Business Finance section of this course. Use the information from the example balance sheet for Jamie’s Bead Jewelry to answer the questions below. a. What is the value of the company’s assets? (0.5 points) b. What is the total of the company’s liabilities? (0.5 points) c. What is the total owner equity? (0.5 points) 4. Calculate the following financial ratios. TIP: If you don’t remember how to calculate financial ratios, review the Calculating Financial Ratio pages from the Accounting and Bookkeeping lesson under the Business Finance section of this course. a. A company makes a net profit before tax of $12,000 and has $20,000 in total equity. Calculate the company’s return on equity as a percentage. (0.5 points) b. A company makes a net profit before tax of $5,000 and has total assets with a value of $10,000. Calculate the company’s return on assets as a percentage. (0.5 points) c. A company has $1,400 in liabilities and $1,500 in assets. Calculate the company’s debt ratio as a percentage. (0.5 points) d. A company has $1,400 in liabilities and $1,500 in equity. Calculate the company’s debt to equity ratio as a percentage. (0.5 points) e. A company’s current assets are $30,000 and current liabilities are $19,000. Calculate the company’s current ratio as a percentage. Does the company have enough assets to pay its liabilities? (1.0 points)

Biological Change In The Elder essays

Biological Change In The Elder essays The body goes through a complicated series of physiological changes as it ages. In his book The American Geriatric Societys Complete Guide to Aging Mark E. Williams, M.D., defines aging as a progressive, predictable process that involves the evolution and maturation of living organisms. Aging affects all parts of the body from the obvious such as skin, hair and overall appearance to organ function. The most visible sign of the aging process takes place within the skin. The skin consists of three layers: epidermis, dermis and hypodermis. The outer level is called the epidermis. As this skin level ages the rates of cell loss increase and cell production decrease resulting in a thinning of the skin. This thinning makes the skin more susceptible to creasing and wrinkling. Another visible aspect is the appearance of age spots. These age spots result from the grouping of pigment producing cells. Also the blood vessels near the surface weaken, as they age and this will allow the skin to bruise easily. The middle level is called the dermis. It is at this level where collagen is produced. Collagen helps to strengthen the skin. As an individual ages less collagen is produced resulting in the skin becoming stiffer and less elastic. When the skin becomes less elastic it will then begin to sag. The inner most level of skin is the hypodermis. It is at this level where the fat cells are located. As the body ages fat begins to decrease at a dissimilar rate. This results in a bumpy appearance. It is also at this level that the sebaceous glands are found. These particular glands provide oil lubrication for the skin. As these glands age they produce less oil that results in the skin becoming dry, brittle and more vulnerable to abrasive forces. Another highly visible sign of the aging process takes place in the hair. Hair is lost daily but as the individual ages the rate of rep...

Gustav Kirchhoff and Kirchhoffs Laws for Electrical Circuits

Gustav Kirchhoff and Kirchhoff's Laws for Electrical Circuits Gustav Robert Kirchhoff (March 12, 1824–October 17, 1887) was a German physicist. He is best known for developing Kirchhoff’s laws, which quantify the current and voltage in electrical circuits. In addition to Kirchhoff’s laws, Kirchhoff made a number of other fundamental contributions to physics, including work on spectroscopy and blackbody radiation. Fast Facts: Gustav Kirchhoff Full Name: Gustav Robert KirchhoffOccupation: PhysicistKnown For: Developed Kirchhoffs laws for electrical circuitsBorn: March 12, 1824 in Kà ¶nigsberg, PrussiaDied: October 17, 1887 in Berlin, GermanyParents’ Names: Carl Friedrich Kirchhoff, Juliane Johanna Henriette von WittkeSpouses Names: Clara Richelot (m. 1834-1869), Benovefa Karolina Sopie Luise Brà ¶mmel (m. 1872) Early Years and Education Born in Kà ¶nigsberg, Prussia (now Kaliningrad, Russia), Gustav Kirchhoff was the youngest of three sons. His parents were Carl Friedrich Kirchhoff, a law counselor devoted to the Prussian state, and Juliane Johanna Henriette von Wittke. Kirchhoff’s parents encouraged their children to serve the Prussian state as best as they were able. Kirchoff was an academically strong student, so he planned to become a university professor, which was considered a civil servant role in Prussia at that time. Kirchhoff attended Kneiphofische High School with his brothers and received his diploma in 1842. After graduating high school, Kirchhoff began studying in the Mathematics-Physics department at the Albertus University of Kà ¶nigsberg. There, Kirchhoff attended a mathematics-physics seminar from 1843 to 1846 developed by the mathematicians Franz Neumann and Carl Jacobi. Neumann in particular had a profound impact on Kirchhoff, and encouraged him to pursue mathematical physics – a field which focuses on developing mathematical methods for problems in physics. While studying with Neumann, Kirchhoff published his first paper in 1845 at age 21. This paper contained the two Kirchhoff’s laws, which allow for the calculation of the current and voltage in electrical circuits. Kirchhoff's Laws Kirchhoff’s laws for current and voltage are at the foundation of analyzing electrical circuits, allowing for the quantification of current and voltage within the circuit. Kirchhoff derived these laws by generalizing the results of Ohm’s law, which states that the current between two points is directly proportional to the voltage between those points and inversely proportional to the resistance. Kirchhoff’s first law says that at a given junction in a circuit, the current going into the junction must equal the sum of the currents leaving the junction. Kirchhoff’s second law says that if there is a closed loop in a circuit, the sum of the voltage differences within the loop equals zero. Through his collaboration with Bunsen, Kirchhoff developed three Kirchhoff’s laws for spectroscopy: Incandescent solids, liquids, or dense gases – which light up after they are heated – emit a continuous spectrum of light: they emit light at all wavelengths.A hot, low-density gas produces an emission-line spectrum: the gas emits light at specific, discrete wavelengths, which can be seen as bright lines in an otherwise dark spectrum.A continuous spectrum traversing through a cooler, low-density gas produces an absorption-line spectrum: the gas absorbs light at specific, discrete wavelengths, which can be seen as dark lines in an otherwise continuous spectrum. Because atoms and molecules produce their own unique spectra, these laws allow for the identification of atoms and molecules found in the object being studied. Kirchhoff also performed important work in thermal radiation, and proposed Kirchhoff’s law of thermal radiation in 1859. This law states that the emissivity (ability to emit energy as radiation) and absorbance (ability to absorb radiation) of an object or surface are equal at any wavelength and temperature, if the object or surface is at static thermal equilibrium. While studying thermal radiation, Kirchhoff also coined the term â€Å"black body† to describe a hypothetical object which absorbed all incoming light and thus emitted all of that light when it was maintained at a constant temperature to establish thermal equilibrium. In 1900, the physicist Max Planck would hypothesize that these black bodies absorbed and emitted energy in certain values called â€Å"quanta.† This discovery would serve as one of the key insights for quantum mechanics. Academic Career In 1847, Kirchhoff graduated from Kà ¶nigsberg University, and became an unpaid lecturer at Berlin University in Germany in 1848. In 1850, he became an associate professor at Breslau University and in 1854 a professor of physics at Heidelberg University. At Breslau, Kirchhoff met the German chemist Robert Bunsen, after whom the Bunsen burner was named, and it was Bunsen who arranged for Kirchhoff to come to Heidelberg University. In the 1860s, Kirchhoff and Bunsen showed that each element could be identified with a unique spectral pattern, establishing that spectroscopy could be used to experimentally analyze the elements. The pair would discover the elements cesium and rubidium while investigating the elements in the sun using spectroscopy. In addition to his work in spectroscopy, Kirchhoff would also study blackbody radiation, coining the term in 1862. His work is considered fundamental to the development of quantum mechanics. In 1875, Kirchhoff became the chair of mathematical physics at Berlin. He later retired in 1886. Later Life and Legacy Kirchhoff died on October 17, 1887 in Berlin, Germany at the age of 63. He is remembered for his contributions to the field of physics as well as his influential teaching career. His Kirchhoffs laws for electrical circuits are now taught as part of introductory physics courses on electromagnetism. Sources Hockey, Thomas A., editor. The Biographical Encyclopedia of Astronomers. Springer, 2014.Inan, Aziz S. â€Å"What did Gustav Robert Kirchhoff Stumble Upon 150 Years Ago?† Proceedings of 2010 IEEE International Symposium on Circuits and Systems, pp. 73–76.â€Å"Kirchhoff’s Laws.† Cornell University, http://astrosun2.astro.cornell.edu/academics/courses/astro201/kirchhoff.htm.Kurrer, Karl-Eugen. The History of the Theory of Structures: from Arch Analysis to Computational Mechanics. Ernst Sohn, 2008.â€Å"Gustav Robert Kirchhoff.† Molecular Expressions: Science, Optics, and You, 2015, https://micro.magnet.fsu.edu/optics/timeline/people/kirchhoff.html.O’Connor, J. J., and Robertson, E. F. â€Å"Gustav Robert Kirchhoff.† University of St. Andrews, Scotland, 2002.Palma, Christopher. â€Å"Kirchoff’s Laws and Spectroscopy.† The Pennsylvania State University, https://www.e-education.psu.edu/astro801/content/l3_p6.html.

Odeipus the King Essay Example | Topics and Well Written Essays - 1750 words

Odeipus the King - Essay Example Antigone (1500 A.D) Psychology of Characters in Antigone Antigone is one of the Sophocles woven in tyranny and culture. The play contains many characters helping in laying the plot of the story. One of the characters is Antigone, the protagonist of the play. Antigone is determined. This is because she decides laying her brother to rest. She refutes King Creon’s decision that Polinices does not entail to be buried (Anouilh & Sam, 2002). She goes ahead to bury Polinices despite the consequences that may befall her. Her sister Isemne tries convincing Antigone, her sister to refute this decision .This is because she worries that her life may be at threat if she buried Polinices. This is in regard to the King’s order that Polinices deserved no burial. Her determination is a trait that compels readers interested in the play. She is also daring because she undertakes burying Polinices, knowing that her life is at threat. This trait helps build the plot because the king pursues her deeds. She is also sallow. Antigone is shown not to be as stunning as her sister Isemne. The other trait is that she is obstinate. This is true concerning the way she disobeys that kings ruling that no one ought to bury Polinices. Disregarding that her life may be at danger, she still resolves burying Polinices. ... For example concluding that Polinices required no burial, this shows his might and authority of ruling. The other trait is that he is unreasonable. His action of deciding that Polinices burial would not happen is a clear proof. The king is inhuman because he tries scheming for the execution of Antigone after she goes against his rulings. Plotting to kill someone is something that is exceedingly wrong. In addition, Creon is cruel concerning his acts of scheming and ordering for Antigones execution. This is because killing is something that is brutal to a person. Moreover, Creon is timid pertaining to his response to Teresia’s prophecy that he would be struck by fury of the spirits. This makes him stop pursuing to kill Antigone. Isemne Isemne, the sister of Antigone, displays various traits. One of the traits is that she is beautiful as conflicting to her sister. The other trait is that she is calm. This trait has its explanations from remaining unruffled despite demise of Polin ices. When her sister is exceedingly vibrant about burying Polinices, Isemne has no issues to do with his. The other trait is that she is collected. This aspect is well depicted in her ability to stay withdrawn to things surrounding the burial of Polinices. Isemne is also reasonable concerning her act of defying rebellion. This is because she persuades her sister not to defy rulings of King Creon (Anouilh & Sams, 2002). In addition, Isemne is also lovable. This is because of the fact that she plays the role of advising her sister, and the fact that she is not disobedient. Another trait is that she is good-natured. This is following the fact that she undertakes telling her sister to obey the king’s rulings. This is however something that