Populism Essays - Populism, Right-wing Politics,

Populism Populism is a movement begun in the mid-1890s by farmers and other rural residents at the time. It quickly gained strength and has undergone many changes since then. It has not only changed in its views, but also in the political parties who utilize it not as an ideology but rather as a mode of persuasion. Populism is defined in the book as a language whose speakers see the American people as one and not as a people bound by class restrictions, who see the elite politicians who oppose them as self-serving, and who wish to bring these "average Americans" together to fight against the overbearing powers of the political elite. Populist speakers in the United States voiced their discontent with elites who ignored, corrupted, or betrayed the ideal of American democracy, which consisted of rule by the common people. After the farmers created what we know as populism in the mid-1890s, there was a parting of the ways. In the early twentieth century, farmers' enthusiasm waned but two other groups' did not. These groups consisted of the wage earners and the evangelic churchgoers. They argued that unions were now the best representation of the "average man". At the same time, middle-class Protestants were mounting campaigns as well.. This was the first transition of the populist movement. . The second transition came in the late 1940s when populism began a migration from Left to Right. Conservative groups and politicians altered the speeches once given by reformers and radicals. Many reasons are given in the book as to why this transition took place. Some of these included: the onset of the Cold War, the fact that most white Americans came to see themselves as middle-class consumers and taxpayers, and the growth of evangelical churches whose political stance was as conservative as their theology. Gradually and unevenly, a conservative populism emerged that promised to defend devout, middle-class communities against the governing elite. Throughout the 1940s and 1950s, many experimented with this new shift in group. However, conservatives did not fully understand populism's potential for persuasion during elections until the 1960s. Mainly, this indoctrination came from George Wallace. Wallace rallied up the south's people; "his" people. "His" people had unglamorous jobs and a culture that treasured close families and a steady faith in God and country. They were fed up and were going to turn this country around. He managed to look and sound more like an ordinary, working American than did anyone of distinction on the white Left. Unfortunately for Wallace, though, his style made him seem part of the crisis rather than essential to solving it. He was too authentically populist, too blunt and imprudent an outlet for the anger of his followers to attract other voters who simply wanted the nation's troubles to end. Nevertheless, beginning in the late 1960s, conservative activists and politicians - mostly Republican - re-created themselves as the true representatives of average white Americans. They learned to breed the same mass resentments that George Wallace had spoken of but had been unable to ride to victory. In order to achieve what Wallace had failed in doing, a softening of his definition of "the people" was required. Instead of suggesting a takeover by angry steelworkers and street cops, conservatives announced their understanding of the concerns of the "silent majority" of producers and consumers - taxpayers, white nationals, housewives, "middle Americans" who felt betrayed by the New Left. By the end of the 1960s there was a shared dislike, among most, of the governing and cultural elite and its "supposed friends" in the ghettos and on campus. By the late 1980s it was clear that the American conservatives had not succeeded in establishing a new political order. The populist politician no longer had the face of a conservative nor the face of a liberal. Populism had jumped from the hands of the Left to the hands of the Right through time and continues today as a movement striving to survive in a society in which "populism" has even been used by advertisers as a fad. Populism is, in my opinion, a necessary component of democracy today. However, I believe that put to use in the appropriate manner is the only way in which it can be utilized and exercised for the overall good of the "average people" it claims to defend. In essence the responsibility to not abuse of populism falls upon those who choose to use it as their tool of persuasion - politicians. It becomes comfortable and convenient to capitalize on populism's persuasive characteristics to gain votes. Unless

The Negro Motorist Green Book Aided Black Travelers During Segregation

The Negro Motorist Green Book Aided Black Travelers During Segregation The Negro Motorist Green Book was a paperback guide published for black motorists traveling in the United States  in an era when they might be denied service or even find themselves threatened  in many locations. The creator of the guide, Harlem resident Victor H.  Green, began producing the book in the 1930s as a part-time project, but growing demand for its information made it an enduring business. By the 1940s the Green Book, as it was known by its loyal readers, was being sold at newsstands, at  Esso gas stations, and also by mail order. Publication of the Green Book continued into the 1960s, when it was hoped legislation prompted by the Civil Rights Movement would finally make it unnecessary. Copies of the original books are  valuable collectors items today, and facsimile editions are sold via the internet. A number of editions have been digitized and placed online as libraries and museums have come to appreciate them as noteworthy artifacts of Americas past. Origin of the Green Book According to 1956 edition of the Green Book, which contained a brief essay on the publications history, the idea first came to Victor H. Green sometime in 1932. Green, from his own experience and those of friends, knew of painful embarrassments suffered which ruined a vacation or business trip. That was a genteel way of expressing the obvious. Driving while black in 1930s America could be worse than uncomfortable; it could be dangerous. In the Jim Crow era, many restaurants would not allow black patrons. The same was true of hotels, and non-white travelers might be forced to sleep by the side of the road. Even filling stations might discriminate, so black travelers could find themselves running out of fuel while on a trip. In some parts of the country, the phenomenon of sundown towns, localities where black travelers were warned not to spend the night, persisted well into the 20th century. Even in places that did not blatantly proclaim bigoted attitudes, black motorists could be intimidated by locals  or harassed  by the police. Green, whose day job was working for the Post Office in Harlem, decided to compile a reliable listing of establishments African American motorists could stop and not be treated as second-class citizens. He began collecting information, and in 1936 he published the first edition of what he titled The Negro Motorist Green Book. The first edition of The Negro Motorist Green Book sold for 25 cents and was intended for a local audience. It featured advertisements for establishments that welcomed African American patrons and were within a days drive of New York City. The introduction to each annual edition of the Green Book requested that readers write in with ideas and suggestions. That request drew responses, and alerted Green to the idea that his book would be useful far beyond New York City. At the time of the first wave of the Great Migration, black Americans might be traveling to visit relatives in distant states. In time the Green Book began covering more territory, and eventually the listings included much of the country. Victor H. Greens company eventually sold about 20,000 copies of the book each year. What the Reader Saw The books were utilitarian, resembling  a small phone book that could be kept handy in an automobiles glove compartment. By the 1950s dozens of pages of listings were organized by state and then by town. The tone of the books tended to be  upbeat and cheerful, giving an optimistic look at what black travelers may encounter on the open road. The  intended audience, of course, would be all too familiar with discrimination or dangers they might encounter and did not need to have it stated explicitly. In a typical example, the book would  have listed one or two hotels (or tourist homes) that accepted black travelers, and perhaps a restaurant that did not discriminate. The sparse listings might appear unimpressive to a reader today. But to someone traveling through an unfamiliar part of the country and seeking accommodations, that basic information could be extraordinarily useful. In the 1948 edition the editors expressed their wish that the Green Book would one day be obsolete: There will be a day sometime in the near future when this guide will not have to be published. That when we as a race will have equal opportunities and privileges in the United States. It will be a great day for us to suspend this publication for then we can go wherever we please, and without embarrassment. But until that time comes we shall continue to publish this information for your convenience each year. The books continued to add more listings with each edition, and beginning in 1952 the title was changed to The Negro Travelers Green Book. The last edition was published in 1967. Legacy of the Green Book The Green Book was a valuable coping mechanism. It made life easier, it may have even saved lives,  and theres no doubt it was deeply appreciated by many travelers over many years. Yet, as a simple paperback book, it tended not to attract attention. Its importance was overlooked for many years. That has changed.   In recent years researchers have sought out the locations mentioned in the Green Books listings. Elderly people who recall their families using the books have provided accounts of its usefulness. A playwright, Calvin Alexander Ramsey, plans to release a documentary film on the Green Book. In 2011 Ramsey published a childrens book, Ruth and the Green Book, which tells the story of an African American family driving from Chicago to visit relatives in Alabama. After being refused the keys to the restroom of a gas station, the mother of the family explains the unjust laws to her young daughter, Ruth. The family encounters an attendant at an Esso station who sells them a copy of the Green Book, and using the book makes their journey much more pleasant. (Standard Oils gas stations, known as Esso, were known for not discriminating and helped promote the Green Book.) The New York Public Library has a collection of scanned Green Books which can be read online. As the books eventually went out of date and would be  discarded, original editions tend to be rare. In 2015, a copy of the 1941 edition of the  Green Book was placed for sale at Swann Auction Galleries and sold for $22,500. According to an article in the New York Times, the buyer was the Smithsonians National Museum of African American History and Culture.

Cross Functional Teams Purchasing and Acquisitions Management Term Paper - 1

Cross Functional Teams Purchasing and Acquisitions Management - Term Paper Example The researcher states that the incidence of M&A has continued to increase significantly during the last decade, both domestically and internationally. The sectors most affected by M&A activity have been service and knowledge-based industries such as banking, insurance, pharmaceuticals, and leisure. Although M &A is a popular means of increasing or protecting market share, the strategy does not always deliver what is expected in terms of increased profitability or economies of scale. While the motives for mergers can variously be described as practical, psychological, or opportunist, the objective of all related M&A is to achieve synergy, or what is commonly referred to as the 2+2 = 5 effect. However, as many organizations learn to their cost, the mere recognition of potential synergy is no guarantee that the combination will actually realize that potential. Most people have difficulty stating their organization’s strategy: what the organization wants to become, how it would li ke its people to behave, and what it will provide to which customers. In the future, the reality is that the organization’s business and operating units march to priorities different from, if not contradictory to, those implied by its strategy. The majority of the people in an organization focus on day-to-day operational matters and their individual aspirations. Consequently, the strategy is never realized. Frustrated by the lack of forward progress, executives launch new communication, reorganization, process redesign, or technology initiatives. Everyone is doing more, and yet performance stagnates or even declines. AKPMG report found that, though 82% of respondents believed the deal they had transacted was a success, 83% of the same mergers failed to increase shareholder value. Of these transactions, 30% produced no discernible difference in shareholder value and 53% actually reduced value.

Egyptian Cultural Values and Beliefs Essay Example | Topics and Well Written Essays - 250 words

Egyptian Cultural Values and Beliefs - Essay Example Women take care of their homes and should not engage in adultery besides they have right to education, employment and right to own property. Conversely, men provide and make decisions for their families besides giving permission when they are marrying of their daughters. Contrary to the women, men are free to wear any kind of male clothes they wish so long these attires would go against their beliefs’ statutes and culture. Children stay with their mothers besides mandated to attend schools, religious teaching sessions, assisting parents as well as behaving well. Boys are more favoured compared to girls whereby the latter do not have any freedom to mingle with boys except their brothers though at certain times in the family. Children join school at the age of six years where they ought to learn up to secondary level. Young children in most cases tend to study their traditions and religion teachings the first and essential one being memorizing Qur’an and Hadith (Stewart). Some of the practices, which Qur’an prohibits, include having sexual relations before marriage, looking down when talking to someone, use of left hand, failing to finish all food in one’s plate. These besides other of the similar sort based on Islamic culture are taboos. I like the way the Egyptian culture distinguishes the responsibilities of men, women and children. This allows each person in the community to play his or her own roles without interfering with those of colleagues. Hence, promoting respect and peace in the family levels as well in the entire Egyptian community because each member knows his or her responsibilities besides not partaking other peoples tasks hence reducing disagreement cases (Stewart). Some of the Egyptian elements that I may like to emulate and advocate in my family or community encompasses how women tend to be responsible in taking care for their homes, children as well as not engaging in affairs out of own marriages (Stewart).

Strategic Management Case of Volkswagon and Suzuki Essay

Strategic Management Case of Volkswagon and Suzuki - Essay Example Strategic management can be defined as a bundle of strategies that managers in an organization adopt and implement to positively influence the direction of the organization. These strategies will normally affect the performance of the company, and are desired to give the company a competitive advantage over other industry players. A global strategic partnership involves two or more organizations coming together and pooling resources in a bid to reach a wider market and strengthen their competitive advantage (Jeschke, 2008). In today’s business environment where there is massive competition from various players in the market, strategic management becomes a very important tool for survival. Strategic management gives an organization a fresh way to look at the existing business environment to remain both profitable and relevant amidst competition. In a bid to achieve relevance, organizations also link up together in strategic alliances to jointly pursue opportunities either in th e same operating environment or in a different one.The case between German carmaker Volkswagen and Japanese’s Suzuki is a classical case of how organizations pursue the concept of strategic alliances for gaining competitive advantage in their operations. The partnership between Volkswagen and Suzuki has been described by many analysts as a straightforward venture. This is because each organization had clear objectives that would easily be met upon the completion of the partnership.

Aseptic Technique And Cell Counting Biology Essay

Aseptic Technique And Cell Counting Biology Essay Introduction to Aseptic techniques In microbiological and biochemical engineering studies, one almost always deals with a pure culture or a mixture of known cultures, except perhaps in waste water treatment studies. Unless aseptic culture techniques are followed strictly, an originally pure culture will definitely become contaminated with other unwanted species. The use of a contaminated culture with unknown microorganisms will only lead to incredible results that are of little value. Thus, isolation and maintenance of a pure culture is of utmost importance in many microbiological studies. It is especially important to work with a well-characterised strain if the microorganism is used for a food preparation, as well as in antibiotic production where the product is to be taken internally. The need for a clean working environment in biological engineering studies is a must and cleanliness is the prerequisite for any meaningful work. The environment we live in is full of microorganisms capable of surviving in any condition. When working with microorganisms it is desirable to work with a pure culture. A pure culture is composed of only one kind of microorganism. Occasionally a mixed culture is used. In a mixed culture there are two or more organisms that have distinct characteristics and can be separated easily. In either situation the organisms can be identified. When unwanted organisms are introduced into the culture they are known as contaminants. Aseptic technique is a method that prevents the introduction of unwanted organisms into an environment. An example of using aseptic techniques is when growing bacteria; aseptic techniques are carried out to prevent the contamination of the culture. When working with microbial cultures aseptic technique is used to prevent introducing additional organisms into the culture. Microorganisms are everywhere in the environment. When dealing with microbial cultures it is necessary to handle them in such a way that environmental organisms do not get introduced into the culture. Microorganisms may be found on surfaces and floating in air currents. They may fall from objects suspended over a culture or swim in fluids. Aseptic technique prevents environmental organisms from entering a culture. Doors and windows are kept closed in the laboratory to prevent air currents which may cause microorganisms from surfaces to become airborne. Once these microbes are airborne they are more likely to get into cultures. Agar plates are held in a manner that minimizes the exposure of the surface to the environment. When removing lids from tubes, lids are held in the hand and not placed on the countertop during the transfer of materials from one tube to another. Introduction and aims of this report This report was based on two lab sessions; the reason for undertaking two lab sessions was to allow time for the culture to grow. In these sessions the objective was to learn basic aseptic techniques that are required in a lab, and also to learn how to count cells effectively using different methods. Another thing which was trying to be achieved was to be able to grow a colony of bacteria from a single cell by doing streak plating and serial dilution. Overview of practices and uses of aseptic techniques The laboratory session involved learning about the aseptic techniques. These aseptic techniques are important in a lab because they help keep the lab sterile, and sterility is vital in a lab because it allows the scientist to study and grow the bacteria they require accurately. Sterility is also important in preventing bacteria that are not required from replicating and growing on the sterile growth medium or the agar plate. There were a few aseptic techniques we had to follow while working with bacterias and sterile growth medium. To prevent the growth medium from being contaminated by air bore bacteria and other free floating matter, a Bunsen burner was set up near where the growth medium and bacteria samples were to be used. The Bunsen burner created a convection current that killed and destroyed most of the air borne bacteria and other free floating matter near the work station. This reduced the chance of the growth medium and bacteria samples from being contaminated. The Bunsen burner was also set up to allow the use of another technique called flaming. This technique involves passing through the flame of the burner anything that has come in to contact of any bacteria or anything that is about to come in to contact of the bacteria sample. The items that are flamed are lab equipment such as bacteriological loops, glass pipette and bottle or flask necks. The items must reach a temperature of over 100 oC for it to be sterilized. Another aseptic technique is called manipulation. In this technique the smallest finger is used to remove the lid of the bottle containing the bacteria; this allows the rest of the fingers to pick up anything else that is required. This technique also ensures the lid of the bottle is not placed down onto the bench where it is liable to contamination and thus contaminating the culture of bacteria in the bottle. The last but the most important aseptic technique is who someone prevents bacteria from themselves contaminating the lab and the equipment. Every person carries a large amount of bacteria inside and the outside of the body. When working with bacteria in a lab, we had to wearing a lab coat, this prevent bacteria from our clothes and bodies spreading out in the lab. Also we had to be careful that we dont cough or sneeze on the growth medium, as this would lead to the growth of the bacteria released by the body. Also after performing the experiment it was vital that hands were washed with antibacterial soap to help prevent cross contamination. If hands are not washed correctly and if bacteria are still left on hands they are able to multiply at an exponential rate and can cause bacterial infections. The first part of the experiment was to see the different variation and amount of bacteria on hands pre wash and after wash. This was done by placing the fingers in a Petri dish with nutrient agar. Nutrient agar is a microbiological growth medium commonly used for the routine cultivation of bacteria. The dish was separated in two and was labelled with one side of dish having prints from pre washed fingers and the other side after wash. The dish was then placed into incubation at 37 degrees as it is the optimum temperature where bacteria are able to multiply at an exponential rate depending on some factors an example being the amount of food available or space. The next part of the experiment consisted of doing a streak plate. This was done using the bacteria Staphylococcus aureus. Small sample of the bacteria SA was taken and put on a on a sterile loop and streak an agar medium. An example of the streak plate which was carried out is shown on the diagram below: Diagram to show procedure of streak plating    1.   Flame the loop and wire and streak a loopful of broth as at A in the diagram.    2.   Reflame the loop and cool it.    3.   Streak as at B to spread the original bacteria over more of the agar.    4.   Reflame the loop and cool it.    5.   Streak as at C, D E and F following same procedure after each streak as quoted above.    6.   Label the plate and incubate it inverted. The next part of the first session was to do serial dilution. This allows you to determine the number of cells in a bacterial culture. Since bacterial cell numbers are usually very high in the original sample, plating out this sample in an undiluted fashion would just lead to the creation of a bacterial lawn (a smear of many, many individual bacteria colonies that are all growing next to or on top of one another). Bacterial cell numbers need to be reduced, which is done by repeatedly diluting the amount of bacteria in the sample. A small amount of bacteria sample is mixed with a diluent solution (such sterile broth), and then successive dilutions are made. A small amount of each of the diluted bacteria samples is then spread onto an agar plate. The numbers of bacteria colonies that grow on each plate are counted. By working backwards using multiplication with the dilution factor (the number of times that you have diluted the bacteria sample with the diluent solution), we were able to make a determination of the numbers of bacteria in the original sample. After the dilutions were created 100  µl of each dilution was transferred to an agar plate using a pipette, it was then spread around the agar plate with a spreader. These six agar plates were then put into incubation at 37  °C for 24 hours. When spreading the bacterial lawn the plate with the dilution level 10-5 was done first and then th e others 10-4, 10-3, 10-2 .this is because the spreader which was used was plastic so the lower concentrated bacterium was spread first as the plastic spreader could not be flamed to kill the bacteria. If this aseptic technique was not used and the highest concentration of bacteria was used first it would have meant that the bacterial dishes would have become contaminated and also single colonies of bacteria would not be gained. If a glass spreader was used then it could have done in ascending order as the glass could be flamed by placing ethanol on the surface killing the bacteria on the glass spreader before doing the next part of the serial dilution. The final part of the first lab sessions was to prepare smears of bacteria for gram staining. Gram staining is a common technique used to differentiate two large groups of bacteria based on their different cell wall constituents. The Gram stain procedure distinguishes between Gram positive and Gram negative groups by colouring these cells pink or purple. Gram positive bacteria stain purple due to the presence of a thick layer of peptidoglycan in their cell walls, which retains the crystal violet these cells are stained with. Alternatively, Gram negative bacteria stain pink, which is attributed to a thinner peptidoglycan wall, which does not retain the crystal violet during the decolouring process. Gram staining involves three processes: staining with a water-soluble dye called crystal violet, decolourisation, and counterstaining, usually with safanin. Due to differences in the thickness of a peptidoglycan layer in the cell membrane between Gram positive and Gram negative bacteria, Gram positive bacteria (with a thicker peptidoglycan layer) retain crystal violet stain during the decolourisation process, while Gram negative bacteria lose the crystal violet stain and are instead stained by the safranin in the final staining process. The process involves three steps: 1. Cells are stained with crystal violet dye. Next, a Grams iodine solution (iodine and potassium iodide) is added to form a complex between the crystal violet and iodine. This complex is a larger molecule than the original crystal violet stain and iodine and is insoluble in water. 2. A decolouriser such as ethyl alcohol or acetone is added to the sample, which dehydrates the peptidoglycan layer, shrinking and tightening it. The large crystal violet-iodine complex is not able to penetrate this tightened peptidoglycan layer, and is thus trapped in the cell in Gram positive bacteria. Conversely, the outer membrane of Gram negative bacteria is degraded and the thinner peptidoglycan layer of Gram negative cells is unable to retain the crystal violet-iodine complex and the colour is lost. 3. A counter stain, such as the weakly water soluble safranin, is added to the sample, staining it pink. Since the safranin is lighter than crystal violet, it does not disrupt the purple coloration in Gram positive cells. However, the decolourised Gram negative cells are stained pink. (The descriptive methods are shown in the handbook for all experiments.) Results for the gram staining After following the method as stated in the handbook we examined the slides under a microscope using the oil immersion objective of 100x. We then noted the shape of the bacteria that could be seen and the colour being purple (Gram positive) or pink (Gram negative). Below are the traces of the bacteria which could be seen under the microscope. Figure 1 Staph aureus gram positive (purple) Description of what could be seen: Cocci shaped bacteria Irregular clusters of bacterial cells Figure 2 Bacillus cereus gram positive (purple) Description of what could be seen: Rod shaped bacterial cell Singular bacteria Figure 3 Saccharomyces cerevisiae gram positive (purple) Description of what could be seen: Cocci shaped bacteria Clusters of bacteria closely packed Smooth Figure 4 E-coli gram negative (pink) Description of what could be seen: Rod shaped bacteria cells Linked (string like, filamentous) Results of the experiments After 24 hours the agar plates with the bacteria were ready to be viewed. Firstly the agar dishes with the hand prints were viewed. Below is a diagram of the agar dish and the bacteria which was present: There are different bacteria which were present while observing the dish, they were the following A The first bacteria which were seen and labelled as A were the largest of the three visible colonies which are circle in shape and yellow in colour with smooth edges, they can be seen to have a slightly humped surface. B These are slightly smaller in size than the ones described above and are also circle in shape but are white in colour, again the edges are smooth and the surface is humped. C- These bacterium were only seen after washing hands they had no specific shape and were a lighter colour which was not very clear. They were flat with rough edges. Before wash After wash The next dish which was observed was the streak plating dish, this had been left to incubate for 24 hours also. The results are shown on the picture below: A sample of Staphylococcus aureus was inoculated onto an agar plate using the streak plate method. From this diagram it can be seen that part 1 shows a higher concentration of bacteria. Parts 2, 3 have fewer bacteria but still there are very few single colonies. Part 4 shows many different single colonies of Staphylococcus aeurus and are easily visible. The final dish which was viewed after 24 hours of incubation was the dish containing Staphylococcus aureus where it had been diluted to 10-5. These results can be seen below where there is diagram of the Petri dish including the bacterium. From counting the colonies on the dish the figure which was calculated was 486. The amount of colonies calculated was still quite high as the preferred number of colonies would have been from 30-300. This may have been achieved if the serial dilution was carried further. To calculate the amount of cells in this agar plate first the following was done: 0.1ml of solution = 4.8610-2 (486) 1ml of solution = 4.8610-3 so as it was the serial dilution of 10-5 the calculation was then multiplied by 5 to give the final answer number of bacterial cells = 4.8610-8 The last part of the lab session was to count cells using an Improved Neubauer Counting Chamber also sometimes known as a haemocytometer. The main objective of this session was to be able to calculate the total cells in the given sample. Below is a diagram of a haemocytometer with the slide placed over it: The haemocyometer contains 9 large squares under the microscope at the 40X lens. The area of the square can be measured at 1mm2. The way to distinguish these squares from one another is by the tripe dense lines. Within each large square there are smaller grids which can be used to help during counting. Also when the counting the bacteria cells there was a set way to do this as shown below in the diagram:- Bacterial cells So as can be seen in the diagram if the bacteria cells are at placed on the edge of the small squares then they will not be recorded. The orange lines representing cells will not be recorded as they are the end of the grid. 3 dense line separating each large square The way the cells were counted was to identify which squares were going to be used to observe and calculate the number of bacteria present. The way this was done was there were 9 squares and only 5 squares were chosen as shown in the diagram below: Squares 1, 3, 5, 7 and 9 were the squares which were used to count the bacteria. Once the haemocytometer was set and the proposed samples were placed into the counting chambers and then placed under a microscope to view (extended method is described in the module handbook). The cell count was done for two different cell suspensions whole blood (ovine) and brewers yeast (Saccharomyces cervisiae) the samples were not diluted. They were then counted and the results are shown in the table below. Table to show cell count from haemocytometer for the whole blood Square Number Number Of Cells Present 1 50 2 48 3 47 4 48 5 44 Total 237 To calculate the total cell count in the neat solution a calculation was needed. Firstly the average number of cells was needed to be worked out. The sum was 237/5=47.4. To work out the cell number it was multiplied by 110-4=4.7410-5 So then finally to work out the cell yield the number of cells/ml was used which was 4.710-5 and was multiplied by the total volume of 10ml and thus the yield calculated was 4.7410-6. Table to show cell count from haemocytometer for the Brewers yeast Square Number Number Of Cells Present 1 22 2 20 3 15 4 9 5 15 total 81 The same steps were taken to work out the cell number and yield for the Brewers yeast. Cell number = 1.6210-5 Cell Yield = 1.6210-6 Table to show cell number and cell yield of both samples Brewers yeast Whole blood Cell number 4.7410-4 1.6210-5 Cell yield 4.7410-6 1.6210-6 Discussion of results In this part of the report I will refer to the results obtained and assess if they were accurate or not to the study of aseptic techniques. Firstly the practical which involved looking at bacteria on the skin showed that after washing there was fewer bacteria but another form of bacterial cells started to grow. The reason for this could have been that when closing the taps I may have used my hands. The taps in the lab are made o be closed by the wrist so the bacteria is unable to come in contact with the surface of your hands. The reason for this is because if you wash your hands and then close the taps with your hands again then you are just collecting the bacteria off the taps again. In some cases the amount of microbacterium on the skin can increase after washing, this is because by covering the skin with water you are making conditions for microrganisms more favourable and thus more will grow. It is therefore understandable that the growth of microorganisms will depend upon the c hemical composition of the skin, for example if it is dry or whether it has a low pH. Most microorganisms that are present on the skin are located near hair follicles or sweat glands this is because they provide the nutrients and the correct environment for there growth. Also another reason for the bacteria still being there after washing hands on the agar dish was because of the process of washing hands. The process of washing hands should be done surgically as there is not such thing as part sterile. So to make sure that all germs and bacteria are washed away from skin the procedure of hand washing should be followed correctly. There are over 100 different types of bacteria on hands. The most common types of bacteria found on hands are familiar household names: Propionobacterium (the bacteria responsible for acne), strep, and staph (of which the infamous methicillin resistant staph aureus, MRSA is a subtype). Not all these bacteria are harmful as skin infections do not arise because you have bacteria on your skin. Rather, they arise because the type of bacteria on infected skin is not healthy bacteria but aggressive pathogenic bacteria. Streak plating discussion From looking at the results obtained from the streak plating it can be seen that the streak plate was not very accurate as the intended result was not achieved. The aim of this experiment was to try and gain single colonies but the problem with the streak plate which I had carried out was that there was not enough room for the single colonies to advance. This was because the initial inoculation streaks were too thick and so took up too much space thus leaving little space in the middle of the plate for single colonies. It is therefore required that the initial streaks are made thinner and cover, as a rough estimate, the outer 2cm of the agar plate thus, leaving plentiful space at the centre of the plate for single colonies to grow. The problem with this procedure is that each colony may not represent the progeny from one cell, as two or more cells which are very close together could appear as one colony. Another problem which may have caused difficulty achieving single colonies may h ave been the concentration of the bacteria. If the bacteria were diluted it may have helped to achieve single colonies. The single colonies which were achieved were all similar to one another this shows that the bacterium which was present in them colonies was the same bacteria. This was achieved as the inoculating loop was sterilised each time so only the bacterium which was being used grew on the agar dish. Gram Staining In this part of the practical there were four different bacteria which were tested by using the gram staining process to see if they were gram positive or gram negative. The first bacterium was Staphylococcus aureus, Bacillus cereus and Saccharomyces cerevisiae which were gram positive bacterium as after testing the bacteria under the microscope it showed that it was stained purple. The SA under the microscope was seen like a bunch of grapes as its names suggest as Staphyle in Greek terms meant grapes. Staphylococcus aureus is a bacterium, frequently living on the skin or in the nose of a healthy person that can cause illnesses ranging from minor skin infections and abscesses, to life-threatening diseases such as pneumonia, meningitis, endocarditis and septicemia. The Bacillus cereus is a facultative anaerobic bacterium associated with food poisoning in humans. The food poisoning is a result of ingesting toxins produced by the bacteria. B. cereus is widespread in the soil and the food industry in such foods as herbs, spices, milk, and vegetables. Transmission of this disease results not only from contaminated foods, but also from improper food handling/storage and improper cooling of cooked food. The bacteria seen under the microscope and as can be seen in the diagram (figure 2) shows the bacteria as rod shaped bacteria which do not cluster together and are separated around the slide, in different directions and are not in any particular order as they all in different angles. The Saccharomyces cerevisiae is also known better as yeast which could be used for baking or used while making alcohol. These cells where seen under the microscope as single cells which were rounded shaped cells and were closely packed together in groups. The last bacterium was the E. coli which was stained pink as this was a gram negative bacterium. This bacterium is found in animals and birds in the lower intestines it helps with the digestion of food. If E. coli is ingested it will cause the small intestine to become inflamed. People can contract an E. coli infection by drinking contaminated water, eating fruit or vegetables that have been watered with contaminated water, drinking unpasteurised milk, or eating undercooked ground meat. In Gram-positive cells, peptidoglycan makes up as much as 90% of the thick cell wall; more than 20 layers of this polymer stacked together. These peptidoglycan layers are the outermost cell wall structure of Gram positive cells, whereas in Gram negative cells, the thinner peptidoglycan component is covered by an external lipopolysaccharide (LPS) membrane. Serial dilution agar dish 10-5 This practical was done to see if individual colonies were able to be produced so the cells could be counted. The main aim was to reach from 30 -300 individual colonies. The amount of colonies which I produced in my agar dish was calculated and counted at 486. The method used was to try and calculate the number of cells in 1 ml solution of SA. This could only be done by serial dilution as it would be too difficult to count the cells if the bacterium solution was not diluted. The other dishes had too many colonies to count just by using the naked eye because it looked like a bacteria lawn. To try and achieve a better result and fewer colonies the experiment could have gone further and instead of having a concentration of 10-5 the solution could have been diluted further. By diluting down the solution it also allows the bacterium to grow in optimum conditions as they do not have problems such as less space or food. Cell counting using a haemocytometer In this part of the practical two solution were supplied and cells were counted by the use of a haemocytometer and a microscope. While counting the bacteria it may have been misjudged as some bacteria may not have been counting this is one reason why the number recorded were quite low as the solution was not diluted as well. Also when counting the bacteria its a total cell count so it is the living and dead bacteria so the results are not as accurate if only doing a live cell count. A better idea would be to do a serial dilution when doing a live cell count as only the living cells will grow into individual colonies. For the whole blood the amount of cells which were calculated was 237 and in the brewers yeast there were 81 cells. A reason for the brewers yeast having less amount of cells maybe that the cells form flocks of cells so it may be hard to visually see separate cells so when counting them a few cells may be counted as one cell. Also when counting these cells the same perso n was used to count the cells in both solution the reason for this being as different people have different judgments and by using the same person it will help gain fair and more accurate results.

I Know Why The Caged Bird Sings Essay -- essays research papers

Three primary problems â€Å"cage† Maya Angelou in her autobiographical book I Know why the Caged Bird Sings. The most pressing of these issues was probably the fact that Maya lived in the highly segregated south. Another factor of her imprisonment was because Maya, also known as Marguerite, was a social outcast, with very few friends other then relatives. Finally, the main character was entrapped because of her unusual sexual exposure. Over all, the highly segregated life she led, her exclusion socially, and her sexual experience caught Ms. Angelou. At the time, racism was predominate amongst southern citizens, this caused Maya’s displacement because she was a young black girl. Throughout the book Maya faces prejudice, and is constantly fighting this outrage, yet is not always winning. When Marguerite Johnson, nicknamed Ritie, was sixteen she became the first black streetcar operator in San Francisco, yet she had to fight incredibly hard to get her job. Even after she did her work schedule was impossible, and the free feeling she got from her job was turned against her at school, when she realized that her and her fellow classmates were, â€Å"on paths moving diametrically away from each other,† so even though Ritie had gotten the job she wanted, which she could have gotten easier had she been white, she was still an outcast. Furthermore, Marguerite, being Black, was denied certain necessities, such as not getting her toothache treated by the nearest dentist because he’d â€Å"rather sti... I Know Why The Caged Bird Sings Essay -- essays research papers Three primary problems â€Å"cage† Maya Angelou in her autobiographical book I Know why the Caged Bird Sings. The most pressing of these issues was probably the fact that Maya lived in the highly segregated south. Another factor of her imprisonment was because Maya, also known as Marguerite, was a social outcast, with very few friends other then relatives. Finally, the main character was entrapped because of her unusual sexual exposure. Over all, the highly segregated life she led, her exclusion socially, and her sexual experience caught Ms. Angelou. At the time, racism was predominate amongst southern citizens, this caused Maya’s displacement because she was a young black girl. Throughout the book Maya faces prejudice, and is constantly fighting this outrage, yet is not always winning. When Marguerite Johnson, nicknamed Ritie, was sixteen she became the first black streetcar operator in San Francisco, yet she had to fight incredibly hard to get her job. Even after she did her work schedule was impossible, and the free feeling she got from her job was turned against her at school, when she realized that her and her fellow classmates were, â€Å"on paths moving diametrically away from each other,† so even though Ritie had gotten the job she wanted, which she could have gotten easier had she been white, she was still an outcast. Furthermore, Marguerite, being Black, was denied certain necessities, such as not getting her toothache treated by the nearest dentist because he’d â€Å"rather sti...

Civic Education In The Uk And The Record Education Essay

This essay will try to specify an ideal citizen. The essay will sketch the worsening engagement of young person and other inspirations for the application of civic instruction into the compulsory course of study within the Untied Kingdom. The course of study of civic instruction across the United Kingdom will be briefly outlined, taking into history the differences between England, Northern Ireland, Scotland and Wales. Some of the jobs with learning methods will be addressed and alternate signifiers of acquisition will be outlined, with focal point on experiential acquisition. The failure of civic instruction to prosecute young person in the political procedure will be addressed, this essay will nevertheless foreground the ways in which young person appear to going engaged in the local and planetary community. Adult civic instruction will be briefly discussed, with peculiar focal point on its importance in increasing the battle of young person and political pattern in the hereafter, some troubles with insulating the success or failure from a range of influences will besides be discussed. This essay will be focused on civic instruction for immature people. This essay will reason that the failure to actuate young person and prosecute them in the political procedure, which is important in make fulling the function of a ‘good ‘ and ‘active ‘ citizen, reflects a failure of the nature of civic instruction in the United Kingdom.Specifying an ideal citizenThe constructs of a ‘good ‘ or ‘active ‘ citizen are interpretative, changing throughout many demographics within the United Kingdom. The diverse population of the UK, within societal category systems, cultural groups and spiritual groups for illustration, mean that many constructs of what constitutes citizenship exist within its population. We must understand the impression of a ‘good ‘ or ‘active ‘ citizen in order to mensurate the success or fa ilure of Civic instruction in the United Kingdom. Although there may be fluctuation within these categorizations, an ‘active ‘ citizen is one who engages in the political procedure and engages in broader society. An ideal active citizen will take part in society in a assortment ways. Norris ( 2002, p216 ) identifies voting as one of the most common signifiers of political engagement. Turn out for elections is a cardinal component of civic battle within modern-day representative democracies. Franklin and Van Der Eijk ( 2009, p1 ) note that elections allow citizens who vote an chance to show their political penchants, which have deductions for the behavior of a authorities and the policies that a authorities will peruse. If a society is to stay democratic, citizens must hold an input within this procedure. An active citizen may besides partake in party rank. Norris ( 2002, p218 ) states that parties serve multiple maps: Simplifying and structuring electoral picks ; organizing and call uping runs ; jointing and aggregating disparate involvements ; imparting communicating, audience, and argument ; preparation, recruiting, and choosing campaigners ; structuring parliamentary divisions ; moving as policy think armored combat vehicles ; and organising authorities. An active citizen would utilize their cognition of political relations and the political system in choosing a party that best represented the involvements of themselves and their sensed impression of a wider benefit. Equally good as engagement in the political procedure citizens must work towards accomplishing societal capital. This can be understood as the creative activity of community within society. At its most simple degree societal capital should be produced through administrations of household, friends, vicinities and schools. Putnam ( 2000, p19 ) defines the construct of societal capital as ; Connections among persons societal webs and the norms of reciprocality and trustiness that arise from them. In that sense societal capital is closely related to what some have called â€Å" civic virtuousness. † The difference is that â€Å" societal capital † calls attending to the fact that civic virtuousness is most powerful when embedded in a sense web of mutual societal dealingss. A society of many virtuous but stray persons is non needfully rich in societal capital. In order to accomplish an ideal vision of citizenship, persons must go involved within the community, every bit good as within the political procedure. Norris ( 2002, p220 ) claims that Putnam ‘s thesis possibly realised by citizens belonging to environmental groups, athleticss nines, volunteering, spiritual administrations and civic groups such as the parent- instructor association. Putnam ( 1995, p68 ) claims that civic battle leads to swear within society and the realization of democracy. Civic instruction purposes to make good rounded citizens, the success or failure of such instruction should be based on these results. Does civic instruction green goods such citizens? Are persons politically engaged? Do persons partake in civic activity?Worsening engagement in immature peopleThe average immature individual does non vote and does n't belong to a political party and has really small trust in political establishments. Harmonizing to Kisby et. EL. ( 2009, p2 ) turnout for the 2005 general election historic low of 37 % . Merely 10 % of immature people are said to ‘trust ‘ politicians and merely 6 % trust political parties. This is perceived by Kisby to be due to the progressively irrelevancy of political parties for immature people. Mair and Van Biezen ( 2001, p7 ) suggests that such detachment may besides be due to the limited chance for immature people to show their sentiments, or party schemes to maximize ballots that rationally disregards marginalised groups that are less likely to vote, such as young person, and, the weakening of immature people ‘s place in relation to the labor market and the public assistance province. Figure one: Voter Turnout By Age ( IDEA, 2005 ) The figures within this tabular array highlight the statement that the sum of engagement in voting from young person has decreased over the past two UK elections. These issues have been lending drivers for advancing civic instruction in schools. Signs of young person detachment have made civic instruction high in the docket for national authoritiess and supranational administrations such as the council of Europe and the European committee. Harmonizing to Kerr ( 2009, p18 ) within a paper by the Institute of Global Ethics other factors include ; Concern about weakening political and civic battle in society or detachment, peculiarly among the immature ; Increased motion of peoples within and across states and the force per unit areas on community coherence and inter-cultural dealingss ; The expansion of supra-national entities such as the European Union ( EU ) ; The impact of planetary events, peculiarly 9/11 and the London, Madrid and Mumbai onslaughts, and concerns about battling terrorist act and extremism ; Issues around the direction and hereafter of the planet refering planetary citizenship, the environment and the universe economic system. And eventually the deficiency of trust for politicians and political parties. Implementing civic instruction theoretically provides a measure towards get the better ofing these obstructions of modern society in the UK.The civic instruction course of study for stripling civic instruction in schools within the United KingdomCitizenship instruction became a compulsory topic in the national course of study for secondary schools in August 2002 across the United Kingdom. September 2007 ‘local and planetary citizenship became a statutory constituent of the revised Northern Ireland course of study. Andrews et. EL. ( 2005, p4 ) suggests that the civic instruction course of study in Northern Ireland reflects the concern with human rights and internationalism, whilst understating counter issues associating to national individuality. In Scotland, Values and Citizenship is one of the five National Priorities in Education. Harmonizing to Andrews et. EL. ( 2007, p4 ) states that the The Education for Citizenship in Scotland study published in 2002 encouraged a citizens hip programme that focused on the rights, duties and regard of immature people within Scots communities. Therefore more accent is placed on national cultural individuality so within the English course of study. In Wales, Citizenship is portion of the statutory proviso for Personal and Social Education and Education for Sustainable Development and Global Citizenship. Andrews et. EL. ( 2007, p5 ) suggests that Citizenship instruction plays a cardinal function in bring forthing an inclusive sense of cultural and civic ‘Welshness ‘ , pulling on the freshly devolved national establishments, whilst staying rooted in familiar local concerns. When foremost introduced to England the citizenship instruction course of study had three strands: political literacy, societal and moral duty and community battle. Kisby et. EL. ( 2009, p2 ) province that the purposes of the class were to learn immature people to go good informed, responsible citizens engaged in mainstream political and civic activities, such as vote and engaging in voluntary work, in peculiar at a local community degree. Citizenship instruction screens: political relations and authorities, the legal system, equal chances and human rights issues. New citizenship instruction has included a Forth strand ‘identity and diverseness: life together in the UK ‘ which teaches kids about affairs at both a national and regional degree. These include ethic and spiritual civilizations and their connexions, kids are besides required to research the construct of community coherence. Kisby et. EL. ( 2009, p7 ) province that a full GCSE was to be made available from Sept ember 2009 and an A degree in citizenship instruction is besides being devised. Harmonizing to Kisby et. EL. ( 2009, p6 ) the purpose of citizenship and values instruction is no longer merely about promoting formal political engagement in civic society, but besides now about readying for informal engagement in civil society ; acquisition of a greater apprehension and grasp of issues of individuality and belonging, community coherence, diverseness and inclusion in society ; and development of a sense of citizenship in a planetary context, peculiarly around issues of sustainable development and besides the environment. Harmonizing to Andrews et. EL. ( 2007, p11 ) the school system frequently teaches pupils citizenship advancing ‘compliance ‘ and ‘authority ‘ alternatively of liberty. A job with the classs seem to be the descriptive nature, missing analytical and critical component, doing the content a shallow debut to the worlds of assorted political procedures.Alternate signifiers of civic instruction for young personCivic instruction is p ortion of the course of study, in which civic ideals are taught in a traditional format, nevertheless civic surveies may be received better by pupils if taught in alternate ways. Kisby et. EL. ( 2009, p6 ) suggest that schools can move as mini-polities. In this format pupils will larn to be effectual citizens if there is importance placed upon the democratic nature of, and chances for look in schools. Andrews et. EL. ( 2007, p11 ) claim that schools provide formative spheres for look and civic battle, for pattern in societal dealingss and in covering with authorization. This may be a more effectual format of citizenship as it is an synergistic experience that relates to pupils ain experiences, and allows them to take part in and reflect upon the broad spectrum of democratic political relations. This construct may be understood as experiential acquisition. Experiential acquisition is larning through contemplation of making, for illustration a kid may larn about animate beings better at a menagerie instead than reading about animate beings in a book. In making this the kid is doing their ain find and non larning 2nd manus. Kolb et. EL. ( 2005, p199 ) province that experiential acquisition requires no instructor it does nevertheless necessitate the scholar to be volitionally involved in the acquisition experiences, the scholar must be able to reflect on their experiences, must possess and utilize analytical accomplishments to hold on the experience and eventually the scholar must besides possess determination devising and job work outing accomplishments in order to utilize the new thoughts gained form the experience. Civic instruction is believed to be most efficaciously taught through such an synergistic attack. Kolb et. EL. ( 2005, p200 ) suggests that experiential acquisition connects larning to pupils past experiences and promotes the impression of pupils actively and collaboratively prosecuting in engagement activities that address issues relevant to their ain lives. This learning manner leads to the development of cognition and accomplishments facilitated through public presentation and games. Kolb et. EL. ( 2005, p199 ) claims that this engagement in work-based acquisition concerned with accomplishing public goods, and emphasises the importance of participants reflecting on and analyzing the activities undertaken. Citizenship lessons, through the ‘community engagement ‘ strand, encourage pupils to prosecute in participative activities. Harmonizing to Kisby et. EL. ( 2009, p7 ) research in the united provinces shows that ‘educating democracy ‘ can and should use a as sortment of educational patterns: acquisition through ‘discussion and deliberation ‘ , ‘political research and action undertakings ‘ , ‘speakers and wise mans ‘ , ‘placements, intern-ships and service larning ‘ and ‘structured contemplation ‘ . This is nevertheless believed to force immature people in the way of volunteering and non vote. However, cognition, engagement and deliberation are all vitally of import elements that must be linked together in citizenship lessons, if it is to be active citizenship instead than merely volunteering that pupils are engaged in.Youth battle in the political procedureYouth engagement and engagement refering political relations in the United Kingdom remains low, proposing a failure of citizenship surveies. This decision can be assessed in relation to the engagement of immature people in the political procedure after civic instruction was made compulsory in schools across the United Kingdom in 2002. Research conducted by the Hansard Society provides analysis of current political attitudes, gained from face-to-face study informations. The audit of political attitudes and engagement combines regular inquiries which measure underlying tendencies on public battle from twelvemonth to twelvemonth, every bit good as particular subdivisions concentrating on peculiar issues or subdivisions of the population. This research is funded by the House of Commons and the Ministry of Justice. From this information we are presented with inside informations of immature peoples attitudes towards the political procedure in 2009, long after the execution of civic instruction throughout schools in the United Kingdom. It appears that civic instruction in the United Kingdom has failed to prosecute young person in the political procedure. Interest in political relations remains low among young person. The Hansard Audit of Political Engagement 6 ( 2009, p48 ) displays that merely one 3rd ( 35 % ) of those elderly 18-24 say they are interested, compared to over half of people for all age groups above the age of 25. It can be assumed that without involvement in political relations, other signifiers of political engagement will, in bend, be low. Evidence of young person keeping political cognition appears low despite of civic instruction. Harmonizing to informations calculated by the Hansard Audit of Political Engagement 6 ( 2009, p50 ) perceived cognition appears to correlate with age, with 32 % of 18-24 twelvemonth olds stating they know at least ‘a just sum ‘ about political relations increasing steadily to 60 % of 65-74 twelvemonth olds, though merely 49 % of the 75+ age group say the same. As displayed in Figure one young person turnout appears to be worsening. Voting is seen as a cardinal factor of active citizenship, lending to a successful democracy. The Hansard Audit of Political Engagement 6 ( 2009, p48 ) shows that merely 24 % of young person ages between 18-24 claim they would vote in an immediate general election compared to the norm of 53 % . The ego proclaimed likelihood to vote in general elections appears to increase with age as displayed in the findings below.Figure 2Civic instruction purposes to learn pupils about ideal citizenship in a democratic society. However this deficiency of willingness to vote and miss of battle with the political procedure shows that civic and political theory taught with civic instruction may non be put into pattern after category. Within youth the apprehension of what constitutes a good citizen and implementing such beliefs are non linked. This is apparent in relation to civic engagement in political parties. The Hansard Audit of Political Engagement 6 ( 2009, p57 ) inside informations that fall ining a political party is seen by the smallest proportion of the populace as an of import behavior of a good citizen: about 63 % of those surveyed say it is ‘fairly unimportant ‘ or ‘not of import at all ‘ . However fall ining a political party is more likely to be seen as of import by the younger population. 42 % of surveyed 18-24 twelvemonth olds believe fall ining a political party is indispensable or of import in order to be a good citizen, compared to 34 % of the populace as a whole. Yet there is a contrast evident between the big figure of people who think something is of import and their willingness to really make it. Harmonizing to the audit of political engagement, merely 1 % of 18-24 twelvemonth olds have paid a rank fee or made a contribution to a political party in the last two or three old ages. Political engagement appears to be unchanged by the execution of compulsory civic instruction throughout the United Kingdom. However youth appear to going engaged in different ways.Engagement of immature people in civic activityCivicss instruction is seen to hold an impact on the engagement of young person in wider society. Harmonizing to Pattie et. EL. ( 2004, p173 ) through entree to civic instruction immature people are going progressively involved within the community, both locally and planetary in different ways. Kisby et. EL. ( 2009, p3 ) claim that while trust for politicians and political parties is seen to be diminishing around a 3rd of immature people trust certain non authorities administration ‘s like the amnesty International and Greenpeace. The information below, from the Hansard Audit of Political Engagement 6 ( 2009, p58 ) we can see that 24 % of young person aged between 18-24 donated to charity or candidacy administrations, compared to the really low 1 % of surveyed young person who contributed to political parties. By donating to Charity and non authorities administrations youth may believe that they are lending to breaking a state of affairs near to their bosom, in which their part will really do a difference. These issues, normally of planetary significance make young person subscribers to a wider, planetary society.Figure 3Is civic instruction holding a positive consequence on civic battle and political engagement for young person?Youth engagement should non be divorced from broader developments in society given that engagement depends every bit much on category, income, educational attainment and regional location as it does on age. citizenship instruction is merely one component of turn toing the demand side o f seeking to positively act upon immature people ‘s civic attitudes. It is difficult to insulate civic instruction as the exclusive subscriber to making active immature citizens. Other factors may prosecute immature citizens. Park et EL. ( 2004, p33 ) emphasise the function of socio-economic category in civic battle as they claim immature people from more advantaged backgrounds are significantly more likely than those from less advantaged house holds to prosecute in political relations. Motivation may besides originate for immature people from the political clime Kisby et. EL. ( 2009, p323 ) claim that this was seen to some extent with the success of Barack Obama in the US. Young peoples engagement in political relations and battle with the political procedure appears to be unaffected by civic instruction. However it is apparent that immature people are interested and engaged in alternate ways. From this observation it appears that while pupils are deriving an apprehension of what it means to be a good citizen, few are rehearsing many facets of it. Harmonizing to informations accessed from UCAS a figure of pupils taking A-levels and inscribing for political relations degree programmes has increased over the past decennary. There were a sum of 5239 appliers to political relations grades in 2008 harmonizing to the facts and figures of the UCAS, compared to 2692 in 1996 long earlier civic instruction was made compulsory.Figure 4This may foreground a success in the civics instruction plan. It seems that civic instruction surveies have motivated young person to derive farther instruction on political relations and the political procedure. This crisp slope of appliers to political relations plans across the United Kingdom may besides be the consequence of an inflow of appliers across all university classs. Harmonizing to Kisby et. EL. ( 2009, p6 ) citizenship lessons are likely to hold a positive impact on pupil battle in society in the longer term. However, contrary to this belief, Milner ( 2002, p118 ) suggests that it uncertain of whether or non kids retain the information received in civic instruction surveies at school throughout their grownup lives. Park et EL. ( 2004, p33 ) claim that immature people populating with grownups who show an involvement in political relations are more likely to go interested in political relations themselves, to place with a political party and believe and understand that it is everyone ‘s civic responsibility to vote. This suggests that an engaged grownup population who pattern political relations and contribute to society would ensue in a more occupied young person. Therefore some signifier of big instruction is required to continue an occupied people.Adult civic instructionSimilarly to civic instruction within schools, Boggs ( 1991, p81 ) de fines civic instruction for grownups as a purposeful and systematic attempt to develop within grownups the accomplishments and personal demands needed to map as citizens within their community. Adults have greater functions within the community so young person of school age, it is of import for them to understand the demands of a citizen within a democracy. Milner ( 2002, p117 ) suggests that there is good ground to believe that, when it comes to civic literacy, the content of what is learned as an grownup is more of import than that learned in schools during young person. Adults over the age of 18 are able to partake in elections, most have an income enabling them to lend to society, political determinations appear to impact them more straight so immature people. Adults need civic cognition to protect their involvements within elections and to lend to their community. It is for these grounds Milner ( 2002, p 119 ) believes that it is cardinal that civic instruction is reinforced th roughout the lives of grownups in order to bring forth citizens efficaciously engaged in society and the political procedure. Without reviewing political thoughts in grownup heads detachment will happen, as sentiments and values become out-of-date. Engaged grownups lead to greater battle within younger cohorts of the electorate, intending that an involvement in the political procedure and in activities associating to civic battle will be perpetuated. There does nevertheless look to be a deficiency of civic instruction classs for grownups in the United Kingdom. In order for the true potency of civic instruction to be realised, civic instruction must be aimed at both school aged young person and grownups likewise.troubles in measuring civic instruction ‘s success or failureThe success or failure of civic instruction can be assessed by the political and societal activities partaken in after prosecuting with survey. Therefore insulating the success or failure of civic instruction is hard. Other factors play a portion in the battle of citizens in the political procedure and in society more by and large. Engagement is marked by socio-economic position, ethnicity, age, gender and income every bit good as instruction. The function of instruction in making ‘good ‘ and ‘active ‘ citizens is difficult to measure when many facets play a portion in the result.DecisionCitizenship instruction became a compulsory topic in the national course of study for secondary schools in August 2002 across the United Kingdom. We must understand the impression of a ‘good ‘ or ‘active ‘ citizen in order to mensurate the success or failure of Civic instruction in the United Kingdom. Although there may be fluctuation within these categorizations, an ‘active ‘ citizen is one who engages in the political procedure and engages in broader society. The purpose of citizenship instruction about promoting formal political engagement in civic society, but besides now about readying for informal engagement in civil society. The average immature individual does non vote and does n't belong to a political party and has really small trust in political establishments. These marks of young person detachment have made civic instruction high in the docket for national authoritiess. Students are encouraged to get a greater apprehension and grasp of issues of individuality and belonging, community coherence, diverseness and inclusion in society. Citizenship instruction aims to develop of a sense of citizenship in a planetary context, peculiarly around issues of sustainable development and besides the environment. In order to accomplish an ideal vision of citizenship, persons must go involved within the community, every bit good as within the political procedure. Civic instruction purposes to make good rounded citizens, the success or failure of such instruction should be based on these results. Civic ideals are taught in a traditional format, nevertheless civic surveies may be received better by pupils if taught in alternate ways. Alternate signifiers of learning, such as those which encourage experiential acquisition, may be a more effectual format of citizenship instruction as it is provides an synergistic experience that relates to pupils ain experiences, and allows them to take part in and reflect upon the political procedure and political relations itself. Knowledge, engagement and deliberation are all vitally of import elements that must be linked together in citizenship lessons, if it is to be active citizenship instead than merely volunteering that pupils are engaged in. Youth engagement and engagement refering political relations in the United Kingdom remains low, proposing a failure of citizenship surveies. Young people fail to demo marks of battle with political relations or marks of political engagement even after the execution of civic instruction within school s. Young people do demo an apprehension of what constitutes a good citizen but fail to implementing these ideals, such as vote and belonging to a political party. However entree to civic instruction has engaged immature people in different ways. Young people are going progressively involved within the community, through activities such as volunteering or donating to charity administrations. This suggests that involvement and trust in political relations remain low. Over all it is hard to insulate the success or failure of civic instruction. Other factors play a portion in the battle of citizens within their communities and in the political procedure.

7 things to do if you want to work abroad

7 things to do if you want to work abroad There are a number of ways to get a job overseas, but most of them require lots of planning. Before you hop a plane to Bali or Paris to scout local job opportunities on your own, there a few factors and opportunities to consider to help you get the most out of working abroad. 1. Start your job search before you go abroadWhile it may seem adventurous or romantic to go exploring the world, there’s a lot of research that has to go into creating a financially feasible plan. Landing a job is different than bumming around Europe with a backpack. While it can have similar benefits like language and cultural immersion, finding short-term and long-term work is much different than your average vacation. It may be as simple as defining your search delimiters on the right job site, to much more targeted, like seeking out the job ads that are in local news websites from your desired location or networking among friends and alumni organizations. Depending on your financial situation and ult imate goals for working abroad, lining up the job beforehand is almost always better than going broke for a month while you try to find opportunities locally.2. Nail down all paperwork well in advanceThere’s one tricky thing you don’t worry about in your average job search in your home country: work permits. Technically, you can just show up and live for a few weeks in another country, but if you find a job, you’ll need to know how to get a work permit. In many countries the work permit application may need to be approved before you arrive. Oftentimes a company procures a work permit for you for a particular job. You may also need to have a residency permit. Thus, changing jobs while you’re overseas comes with an added complication: new work permit applications. There are also different types of visas, like a working holiday visa (for those between the ages of 18 to 35) and temporary work visas which are offered to American citizens by some countries like Canada and the UK for several months. Whether you’re considering long-term or short-term work, it’s best to set up your work permits before you pack up and move – even before you buy a plane ticket (because your plane ticket can be revoked without the proper documents set in place.)3. Know you might have to deal with low-paid workThe tradeoff, for most overseas opportunities, is of course money. There are countless opportunities for volunteering and internships world-wide with various reputable organizations. Students can often take advantage of internships during study abroad programs. Joining the Peace Corps, an another example, will take you places and use your skills to serve an impoverished community abroad. This is good experience to broaden your horizons and for your resume, but this type of opportunity is one you have to weigh against your current financial stressors. The Peace Corps provides language training, cultural immersion by living with a host f amily, a monthly living allowance and paid airfare. There is also no age limit to joining the Peace Corps, but you must be over 18.4. Brush up on your teaching skillsYou may have hated high school English but being able to teach English is one of those â€Å"needed skills† for many countries when you’re applying for a work visa. If you don’t want to teach long-term but do want to remain in a foreign country, you can consider a teaching job as your foot in the door to find other local job opportunities. There are many teaching placement programs that can get you started, though some require prior experience.5. Consider global company opportunitiesEven applying for a position at a global company could get you to the place you want to be eventually. This is perhaps the lengthiest way to find a job overseas, but also one of the most financially stable. Search for travel opportunities within your current organization. Business trips are a short-term way to get you to feed the travel bug, get paid to do it, and not worry about establishing residency in a foreign country. But you never know when your organization may be opening new positions overseas. Keep an eye out for these internal hiring opportunities.6. Find a job that will always go abroadIf you’re just starting in your career or looking to change careers to one that brings you more travel opportunities, there are a number of fields that offer the travel-driven a regular influx of travel opportunities. Jobs in tourism and leisure, travel writing, and working for an international airline are perhaps the most obvious. But there are other less-obvious choices that require you to work globally like a job in geophysics, archeology, and many government jobs in foreign affairs.7. Study up on your potential new cityDiving into a new culture can be exciting, but you should definitely try to learn a bit before you go. Brush up on local politics, read cultural histories, try to learn from a ph rasebook, and get a sense of the local customs. If you’re looking for a particular metro area, research what potential companies you could work for in the area. Any new job will have its own new â€Å"culture,† but working abroad may bring new facets you haven’t anticipated. If you’re primarily motivated to work abroad by a spirit of learning and adventure, then you’re already in the right spirit.

Henry sy and gokongwei case study Essays

Henry sy and gokongwei case study Essays Henry sy and gokongwei case study Paper Henry sy and gokongwei case study Paper Statement of the problem * Henry Sy and John Gokongwei continuity. II. objectives * To determine the way on how their business well continue without breaking the very large company. * To mark out few possible causes of action that will lead to the down fall of business. Ill. are of consideration Henry Sy and John Gokongwei have both family members who are capable of running the business. They both have children who are very inclined to business. Since their arly aged , they saw how their fathers work hard. They knew their fathers hardship , from being nobody to somebody. They know how their parents , specially theyre father work hard for their business to grow. Having seen , and experience the luxury of their fathers successful business , they will surely treasure I like how their father take care of it. The education , which Henry Sy and John Gokongwei provided to their children are how fruit bearing. They do have a very smart children which will someday inherit their family business. They do have the knowledge and the guts. Yet a single decision can make or break it. IV. alternative courses of action Henry Sy and John Gokongwei introduce their heirs to already solid and full founded dynasty of business. Both tycoons share their ideas and decisions to their children. even they make decision , a big part of it , which influence them very much , are still heir fathers who made thousands of critical decision before. Such great tycoons knows exactly what to do, Henry Sy and John Gokongwei introduce their children to the world of business , but not to the world of nothingness, there children is the smallest worker of the big dynasty of the company , but they already have something to start up with. Both tycoons started with Just their minds , aspiration and goals . they started to work of nothing but themselves . henry sy and gokongwei case study By camilleandynno

Critical Debates in Plannling Article Example | Topics and Well Written Essays - 500 words

Critical Debates in Plannling - Article Example According to the authors, there is need for planners, developers, and policy holders to work on a system that would promote the interests of development while also enhancing the objectives of development. As such, this study adopts a collaborative approach that connects the objectives of the competing sides of the argument towards a meaningful collaboration. Davoudi (2010) explored the various approaches on sustainable development as understood together with the efficacy and value of the various issues that connect between development issues and the need to safeguard the environment. Some of the approaches explored include ecological modernization, risk society, and traditional approaches. In this regard, it makes sense to consider these matters in terms of the concerns raised about the preservation of the environment. Campell (1996) examined the key details that engage the minds of planners in their quest to achieve green cities. The triangular model used in the understanding of these challenges provides a broad insight into the weaknesses of past and current approaches in light of the desire to achieve comprehensive development. Among the dominant issues discussed is the matter of priority with particular attention to urban development versus environmental concerns at hand. The study by Cowell and Owens (2006) did not provide sufficient emphasis on the technical areas of cooperation in view of the competing perspectives on the same. Furthermore, the study did not provide enough specifics regarding the challenges faced by policy implementers in order to justify the kind of approaches adopted for remedy. In his comparison of the various approaches sustainable development, Davoudi (2010) did not provide insights into the possible ways that could enhance the efficiency of some of the innovative approaches of sustainable development. The approach suggested by Campbell does not seem to engage with

Personal statement for graduate school Example | Topics and Well Written Essays - 500 words - 1

For graduate school - Personal Statement Example Data Technology is consistently developing at an un-recordable rate, and that makes PC machines the most significant devices in our lives, they are our present and future. As I would like to think, nothing on the planet can measure the exponential development and fervor in the computing business. Murphy (1995) once highlighted that PC Machines and their technology influence every single one of us. Therefore, the interest for individuals with significant ICT information is substantially developing. Murphy (1995) stated that the beginning of innovative data administration innovation would altogether enhance the operational productivity in many nations. For work experience, I have been working in the IT office for Abu Dhabi Police for more than 3 years managing technology advancement on a daily basis, and overseeing Windows 2003 environment and Exchange. In addition, I was included in numerous operations, delicate assessment and my deliberations prompted an exceptionally dynamic IT foundation in Abu Dhabi police (Murphy, 1995). Lastly, I had the accompanying Achievement amid this term with the association: I consider myself generally well equipped for your highly respected system. Separated from the sound scholastic establishment I have laid in my field, I am most glad for my viable capability to perform particular projects. Notwithstanding my fine- received performance in the task outlines in such courses as Database management, program upgrade Tools and Computer Networking and appliance, I additionally took an interest in managing the storage system and checking the development of information and the storage system at Abu Dhabi police. For this significant assistance, I got warm acclaims from the organization and my working mates. My individual attributes incorporate initiative and creativity and systematic and critical thinking abilities, work powerfully in groups, great time administration, meeting deadlines, dependability