High School and Younger Girls Essay

I chose to write this paper on bullying and its effect on school. In my middle school years, after I had moved here from Alaska, I was bullied a lot because I was new to the school and it was such a small town. It had effects on me that still affect me today. For example, if someone says my name or taps me on the back I don’t turn around because when I was younger girls would do that to me and then laugh at me. I feel bullying is a serious subject and that’s why I chose to look further in to it. The article I chose to do was Bullying in School: The Traumatic Effects of Bullying on Children by Dr. Terry Ehiorobo. The beginning of his article starts off by explaining how bullying has gotten out of hand and what is being done about it. For example, a child getting bullied ended up suing his school because on one was doing anything to stop the bullying, and he even won. In his article he explains different types of bullying situations using certain examples. Dr. Ehiorobo says in his article, â€Å"The world of bullying has a life of its own. It takes no prisoners and its effects can be long lasting and endemic in some cases.† Bullying is a very serious issue in today’s society and I’m glad something is being done to put a spotlight on it. If a stop is put to bullying kids will do better in school, therefor having a better effect on the rest of their lives. Works Cited Ehiorobo, Terry Dr. â€Å"Bullying in School: The Traumatic Effects of Bullying on Children.† CPI. n.p. 25 September 2013. Web March 2012. http://www.crisisprevention.com/Resources/Article-Library/Nonviolent-Crisis-Intervention-Training-Articles/Traumatic-Effects-of-Bullying-Children

Joseph’s Story

B. Cellular processes and membrane functions that will be affected if Joseph’s heart stopped would be as follows. Oxygen, glucose, and essential ions that are required for the heart to pump will slow down. Each of his cells will have to work harder and faster which uses up his energy supply. Carbon dioxide levels inside the cells will rise, which causes his PH to drop. The mitochondria will run out of oxygen and glucose to make essential ATP, which eventually causes the cells to die. Active transport pumps will shut down the plasma membranes of his heart which in return causes sodium to leak into the cells and potassium to leak out. If heart stops the brain can no longer function and if the heart doesn’t get oxygen soon, loss of O2 will eventually lead to death. C. Lack of ATP affected the plasma membrane pumps and meant that calcium stopped moving from the cytosol into the endoplasmic reticulum of his cardiac muscle cells. The plasma membrane protects cellular contents and mediates the entry and exit of substances. The cytosol is where metabolic reactions occur. The ER has two parts, the rough ER is covered by ribosomes and is attached to the nuclear envelope and smooth ER lacks ribosomes. Lysosome enzymes normally bound safely inside vesicles began to digest the plasma membranes and the membranes of the organelles. The lysosomes are vesicles formed from Golgi complex and contain digestive enzymes. D. The coronary muscles and the heart muscles are needed in order for Joseph’s body to be repaired. The coronary muscles have to be unblocked in order to reestablish blood flow to the heart and because of have suffering a massive heart attack parts of the muscle can become permanently damage, the remaining parts that are not damaged will need to be provided oxygen. E. without ATP, oxygen, and nutrients, multiple cellular processes affecting homeostasis can shut down. The proteins in the cell membrane that were involved in the homeostatic imbalances of his heart cells were the plasma membrane itself, the cytosol where the calcium was removed, The ER, the cytoskeleton which was attacked by the proteases that spilled in the interior of the cell, and the lysosomes which were normally safely bound inside vesicles began digesting plasma membranes and the membranes of the rganelles. F. The damage to the cellular processes could have caused irreversible cell death in the brain within a matter of minutes if oxygen is not available. Water balance, ionic equilibrium, and PH balance are all key factors in the homeostasis of individual cells.

Comparism of an everyday text with a literary text Essay

Choose one every day and one literary text. Using at least two analytical techniques from E301, analyze and compare your two texts in terms of their creativity and literariness, drawing on material from both parts of the module. In this paper I will analyze and compare a literary text and an everyday text, in terms of their creativity and literariness. I chose Philip Larkin’s (1964) poem, ‘Self’s the man’ (see Appendix, Text 1), as the literary text for analysis because it is not only smooth and pleasing to the eye and mind that it seems effortless to read and contain within one’s self but also because it arouses so many emotions which makes it ideal for analysis. In ‘Self’s the man’ Larkin (1964), is being cynical towards relationships and through the satirization of marriage; he contrasts himself with a mythical other, Arnold, with a view of talking about who is more selfish, claiming that married people are as selfish as single ones, that is, for their own comfort as well as fear that they will be left alone for the rest of their lives, people jump into marriage. The everyday text that I have chosen to analyze and compare with the poem, is an advertisement by DEBEERS (see Appendix, Text 2), targeting men, persuading them to buy a diamond ring for their lady, since diamonds, just like marriage, are an investment. Diamonds are a symbol of eternal love and devotion and men are aware of this symbolism, hence, DE BEERS exploits that in the advertisement by ingraining in the minds of men that if they want to stop ‘a woman getting away’ (Larkin, 1964), they should make their ‘two months’ salary last forever’ (DE BEERS, 2004). Although at first glance the two texts seem completely different, they are seemingly connected by the same theme of ‘relationships’, however, from two different contrasting contexts, with Text 1, being a poem by Philip Larkin (1964), and Text 2, being an advertisement by DE BEERS (2004). In order to evaluate the creativity and literariness of a text, a thorough analysis of the language the writer has used is of supreme importance. However, before analyzing the texts, it is necessary to have a broad interpretation of creativity and literariness. According to Sternberg (1999:3), ‘Creativity is the ability to produce work that i s both novel (i.e. Original, unexpected) and appropriate (i.e. Adaptive concerning task constraints). Furthermore, Swann (2006: 7) asserts that ‘creativity is not restricted to literary texts but is a common aspect of our interactions with others’, which links closely to Papen’s and Tusting’s (2006:315) claim  that ‘all meaning making processes have a creative element’. Hence, it can be said that creativity can be found in all literacy practices, in the way that texts are constructed, read and interpreted. Creativity has textual, socio-cultural and cognitive aspects (Carter, 2004) and in this paper both chosen texts will be analyzed in terms of all three. Literariness, on the other hand, is defined by the Russian Formalists as a sum of special linguistic and formal ‘properties that could be located in literary texts’ (Maybin & Pearce, 2006:6). The Formalists elucidate the observable ‘devices’ by which literary texts, especially poems, foreground their own language, in rhyme, and other patterns of sound and repetition . Hence, literariness is to be perceived in terms of defamiliarization, as a series of deviations from ‘ordinary’ language, ‘in which our routine ways of seeing and thinking are disrupted; our perceptions freshened; and our awareness of the world heightened’ (Shklovsky, in Hawks, 1997:62). Cook (1994) asserts that literariness is based on the notion of schema disruption where the reader’s views and perspectives are challenged in some way. He proposes that literariness results when a text and linguistic deviation cause schema disruption, refreshment or even change, however, whether a text generates schema refreshment ultimately depends on the reader’s desire for it to happen. Therefore, who the reader is, how he approaches and perceives the text with distinct background knowledge and expectations, ultimately determines the literary value of a text. In my analysis, I will first apply Jakobson’s (1960) methodology, stylistics approach and Carter’s (1997) criteria of literariness to the two texts and then contrast them with illustrations in terms of interpretative schemata. My intention in doing so is to highlight some of the strengths and weaknesses of these approaches and also modes in which they interact to better comprehend the nature of cre ativity and literariness. On the graphological level, in Text 1, the noticeable attributes are the traditional lineation, stanza divisions of poetry, and the presence of standard punctuation. The poem has 8 stanzas in all and each stanza consists of 4 lines. This creates a set rhythmic pattern, particularly in conjunction with the rhyme scheme. Text 2, on the other hand, on a graphic level, uses full capitalization in order to emphasize every letter in the ad and make it  look trim and tidy. The headline uses larger, capital and bold letters to draw readers’ attention and make them curious about what the advertisement mainly has to say, leading them to continue on reading unconsciously by arousing their curiosity and desire to know more about the product and subsequently persuading them to buy it. Moreover, Text 2, illustrates graphological deviation, by using solid background colors, and a brilliant diamond ring to focus all the reader’s attention to. On the phonic level, Text 1 has little ir regularity. The rhyme scheme of the poem is AABB, CCDD, where lines 1 & 2 and 3 & 4, rhyme in every verse with an exception of half-rhyme in the 3rd (supper/paper) and 4th (houses/trousers; mother/summer) stanzas. The use of rhyme creates an ‘end stop’, whereby the reader pauses slightly, emphasizing the words that rhyme. In Jakobson’s methodology (1960), when phonemes rhyme in a text and/or alliteration is present together with other sound effects of verse, ‘it is at once both a deviation from the code and an imposition of order upon it’ (Cook, 1994:396). Presuming that rhyming of phonemes is unique, literary, and an attribute of text, it can be said that, Text 1, is both creative and literary. In Text 2, on the other hand, the nine-word headline also contains linguistic exploitation, in a way that highlights and depicts the message which makes it an interesting Carpe diem poem urging the reader to seize the day by making his two months’ salary last forev er. Although, Text 2 is an advertisement and attention of the reader is traditionally supposed to be on the meaning rather than the sound, it is interesting to see how the headline, ‘HOW CAN YOU MAKE TWO MONTHS’ SALARY LAST FOREVER?’ contains phonological parallelism with an inline-rhyme (You/Two: both words come from a paradigm of one syllable words containing the sound /uË /) which as mentioned above makes it, both, creative and literary. The lexis in Text 1 is ‘ordinary’ rather than ‘poetic’. Larkin’s (1964) deviation from Standard English by using colloquial lexis: ‘perk’, ‘nippers’, ‘kiddies’ clobber’; interests the reader and familiarizes them with the situation, which is effective in that it is easy to read if one can relate to the poet. Moreover, the constant use of the conjunction ‘and’, in the 2nd, 3rd and 7th stanzas highlights the bare, repetitive and boring lifestyle of Arnold which is reduced to mundane tasks. Text 2, on the other hand, exploits lexical ambiguity at the semantic level. Thus, the slogan â€Å"A Diamond Is Forever,†Ã‚  means both that ‘a diamond is a never-ending sign of love’ (that is, the diamond is not merely seen as a rock but rather as a sign of eternal love, hence, the diamond, in Text 2, is made to produce love and comes to mean ‘love’) and that ‘a diamond would always hold its value’. Additionally, affirmative and commendatory words and phrases (‘perfect’, ‘she’ll cherish’, ‘she’ll love’, ‘surprise her’, ‘diamond experts since 1888’) are widely used in, Text 2, to impress the potential customer of the quality of the diamond ring, to form positive image in their minds, win their trust and arouse their desire to buy it. Moreover, in Text 2, the use of second person addressee â€Å"you† tends to shorten the distance between the reader and the advertiser, making the advertisement more like a face-to-face conversation where the advertiser speaks to the readers in a tender tone, making sincere promises and honest recommendations. In so doing, the advertisement moves the reader to action since the reader feels he is being thought of and plays an important role for the manufacturer. Hence, it can be said that, Text 2, has an obvious conative function, since it is supposed to address and influence the reader to buy a product, unlike, Text 1, where the poetic function dominates, making it self-referential (Thornborrow, 2006). Turning to the grammatical characteristics of the texts, Text 1, just like its lexis, seems pointedly ‘unpoetic’. Apart from Short’s (1996) idea of cohesion which can be identified in the poem since it contains logical and clear links between sentences through the use of words such as ‘and’ (‘And when he finishes supper’), ‘but’ (‘But wait not too fast’) and in form of personal reference, that is, through the use of personal pronouns where Arnold is named at the beginning to introduce him as a topic and then onwards the pronouns ‘he’ and ‘his’ are employed anaphorically for subsequent reference , there are only a few glimpses of patterning or ‘poetic’ syntax. One grammatical deviance in Text 1 is found in line 18 (‘Makes me feel a swine’), where the writer’s omission of the word ‘like’ draws particular attention to itself by deviating from what is expected. Imagery, a stylistic device, is used in Text 1, in the 3rd and 4th stanzas, where the poet invites the readers to imagine Arnold wheeling the ‘nippers’†¦round the  houses’(L.13) as well as painting the hall ‘in his old trousers’ (L.14) obviously at the command of his wife. Furthermore, the stylistic device, diction, which is the choice of distinct words used in a text to not only communicate meaning but also emotions, is being cleverly used in Text 1. The diction of ‘Self’s the man’ is accurate, vivid, expressive and chosen wisely by the poet. For instance, in the following sentence, ‘She takes as her perk’ (L.6), the ‘speediness’ and ‘brusqueness’ of the verb ‘takes’ insinuates a sense of forced snatching possibly even before Arnold has counted his money. The noun ‘perk’ promotes a negative view of women, suggesting that Arnold’s wife is a gold digger who expects to be paid for being there. Moreover, Larkin’s use of the colloquial idiom, ‘having a read at†¦Ã¢â‚¬â„¢ instead of ‘read’, insinuates Arnold’s chronic fatigue, robbing him of the power of serious concentration. The phrase ‘Put a screw in this wall’ (L11) highlights how Arnold’s wife has the upper hand in the relationship, that she nags and controls him and ‘He has no time at all’ (L12), for he has given his life to marriage. Through his diction, one can perceive the poet’s sarcastic and cynical tone in Text 1, portraying Arnold as being trapped, unhappy and unfulfilled since he is enslaved, dominated and directed by his wife and children. The last stanza is an indecisive finishing statement that shows that the poet has reached the conclusion that he has a superior strategy in playing the game of life, however, by saying ‘Or – I suppose I can’ in Line 32, he lets the readers interpret and decide for themselves who i s more selfish. On the other hand, the grammatical style marker of significance in, Text 2, is the extensive use of present tense which demonstrates not only the positive features of the diamond ring, satisfying the consumer’s desire to know the present state of the product he wants but also makes the advertisement easier to comprehend without transferring to other tenses. But there is another aspect of the simple present in, Text 2, and that is its implication of universality and timelessness. Moreover, the use of interrogative sentences, in Text 2, such as, ‘How often will you give her something she’ll cherish for the rest of her life?’ and ‘How can you make two months’ salary last forever?’ arouses the reader’s attention since they are, both, captivating and thought provoking. Carter’s (1997) criteria of literariness, assists in confirming the general  opinion that both texts have a relatively high degree of literariness. The first criterion of Carter (1997) which is evident in, Text 1, is medium dependence. ‘Self’s the man’ creates a world of internal reference where the reader’s attention is ultimately ‘drawn into the text itself’ (Maybin & Pearce, 2006:16). Perceptibly, a lack of direct referential communication exists with the reader’s concerns, which results in an ‘enclosing effect’ proposed by Widdowson (1975) as being an attribute of literature. Carter (1997) asserts that such a text, which exclusively depends on itself, throws the reader’s expectations and emotions into turmoil, making them ‘feel insecure thus adding intensity to the meaning of the text’ (Carter, 1997:67). However, he elucidates that ‘no text can be so entirely autonomous that it refers only to itself nor so rich that a reader’s own experience†¦cannot extend the world it creates’ (Carter, 1997:82) which relates to Widdowson’s (1975:36) theory that ‘literary interpretation†¦is not concerned with what the writer meant by the text, but what the text means, or might mean, to the reader’. On the other hand, Text 2, points towards an external, verifiable reality which if required, could be reordered or reformed without altering the meaning. Moreover, Text 2, communicates with the reader in such a way that he/she is bound by cooperative conditions of conventional communication. It also relies on another medium, the employment of an image, to assist in reinforcing the promotional and persuasive effect, which when combined, shows aspects of literary creativity. The next criterion proposed by Carter (1997), genre mixing, is a type of deviation which demonstrates how all language can be employed to generate a literary effect by this process. Text 1 shows examples of deviation at the level of words and meaning as it includes colloquial words and phrases which stand out from the surrounding text (perk’, ‘nippers’, ‘kiddies’ clobber’, ‘having a read at’) while Text 2, exploits the language typically associated with advertising which could be subtly redeployed for literary purposes. Text 2, also employs graphological deviation, through the use of different layout, size and typeface. Polysemy, the use of words or phrases that have more than one meaning, is another criterion of Carter’s (1997) which can be seen in the following sentence in Text 2: ‘A Diamond is Forever’. These words as mentioned earlier carry the meaning that ‘a diamond  is a symbol of eternal loveâ₠¬â„¢ and that ‘a diamond would always remain valuable’. Moreover, the headline in Text 2, ‘How can you make two months’ salary last forever?’ is also polysemous, telling men that ‘they should invest their two months’ salary in buying a diamond ring for their lady which will make their love last forever’ and that ‘since diamonds are rare, a symbol of success and the most valuable possession, its value will only increase with time’, hence they are an ideal investment for their money. Carter’s (1997) criterion of text patterning expatiates on Jakobson’s (1960) concept of parallelism, nevertheless, on a much broader textual scale. Texts get their meaning from their context and what meaning the writer desires to establish depends to a larger extent on the reader. By looking at the structure of Text 1 and the way it is presented, one can say that it was written for no distinct purpose other than to entertain, whereas, Text 1 has a definite pragmatic function, for it is written f or a particular purpose which is to inform and persuade the reader to buy a diamond ring. So far, I have followed Jakobson (1960), Carter (1997) and the stylistics point of view, to analyze the formal features of the texts. However, in order for a text to serve as a coherent communicative act, certain schemata of the reader must be activated to make sense of what they read by applying the text to significant and authentic experiences. Text 1, activates the reader’s ‘married life’, ‘single life’ and ‘selfishness VS selflessness’ schema and as a result, judgments are made which go beyond the text. In Text 1, I interpret the relevant reader (depending on the reader) schemata to be as follows: Script: selfishness VS unselfishness of married and single people Script: marriage is an act of selflessness Script: married life has the bliss of being a husband and father Script: single people are inferior to married people Script: stay single since marriage is a form of entrapment Script: married people are as selfish as singles In Text 2, I interpret the relevant reader schemata (depending on the reader) as follows: Script: buy a diamond ring Plan: give a diamond ring Plan: show love and devotion Plan: impress the woman Goal: marry the woman Or Script: buy a diamond ring Goal: perfect investment for money since a diamond’s worth will increase with time No obvious mention of these schemata was made by the writers of the texts and I have only come to these cognitive conclusions with my own cultural background influencing my intuition. It can be said that, Text 1, ultimately results in schema reinforcement since it corroborates the stereotypical presumptions about people and the world. Text 2, also results in schema reinforcement since the advertisers assume that readers share and recognize their plans and are persuadable to the recommendation and will purchase a diamond ring. The analyses manifest how Jakobson’s and Carter’s methodology operates only at the linguistic level and not at the schematic and discoursal level. The literariness of both texts cannot be represented in simple Stylistics, Carter’s or Jakobson’s approach. Only with reference to the reader’s distinct schemata, can one argue for their literar iness or lack of it. In conclusion, the analyses demonstrate the weaknesses of Stylistics, Jakobson’s and Carter’s inherency approach in isolation, highlighting the importance of the reader’s unique interpretative schemata. However, one should not cast aside Jakobson’s, Stylistics and inherency approach but rather supplement them with the pivotal role of the reader. The significance of a reader to determine the literariness of a text was neglected by Jakobson, although, interestingly, his philosophy strongly insinuates the presence of the reader. In order for a text to have a poetic function, it has to have an effect on the person reading the text, which is, the reader. Stylistics and Carter’s inherency focus, on the other hand, are only beneficial in showing that ‘there are no sharp cut-offs between literary and non-literary texts and that prototypical literary texts, even if not poems, contain poetic elements’ (Thornborrow, 2006:65). Hence, Text 1, with its few glimpses of linguistic patterning and deviation, may still be regarded as literary by many readers, whereas, Text 2, with its density of patterning and deviation will hardly be regarded as being literary only because it is classified as an advertisement. This, however, depends upon individual  readers since point of views and approaches present in the texts will arouse particular judgments in particular readers. These judgments will differ according to the schemata of the reader, and the extent to which their valued expectations and emotions are thrown into turmoil. Moreover, it can be said that both texts are wide open to recategorization as readers change for different readers will categorize a text differently. REFERENCES Carter, R (1997) in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp. 60-89 Carter, R (2004) Language and Creativity: The Art of Common Talk, London, Routledge, Taylor and Francis Group, pp. 1-226. Cook, D. (1994) in in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp. 37-43, 396-413 DeBeers, (2004) ‘How Can You Make Two Months Salary Last Forever’, [online], http://lessisabore.com/main_files/writing/04_diamond.html (Accessed on 2 April 2012) Grice, P. (1975) in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes Jakobson (1960) in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp. 6-24, 49-74 Larkin, P (1964), The Whitsun Weddings, Faber & Faber Ltd, London, UK, p. 26 Maybin, J. & Pearce, M. (2006) in Goodm an, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, p.6 Papen, U. & Tusting, K. (2006), in Maybin, J & Swann, J. (2006) The art of English: everyday creativity, Open University, Milton Keynes, pp. 312-331 Short, M. (1996) Exploring the Language of Poems, Plays and Prose, Addison Wesley Longman Ltd., Essex, UK Sternberg, R.J. (1999) in Carter, R. (2004) Language and Creativity: The Art of Common Talk, London, Routledge, Taylor and Francis Group, p.47 Thornborrow, J. (2006) in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp.50-74 Widdowson, H. (2006) in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp. 30-37

Nursing Research Proposal Example | Topics and Well Written Essays - 4250 words

Nursing - Research Proposal Example Competence in practice for nurses and doctors are now prescribed to be occurring as a result of interprofessional and collaborative practice in the clinical area. Literature suggests collaborative education provides better learning, but collaboration is a matter to learn. This learning can be initiated while doctors and nurses are both students in the clinical area, but research involving interprofessional learning for both nurse and doctor students is lacking. By questionnaire survey method developed by focus group analysis and pilot studies, groups of doctor students and nurse students will be trained in the clinical area, and at the end of the training, questionnaires will be responded by them. The responses will be analysed to examine the hypothesis, and if proved, this would serve as the future model for further research.Introduction: Active orientation and professional development while in service for nurses is a critical element of a delivery system that sets up high standards for quality of care delivery. Professional nurses are in the scenario of continuous learning, and therefore, they are responsible for their own continuing education. This generates personal and professional growths to the nurse and is a known incentive for persuasion of a higher academic degree. Continuing education is supposed to build on acquired knowledge, attitudes, and skills, where the nurse as a professional would be lifelong learners. Lifelong learning is essential to career development and competency achievement in nursing practice that builds on the scientific base for academic learning in nursing. This consists of competencies, attitude development, eye for evidence, and over all, biomedical knowledge. Additional competencies in collaboration, coordination, interdisciplinary and interprofessional practice activities also serve as media of exchanging knowledge and techniques, and these are critical to modern day health care delivery by the nurses as opposed to single, dis cipline-specific method of educating the nurses (Mathews, MB., 2003). Therefore, this framework if validated may raise the possibility of alternative learning method in nursing education. The strategies for teaching and learning then would involve educational teaming and exchange between different disciplines and other health professionals in similar categories. Theoretically, this format is expected to provide greater access to professional, interprofessional, and eventually education that entails competency in multiple areas. Obviously, the question arises, why interprofessional learning and education. Medical interventions are diverse, vast, and the health problems are becoming increasingly complex leading to a situation that needs continuous up-gradation and revision of educations (Johnson, AW. et al, 2006). These challenges can be solved, as has been suggested by the theorists, by interprofessional learning based on collaboration, team work, and learning together. Consequently, interprofessional learning can be defined as an educational approach which occurs in the form of exchanges between two professions or disciplines that interact in order to foster interactions leading to learning collaborations. An example would make things clear. A nursing student's academic learning for nursing activities and a medical student's academic learning, although based in the same area, revolves around different aspects of the medical science. If the students from both these professions are allowed to collaborate on the learning of clinical aspects of the disease and development of clinical skills related to that, both can gain learning and better understanding of the subject, although this process must be based on mutual understanding and respect for the actual and potential contributions of the disci plines (Furber, C. et al., 2004).

Human Trafficking Research Paper Example | Topics and Well Written Essays - 2250 words

Human Trafficking - Research Paper Example Analysis of the power structures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 vii. The potential strengths†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦7 viii. Available resources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 i. Information technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 ix. Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦9 x. Opportunities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 xi. Threats†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦10 xii. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 xiii. Works Cited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Human Trafficking: Strategic design of a nonviolence campaign Introduction Human trafficking basically involves is captivating, keeping, and moving a person by unlawfully or with force both violently and non-violently to exploit them either physically, socially or mentally for selfish gains. It is a crime against humanity and yet it happens all over the world on a regular basis. Human trafficking is a global issue in accordance with the UNDOC report; anyone can be a victim of human trafficking irrespective of age, care, culture, political affiliation, religion, occupation and gender. As it turns out, women are the majority of the victims as well as the culprits (Akaha 12). It is confusing to imagine that former victims are also victims of the same irrespective of the pain they underwent during the trafficking process; they emulate their exploiters and get influenced due to the huge amounts of money in return after a successful human traffic. Human trafficking is organized crime hence should be dealt with through criminals to get to the base of things (Kara 67). The major challenges faced in the war against human trafficking includes: raising awareness, gathering information, and international cooperation. I propose a way to raise more awareness because the gravity of this international situation needs to be communicated widespread (McKanders 2). Rai sing awareness Human trafficking is a global issue that calls for a globally acknowledged strategy of creating awareness on the issue; different countries are faced with different problematic situations that would likely favor human trafficking (McKanders 4). People are faced with challenges because the targeted group perceives that not all offers to work overseas are fraudulent, moreover, through beach parties and vocational leaves, traffickers engage young adults of both sexes with infatuation just to enable them win their instinct (Brysk 54). Efforts to counsel such individuals on the dangers of being in love with strangers of unknown backgrounds are often thwarted by rebellion and departure to settle in other areas with the partners away from the counselors who are later termed as enemies (Akaha 15). Gathering information There are scanty information about human trafficking since people fear that conveying mush information on the same would create suspicion on the kind of work t hat such individual are involved in for their daily survival. I believe it is very important to acquire accurate information on the issue to achieve the aforementioned plan (McKanders 3). However, much information possible is needed because of whom we are up against; human traffickers are never asleep, each time they derive

Case Study Suicide Among Adolescents Essay Example | Topics and Well Written Essays - 500 words

Case Study Suicide Among Adolescents - Essay Example At first he seemed upset but more or less normal. Nothing in his behaviour was different than any other young man who had had his heart broken. However, over the weeks that then followed he began to act increasingly strange. He began to sing sad songs to himself and began to drink heavily and use drugs. He drew strange pictures on the walls of his house and even on his clothes. When the new school year began, his behaviour worsened. He began to harass Samantha’s friends, in one case leaving dead flowers on one of their doorsteps, addressed to Samantha. He also began a relationship with a girl he met on the Internet. This girl was effectively a shut-in with no social skills. At times, their relationship gave the appearance of abuse. John began to make threats about killing himself. His friends tried to support him, but increasingly John pushed them away. His behaviour was sporadic. He stopped attending classes and was often drunk in the daytime. He began to steal from his friends. When walking down the street he would sometimes skateboard into traffic. He often described the world as evil and as a joke. John’s father, Herman, came to visit John and try to comfort and support him. He told him that he was loved and tried to get him to open up to him. He tried to talk about what was happening, but John was not responsive. Herman had to go back home to go to work. John appeared increasingly agitated and anxious. He withdrew almost entirely from his friends and roommates and no one knew where he was. A few days later he tried to hang himself. What treatment should be used on John? He is living on a knife’s edge and he needs immediate help. His problems have been unaddressed for too long, in part because he is not being supervised by anyone. Too many of the people who should have a responsibility for him live too far away. That support structure should be addressed. He should be a started on a course of

Analytical Summaries Essay Example | Topics and Well Written Essays - 1000 words

Analytical Summaries - Essay Example However, author Carey, reduces the intensity of his convincing the readers. The author admits that playing a violent video game may not the exclusive reason for the violent crimes. Other factors may have triggered the violent game players to commit felonies and possibly heinous crimes. It just happened that the youth criminals were violent video game enthusiasts. In some areas, statistics show that an increase in the sale of violent video games showed a decline in the actual crime statistics. To avoid committing crimes, the youth vented their anger or grievances on the video game characters, not on real persons. Author Carey uses several evidences to convincingly support his proposed assertions. Initially, the author uses actual examples to bring his point. The Columbine High School students are purported to act out the fantasy video games’ shooting scenes within the school premises, killing several students and adults. The video gamer acted out the fantasy shooting scenes by killing the Aurora, Colorado Movie audiences. Next, author Carey uses the findings of social research scientists to persuade the readers. One research affirms violent video games can stir up influentially mild aggressive behavior immediately after playing the games. However, the hostile urges are classified as short term consequences of violent video games. The scientists’ researches validly show shooting video games bring out avoidable hostile personalities among the gamers. Finally, author Carey discusses an experiment to convince the skeptics. The experiment focuses on 47 student respondents. They play Mortal Kombat for an estimated 14 minutes. Compared to the non-gamers, the findings proved the students playing the video game were more hostile. However, author Carey insists that the above discussion is not conclusive. Other factors may contribute or aggravate the youths’ engaging in crimes or

Amnesty and Human Rights Case Study Example | Topics and Well Written Essays - 1250 words

Amnesty and Human Rights - Case Study Example Amnesty has published an article under the title: "Tibet at risk of torture" on march 27 2008. It shows the recent events in Tibet, a country that is occupied by China for more then 50 years now. Despite all efforts from the Dalai Lama, the Olympics 2008 in Being are the event that draws finally the attention to the problems of the occupation. The whole world is protesting right right now. And what Amnesty shows us explains why. Amnesty (2008): "According to information published by the Tibetan Center on Human Rights and Democracy, 15 Tibetan monks were detained on 10 March for staging a peaceful demonstration in Barkhor, Lhasa, the capital of Tibetan Autonomous Region in China. There is no information of their current whereabouts or of any charges brought against them. They are at high risk of torture and other ill- treatment." Besides this significant and important action there is also the important issue on the Human Rights situation in China. Amnesty (2008): " Expressing an opini on online in China can result in jail, torture and death. People are silenced and what happens in China is often clouded in secrecy. Sign up to take the pledge to stop the Chinese Government and large internet companies restricting freedom of expression on the Internet, and we'll keep you up-to-date with ways you can help create a more transparent society in China." You can directly participate in signing the form online.... and death. People are silenced and what happens in China is often clouded in secrecy. Sign up to take the pledge to stop the Chinese Government and large internet companies restricting freedom of expression on the Internet, and we'll keep you up-to-date with ways you can help create a more transparent society in China." You can directly participate in signing the form online. The chosen actions are petitions you can sign online or send in an email to the Ambassador. You reach immediate whom you want to reach, the Government of China from home. In doing so you can plaid for changes in the situation of Chines regarding the human rights and plaid for a free Tibet. How effective do you think the action has been/will be and how could it be more effective Amnesty is offering us a change to write a letter to the Chinese Ambassador to plead for Tibet. Online there is an example for an email. Amnesty asking us to personalize the letters also online to help. Amnesty (2008): " Please send an urgent letter to His Excellency Mr ZHANG Junsai, Ambassador of the People's Republic of China in Australia. Here are some key points you can include in your letter: urge the authorities to release the 15 monks, as well as all others detained for peacefully exercising their right to freedom of expression, Association and assembly urge the authorities to fully account for all those detained during the demonstrations, ensuring they are not tortured or otherwise ill-treated, have access to lawyers and medical care, are brought promptly before an independent court and are able to challenge their detention ensure that those prosecuted are charged with internationally recognizable offences and tried in proceedings which meet international fair

PERSONAL BRAND Essay Example | Topics and Well Written Essays - 1500 words

PERSONAL BRAND - Essay Example I think this is what attracted me to the profession during my youthful days. However, as I grew up I came to learn more about the banking industry and the opportunities that presents itself to people in the industry. As I went on my high school education, I did more research on what subjects I was required to pass in order for me to join a campus in pursuing a relevant course. It is after high school that I decided to pursue a bachelor’s course in management, which I knew would be instrumental in achieving my professional goals. As I go about my campus education, I have learned a lot both about the industry and myself that equips me with all the necessary skills needed for a career in the industry. I have learnt a lot, and still believe that there is more to learn in and from the industry. Throughout my education life, I have acquired various skills. Firstly, I have acquired great computer skills both through education, and through my own general practice. I am proficient in M icrosoft office applications. I have perfected my skills especially in Microsoft word, Microsoft access, Microsoft power point, Microsoft Excel and Microsoft publisher. I have focused mainly on these five applications since they are the ones used among the Microsoft office applications in the banking industry. ... This I have done by personally studying CPA. I posses good communication skills which I have acquired over the years especially in my campus education. I also possess profound marketing skills, which I have acquired throughout the course. Such skills have been strengthened during small business projects that I have undertaken together with my classmates that have required us to use and compliment our skills since we needed to market both our products and ourselves. All the above skills are crucial in the banking industry irrespective of the profession one specializes in. when it comes to management I believe the skills I posses are very advantageous and some distinguish me from others in the discipline. I believe that in any profession personal values are important since they help one in making sure that they approach their profession with ethically. I come from a Christian family hence I have had Christian values instilled in me since I was a child. I believe in being honest thus as I go about my life I make sure I am honest all the time. This is advantageous since honesty is important especially in the banking industry since one is tasked with handling huge sum of money where without honesty one might be influenced to try and steal some. I also believe in working hard and going out of my way in meeting both my goals and those of the institutions. I also believe in giving back to the community especially if I am financially able. This is where I believe that I must help those unfortunate in life both financially and emotionally since it is a humane thing to do. I also believe that conservation of the environment is paramount and I do my best to ensure I

Parking at uncg Essay Example | Topics and Well Written Essays - 1500 words

Parking at uncg - Essay Example This has meant that students have to pay substantially high charges (up to 2$ for the first hour then 1$/hour, and all day 7$) if at all they are very lucky to find an available parking space (The University of North Carolina at Greensboro 1-2). The result of this dire situation has been the incessant lateness to classes as students struggle to find empty spaces to park their vehicles. Even as the university strives to achieve its growth and expansion objectives, I strongly believe that the expansion of parking spaces should go in tandem with the overall growth of the university (Ison& Rye 23-29). There is a need for a new thinking on how people get into and out of the university. According to a survey conducted on commuting students and staff, it was found that about 80% of people now drive alone into the university. The fact that the university allows any person to purchase a permit and secure a parking slot in the university parking facilities means that there is stiff competition among freshmen, on-campus students and individuals residing near the campus. The lack of parking has affected student participation in extra-curricular activities. Nevertheless, the problem of parking has no effect on the performance of student in class. For example, a recent study have shown that lack of parking space has been causes the cancellation memberships to recreational clubs. The problem of parking spaces in campus can be attributed to the conduct of parking officials. Student do blame parking officials for mismanaging parking slot for students. As personal testimony, my experience with these officials has demonstrated to me that the officials are completely unprofessional and incapable of addressing the problem with uttermost care and diligence. My finding has shown that the parking officials are not supervised by anyone. Indeed, they have engaged in

Analysis my journal Assignment Example | Topics and Well Written Essays - 750 words

Analysis my journal - Assignment Example The study takes interest in Implicit Leadership Theories and compares them between participants from both countries. Jing, Avery and Bersteiner (2014, p. 5) on the other hand explores the factors of financial performance, customer satisfaction and staff satisfaction in retain pharmacies in Australia. The research majorly focused on small scale operation characteristics exhibited by a given pharmacy plus the value of trust in the business. In relation to research designs, Kono, et al. (2012, p. 12) utilizes the use of quantitative method of study in the research whereas Jing, Avery and Bersteiner (2014, p.8) utilize qualitative method of research in their study. It is evident that both employ the given mono-methods in their relations. performance in small professional firms through leader–follower trust. Asia Pacific Journal of Human Resources, [e-journal] 52. Available at: [Accessed 20 November

MEMO Example Essay Example for Free

MEMO Example Essay Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher  degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX Company Name: Idea, Inc. Date: February 19, 2014 From: XXXXXXX To: MXXXX, IT Director Your absence at the meeting was greatly missed. We presented issues about why college tuition has been on the rise for the past 40 years. Here is a brief overview on the topics covered. Lack of State Funding †¢Over the past few decades state funding has not kept up with the rise of economic inflation. †¢The average inflation rate for college tuition is nearly double the economies. †¢State funding has appeared to become less over the years. Does More Money Equal to a Better College †¢Students will typically go to more expensive colleges expecting a higher degree of education. †¢University of Massachusetts Lowell and North Eastern University both offer the same high educational criteria with their Business Schools AACSB certified. Faculty Costs vs. Administrative Costs †¢The rise in administrative jobs has increased, whereas the Faculty jobs have stayed neutral. †¢Administrative Employees of the schools tend to make more money than faculty. Response If you have any comments or questions please feel free to contact me by phone during your regular business hours, or anytime through email. XXX XXXXX University Of Massachusetts Lowell Email: [emailprotected] Phone: (XXX)XXX_XXXX

EU Instruments for Pre-Accession Assistance

EU Instruments for Pre-Accession Assistance Regional Development INTRODUCTION Cohesion Policy of the European Union aims to reduce economic and social differences between the Member States of the Union by supporting and encouraging regional development. The Treaty of Rome and the Single European Act promote decreasing differences in the regional development while regional policy provides investments for necessary restructuring in the less developed regions and support for infrastructure development, increase of employment, and stimulation of industry. To finance projects that contribute to the regional development cohesion and structural funds are used, which account for a third of the common budget of the European Union (Chalmers Dellmuth, 2014). The key objectives of regional development are regional competitiveness and employment, and european territorial cooperation (European Commission). The effort are focused on facilitating increased growth and convergence of the least developed member states and regions with the goal of increasing the regional competitiveness and thus improving cooperation with other European regions. In order to promote regional development, the European Union has secured additional financial assistance for member states through various funds. Cohesion Fund is intended for countries which need to meet the convergence criteria. The European Regional Development Fund, as one of the main financial instruments of the EUs cohesion policy, and European Social Fund, Europes main tool for promoting employment and social inclusion, are called structural funds and are aimed at strengthening economic and social cohesion in the European Union and at the reduction of differences in development between the regions. Kyriacou and Rocca-Sagales (2011) found that the Structural Funds reduced regional disparities in the period from 1995 to 2006. Beugelsdijk and Eijffinger (2005) and Ederveen (2006) also confirmed positive impact of structural funds on consumption and growth of GDP per capita, but only in countries with developed institutions. Effect of the use of structural funds to decrease regional differences is potentially reversed if transfers are above a certain limit (about 1.6% of gross domestic product). This has implications on the desirable allocation of resources in future, especially since, in the last programming period (2007-20113), transmissions to all new member states except Cyprus and Malta exceeded the given threshold. Popa (2012) points out that although there are examples of good practice of the use of EU funds, they often represent more a financial burden then they truly serve as a mean of reducing regional disparities, which is their goal. Reforms of funding in the new programming period 2014-2020 have the potential to improve the efficiency of the use of the funds, but significant effects of their use cannot be expected in the absence of structural reforms, given the constraints in monitoring the use of funds in different countries and the difficulties in establishing irregularities and potential illegal use of funds (Chalmers Dellmuth, 2014). Most authors agree that after 20 years of implementation of the EU Cohesion Policy its effectiveness remains questionable (Bachtler et al., 2015). In fact, in theory, the allocation of EU funds needs to be designed so to ensure that the poorer regions receive more funds. In practice, the allocation and the distribution of funds was under the influence of lobbying, the unwillingness of regional authorities to absorb funds, as well as of the lack of resources and incentives for the European Union to question the political motives for the selection of projects at the local level (Dellmuth Stoffel, 2012). 1. REGIONAL DEVELOPMENT FUNDING European Regional Policy was adopted by the European Commission in 1965, followed by the creation of the Directorate-General for Regional Policy in 1968. In 1972, Regional Policy was recognized as an essential factor in strengthening the Community (European Commission).Regional policy has focused from its very start on promoting balanced regional development. The resources from the cohesion and structural funds are to be used primarily to minimize the differences in development between regions of the European Union as well as differences in the standard of living of citizens of these regions. Among the main objectives of the regional policy in the programming period from 2000 to 2006 were the development and structural adjustment of those regions whose GDP per capita was lower than 75% of the EU average, the economic and social conversion of areas facing structural difficulties and adjustment and modernization of the national policies and educational systems, as well as training and employment. For the financing of the regional development policy the European Commission established the European Regional Development Fund (ERDF), whose objective is the elimination of regional disparities and promotion of a stable and sustainable development, the European Social Fund (ESF), aimed at developing human resources and employment, financial instrument for Fisheries guidance (Financial instrument for Fisheries guidance FIFG), whose goal is a balanced water resources management and development of the competitive infrastructure, and European Agricultural Guidance and Guarantee Fund (EAGGF), whose goal is to support the Common agricultural policy and the improvement of agricultural structures and rural development. From 2007 to 2013, the number of funds was reduced to three (ERDF, ESF and the Cohesion Fund), and the emphasis was placed on the less developed regions, to achieve greater growth and higher employment rate. The European Regional Development Fund (ERDF) aims to strengthen economic and social cohesion in the European Union. European Social Fund (ESF) aims to increase employment and increase opportunities for finding a job in the European Union. The Cohesion Fund is intended for Member States whose gross national product per capita is less than 90% of the Unions and aims to support economic and social development, and helps to bring stability to the economic system of the less developed countries. Given that the three main objectives of EU regional policy are convergence, regional competitiveness and employment and European territorial cooperation, Cohesion Fund primarily supports convergence and, although it is the subject to the same rules of programming, management and monitoring as well as the structural funds and plays a similar role, the Fund has been primarily used to provide means for adjusting the national economies of the countries which had decided to introduce a common currency, and to relieve national budgets of the poorer member states. Investments in the areas of transport, environmental protection, achieving energy efficiency and use of renewable energy sources are usually financed from the Cohesion Fund. For example, through the four national programs for Croatia, 10.74 billion Euro from the European structural and investment funds has been allocated in the period from 2014 to 2020. Croatia has a total budget of 12.67 billion Euro for investments into research and innovation, employment, education and training of employees, as well as for social inclusion projects, project in the public administration and civil society, as well as infrastructure projects and projects related to the protection of the environment Protection (http: / /ec.europa.eu, 2016). The management of the Structural Funds and Cohesion Fund is based on the principles of programming, concentration, co-financing and partnership. Programming is the process of allocation of structural funds in accordance with the defined objectives and criteria over a certain period of time. Concentration involves directing funds to where they are most needed. Co-financing means that part of the investment has to be obtained from domestic sources, while partnership implies close cooperation between Member States and the European Commission. Since the implementation of the Cohesion policy requires developed institutional framework, each state chooses one of three approaches for the implementation of the Cohesion policy differential approach, which is characterized by the separating the structures for the implementation of cohesion policy from the regular government bodies (for example, The Netherlands, Sweden, United Kingdom), the unique approach, whereby the funds are directed through the national, or regional ministries and agencies (for example Austria, Spain, parts of Germany and most new Member States) and the combined approach, which represents a combination of the previous two approaches (for example Finland, France and Italy). The choice depends on the existing administrative arrangements and levels of funding. 2. INSTRUMENT FOR PRE-ACCESSION ASSISTANCE Instrument for Pre-Accession Assistance ( IPA) is the program for the countries which are in the process of accession to the Union. Pre-accession funds are intended to facilitate the economic and social transformation, which are included in the conditions for the admission to the Union. From 2000 to 2006, countries in the process of accession to the EU had access to financial instruments called PHARE (Pologne et Hongrie Aide à ¡ Restructuration Economique), ISPA (Instrument for Structural Policies for pre-Accession), SAPARD (Special pre-accession assistance for Agriculture and Rural Development), and CARDS (Community assistance for Reconstruction, Development and Stabilisation). From 2007 to 2013 total IPA budget amounted to 11.468 billion Euro (narr.gov.rs). Instrument for Pre-Accession Assistance consists of five components (narr.gov.rs): Transition Assistance and Institution Building. The first component of the IPA aims to provide support in the process of accession to the European Union, especially in meeting the criteria and standards imposed by the accession, transposition of the legislation and, in particular, the strengthening of the institutional capacity. Cross-border cooperation. The objective of this component is to promote good neighborly relations and regional cooperation between traditionally less developed regions in the countries which engage in the joint cross border projects; Regional Development. The third IPA component aims to improve economic and social cohesion through the development of the transport infrastructure, particularly the development of national transport networks and trans-European networks, protection of the environment including policies such as waste management, management of water supply and waste water, as well as the monitoring of air quality, the rehabilitation of polluted areas, achievement of energy efficiency and renewable energy sources, and the development of regional competitiveness by fostering entrepreneurship and employment. The development of human resources. This component aims to contribute to economic and social cohesion and to achieving the priorities of the European Employment Strategy in the areas of employment, education, training and social inclusion. Rural Development. This component provides support for sustainable agricultural and rural development by improving market efficiency and facilitating the adoption of the EU standards, provides support for the establishment of producer groups and investments in the processing and marketing of agricultural and fishery products, as well as the implementation of best practices in the field of environmental protection and improvement in agriculture and development of rural infrastructure. All five components of IPA can be used by the country with the status of candidate country and which has implemented decentralized system of management of EU funds (Decentralized Implementation System DIS), while the potential candidate countries and those candidate countries which have not yet accredited DIS have access to funds from the first and second components of IPA (narr.gov.rs). Management of EU funds under Decentralized Implementation System is approved after meeting criteria and conditions defined by the European Commission. The first component of the Instrument for Pre-accession assistance is related to the transition assistance and the development of institutions, and it decreases as the countrys economy develops and gets closer to the European standards, practices and the membership of the Union. The second component of the IPA is related to Cross-Border Cooperation. Third IPA Component is a predecessor of the Cohesion Fund, while the fourth and fifth IPA components are precursors of the todays structural funds. IPA funds are not used exclusively for the implementation of institutional projects, but are also used for the preparation of the country for the accession through the implementation of prescribed objectives, principles. IPA beneficiary countries are divided into two categories (ec.europa.eu): Candidate countries for EU (Turkey, Albania, Montenegro, Serbia and the former Yugoslav Republic of Macedonia) are eligible for all five components of IPA; Potential candidate countries in the Western Balkans (Bosnia and Herzegovina, Kosovo under UN Security Council Resolution 1244/99) are eligible only for the first two components. Instrument for Pre-Accession Assistance IPA II 2014-2020 was established by the European Parliament and the Council Regulation no. 231/2014 of 11 March 2014 and applied retroactively from January 1, 2014. IPA II is the successor of the IPA for the period 2014-2020 and has a budget of 11.7 billion. Users of IPA II are: Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia and Turkey (http://ec.europa.eu). IPA II Regulation determines that the European Commission and the beneficiary of IPA II are to conclude general agreements on the implementation of the aid, which defines the rules for the implementation of the Unions financial assistance under the IPA II, primarily in relation to the management of IPA II, including the rules of programming, implementation, financial management, monitoring, control and audit, reporting and protection of financial interests. One of the major changes in the structure of the IPA II, which, instead of the 5 components comprising the IPA I, is the introduction of the policy areas. Policy areas within the IPA II are (PejoviĆ¡ et al., 2014): Reforms as part of preparations for EU membership and institutional and capacity building; Socio-economic and regional development; Employment, social policy, education, promotion of gender equality and human resource development; Agriculture and rural development; Regional and territorial cooperation. The most important innovation in the IPA II is its strategic focus. Each country should prepare a specific strategic planning document for the period of 7 years, which will enable faster integration, reform and development programs, and ensures a focus on the priorities in terms of regional cooperation. IPA II aims to facilitate the reforms in the context of pre-defined sectors. These sectors include areas closely related to the enlargement strategy, as well as democracy and governance, the rule of law, growth and competitiveness. This approach promotes structural reforms that are expected to help the governments to transform the given sectors and to successfully conduct harmonization with EU standards. In this way, the European Commission wishes to ensure the efficiency of the fund, sustainability and their focus on results. IPA II focuses on measuring the effects and monitoring the realization of expected results. IPA II aims at achieve four specific objectives. The overall objective is to support the beneficiary countries in adopting and implementing the political, institutional, legal, administrative, social and economic reforms that are required from them in order to conform with the values of the European Union and to ensure gradual alignment with the rules, standards, policies and practices for achieving full membership in the EU. The specific objectives of IPA II are (PejoviĆ¡ et al., 2014): Support for political reform: strengthening democracy and the rule of law, including an independent and efficient judiciary; promotion and protection of human rights and fundamental freedoms, respect for the rights of minorities, including LGBT people, promoting gender equality, prohibition of discrimination and fostering tolerance, and freedom of the media and cultural diversity; regional cooperation and good neighborly relations; the promotion of reconciliation and confidence building measures; the fight against corruption and organized crime; strengthening public administration and good governance at all levels; capacity building measures to improve law enforcement, border management and implementation of migration policies; the development of civil society; improving social dialogue and strengthening the capacity of the social partners. Support the economic, social and territorial development with focus on smart, sustainable and inclusive growth: reaching the EU standards in the economy, including a functioning market economy and fiscal and economic governance. Economic reforms are necessary in order to face competitive pressure and market forces within the EU, and which at the same time contribute to the achievement of objectives in the field of social rights and environmental protection; promotion of employment, mobility of workers and the development of human capital; improving social and economic inclusion, in particular of minorities and vulnerable groups, including people with disabilities, refugees and displaced persons; fostering an inclusive and integrated education system and the protection and restoration of cultural heritage; development of physical capital, including infrastructure improvements and connecting with the networks of the EU and the region; strengthening research, technological development a nd innovation capacity. Strengthening the capacity of recipient countries at all levels to fulfill the obligations arising from the membership in the EU by supporting progressive alignment with the EU acquis and their adoption and implementation, including preparation for managing structural and cohesion funds as well as funds intended for agriculture and rural development. Strengthening of regional and territorial cooperation to help beneficiary countries. 3. EFFECTS OF FINANCING During the programming period 2007- 2013, over 80% of the budget of the Cohesion Fund was allocated in the 100 poorest regions, with about 170 million people or one third of the EU population. The remaining 18.5% of the money is distributed to other regions in the Union (http://www.euractiv.com, 2012). According to the European Commission, in the next programming period 2014-2020 less than 70 regions will automatically qualify for the funds that are used to finance the convergence, as they have GDP per capita below 75% of the EU average. Regions in transition those who have a GDP per capita between 75% and 90% of the EU average will get less funds, but still can count on continued support from the Structural Funds (http://www.euractiv.com, 2012 ).   Ã‚   Figure 1: Regions by the development level in the programming periods 2007-2013 and 2014-2020. Source: Chalmers Dellmuth, 2014 In the 2014-2020 programming period it is expected that 25% of structural funds will be allocated in less developed regions (red in Figure 1), 40% in regions in transition (yellow in Figure 1), and 52% in the developed regions (blue in Figure 1. ). As for the Cohesion Fund, the funds from it will continue to support the development of member countries with GDP per capita of less than 90% of the EU-27 average, but will primarily be allocated to support investments in projects related to environmental protection and the development of transport. Part of the funds from the Cohesion Fund will focus on the financing of transport networks in Europe. Given that the capacity to absorb depends on the institutional factors, both in the EU and in the Member States (Georgescu, 2010; Voinea, et al, 2010), but also on the ability of regional authorities to co-finance projects and provide administrative support (Zaman and Georgescu, 2009), the possible effects of the use of structural funds are difficult to predict. According to the research, structural funds can boost GDP growth in the countries of Central and Eastern Europe from 0.1. to 0.7% per annum (Zaman Georgescu, 2009). Analyses of the effects of the use of the funds in the programming period 2000-2006 show that there has been some reduction in the differences between countries in GDP per capita, while in some regions growth was recorded. Zaman and Georgescu (2009) found that the structural funds boost export growth, and that in some cases, like in Romania, they led to economic growth, despite relatively low absorption capacity. Positive impact was also made in Austria, Belgium and France. However, according to Becker (2012), countries with low levels of education, weak institutions and poor governance did not make equally successful use of the funds. Thus, receiving more support from the Structural Funds does not necessarily mean development. For example, Pisani-Ferry et al (2011) found that inadequate institutional framework in Greece to be a reason for the inability of its government to efficiently use the funds assigned to it. CONCLUSION Theoretically, objectives of the regional policy of the European Union necessitate the existence of the financial support for the less developed regions to achieve the desired growth. However, in practice, during the distribution and the use of the funds many problems were encountered. Access to funds for underdeveloped regions did not lead to the desired growth, primarily because of the inability of the governments to use the allocated funds due to weakness of the institutions and low capacity. In more developed regions, the effects of the funds were much more significant. Changes in the programming period 2014-2020 are expected to solve part of the problems identified in the previous periods. However, declining return on invested funds and high dependence of a large number of the regions from external funding sources continue to threaten the achievement of the basic objectives that these funds are meant to support. Although raw data show that the Structural Funds have not always been successful in fighting the problems at all levels and in all countries. However, as many people are still unemployed in the EU, and there are full member countries whose GDP is still well below the EU average, the Structural Funds are necessary. The same goes for the Cohesion Fund, as it ensures faster accession of the candidate countries. These funds were designed to reduce the inequalities in the regional developments, and although they might not have been efficient in all cases, they certainly supported the growth in some regions, provide incentives for other regions to improve their capacity to access the funds and accelerate the growth. REFERENCES   Ã‚   Bachtler, J., Begg, I., Charles, D., Polverari, L. (2015) THE LONG TERM ACHIEVEMENTS OF EU COHESION POLICY, 1989-2012. Challanges for he new cohesion policy 2014-2020. Luxembourg: Publications Office of the European Union Becker, S.O.(2012) EU Structural Funds: Do They Generate More Growth? dostupno na: https://www.chathamhouse.org/sites/files/chathamhouse/public/Research/International%20Economics/1212bp_becker.pdf Beugelsdijk, M., Eijffinger, S. (2005), The Effectiveness of Structural Policy in the European Union: an Empirical Analysis for the EU-15 in 1995-2001, Journal of Common Market Studies 43: 37-51. Chalmers, A.W., Dellmuth, L.M. (2014). Whz Europes new cohesion policy is unlikely to enhance effectiveness of EU structural and investments funds. Dostupno na: http://councilforeuropeanstudies.org/critcom/why-europes-new-cohesion-policy-is-unlikely-to-enhance-the-effectiveness-of-eu-structural-and-investment-funds/ Dellmuth, L.M., Stoffel, M.F. (2012) Distrinutive Politics and intergovernmental transfers: the local allocation of European Union Structural Funds. European Union Politics, 13 (3): 413-433 ec.europa.eu, dostupno na: http://ec.europa.eu/regional_policy/en/funding/ipa/ preuzeto 3.3.2016. Ederveen, S., de Groot, H. , Nahuis, R. (2006) Fertile Soil for Structural Funds? A Panel Data Analysis of the Conditional Effectiveness of European Cohesion Policy, Kyklos 59: 17-42. European Commission (2012), EU Cohesion Funding Key Statistics, http://ec.europa.eu/regional_policy/thefunds/funding/index_en.cfm European Commission, http://ec.europa.eu/regional_policy/archive/policy/object/index_en.htm Georgescu, G. (2010). Determinants of increasing EU funds absorption capacity in Romania, Oeconomica Universitatea 1 Decembrie 1918 Alba Iulia (2010) : 16. http://ec.europa.eu, 2016, dostupno na: http://ec.europa.eu/regional_policy/en/information/publications/factsheets/2016/european-structural-and-investment-funds-country-factsheet-croatia http://ec.europa.eu, dostupno na: http://ec.europa.eu/enlargement/instruments/overview/index_en.htm, preuzeto 3.3.2016. KPMG (2014). PUBLIC SECTOR EU Funds in Central and Eastern Europe Progress Report 2007-2013. dostupno na: https://www.kpmg.com/SI/en/IssuesAndInsights/ArticlesPublications/Documents/EU-Funds-in-Central-and-Eastern-Europe.pdf Kyriacou, P.A., Rocca-Sagales, O. (2011) The Impact of EU Structural Funds on Regional Disparities within Member States. Environmental Planning C Government and Policy April 2012 vol. 30 no. 2.267-281. Liargovas, P., Petropoulos, S., Tzifakis, N., Huliaras, A. (2016) BEYOND ABSORPTION THE IMPACT OF EU STRUCTURAL FUNDS ON GREECE. Konrad-Adenauer-Stiftung Greece narr.gov.rs, dostupno na: http://narr.gov.rs/index.php/O-regionalnom-razvoju/EU-politika-regionalnog-razvoja/Instrument-za-predpristupnu-pomoc-IPA, preuzeto 3.3.2016. PejoviĆ¡, A., LazoviĆ¡, M., MiriĆ¡, O., KneÃ…Â ¾eviĆ¡, I. (2014) VodiĆ¡ kroz IPA, Beograd. Pisani-Ferry, J., Marzinotto, B. , Wolff, G. B. (2011), How European Funds can Help Greece Grow, Financial Times, 28 July. Popa, A. (2012). The Impact of the Structural Funds in the Transformation Process of the New EU Member States, LEurope en Formation 2012/2 (n ° 364), p. 161-179. Voinea, L.A., Busuioc, A., Popovici, V. (2010). Reindustrializarea Romaniei: politici si strategii.Asociatia pentru Studii si Prognoze Economico-Sociale, 113. Zaman, G. and Cristea, A., (2011) EU Structural Funds Absorption in Romania: Obstacles and Issues, 2011, Romanian Journal of Economy, vol. 32, no. 1, pp. 60-77. Zaman, G., Georgescu,G. (2009) Structural fund adsorption: a new challenge for Romania? Romanian Journal of Economic Forecasting 1 (2009): 136.

The Effect of Different Antibiotics on Bacteria

The Effect of Different Antibiotics on Bacteria Antibiotics are medicines that kill bacteria. Bacteria can cause infections such as strep throat, ear infections, urinary tract infections, and sinus infections (sinusitis). There are many types of antibiotics. Each works a little differently and acts on different types of bacteria. Dont antibiotics cure everything? Antibiotics are powerful medicines, but they cannot cure everything. Antibiotics do not work against illnesses that are caused by a virus. They do not help illnesses such as: Common colds. Influenza (flu). Most cases of acute bronchitis. Most sore throats not caused by strep. Runny noses. These illnesses usually go away by themselves. If you take antibiotics when you do not need them, they may not work when you do need them. Each time you take antibiotics, you are more likely to have some bacteria that the medicine does not kill. Over time these bacteria change (mutate) and become harder to kill. The antibiotics that used to kill them no longer work. These bacteria are called antibiotic-resistant bacteria. These tougher bacteria can cause longer and more serious infections. In order to treat them you may need different, stronger antibiotics that cost more. A stronger antibiotic may have more side effects than the first medicine. Antibiotic-resistant bacteria also can spread to family members, children, and friends. Your community then will have a risk of getting an infection that is harder to cure and costs more to treat. Some antibiotics that doctors once prescribed to treat common infections no longer work. Taking antibiotics you do not need will not help you feel better, cure your illness, or keep others from being infected. On the other hand, take them when unnecessary may cause harmful side effects. Those side effects include: Nausea. Diarrhea. Stomach pain. When antibiotics kill the normal bacteria in your intestine and allow the C.difficilebacteria to grow, this causes diarrhea, fever, and belly cramps. In some rare cases, it can even cause death. This condition is known as Clostridium difficilecolitis or C. difficile colitis which is the swelling and irritation of the large intestine, or colon. Women may develop vaginal yeast infections from taking antibiotics. Rarely, antibiotics can cause a dangerous allergic reaction that requires emergency care. The right way to take antibiotic: Take it exactly as directed. Always take the exact amount that the label says to take. If the label says to take the medicine at a certain time, follow these directions. Take it for as long as prescribed. After the first few days of taking the medicine, you might feel better. However, it is important to keep taking the antibiotic as directed and usually until it is finish. Full prescription is always needed to get rid of those bacteria that are a bit stronger and able to survive the first few days of treatment. Bacteria that an antibiotic cannot kill (antibiotic-resistant bacteria) can develop if only part of an antibiotic prescription is being taken. Most importantly, leftover medicine must not be saved for the purpose of future use. Antibiotics are usually safe despites of all the side effects. Common side effects include nausea, diarrhea, and stomach pain. In women, antibiotics can lead to vaginal yeast infections. Some minor side effects are inevitable. In rare cases, antibiotics can cause a dangerous allergic reaction that requires emergency care. Antibiotics are among the most frequently prescribed medications in modern medicine. Antibiotics cure disease by killing or injuring bacteria. After the first antibiotic, penicillin which was accidentally been discovered from a mold culture, there are now over 100 different antibiotics available to cure minor discomforts as well as life-threatening infections.Although antibiotics are useful in a wide variety of infections, it is important to realize that antibiotics only treat bacterial infections. Antibiotics are useless against viral infections such as the common cold and fungal infections ringworm. Types of Antibiotics Although there are well over 100 antibiotics, the majority come from only a few types of drugs. These are the main classes of antibiotics. Penicillins such as penicillin andamoxicillin Cephalosporins such as cephalexin(Keflex) Macrolides such as erythromycin (E-Mycin), clarithromycin (Biaxin), andazithromycin (Zithromax) Fluoroquinolones such as ciprofloxacin(Cipro), levofloxacin (Levaquin), andofloxacin (Floxin) Sulfonamides such as co-trimoxazole (Bactrim) and trimethoprim (Proloprim) Tetracyclines such as tetracycline (Sumycin, Panmycin) Aminoglycosides such as gentamicin (Garamycin) and tobramycin (Tobrex) The use of right antibiotic is crucial as each antibiotic cures only certain types of infections but not all. Also, a person may have allergies that eliminate a class of antibiotic from consideration, such as a penicillin allergy which should not prescribe amoxicillin. Other factors may be considered when choosing an antibiotic. Medication cost, dosing schedule, and common side effects are often taken into account. Patterns of infection in your community may be considered too. In some cases, laboratories may help to decide which antibiotic to be used. Special techniques such as Gram stains may help narrow down which species of bacteria is causing infection. This is because certain bacterial species will take a stain while the others will not. Cultures may also be obtained. In this technique, a bacterial sample from infection is allowed to grow in a laboratory. The way bacteria grow or what they look like when they grow can help to identify the bacterial species. Cultures may also be tested to determine antibiotic sensitivities. A sensitivity list is the roster of antibiotics that kill a particular bacterial type. This list can be used to double check that you are taking the right antibiotic. Escherichia coli E. coli is a common type of bacteria that can get into food, like beef and vegetables. E. coli is short for the medical term Escherichia coli. The strange thing about these bacteria and lots of other bacteria is that theyre not always harmful to you. Theodor Escherich first described E. coli in 1885, as Bacterium coli commune, which he isolated from the feces of newborns. It was later renamed Escherichia coli, and for many years the bacterium was simply considered to be a commensal organism of the large intestine. It was not until 1935 that a strain of E. coli was shown to be the cause of an outbreak of diarrhea among infants. The GI tract of most warm-blooded animals is colonized by E. coli within hours or a few days after birth. The bacterium is ingested in foods or water or obtained directly from other individuals handling the infant. The human bowel is usually colonized within 40 hours of birth. E. coli can adhere to the mucus overlying the large intestine. Once established, an E. coli strain may persist for months or years. Resident strains shift over a long period (weeks to months), and more rapidly after enteric infection or antimicrobial chemotherapy that perturbs the normal flora. The entire DNA base sequence of the E. c oli genome has been known since 1997. E. coli normally lives inside your intestines, where it helps the body to break down and digest the food. Unfortunately, certain types of E. coli can get from the intestines into the blood. This is a rare illness, but it can cause a very serious infection. Someone who has E. coli infection may have these symptoms: bad stomach cramps and belly pain vomiting diarrhea, sometimes with blood in it One very bad strain of E. coli was found in fresh spinach in 2006 and some fast-food hamburgers in 1993. Beef can contain E. coli because the bacteria often infect cattle. It can be in meat that comes from cattle and its also in their poop, called manure. E. coli is a consistent inhabitant of the human intestinal tract, and it is the predominant facultative organism in the human GI tract; however, it makes up a very small proportion of the total bacterial content. The anaerobic Bacteroides species in the bowel outnumber E. coli by at least 20:1. However, the regular presence of E. coli in the human intestine and feces has led to tracking the bacterium in nature as an indicator of fecal pollution and water contamination. As such, it is taken to mean that, wherever E. coli is found, there may be fecal contamination by intestinal parasites of humans. Physiologically, E. coli is versatile and well-adapted to its characteristic habitats. It can grow in media with glucose as the only organic constituent. Wild-type E. coli has no growth factor requirements, and metabolically it can transform glucose into all of the macromolecular components that make up the cell. The bacterium can grow in the presence or absence of O2. Under anaerobic condit ions it will grow by means of fermentation, producing characteristic mixed acids and gas as end products. However, it can also grow by means of anaerobic respiration, since it is able to utilize NO3, NO2 as final electron acceptors for respiratory electron transport processes. In part, this adapts E. coli to its intestinal (anaerobic) and its extra intestinal (aerobic or anaerobic) habitats. E. coli can respond to environmental signals such as chemicals, pH, temperature, osmolarity. Therefore, in a number of very remarkable ways considering it is a unicellular organism. For example, it can sense the presence or absence of chemicals and gases in its environment and swim towards or away from them. It can stop swimming and grow fimbriae that will specifically attach it to a cell or surface receptor. In response to change in temperature and osmolarity, it can vary the pore diameter of its outer membrane to accommodate larger molecules (nutrients) or to exclude inhibitory substances. With its complex mechanisms for regulation of metabolism the bacterium can survey the chemical contents in its environment in advance of synthesizing any enzymes that metabolize these compounds. It does not wastefully produce enzymes for degradation of carbon sources unless they are available, and it does not produce enzymes for synthesis of metabolites if they are available as nutrients in the e nvironment. Figures 1.1 1.2: Escherichia coli Staphylococcus aureus Figure 1.3: Electron micrograph of Staphylococcus aureus The Staphylococci Staphylococci (staph) are Gram-positive spherical bacteria that occur in microscopic clusters resembling grapes. Bacteriological culture of the nose and skin of normal humans invariably yields staphylococci. In 1884, Rosenbach described the two pigmented colony types of staphylococci and proposed the appropriate nomenclature: Staphylococcus aureus (yellow) and Staphylococcus albus (white). The latter species is now named Staphylococcus epidermidis. Although more than 20 species of Staphylococcus are described in Bergeys Manual (2001), only Staphylococcus aureus and Staphylococcus epidermidis are significant in their interactions with humans. S. aureus colonizes mainly the nasal passages, but it may be found regularly in most other anatomical locales, including the skin, oral cavity and gastrointestinal tract. S epidermidis is an inhabitant of the skin. Taxonomically, the genus Staphylococcus is in the Bacterial family Staphylococcaceae, which includes three lesser known genera, Gamella, Macrococcus and Salinicoccus. The best-known of its nearby phylogenetic relatives are the members of the genus Bacillus in the family Bacillaceae, which is on the same level as the family Staphylococcaceae. The Listeriaceae are also a nearby family. Staphylococcus aureus forms a fairly large yellow colony on rich medium; S. epidermidis has a relatively small white colony. S. aureus is often hemolytic on blood agar; S. epidermidis is non hemolytic. Staphylococci are facultative anaerobes that grow by aerobic respiration or by fermentation that yields principally lactic acid. The bacteria are catalase-positive and oxidase-negative. S. aureus can grow at a temperature range of 15 to 45 degrees and at NaCl concentrations as high as 15 percent. Nearly all strains of S. aureus produce the enzyme coagulase: nearly all strains of S. epidermidis lack this enzyme. S. aureus should always be considered a potential pathogen; most strains of S. epidermidis are non-pathogenic and may even play a protective role in humans as normal flora. Staphylococcus epidermidis may be a pathogen in the hospital environment. Staphylococci are perfectly spherical cells about 1 micrometer in diameter. The staphylococci grow in clusters because the cells divide successively in three perpendicular planes with the sister cells remaining attached to one another following each successive division. Since the exact point of attachment of sister cells may not be within the divisional plane and the cells may change position slightly while remaining attached, the result is formation of an irregular cluster of cells. The shape and configuration of the Gram-positive cocci helps to distinguish staphylococci from streptococci. Streptococci are slightly oblong cells that usually grow in chains because they divide in one plane only, similar to a bacillus. Without a microscope, the catalase test is important in distinguishing streptococci (catalase-negative) from staphylococci, which are vigorous catalase-producers. The test is performed by adding 3% hydrogen peroxide to a colony on an agar plate or slant. Catalase-positive cultures produce O2 and bubble at once. The test should not be done on blood agar because blood itself contains catalase. Figure 1.4: Gram stain of Staphylococcus aureus in pustular exudate Figure 1.5: Staphylococcus aureus Problem statement: Which antibiotic is most effective on bacteria? Hypothesis: Different antibiotics have different effect on bacteria. Ampicillin is the most effective antibiotic against Escherichia Coli and Staphylococcus aureus compared to other antibiotics. Variables: Manipulated Variable: Types of antibiotics and types of bacteria. Responding Variable: The diameter of clear zone around the paper discs. Fixed Variable: Surrounding temperature, humidity, light intensity, size of paper discs. Apparatus: Agar plate, Bunsen burner, marker pen, autoclaved forceps. Materials: Bacteria E. coli, bacteria S. aureus, bench spray of disinfectant, 1% Virkon, soap and dettol, paper towels, antibiotic- impregnated paper disc, adhesive tape. Procedure: Hands are washed with dettol handwash. Disinfectant spray is sprayed thoroughly to the working area. Paper towels are then used to wipe the working area. Two sterile Petri dishes are labeled correctly. One is filled with the bacteria S. aureus and another one with E. coli. The label is pasted at the side of the Petri dishes. The apparatus needed: bottle containing sterile nutrient agar, micropipette with sterile tips, Bunsen burner, bottle containing bacteria cultures and sterile Petri dishes labeled correctly. 200ml of E. coli bacteria culture is pipetted into a sterile Petri dish beside a burning Bunsen burner. Molten agar is poured into the Petri dish until the bottom of the Petri dish is covered by the agar. The Petri dish is then covered and gently pushed back and forth and in all four directions to mix the bacteria well with the agar. The agar is then allowed to set. Steps 4 to7 are repeated for S. aureus. The 2 Petri dishes containing the agar lawn are allowed to set. One paper disc is placed in a solution of antibiotics named Ampicillin using sterile forceps. The paper disc is then soaked into Petri dish containing the agar. Steps 10- 11 are repeated for antibiotics Tetracyclin, Carbenicillin, and sterilized distilled water. The Petri dish is closed and the bottom of the Petri dish is labeled to identify the position of each paper disc. The agar plates are then left in 30.0 0C incubator for 24 hours. Hands are washed thoroughly again after working with the bacteria culture. After 24 hours, the agar plates are observed with the Petri dishes closed. The diameter of the clear region around the paper discs are measured and recorded. The results are recorded in a table Precautions: The bacteria must be pipetted into the agar before the agar is set so that the bacteria can mix well with it. During observation, the lid of the Petri dishes must not be lifted up as the bacteria are harmful to our healths. After working with the bacteria culture, hands must be washed with disinfectant in order to avoid any infections. Result: Antibiotics Diameter of the clear zone, cm Escherichia coli Staphylococcus aureus Ampicillin 3.2 3.0 Tetracycline 2.3 2.7 Carbenicillin 1.3 2.8 Distilled water 0.5 0.5 Discussions: Analysis of data From the result, it is found that the largest inhibition zone or clear region is formed around the paper disc soaked in Ampicillin for E. coli bacteria lawn, followed closely by Tetracyclin and Carbenicillin. Ampicillins paper disc caused the largest area of inhibition zone in E. coli. This showed that Ampicillin is most effective in inhibiting the growth of the E. coli. Meanwhile, Carbenicillins paper disc which caused the smallest area of inhibition zone in E. coli showed that it is the weakest antibiotic against E. coli. Similarly, Ampicillin is also the most effective antibiotic against bacteria Staphylococcus aureus as the area of inhibition zone around the paper disc soaked with Ampicillin solution is the greatest, which has a diameter of 3.0 cm. Followed by that is the antibiotic Carbenicillin and the least effective antibiotic is Tetracyclin which has a slightly smaller diameter of clear zone than Cabenicillin, which is 2.7cm. Therefore, it can be concluded that Ampicillin is the most effective antibiotic against both type of bacteria and being the broad spectrum antibiotic while the effectiveness of Tetracyclin and Carbenicillin towards both bacteria varied. This showed that different antibiotic has different effect on different bacteria as well. The inhibition zones are all circular. If it is not circular, it is sensible that the diameter should be measured by using two points which are furthest from each other within the clear region. The diameter of the inhibition zones is affected by the strength of antimicrobial properties of the antibiotics towards different bacteria. It is important not to always choose the antibiotic with the largest inhibition zone to treat the patients as some other factors should be considered as well such as the side effect caused by the antibiotics, the conditions of the patients and the risk of that particular antibiotics. Control In this experiment, the control used is the sterilized distilled water. Paper discs soaked in sterilized distilled water are also put in two of the Petri dishes. This is to show that the sterilized distilled water has no effect on the bacteria. This enables us to compare the results for paper discs with the antibiotics and those with the distilled water to show that the formation of the inhibition zone or the clear region is due to the antibiotics but not because of the presence of water. In this case, clear region cannot be seen around the paper disc soaked in sterilized distilled water in both Petri dishes. Therefore, the presence of clear region around other paper discs must be due to the antimicrobial property of the antibiotics. Variables Three different antibiotics are used in this experiment to manipulate the types of antibiotics and to compare the effectiveness of each antibiotic to inhibit the growth of the bacteria. The antibiotics used are Tetracycline, Carbenicillin and Ampicillin. Two different types of bacteria, E. coli and S. aureus are manipulated by putting them in different Petri dishes with the agar medium. This enables us to identify the varying antimicrobial properties of the same antibiotics on different types of bacteria. The responding variable in this experiment is the diameter of the clear region around the paper discs after 24 hours. The greater the diameter of the clear zone around the paper discs, that means the more effective the antibiotic inhibiting the growth of the bacteria. The diameter of the clear zone can be measured from one point of the circular clear region to another point through the centre point by using a ruler. The amount of different bacteria cultures used must be the same by pipetting equal amount of the two bacteria, which is 200 ml into the agar medium. The temperature, humidity and light intensity must also be kept constant throughout the experiment. All these factors may affect the rate of growth of the bacteria. This can be done by placing the two agar plates into an incubator at 30 0 C. The size of the paper discs should also be kept constant. Paper discs which are larger will absorb more antibiotics and may lead to a greater diameter of clear zone compared to the smaller paper discs in the same bacteria culture. This is done by preparing the paper discs using the same puncher to ensure all the paper discs are of the same size. Justification of apparatus and materials In this experiment, the antibiotics used are Tetracycline, Streptomycin and Carbenicillin solutions. These antibiotics are more common antibiotics which are more easily available. The antibiotics have already been prepared in solutions form. This enables the paper discs to be soaked in the solutions directly and easier. The bacteria used are S. aureus and E. coli, they are practically easier to be grown and culture in agar plates. However, these two bacteria may be harmful to our health, therefore the lids of the agar plates are not allowed to be opened during observation. This is to keep us from getting any infections from these bacteria. Bunsen burner is used in this experiment to minimize the contamination of the experimental sets while preparing them. For example, the forceps are being flamed before being used to pick up the paper discs soaked in the antibiotics solutions. Micropipette is used to transfer the 200 ml bacteria into the agar medium. The used of micropipette with sterile tips further improved the accuracy of the result. Validity and reliability of the results According to the result from another group, Ampicillin is the most effective antibiotic towards only E. coli bacteria. Cabernicillin is most effective towards S. aerues and this is different from the result of my group. This may properly cause by contamination which affect the accuracy of the result. However, for the bacteria E. coli, the diameter of clear zone caused by the paper disc soaked in Cabernicillin is 1.3 cm for my group while the result of another group showed no clear zone around it. Therefore, it can be concluded that Carbenicillin is the least effective antibiotics towards E. coli for two groups. Besides, in order to increase the reliability of the experiment, the variables are controlled carefully. The constant variables are kept constant while only manipulating the variables that are being studied. Sources of errors One possible source of errors may be the contamination of the agar medium. This occurred when saliva is accidentally being transferred to the agar during preparation. Another possible source of error could be the purity of the antibiotics used. Some of the antibiotics solutions may be contaminated by some impurities which could decrease their antibacterial properties. Also, human error can take place especially when measuring the diameter of the clear zones. Conclusion: The hypothesis is accepted. Different antibiotics have different effect on bacteria. Ampicillin is the most effective antibiotic against Escherichia Coli and Staphylococcus aureus compared to other antibiotics. Antibiotics are medicines that kill bacteria. Bacteria can cause infections such as strep throat, ear infections, urinary tract infections, and sinus infections (sinusitis). There are many types of antibiotics. Each works a little differently and acts on different types of bacteria. Dont antibiotics cure everything? Antibiotics are powerful medicines, but they cannot cure everything. Antibiotics do not work against illnesses that are caused by a virus. They do not help illnesses such as: Common colds. Influenza (flu). Most cases of acute bronchitis. Most sore throats not caused by strep. Runny noses. These illnesses usually go away by themselves. If you take antibiotics when you do not need them, they may not work when you do need them. Each time you take antibiotics, you are more likely to have some bacteria that the medicine does not kill. Over time these bacteria change (mutate) and become harder to kill. The antibiotics that used to kill them no longer work. These bacteria are called antibiotic-resistant bacteria. These tougher bacteria can cause longer and more serious infections. In order to treat them you may need different, stronger antibiotics that cost more. A stronger antibiotic may have more side effects than the first medicine. Antibiotic-resistant bacteria also can spread to family members, children, and friends. Your community then will have a risk of getting an infection that is harder to cure and costs more to treat. Some antibiotics that doctors once prescribed to treat common infections no longer work. Taking antibiotics you do not need will not help you feel better, cure your illness, or keep others from being infected. On the other hand, take them when unnecessary may cause harmful side effects. Those side effects include: Nausea. Diarrhea. Stomach pain. When antibiotics kill the normal bacteria in your intestine and allow the C.difficilebacteria to grow, this causes diarrhea, fever, and belly cramps. In some rare cases, it can even cause death. This condition is known as Clostridium difficilecolitis or C. difficile colitis which is the swelling and irritation of the large intestine, or colon. Women may develop vaginal yeast infections from taking antibiotics. Rarely, antibiotics can cause a dangerous allergic reaction that requires emergency care. The right way to take antibiotic: Take it exactly as directed. Always take the exact amount that the label says to take. If the label says to take the medicine at a certain time, follow these directions. Take it for as long as prescribed. After the first few days of taking the medicine, you might feel better. However, it is important to keep taking the antibiotic as directed and usually until it is finish. Full prescription is always needed to get rid of those bacteria that are a bit stronger and able to survive the first few days of treatment. Bacteria that an antibiotic cannot kill (antibiotic-resistant bacteria) can develop if only part of an antibiotic prescription is being taken. Most importantly, leftover medicine must not be saved for the purpose of future use. Antibiotics are usually safe despites of all the side effects. Common side effects include nausea, diarrhea, and stomach pain. In women, antibiotics can lead to vaginal yeast infections. Some minor side effects are inevitable. In rare cases, antibiotics can cause a dangerous allergic reaction that requires emergency care. Antibiotics are among the most frequently prescribed medications in modern medicine. Antibiotics cure disease by killing or injuring bacteria. After the first antibiotic, penicillin which was accidentally been discovered from a mold culture, there are now over 100 different antibiotics available to cure minor discomforts as well as life-threatening infections.Although antibiotics are useful in a wide variety of infections, it is important to realize that antibiotics only treat bacterial infections. Antibiotics are useless against viral infections such as the common cold and fungal infections ringworm. Types of Antibiotics Although there are well over 100 antibiotics, the majority come from only a few types of drugs. These are the main classes of antibiotics. Penicillins such as penicillin andamoxicillin Cephalosporins such as cephalexin(Keflex) Macrolides such as erythromycin (E-Mycin), clarithromycin (Biaxin), andazithromycin (Zithromax) Fluoroquinolones such as ciprofloxacin(Cipro), levofloxacin (Levaquin), andofloxacin (Floxin) Sulfonamides such as co-trimoxazole (Bactrim) and trimethoprim (Proloprim) Tetracyclines such as tetracycline (Sumycin, Panmycin) Aminoglycosides such as gentamicin (Garamycin) and tobramycin (Tobrex) The use of right antibiotic is crucial as each antibiotic cures only certain types of infections but not all. Also, a person may have allergies that eliminate a class of antibiotic from consideration, such as a penicillin allergy which should not prescribe amoxicillin. Other factors may be considered when choosing an antibiotic. Medication cost, dosing schedule, and common side effects are often taken into account. Patterns of infection in your community may be considered too. In some cases, laboratories may help to decide which antibiotic to be used. Special techniques such as Gram stains may help narrow down which species of bacteria is causing infection. This is because certain bacterial species will take a stain while the others will not. Cultures may also be obtained. In this technique, a bacterial sample from infection is allowed to grow in a laboratory. The way bacteria grow or what they look like when they grow can help to identify the bacterial species. Cultures may also be tested to determine antibiotic sensitivities. A sensitivity list is the roster of antibiotics that kill a particular bacterial type. This list can be used to double check that you are taking the right antibiotic. Escherichia coli E. coli is a common type of bacteria that can get into food, like beef and vegetables. E. coli is short for the medical term Escherichia coli. The strange thing about these bacteria and lots of other bacteria is that theyre not always harmful to you. Theodor Escherich first described E. coli in 1885, as Bacterium coli commune, which he isolated from the feces of newborns. It was later renamed Escherichia coli, and for many years the bacterium was simply considered to be a commensal organism of the large intestine. It was not until 1935 that a strain of E. coli was shown to be the cause of an outbreak of diarrhea among infants. The GI tract of most warm-blooded animals is colonized by E. coli within hours or a few days after birth. The bacterium is ingested in foods or water or obtained directly from other individuals handling the infant. The human bowel is usually colonized within 40 hours of birth. E. coli can adhere to the mucus overlying the large intestine. Once established, an E. coli strain may persist for months or years. Resident strains shift over a long period (weeks to months), and more rapidly after enteric infection or antimicrobial chemotherapy that perturbs the normal flora. The entire DNA base sequence of the E. c oli genome has been known since 1997. E. coli normally lives inside your intestines, where it helps the body to break down and digest the food. Unfortunately, certain types of E. coli can get from the intestine