Identification of unknown Bacteria Research Paper

Identification of unknown Bacteria - Research Paper Example With regards to the aim of the experiment, which is to identify unknown bacteria from mixed culture #18 using biochemical and morphological test, the two organisms identified had distinct characteristics which were looked for following laboratory tests. Normally, Gram staining is employed to differentiate 2 bacteria groups with different cell wall constituent. The method has the ability to differentiate Gram negative and Gram positive bacteria group; thus the bacterial cells are either colored red or violet. Gram positive bacteria is shown by Violet staining due to a thick layer of peptidoglycan existing   in the cell wall of the bacteria, thus the crystal violet is retained by these cells on a slide. Consequently, Gram negative bacteria is shown by red staining due to a thin layer of peptidoglycan existing in the bacteria cell wall, hence crystal violet is not retained   by bacterial cells. (Winn et al,2006)MacConkey Agar is used to distinguish Gram- negative, lactose-fermenting organisms from organisms that are non-fermentative .It is an inhibitory and differential medium that contains Crystal violets, bile salts, inhibitory agent and neutral red. Neutral red acts as a pH indicator.   Klebsiella pneumoniae bacteria is known to be lactose fermenters hence unknown A while Salmonella Typhimurium bacteria is not lactose fermentor thus unknown B. The orinithine decarboxylase test is important for Enterobacteriaceae differentiation. (MacFaddin, 2000). MR-VP broth for Methyl Red test consists of peptone, phosphate buffer and glucose.

Term Limits Essay Example | Topics and Well Written Essays - 1000 words

Term Limits - Essay Example That potential has all too often been realized with the rise of the career politician in American, and the ubiquity of that political animal has led to a deep rift between those who support and those who oppose the idea of constitutionally restraining the excesses of those who see public service as a route toward personal empowerment. The growth of public support for term limits was made clear in 1995 when nearly half of America's fifty states had chosen to limit terms for their representatives. The momentum for the movement stalled, however, when the Supreme Court ruled by a slim one vote majority that these restrictions on terms were unconstitutional. The high court asserted that "allowing individual States to craft their own qualifications for Congress would thus erode the structure envisioned by the Framers, a structure that was designedto form a 'more perfect union'" (Bandow). What this ruling means, therefore, is that the only way that the system can ever be changed is if those very people who are benefiting from the status quo take the initiative to draft a Constitutional amendment that is directly in opposition to their own best interests. The voting public, indeed the entire country, is placed at the mercy of goodness in the hearts of its lawmakers. Opponents to the idea of limiting the terms of elected officials primarily argue that to do so runs counter to the very democratic ideals upon which the country is based, asserting that the ability to limit terms is already an inherent, indeed integral, part of the existing political process. Those who are unhappy with the governance of their lawmakers have the opportunity ever two to six years to impose a limit upon the terms by simply voting them out of office. Critics insist that there is significant turnover during elections, and that term limits will serve to disincline people from running for office if they see no long term future in it (Levene 210). This idea becomes problematical, however, when one realizes that the likelihood of an incumbent losing a bid for re-election is very low. Even during the historical GOP landslide during of 1994, the incumbency rate was still remarkably high: despite the fact that over three dozen Democratic incumbents failed in their bid for re-el ection, the overall re-election rate in the House was still an astounding 90 percent, with 314 of the 348 members retaining their seats. Likewise, Senate incumbents proved resilient even in the face of widespread voter dissatisfaction as only two Senators up for re-election were voted out of office (Mattei 30). The argument against term limits carries on with the concept that term limits create an atmosphere of chaos and confusion in Congress as a result of loss of experience on the part of legislators. It is suggested that longer service increases legislator's knowledge and arcane "rules, routines, and procedures that are essential to survival in Congress[and] may also know a great deal about how to use the federal bureaucracy to serve their constituents" (Petraca). Incumbents, it is argued, are therefore a vital and necessary component in keeping Congress operating smoothly. This argument seems disingenuous, however, since Congress can hardly be said to have ever been running smoothly; the argument seems

Methods of Data Collection Essay Example for Free

Methods of Data Collection Essay Introduction: Data Collection is an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. Data collection methods for impact evaluation vary along a continuum. At the one end of this continuum are quantitative methods and at the other end of the continuum are qualitative methods for data collection. Bakhtadze (2012:82) ‘When you have decided on a topic, refined it and specified objectives, you start considering the ways of collecting the evidence you require. The initial question that guides you is: â€Å"What do I need to know to answer my research problem? Why do I need it?† After you have answered the question you start choosing the best ways of collecting information. Researchers next decide how they are going to collect their empirical research data. That is they decide what method of data collection (test, questionnaires, focus group, observation, interviews) they are going to use to physically obtain research data from their research participants.’ University of Wilconsin (2012)The Quantitative data collection methods, rely on random sampling and structured data collection instruments that fit diverse experiences into predetermined response categories. They produce results that are easy to summarize, compare, and generalize. Quantitative research is concerned with testing hypotheses derived from theory and/or being able to estimate the size of a phenomenon of interest. Depending on the research question, participants may be randomly assigned to different treatments. If this is not feasible, the researcher may collect data on participant and situational characteristics in order to statistically control for their influence on the dependent, or outcome, variable. If the intent is to generalize from the research participants to a larger population, the researcher will employ probability sampling to select participants. Typical quantitative data gathering strategies include: * Experiments/clinical trials.   * Observing and recording well-defined events (e.g., counting the number of patients waiting in emergency at specified times of the day). * Obtaining relevant data from management information systems. * Administering surveys with closed-ended questions (e.g., face-to face and telephone interviews, questionnaires etc). Wikipedia (2012) In statistics, survey methodology is the field that studies the sampling of individuals from a population with a view towards making statistical inferences about the population using the sample. Polls about public opinion, such as political beliefs, are reported in the news media in democracies. Other types of survey are used for scientific purposes. Surveys provide important information for all kinds of research fields, e.g., marketing research, psychology, health professionals and sociology. A survey may focus on different topics such as preferences (e.g., for a presidential candidate), behavior (smoking and drinking behavior), or factual information (e.g., income), depending on its purpose. Since survey research is always based on a sample of the population, the success of the research is dependent on the representativeness of the population of concern. Survey methodology seeks to identify principles about the design, collection, processing, and analysis of surveys in connection to the cost and quality of survey estimates. It focuses on improving quality within cost constraints, or alternatively, reducing costs for a fixed level of quality. Survey methodology is both a scientific field and a profession. Part of the task of a survey methodologist is making a large set of decisions about thousands of individual features of a survey in order to improve it. The most important methodological challenges of a survey methodologist include making decisions on how to: * Identify and select potential sample members. * Contact sampled individuals and collect data from those who are hard to reach (or reluctant to respond). * Evaluate and test questions. * Select the mode for posing questions and collecting responses. * Train and supervise interviewers (if they are involved). * Check data files for accuracy and internal consistency. * Adjust survey estimates to correct for identified errors. Advantages * They are relatively easy to administer. * Can be developed in less time compared with other data-collection methods. * Can be cost-effective. * Few experts are required to develop a survey, which may increase the reliability of the survey data. * If conducted remotely, can reduce or obviate geographical dependence. * Useful in describing the characteristics of a large population assuming the sampling is valid. * Can be administered remotely via the Web, mobile devices, mail, e-mail, telephone, etc. * Efficient at collecting information from a large number of respondents. * Statistical techniques can be applied to the survey data to determine validity, reliability, and statistical significance even when analyzing multiple variables. * Many questions can be asked about a given topic giving considerable flexibility to the analysis. * Support both between and within-subjects study designs. * A wide range of information can be collected (e.g., attitudes, values, beliefs, and behaviour). * Because they are standardized, they are relatively free from several types of errors. Disadvantages The reliability of survey data may depend on the following: * Respondents motivation, honesty, memory, and ability to respond: * Respondents may not be motivated to give accurate answers. * Respondents may be motivated to give answers that present themselves in a favorable light. * Respondents may not be fully aware of their reasons for any given action. * Structured surveys, particularly those with closed ended questions, may have low validity when researching affective variables. * Self-selection bias: Although the individuals chosen to participate in surveys are often randomly sampled, errors due to non-response may exist ( Adà ©r et al. (2008:13) . That is, people who choose to respond on the survey may be different from those who do not respond, thus biasing the estimates. For example, polls or surveys that are conducted by calling a random sample of publicly available telephone numbers will not include the responses of people with unlisted telephone numbers, mobile (cell) phone numbers, people who are unable to answer the phone (e.g., because they normally sleep during the time of day the survey is conducted, because they are at work, etc.), people who do not answer calls from unknown or unfamiliar telephone numbers. Likewise, such a survey will include a disproportionate number of respondents who have traditional, land-line telephone service with listed phone numbers, and people who stay home much of the day and are much more likely to be available to participate in the survey (e.g., people who are unemployed, disabled, elderly, etc.). * Question design. Survey question answer-choices could lead to vague data sets because at times they are relative only to a personal abstract notion concerning strength of choice. For instance the choice moderately agree may mean different things to different subjects, and to anyone interpreting the data for correlation. Even yes or no answers are problematic because subjects may for instance put no if the choice only once is not available. Questionnaires Wikipedia (2012)A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case. The questionnaire was invented by Sir Francis Galton. Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus, for some demographic groups conducting a survey by questionnaire may not be practical. As a type of survey, questionnaires also have many of the same problems relating to question construction and wording that exist in other types of opini on polls. Basic rules for questionnaire item construction * Use statements which are interpreted in the same way by members of different subpopulations of the population of interest. * Use statements where persons that have different opinions or traits will give different answers. * Think of having an open answer category after a list of possible answers. * Use only one aspect of the construct you are interested in per item. * Use positive statements and avoid negatives or double negatives. * Do not make assumptions about the respondent. * Use clear and comprehensible wording, easily understandable for all educational levels * Use correct spelling, grammar and punctuation. * Avoid items that contain more than one question per item (e.g. Do you like strawberries and potatoes?). Questionnaire administration modes Main modes of questionnaire administration are: * Face-to-face questionnaire administration, where an interviewer presents the items orally. * Paper-and-pencil questionnaire administration, where the items are presented on paper. * Computerized questionnaire administration, where the items are presented on the computer. * Adaptive computerized questionnaire administration, where a selection of items is presented on the computer, and based on the answers on those items, the computer selects following items optimized for the ‘testees ‘estimated ability or trait. -Wikipedia. Org Observational study In epidemiology and statistics, an observational study draws inferences about the possible effect of a treatment on subjects, where the assignment of subjects into a treated group versus a control group is outside the control of the investigator. This is in contrast with experiments, such as randomized controlled trials, where each subject is randomly assigned to a treated group or a control group before the start of the treatment. Wikipedia (2012)Although, observational studies cannot be used as reliable sources to make statements of fact about the safety, efficacy, or effectiveness of a practice, they can still be of use for some other things: [T]hey can: 1) provide information on â€Å"real world† use and practice; 2) detect signals about the benefits and risks of[the] use [of practices] in the general population; 3) help formulate hypotheses to be tested in subsequent experiments; 4) provide part of the community-level data needed to design more informative pragmatic clinical trials; and 5) inform clinical practice.’ Bakhtadze (107:2012) Observation is watching behavioral patterns of people in certain situations to obtain information about the phenomenon of interest. Quantitative Observation: Quantitative Observation involves the standardization of all observational procedures in order to obtain reliable research data. Qualitative Observation: Qualitative Observation involves observing all relevant phenomena and taking extensive field notes without specifying in advance exactly what is observed. Focus Groups Bakhtadze (106:2012) A focus group is a type of group interview in which a group moderator (working for the researcher) leads a discussion with a small group of individuals to examine how the group members think and feel about the topic. Purposes of Focus groups: 1. Obtaining general background information about a topic of interest; 2. Stimulating new ideas and creating concepts; 3. Generating impressions of products, programs, services, etc. 4. Learning how respondents talk about the phenomenon of interest; 5. Interpreting previously obtained qualitative results Summary A method of data collection is the procedure that a researcher uses to physically obtain research data from research participants. The method of data collection that is used in a research study is discussed in the method section of a research report. . Finally, the methods of data collection discussed in this paper work can be mixed by using the fundamental principle of mixed research to strengthen the evidence provided by a research study. References: Adà ¨r, H. J., Mellenbergh, G. J., Hand, D. J. (2008). Advising on research methods: A consultants companion. Huizen, The Netherlands: Johannes van Kessel Publishing. Bakhtadze, I., 2012.Course note on Research Methodology, Department of Education, International Black Sea University, Tbilisi-Georgia. World Bank, n.d: Data Collection Methods, 2012 viewed 28th of December 2012 http://www.worldbank.org/poverty/impact/methods/datacoll.htm University of Wilconsin, n.d., Data Collection Methods, viewed 28th of December 2012 http://people.uwec.edu/piercech/researchmethods/data%20collection%20methods/data%20collection%20methods.htm Wikipedia, 2012, Questionnaire, viewed 28th 0f December 2012 http://en.wikipedia.org/wiki/Questionnaire Wikipedia, 2012, Survey Methodology, viewed 28th 0f December 2012 http://en.wikipedia.org/wiki/Statistical_survey Wikipedia, 2012, Observational Study, viewed 28th 0f December 2012 http://en.wikipedia.org/wiki/Observational_study

Culture and Special Education Essay Example for Free

Culture and Special Education Essay In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions stories of mistold history, socio-political issues, racism, the misuse of science and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kaniaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kaniaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on in their own minds the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasnt being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each students meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I cant read so why would I work at it. Dont you know I cant do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Nestle International Business Management

Nestle International Business Management The rapidity of global assimilation has been dramatically changed in recent years. Rapid and improved changes in the communications, technology and transportation have provided the process a new momentum and have made the planet more co-dependent than ever (Global Policy Forum, 2010). The multinational organizations manufacture their products in a number of countries and sell to the consumers around the globe (Global Policy Forum, 2010). Raw materials, Money, technology and human resources have started moving across nations more swiftly than ever. Along with that the products, finances, cultures and ideas circulate more easily (Global Policy Forum, 2010). As a consequence, the legal, social and economics movements have been forming in International level. It is the time to have globalization in every aspect; globalization of economics, globalization of culture and legal environment (Global Policy Forum, 2010). Nestle is one of the most respected brand name in the global food and beverage industry. The company promotes its products in around 130 nations across the globe (Nestle, n.d.). Some of its well known global brands include Maggi, Nestea, Nescafe, Friskies and Nestle. Apart from its own products the company owns around 52% of shares of Alcon Inc and about 30 % of the cosmetic giant, LOreal (Hoovers, 2010). Such diverse range of products makes it a leading brand not only in the world of food and beverages but attempts to elevate it to greater heights. This part of the report has been based on the tactical theories, written by renowned authors on international strategy. Competitive advantage emerged from the differentiation among different firms in any of the attributes as well as the characteristics. These attributes and characteristics are supposed to let one firm to create customer value and do something analogous better than its competitors. The common sources of competitive advantages include possession of better assets, access to well organized distribution and supply networks and better talent pool, productive operations (Tallberg, Adhikari Helsinki, 2007). Firms, which have decided to enter into the foreign markets, have to face a challenge while deciding on the right entry mode to enter into the market. This is a quite influential decision as it may have a continual impact on the firms global business performance. Two major modes which have been considered more often is the export of products and services and through the usage of foreign direct investment. Firms, adopting the very first one, try to make their existence in foreign markets by exporting to those regions. After having knowledge to that country they go for having their own operation facilities in those regions. Firms using the second one use the foreign direct investments to make their existence in foreign markets (Chung Enderwick, 2001). Competitive Advantage Nestle has described themselves as the food, health and wellness company. The Nestle Nutrition was established with the purpose of strengthening their focal point, i.e. their core nutrition business. Attaining leadership in this market is one of the primary aims in their well defined corporate strategy. Modern day consumers are more influenced by the claims that the company make regarding the nutritional contents of their products and the customer while making his purchase decision makes it his primary motivation. The establishment of Nestle nutrition as an independent business unit was with the aim to reinforce their competitive advantage in this area. The unit was given the responsibility of looking after its operations in the business of health care nutrition, infant nutrition and performance nutrition. The aim was to confirm a superior performance by providing products which are enriched with consumer trusted and scientifically approved nutritional components. The corporate wellness unit has been responsible to integrate nutritional value in their food and beverages worldwide. Its responsibility includes coordination of horizontal as well as cross functional activities that properly address existing customer concerns and at the same time anticipate consumer trends in future. In simple terms the unit is meant for aligning the research and development expertise of Nestle with customer benefits. The research and development division is one of its strong footholds, because of which the company has been able to make its presence felt in the global market. It has its well-built innovation heritage with a comprehensible visualization of the future (Bauer, n.d.). The resources required to build up their business are readily available. Nestle has got access to a pool of experienced suppliers who are aligned with Nestlà ©s assurance for innovation and excellence. Quality is surely one of the competitive advantages that Nestle has. Better quality products and services at reasonable prices is what Nestle strives for. From the above, it is apparent that the company operates on product differentiation with preference being given to better quality. The suppliers, employees, processes, business units and the research and development divisions have all contributed to make this happen. It can be deduced that Nestle has achieved its market leadership on the base of its cost effectiveness and innovation. Nestle has a well built economies of scale which helped it to attain low cost of reduction. Another important factor which contributes to the success of Nestle is their knowledge about the consumers in the market. To meet the varied customer needs Nestle prefers to blend their product mix with that of their local ingredients. Nestle has a well established transportation system for its distribution network. This helps the company to transport products in bulk to different factory outlets. Infrastructural development is another major concern of Nestle. (FAO, n.d.). Nestlà © has shown such an example in China. In China they had developed roads to carry out their distribution process smoothly. Mentioned above are some of the factors which have collectively assisted the company to excel in innovation and customer services. Foreign market entry strategy As the markets are getting more competitive as well as more flat, it is very much apparent that Nestle would be looking towards other new markets from the growth perspective. Successful implementation of strategies for market development requires more flexibility, ability to adapt to an unforeseen market conditions and the vision to achieve long term goals. Nestle has been relied on the foreign direct investment for entering into different foreign markets (Rao Murthy, 1999). Nestle, being the first mover, tries to enter the emerging markets in an early stage. Nestle is not generally inclined to go through the expensive process of setting up its brand name in the prospective markets; rather the company prefers to acquire local companies which are known in the indigenous market. This actually helps Nestle to overcome the cultural hurdles and consumer resentment to the foreign brands. Nestle first used this policy to start its business with the basic consumer needs like infant food; an d after that they expanded their business in the upscale market segments of chocolate , soft drinks, instant food and beverage items as per customer needs. The strategy is quite simple but strong. The strategy is to start from a basics and then only move to the more niches with the rise in demand. Sometimes they connect their expansion plan with other brands as per the rising income of the population present there. The company provides some 8500 product brands; but only around 750 are registered in multiple nations and only about 80 are registered in over ten distinct countries (Nestle, n.d.). Nestle uses this approach as it is easier to reach the consumers with local brand names because of their attachment to these local names. Consequently the marketing becomes easier in such a situation as the local company has its own distribution channel, reputation and its own customer base. With due course of time, Nestle starts the marketing of its own products. In such a situation Nestle ca n very well concentrate on enhancement of the product line as well as process innovation. Nestle must evaluate their basic entry strategy before entering into a new country. The company is supposed to make choices based on the long run profitability of different foreign markets. The strategy is all about balancing the cost, benefits, innovation and excellence. Nestle matures by acclimatizing food components and processing technology in local environment; it is mostly done by employing the appropriate local brand name. For an instance, in many countries in Europe, Nestle introduced few dairy products under the brand name of Sveltesse (Nestle, n.d.). In Asia, the strategy was mainly to acquire the local companies present there. This is mainly done with the motive to structure an assembly of independent regional managers since they know the local cultures and markets better than the foreign employees. The companys strong cash inflow as well as its powerful debt equity ratio gives Nestle with ample power to venture into acquisition and consolidation. Nestle has been using a broad strategy for Asian market. The strategy is to produce different products in distinct countries to be supplied to the entire regional market. For an instance, Nestle produces soya sauce powder in Singapore (Nestle, n.d.), cereals and coffee in Philippines (Nestle, 2008). All these products are produced to serve the regional market. Market enhancement strategies Market enhancement strategies are primarily divided into four major parts. Market penetration and development of the existing market are done by Nestle in two ways; either by marketing the existing products in the existing market or by introducing new products in the existing market. Nestle, during the early stages of its initiation only marketed the milk products, a sort of infant food. In the year 1905, the company merged with Anglo Swiss Condensed milk to enhance and broaden the milk product line (Nestle, n.d.). This acquisition helped Nestle to penetrate further into the market thereby enabling it to enhance its existing products already present in the market. The risk is considerably reduced as the market is already aware of the existing product line. The small market size of Switzerland forced Nestle to explore other regions for their long term growth perspective. Consequently, Nestle established its milk products and infant food processing plant in Asia, Africa, Britain and America (finntrack, n.d.). This is an example of market development strategy where Nestle used its existing product lines to enter into the new regional markets. Nestle had certain inherent risks, the primary being, the unfamiliarity with the market and the absence of customers awareness regarding the product. In such a case, most of the times, they start with some local brands of the local companies which are readily recognized by the local consumers. In such a course the products are more readily accepted by the regional consumers. In the year of 1929, the company moved into the chocolate business. This happened when the company acquired the Swiss chocolate maker. The next product was one of the most revolutionary one, Nescafe, the first soluble coffee powder of the world (finntrack, n.d.). In coming years, Nestle moved its business to other segments, primarily through a number of acquisitions which included Maggi, Findus, Cross Blackwell and Perrier (finntrack, n.d.). The entry of the new products in new markets diversified its range of acquisition. For most of the market enhancement techniques, Nestle had used either acquisition or consolidation. Be it the existing market or be it the new market, Nestle has always strived for innovation and brilliance. Global and local strategies Nestle is one of the renowned global organizations. So it is not surprising that the international strategy would be at the core of its tactical focus. Nestle is a decentralized company with the operational responsibilities spread out among the local units. The local units enjoy autonomy in regards to pricing, marketing, distribution etc. For an example, in Nigeria, Nestle has done away with its traditional distribution procedure of operating from a central warehouse because of Nigerias poorly developed road system. Instead Nestle has constructed several small warehouses around the country. This shows that the companys responsiveness to diverse local conditions. Nestle even employs local staffs for their regional offices as they are better equipped to handle the business procedures and customers. This in turn helps the organization to respond to the local demand more effectively and efficiently; resulting in increased market share and profitability for the company. The adaptation procedure embraced in China is another example of the companys focus on long term goals. After some 13 years of discussion, Nestle was finally invited to China in the year of 1987 by the government (finntrack, n.d.). Nestle started by opening of a powder milk producing farm in 1990; but soon after that the company realized that transportation infrastructure over there was inadequate to carry on the process. The infrastructure used to inhibit the accumulation of milk and delivery of the finished products. Rather than putting up with the existing infrastructure, Nestle made a plan to build up its own road for the transportation of milk and other finished products. Farmers used to bring the milk to the centers where it was weighed and checked for quality. Nestle used to pay the farmers on time. That acted as an incentive for the farmers and they increased the production of milk. This resulted in an increased number of cows in the district. After a period it became the res ponsibility of the area managers to organize the delivery of the milk to the factory centers. Although initially the whole procedure seemed very costly; but Nestle had the vision to see its long term profitability. This paved the way for the companys success in China. Another example which shows that Nestle inclination to adapt local products is its operation in Syria. In Syria there is a huge demand for tomato and its related ingredient. The company used it to boost their sales. By using local ingredients and concentrating on the local demand, the company has earned a good rate of return in those regions. However this is not the case everywhere. Nestle had faced severe problems in Japan. Failure to make its coffee brand compatible to the weather condition, forced Nestle to lose its significant market shares to Coca Cola (finntrack, n.d.). Organizational Structure Nestle has seven different strategic business units worldwide. Now, these units have the responsibility to make strategic decisions as well as to look after the overall development of the business, which even includes consolidations and other market ingress strategies. Apart from this structure, a regional organizational structure operates almost parallel to the previous one. This structure divides the whole operating zone into five foremost geographical regions, including North America, Europe and some others. These regional divisions are in charge to make the development strategies for their individual regions, hence contributing towards the overall tactical decision making. Local units are responsible for local operating decisions; the tactical business units or the regional heads have nothing to do with their decision making. Nestlà © makes exhaustive use of their local managers, to connect its diverse operations through out the world. They also make their managers move from one country to another. These managers are mostly selected on the basis of their characteristics, their inclination towards such kind of lifestyle and their working ability. This company also uses its management program to enhance optimistic energy level among their employees. The reason behind carrying out such kind of workshops is to provide them knowledge about Nestlà ©s strategy and the culture. One of the most important departments, in this company, is its research and development division. Nestlà ©s global network is spread around 17 research and development centers and are enriched with about 3500 qualified and experienced people from more than 50 countries; the main think tank being the Nestle research centre at Switzerland (Nestle, 2006). Nestle research division is expected to become bigger and better with time in its attempt to attain higher degree of innovation. Recommendations The company should work further to make better quality products. It needs to be aware of the fact that the incident happened in melamine in Chinese made infant food should not get repeated again (redOrbit, 2008). Situation can turn adverse for Nestle if these would happen again. The company must try to make its product differentiation by enhancing the quality of food and beverages (redOrbit, 2008). Conclusion Nestle has been able to make its presence felt as the worlds largest food company. Since its inception it has been able to increase the market share by implementing successful growth strategies. This indicates that the overall tactical practice of Nestle has been quite effective in the regional markets they have entered into. In conclusion it can be said that the key reason behind the companys success is their amalgation of customization with globalization. It would be wrong to say that the country has marked its sign with the help of globalization. For an example, the company had entered into the China market as part of globalization efforts; but it was a success in that country because of the alignment of products and services with the consumer demands over. Despite having inferior infrastructure, Nestle was able to increase the production of powdered milk by a large amount. This actually showed the triumph of their strategy and flexibility. The reason behind companys success in ex panding into prospective markets can be attributed to the organizational structure as well as its core corporate strategy. Two significant reasons behind this success have been its flexible response towards the environmental change as well as its willingness to learn about the new culture. Despite the recent downturn Nestle has been able to maintain a continuous growth, even in the new markets, with the help of skillful market enhancement strategies. This excellent performance is facilitated by the execution of its unique strategy in building up bonds with customers through the local employees and managing the entire process using a very distinct approach. With most of the marketing strategy in its favor Nestle is expected to continue making profits and increase its market share but it also has to take certain factors like economical, cultural and into account while pursuing the strategy to ensure an all around development of the company.

Popularity of Gone With the Wind Essay -- Margaret Mitchell Literature

Popularity of Gone With the Wind Margaret Mitchell's romantic epic, Gone With the Wind, owes its remarkable popularity to the climate of sudden self-destruction and dreariness the Depression created. The Old South's grandeur, coupled with its Civil War-era decadence, provided much-needed escapism for readers, as well as paralleling the U.S.'s own plight in the 20s and 30s. In addition, Scarlett O'Hara's feminist role, her devotion to her land, and her indomitable optimism lent hope to those who had lost faith in the American Dream. A spirit of beautiful, colorful life at the onset sets up the South's inevitable destruction and magnifies the greatness of the land and its people. "Spring had come early that year, with warm quick rains and sudden frothing of pink peach blossoms and dogwood dappling with white stars the dark river swamp and far-off hills. Already the plowing was nearly finished, and the bloody glory of the sunset colored the fresh-cut furrows of red Georgia clay to even redder hues." (10) The foreshadowing of the "bloody glory" of sunset is striking, but idealism is the main theme presented here. Scarlett's status as a second-generation immigrant adds further to this atmosphere of opportunity. Her father, a proud Irishman, proclaims "'Land is the only thing in the world that amounts to anything, for Å’tis the only thing in this world that lasts...And to anyone with a drop of Irish blood in them the land they live on is like their mother.'" (39) The idea of an undersized foreigner claiming a larg e stake in America as his own must surely have fueled the imagination of the great influx of recent immigrants, many of whom used GWTW as a primer to American literature. Hanging over the tranquil South is the ... ...n which to plan her campaign," (1023) comforts her. Her final statement reiterates her sentiments for a new "tomorrow" after Atlanta's burning (414), and her faith in her own abilities again avers Mitchell's feminist leanings: "With the spirit of her people who would not know defeat...she raised her chin. She could get Rhett back...'Tomorrow, I'll think of some way to get him back. After all, tomorrow is another day.'" (1024) With its broad appeal to uprising women, the hopeless, and anyone yearning for a long diversion into a more regal time, as well as its firm beliefs in the American Dream in a time when the premise was widely doubted, GWTW's rank as the most popular American book is undeniable; a more debatable question would be whether Mitchell's intentions were first of providing desolate America with romance, or rather of pushing veiled political propaganda.

Essay --

A to Z Index | FAQs | About BLS | Contact Us Submit U.S. Bureau of Labor Statistics Follow Us Follow BLS on Twitter | What's New | Release Calendar | Site Map Search Home Subjects Data Tools Publications Economic Releases Students Beta OOH HOME | OCCUPATION FINDER | OOH FAQ | OOH GLOSSARY | A-Z INDEX | OOH SITE MAP | EN ESPAÑOL Occupational Outlook Handbook Healthcare > Athletic Trainers and Exercise Physiologists PRINTER-FRIENDLY Print EN ESPAÑOL Summary What They Do Work Environment How to Become One Pay Job Outlook Similar Occupations More Info Summary athletic trainers image Both athletic trainers and exercise physiologists can use various forms of physical activity to help patients overcome injuries or chronic health conditions. Quick Facts: Athletic Trainers and Exercise Physiologists 2012 Median Pay $42,690 per year $20.52 per hour Entry-Level Education Bachelor’s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, 2012 28,900 Job Outlook, 2012-22 19% (Faster than average) Employment Change, 2012-22 5,400...