Recruitment and Selection are only effective when they complement HRM Strategy and the company’s overall Business Strategy. Discuss The WritePass Journal

Recruitment and Selection are only effective when they complement HRM Strategy and the company’s overall Business Strategy. Discuss Introduction Recruitment and Selection are only effective when they complement HRM Strategy and the company’s overall Business Strategy. Discuss IntroductionHR main function interrelationship in most organisations:Recruitment SelectionThe universalistic perspectiveThe contingency perspectiveThe configurational perspectiveLinking Company-Wide and HRM strategiesManagerial CompetenciesStrategic human resource challengesConclusion REFERENCESRelated Introduction In the twenty-first century, organisations face an intense competitive environment. In order to compete effectively against their rivals organisations have to be indulged in the strengthening of their performance unceasingly. Managers are obliged to go beyond their required duties. Thus they require applying and using alternative ways for their organisations develop, move and learn faster compared to their rivals. â€Å"Organisational resources and capabilities that are rare and creating value in a unique way are required such that it’s not easily copied† (Barney, 1986; 1991; 1995). This is called the resource-based view, which states that ‘competitive advantage of a firm lies mainly in the use of the package of valuable resources used by an organisation’ (Conner, 1991; Wernerfeldt, 1984). Thus for a company to gain competitive advantage, it is vital for the latter to manage their capital, financial or human resources efficiently. All financial and capital resources of an organisation are solely managed by the organisations’ human capabilities (employees). Therefore it is vital that an organisation has a skilled, committed and ‘strategic partner’ (employee whose performance align HR and business strategy). Human resource can be describe as the aggregated skills, knowledge, talents, ability to create, the workforce of an organisation’s values, along with their talents and aptitudes, approaches and   beliefs involved. HR professionals should be able to apply best practices of HR. Pfefer (1994) has suggested that â€Å"participation, empowerment, incentive pay, promotion from within, and training and skill development are some of the best practices†. HR managers derive new policies and procedures taking into account HR functions in order to have better empowerment and achieve the organisation’s goal. HR functions are recruitment and selection and placement of personnel, training and development by maintain motivation, appraisal of performance and feedback counselling, transfer and job rotation, compensation and benefits (salary, cash and non-cash benefits), social security and welfare of employees,   contract negotiation and grievance handling, health and safety, employee and labour relationship, auditing and review of the man-power management within the firm and ensure quality work life and firm’s development. HR main function interrelationship in most organisations: Recruitment Selection The first and foremost function of HR is Recruitment and Selection of employees as and when required. It can arise due to expansion, strategic alliances (merger and acquisitions), delayering (the need of reducing management due to downsizing or reduction of cost of the organisation) and promotion or someone leaving or temporary requirement. Rynes (1991); Rynes Cable (2003) outlined that ‘recruitment is the utilization of an organisation’s practices such that the number and types of applicants are influenced to apply for vacancies’. Thus recruitment can be described as the process in which an organisation is indulged such that applicants are attracted to apply for any vacancies arising and selecting the appropriate candidates and ensure that they are armed with the suitable training such that they are able to perform at an optimal level. Recruitment can be internal or external focussed. Whereas Selection has been best described by Roberts (1997) defined as â€Å"The purpose of the selection is to match people to work. It is the most important element in any organization’s management of people simply because it is not possible to optimise the effectiveness of human resources, by whatever method, if there is a less than adequate match.† (Robert, 1997) Hence the way that information is collected and evaluated about the candidate and select the appropriate applicant in order to extend employment offer is termed as selection and it is always performed under legal and environmental constraints and also highlights interest of the individual and the organisation. Once recruitment and selection is over, training is enforced in order the staff is able to perform in accordance to the organisation’s procedures where the vision and mission of the company is also clearly outlined. Human Resource Management (HRM) has recently been changed into a macro perspective of HRM and been termed as Strategic Human Resource Management (SHRM), (Delery Doty, 1996).Thus in order for HR policies to be effective, it have to be consistent with other aspects of the organisation. In other words SHRM highlights the very importance of HR practices for a firm’s performance (Delery Doty, 1996). Further Dessler (2008, p.86) demarcated SHRM â€Å"The formulation and execution of human resource policies and practices that produce the employee competencies and behaviours the company need to achieve its strategic aims†. Pfeffer (1994) best practices â€Å" These best practices are employment security, selectivity in recruiting, high wages, incentive pay, employee ownership, information sharing, participation and empowerment, teams and job redesign, training and skill development, cross-utilization and cross-training, symbolic egalitarianism, wage compression, promotion from within, long-term perspective, measurement of the practices, overarching philosophy† SHRM objectives are to utilise the best practices and achieve the following: Ensure company’s goals are achieve Effective utilisation and maximisation development of HR Respecting, identifying and satisfying individuals’ needs Reconciling the employees goals and that   of the firm Provision of well-trained and well-motivated staffs Morale of staffs are kept high Ensuring that job satisfaction and self-actualisation is attained to its maximum Develop and maintain quality of work life Developing personality of staffs in its multidimensional aspect. Staff capabilities being enhance to perform actual job To be responsive at the ethical and social needs of the society Ensure staffs are equipped precisely and clearly in the transaction of business Team spirit being inculcate such that team work and inter-team collaboration is gained SHRM objectives are vital objectives in an organisation as it directly relates to the performance and competitive advantage of the firm. Competitive advantage is attained through continuous HRM and the business strategy being outlined from the outset. Business strategy has been described as the art of and crafting, implementing and the evaluation of cross-functional decisions that allows a firm realise its long-term goals. Whereby the specification of vision, mission and objectives policies and plans being developed and finally allocating resources to implement policies, plans and projects. An inter-related relationship between HRM and Business Strategy can be illustrated as follows: Administrative Elements Of HRM which are transferable between organisation Firstly the above diagram indicates that it should all start with the inner circle vision, values, objectives and strategies of the organisation. In other words the organisation should set its vision, objectives and then strategies of the organisation firstly. Subsequently the HR roles should be assigned in alignment with the strategic decisions taken when objectives and strategies are set. For the strategic decisions outlined, the organisation’s HR policies are varyingly set and differ from organisation to organisations. Administrative elements of HRM which are transferable between organisations are the grey-blue outer circle. Hence the diagram clearly outline that the interrelationship of the business strategy, HR practices and HRM. Ulrich (1997) has mentioned in regards to SHRM and highlighted how HR professionals can be a strategic partner within an organisation. This can be achieved by professional working in accordance to managers who have set up strategies and process such that objectives and set targets are attained by the department to meet requirements of the ultimate business. While managing an organisation frameworks are set and in accordance to Delery and Doty (1996) the three within SHRM namely universalistic, contingency perspective and configurationally approach. They have established that the three mentioned perceptions are feasible theories within SHRM however they have separate outcome on the firm’s performance and its strategy and HR practices. The universalistic perspective    Here the best practices of HR are being referred. â€Å"The best practices have been mentioned previously and they vital to a firm when undertaking strategy implementation so that sustainable competitive advantage is gained by the organisation† (Huselid, 1993; Pfeffer1994). It is also the simplest theoretical statement in SHRM. Here the argument is that the connections in regards to independent and dependable variables are universal across the firms. The universalistic approach can be established by proceeding with the two following steps: Identification of strategic HR practices The urge of looking for the arguments in relation to the practices and the firm’s performance. Pfeffer (1994) mention sixteen best ones but on the on other hand Delery and Doty (1996) outlines only seven which has been mentioned before. The contingency perspective   When comparing the universalistic to the contingency perspective, the contingency is more complex as it considers the interaction of instead the linear relations only. Primarily the contingent factor of an organisation is the business strategy and using this perspective, investigators will have to opt for theories for the organisation’s strategy. Afterwards specification of how the interaction of each HR practices will effect along with the strategy and if enhancement of the organisation performance is attained. The configurational perspective   Delery and Doty (1996) has debated upon this approach as the most complex one. Since this perspective does not exclusively focus on internal resources nor on an organisation’s environment but on the shared influence of a set variables. The unique pattern or the configurations are identified which is assumed to be most effective for an organisation (Delery Doty, 1996). Hence it models the interrelationships.    Linking Company-Wide and HRM strategies    In the figure below, Dessler (2007) has elaborated on the process and how HR strategies and corporate strategies go along side of each other ‘hand in hand’. Strategic situations are brought along by the competitiveness, internal strength and weaknesses of the organisation whereby strategic plans are formulated. While formulating the strategies various questions arise. For instance, how cost can be lowered such that profits are maximised, when or where it is best to expand and is there the requirement for diversification. Further the HR strategies which will be formulated and implemented should comply with the overall corporate strategies. The recruitment and selection, training and development, appraisal of employees are required to be synced such that it supports the strategic plan of the organisation. The very question of how well does company strategies are aligned to the HR strategies formulated and applied will directly have effect on the organisation overall performance. The main aim of this model above is to appraise the HR strategies and corporate Strategies alignment. Organisational performance and strategic situation are normally not included in the purpose. But we have taken them into consideration as they are of vital role within the process of aligning. That is due to the fact that the strategic planning’s outcome is the strategic situation and it is essential if in case the constructed plan by the firm does not fit the strategic situation expected. This can affect the HR strategies and the firm’s performance at the end adversely.    Managerial Competencies Firstly, Westley Mintzberg, (1989), in Lado Wilson, (1994) has described that â€Å"Managerial Competencies includes exclusive capabilities of the leaders in propagating the strategic vision, communicating the vision and investing in the employees such that the firm is able to realise the vision†. Hence this capability can give rise a very useful environment for the firm. Enacting this organisational environment gives the employees a way to interpret and act upon the vision that was conveyed. The managerial view is seen as a source of competitive advantage due to its decisive nature upon the organisations resources (Lado Wilson, 1994). Thus one of the HR systems that can enhance this competence is development and creation of managerial competencies. Top managers and middle managers are utilised in the creation of the strategic vision and the managerial competencies are let through the organisation (Lado Wilson, 1994). Thus the traditional view of effective communication an d ease the interpretation and understanding of the vision is vital.    Strategic human resource challenges Thus from the above it is obvious if these challenges must be made primary and achieved and also much more focus must be made on designing not only execution of strategies. Conclusion    Hence it is obvious that recruitment and selection is only effective when it complement with HRM strategies and business strategies. As the recruiting of highly qualified and skilled employees cannot achieve anything unless they are armed with the appropriate tools, practices and procedures which are closely managed by HRM within the organisation. The interrelationship between recruitment and HRM and the overall business has been explicitly explained above but the effects of poor recruitment can result in high costs incurred in terms of time of money and time, inefficiency, client dissatisfaction and disability in team work and low morality. Hence not only recruitment and selection needs to be effective but also proper training and appraisals to maintain level of performance and appropriate rewards and benefits are required to motivate the employees to maintain a high level of performance. Whilst the SHRM should maintain a regular high level of assessment throughout the employees per formance, environment and other factors affecting directly and ensure that the objectives and the business vision is achieved within the set period. As under the current economic climate businesses tend to cut down on the size such that they can survive thus they should be able to trust be able to rely on effective HRM. A recent example is the Icon Film Distribution Ltd which was taken over by Stewart Till and Access industries and because of the economic situation prevailing in UK and their performance in the film market they have opted to downsizing. REFERENCES Schuler, R. S., Jackson, S. E. (1987). Linking competitive strategies with human resource practices. Academy of Management Executive, 1, 207-219. Pfeffer, J. 1994. Competitive advantage through people: Unleashing the power of the work force. Boston: Harvard Business School Press. Rogers, E. W., Wright, P. (1998). Measuring organizational performance in strategic human resource management research: Problems, prospects, and performance information markets. Human Resource Management Review, 8, 311-331. Elearn Limited (2005) â€Å"Recruitment an selection†, Elsevier Ltd, Oxford, UK. Colakoglu, S., lepak, D. P., Hong, Y. (2006). Measuring HRM effectiveness: considering multiple stakeholders in a global context. Human Resource Management Review. 16, 209-218. netlibrary.com.ezproxy.wales.ac.uk:2048/Reader/ http://books.google.co.uk/books?id=zEoAUt-3CVQCpg=PA228dq=hr+recruitment+selection+training+and+development+rewards+and+benefits+from+bookshl=enei=MayRTaiFHM6DhQf2oOWGDwsa=Xoi=book_resultct=resultresnum=2ved=0CEIQ6AEwAQ#v=onepageqf=false

How to Overcome University Essay Writers Block

How to Overcome University Essay Writers Block How to Overcome University Essay Writers Block When someone experiences â€Å"writer’s block,† a creative obstruction that hinders students’ work and affects their grades, it can be frustrating. Students with approaching deadlines may feel increased anxiety as expectations and pressure gradually build. Here are common causes of writer’s block, and some suggestions to overcome it: You are tired. Both mind and body need adequate rest to function normally. When you are sleep deprived you are less likely to be in a clear state of mind, making it harder to turn your thoughts into words. You are anxious. Anxiety can be manifested by anything that is currently bothering you and causing a feeling of unease. Whether it’s the date of submission or the task of reciting an essay in front of the class, anxiety can be a distracting factor that can affect your state of mind as you try to work. You are distracted. Notifications from phone apps, social media, news, and favourite TV shows may prevent you from working. You feel pressure. Both external (deadlines, expectations, and requirements) and internal pressures (mental stress and problems with concentration) may be a factor in how you handle expectations. You doubt yourself. You may start to beat yourself up before you begin working by deciding your work isn’t good enough or that you aren’t knowledgeable about a certain topic. Excessive self-doubt can impact creativity, hindering both your potential and self-esteem. Although psychological in nature, many of these factors can also impact us physically. Mental stress can affect physical health through symptoms like headaches, sleeping problems, and fatigue. How we manage thoughts and worries can either add stress or reduce it. To overcome writer’s block, address these common factors and deal with them directly. Some solutions include: Get some rest. If you’re tired, take a short nap. People who are well-rested are energized to start working. Express what’s bothering you. Write a list of reasons you are anxious. This helps organize thoughts and clear your mind of anxiety. If you struggle with oral presentations, try practicing your speech with a friend. Stop the distractions. Mute your phone and turn off all notifications better yet, power down the phone altogether . Find a place with minimal distractions that is conducive to working, like the public library or a quiet cafe. Clear your head. Take some time from your desk and the computer by going for a walk. Blow off some steam by talking to a close friend or family member. Practice. No essay is perfect on the first draft. Even the work of professional writers requires substantial editing and proofreading. Let go of your need for perfection and work on being comfortable writing at your own pace and learning from mistakes. Many students who are writing essays can feel overwhelming amounts of pressure which can affect their creative process. Eventually, pressures can add up and cause writer’s block. Meet the common causes head on and deal with them as soon as possible. It may take time to address personal issues while dealing with academic responsibilities. To help ease pressure and save time, in Toronto and throughout Canada offers well-written academic essays and other term papers to help meet your deadlines. Our team of professional writers will help your paper make the grade.

Marketing Grocery Essay Example | Topics and Well Written Essays - 1750 words

Marketing Grocery - Essay Example Macro-environmental Factors Macro-environmental factors are the environmental factors that affect the marketing strategies of the organization although it has limited chances of manipulating them. They include political-legal, socio-cultural, international and technological factors. The organization can define these factors in terms of scanning for better understanding of all opportunities and threats it may face together with the required strategic devices to adjust so as organization can attain and maintain competitive advantage (Kotler & Armstrong, 2006). Macro-environmental factors originate from outside of the organization and they cannot be changed by the organization’s actions. Specifically an organization can get great challenges when there changes in this factor of environment but the organization itself cannot affect the environment. Legislation The legal environment forces organizations to become complex while affecting business operations directly. It is difficult for businesses to operate their activities without meeting obligations relating to regulations of the law. Some of the regulations that may affect bussines organizations include consumerism regulations, competitive and relations of employees. Most of regulations are associated with regulatory agencies. The US has the powerful regulatory agencies that include Occupational Safety and Health Administration (OSHA), Equal Employment Opportunity Commission (EEOC), Environmental Protection Agency (EPA) and many others. Compliance cost of the regulations is very expensive although most of them are passed on consumers at the end. This means that most of the product prizes may be high to meet the requirements of all the regulations. Therefore, the organizations commodity-marketing price depends heavily on the legal requirements (Schmidt, 2005). Socio-cultural Factors Socio-cultural factors of environment comprises of traditions, values and lifestyles that provide the characteristics upon which the organization operates. Socio-cultural factors of environment affects the ability of an organization to get resources, come up with its own services and operate within a society. Social-cultural factors comprises of all aspects within the society that has the ability to influence the performance of an organization. They can include expanding educational levels, population demographics, values and norms together with the attitude towards social responsibility (Schmidt, 2005). Technological Factors Technology i s a factor that affects the development of strategic plans of an organization. Variation in technology may lead greatly influence the demand of the organizations goods and services. It may also affect its processing techniques and the required raw materials for manufacturing goods. The changing of technology can influence an organization in two ways. First, it may provide new opportunities for the organization to explore and get better returns. On the other hand, it may cause threats to the survival status of the organization, the product or industry. Technological improvements continue to increase at a very high rate, which requires that all firms be a constant revolution to survive. Balance of Payment Balance of payment is the net difference in goods that bought and sold by business people of a country. It

CONTEMPORARY CORPORATE GOVERNANCE ISSUES Essay Example | Topics and Well Written Essays - 2500 words

CONTEMPORARY CORPORATE GOVERNANCE ISSUES - Essay Example It is an institutional arrangement for various corporate participants having direct or indirect interests in corporation like shareholders, managers/directors, creditors, customers, suppliers, employees, local communities, general public and government (Figure 1). Figure 1: Corporate Governance Relationships Source: (Letza, Sun & Kirkbride, 2004, p.243) The importance of corporate governance in 21st century has been highlight by series of corporate frauds like Enron, WorldCom and Tyco whose managers engaged in illegal reporting leading to loss of shareholder wealth. As shareholders in many countries are absentee owners and managers have the control and power over the organization’s activities, these managers can place their own interest before the interests of shareholders, therefore generating the principal-agent conflict. There are certain views regarding the convergence of corporate governance systems however such possibility is least likely to happen due to difference in c orporate culture and ownership structures. In recent years many influential proposals have been made in UK regarding corporate governance such as Higgs 2003, Turnbull Committee 1999, Hampel Committee 1998, Greenbury Committee 1995 etc (Letza, Sun & Kirkbride, 2004, p.242). The legislative strategies place importance to the need of a single governance structure for the corporate world. However no single model of corporate governance has worked at all times. Presently there are four main perspectives on corporate governance that are discussed in the following sections. The Principal-Agent Model Considering a sole-proprietorship organization where the owner-manager is considering sale of a part of his interest to outsiders. As the owner-manager’s share will fall the incentive to... According to the research findings the field of corporate governance is relatively new to the theory of organization. Although the issues of corporate frauds, social irresponsibility and abuse of managerial power that have led to corporate governance mechanisms are not new to the corporate world. The corporate fraud case of Enron, WorldCom and Barings bank has made the investors realize the governance issues of ownership and control. However the theories which form the theoretical framework of corporate governance have not been fully developed to provide a uniform solution to address agency problems. Based on the review paper by Letza, Sun and Kirkbride on corporate governance this project has been an attempt to critically analyze the models of corporate governance which have been categorized into two perspectives- Shareholder and Stakeholder. These models have been the much debated due their different approach towards the governing mechanisms and the changing relationship of managem ent and shareholders and/or stakeholders. The principal-agent model has been the theoretical basis of the other three models however due to widely accepted flaw of equating wealth maximization with share price maximization has led economists to look beyond the shareholder wealth maximization objective. The myopic market model is similar to principal-agent model but is oriented more towards the internal mechanisms built on long-term relationship and corporate performance.

Erik Erikson Essay Example for Free

Erik Erikson Essay

mlk on the problem of god :: essays research papers

As a product of the Black preaching tradition, Martin Luther King Jr. vocalized much on his views regarding the question of the problem of God. In defining God’s place in the human struggle, Dr. King defined God’s four roles which included God as a creator, sustainer of existence, person in history, and activist. These beliefs were heavily influenced by not only his upbringing and personal experiences, but also by his encounters with various intellectual sources including Plato, the death of God theologians, Aristotle, and George W. Davis. First and foremost, King defined God’s role as the creator, the ultimate source of being. While studying Plato and other ancient Greek works, King came across the concept of creation whose existence did not depend on God. King refuted these ideologies, specifically Plato’s realm of the intelligible which did not depend on any other object for its existence. Instead, he strongly believed that since man was made in God’s image, human intellect was actually a gift from God. God’s creation of intellect made Him more personal to humans, in the sense that He could be referred to as the ultimate source for solving human values and problems. Just as in the case of human intellect, in all areas of life, God was the ultimate source of being. Having clearly defined God’s role as the ultimate creator, it was evident to King that God had to be the ultimate sustainer of existence. This reality occurred to him while studying the death of God theologians who argued that since corruption and evil were spreading in the world, God must be dead. To argue against these theologians, King differentiated between theoretical and practical atheism. King had no problem with theoretical atheism because it actually challenged us on the question of God’s existence and His omnipresence in human society. On the other hand, King had trouble with practical atheism, meaning those who lived their lives as if God is dead. He argued that practical atheism is what humanity was struggling with. God had not died, and in fact was actually very much alive. The problem in King’s view was that too many people were living their lives as if God had died, and thus spreading evil through their social mannerisms. In the end, the fact remai ned that God was very much alive and the ultimate sustainer of existence. Since Dr. King believed that God is the ultimate creator and sustainer of existence, it is only evident that God had a role throughout the history of mankind.

Unknown Lab Report

Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . . Unknown Lab Report Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . . Unknown Lab Report Margaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3: Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species. The tests performed include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The microbes tested during these various tests were looking for which would: reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters. Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include: the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include: Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include: Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens. Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute). Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained. The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris. Using aseptic technique, â€Å"stab† the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and â€Å"control. † Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it. Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7: Part A [pic] |[pic] | |Figure 1 |Figure 2 | |Figure 1 is the unknown for sucrose. As shown, it had an orange |Figure 2 is Escherichia coli for sucrose. As shown, it was | |ring at the top that fades to yellow at the bottom, was cloudy |orange throughout, had darker solution inside the tube than out, | |all the way through, and had no bubbles. |was very cloudy at the bottom, and had no bubbles. |[pic] |[pic] | |Figure 3 |Figure 4 | |Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it was|Figure 4 is Bacillus cereus for sucrose. As shown, it had a dark| |yellow and cloudy throughout, and had no bubbles. |orange ring at the top and was light orange, it was cloudy at the| | |bottom, and had no bubbles. |[pic] |[pic] | | | | |Figure 5 |Figure 6 | | | | |Figure 5 is Enterobacter aerogenes for glucose. As shown, it was|Figure 6 is the unknown for glucose. As shown, it had an orange | |all yellow and cloudy (++), and had no bubbles. |ring at the top, was yellow and cloudy (++) throughout, and had | | |no bubbles. |[pic] |[pic] | | | | |Figure 7 |Figure 8 | | | | |Figure 7 is Escherichia coli for glucose. As shown, it was |Figure 8 is Bacillus cereus for glucose. As shown, it was orange| |yellow, cloudy at the top, and had no bubbles. |throughout and had no bubbles. | |[pic] |[pic] | | | | |Figure 9 |Figure 10 | | | | |Figure 9 is the unknown for lactose. As shown, it was uniformly |Figure 10 is Enterobacter aerogenes for lactose. As shown, it | |light red and cloudy (+), and had no bubbles. |was light orange and cloudy (++), had a red ring at the top, and | | |had no bubbles. |[pic] |[pic] | | | | |Figure 11 |Figure 12 | | | | |Figure 11 is Escherichia coli for lactose. As shown, it was |Figure 12 is Bacillus cereus for lactose. As shown, it was red | |yellow, cloudy at the top, and had bubbles. |throughout and had no bubbles. | Lab 7: Part B |[pic] |[pic] | |Figure 13 |Figure 14 | |Figure 13 is the unknown. As shown, it had a red streak of red |Figure 14 is Enterobacter aerogenes. As shown, it had faint | |colonies (+++) and remained the same color. |cloudy colonies (+) and remained the same color. |[pic] |[pic] | |Figure 15 |Figure 16 | |Figure 15 is Escherichia coli. As shown, it had faint cloudy |Figure 16 is Proteus vulgaris. As shown, it was bright pink | |colonies (+) and remained the same color. |throughout, orange at the bottom, and experienced a change in | | |color. | Lab 7: Part C pic] Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8: Part A |[pic] |[pic] | |Fi gure 18 |Figure 19 | |Figure 19 is Enterobacter aerogenes. As shown, it showed |Figure 20 is Staphylococcus epidermis. As shown, it showed no | |substantial growth (+++). |growth. | |[pic] | | |Figure 20 | | |Figure 21 is Proteus vulgaris. As shown, it showed substantial | | |growth (+++), turned black, and exhibited a red ring at the top. | Lab 8: Part B |[pic] |[pic] | |Figure 21 |Figure 22 | |Figure 22 is Enterobacter aerogenes. As shown, it was red ? of |Figure 23 is the control. As shown, it was red ? of the way | |the way through separated by black at the bottom. |through separated by black at the bottom. | Lab 8: Part C [pic] Figure 23 Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8: Part D [pic] Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8: Part E [pic] Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct: the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. For example, in the Fermentation of Sugars test, the unknown’s pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10). The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16). In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19). The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22). In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25). As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject. By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. References US Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . .

A Comparison between Two Essays Essay

Paulo Freire’s essay ‘The Banking Concept of Education’ and Walker Percy’s essay ‘The Loss of the Creature’ ultimately share the same message that students without a struggle are not able to use their education to confront real-life situations. I believe that meaningful learning is a process that takes place daily. Everyone learns in a different way and at different speed. I feel that it is a gradual process in which one learns imperceptibly depending on what they have been able to grasp in or from the kind of mistakes made. I would define meaningful learning as a process in which one is exposed to new interesting information, knowledge or experience that one could use in their upcoming life if needed, and help them from committing any additional blunders related to it. One aspect that can affect meaningful learning are the preconceived notions that are built from numerous different sources; it could be media, books, other people, outings or fr om experiences that are driven by their own pure personal desire. For me, it is meaningful learning if one has used their individual perspective and critical thinking to come to a conclusion and educated them from the information acquired. I feel that having predetermined notions is not a terrible thing but it is important that one should be open to other aspects. To shed some light on my concept of meaningful learning, I would like to use the example of my visit to Red Fort, India. I went with some preconceived notions since I had heard a lot about it from my close friend. Percy states in his essay that, â€Å"the sovereign discovery of the thing before him is rather measuring up of the thing to the criterion of the preformed symbolic complex† (460). Percy, in the above statement argues that having a preconceived image through media, books or other sources can lead to false appreciation. While on the other hand, Freire’s states that education becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits, which the students patiently receive, memorize and repeat (318). In the above  statement, Freire claims that the banking concept of education thereby changes humans into objects. Humans have no independence and therefore no ability to rationalize and conceptualize knowledge at a personal level. Both Percy and Friere claims that any notions built on the basis of additional sources cannot lead to a meaningful experience. As per Percy, I lost sovereignty on my trip to red fort by having preconceived notions and not thinking critically about it, while as per Friere, I was the depository and my friend was the depositor, which affected my learning of a meaningful experience. From my experience, I disagree with both of them. On my trip, I found that the fort had its wall engraved with timelines and details of how and when various events took place in that fort in the historical era. The fort had old weapons preserved, which the emperor and their soldiers were using in the historical era. I captured a lot of images and videos but was also able to experi ence the site to the fullest. I spent an entire day at the fort, which was truly an amazing experience and learnt a lot more about it than what I had heard from my friend. My experience at the Red Fort made me believe that having some preconceived notions can be encouraging and productive in opposition to what Percy thinks about people having symbolic complexity and not able to experience the sight for what it truly is. According to Friere’s banking concept, my friend was the depositor and I was depositories, had I not been a depositories in this case, I do not think I would have even visited this place and would have missed out on a meaningful learning experience. From my experience, I do not agree with Percy regarding his view on how to acquire real experience. In such a tech savvy world, it is most of the time not practically possible to be unaware about things. I feel that not understanding its significance before jumping to any conclusion can lead one to disappointment and loss of sovereignty. Later another incident occurred in my life when I decided to move to the United States of America, everything was different to me. I had enrolled myself as an international student in college. I was not a fluent English speaker as compared to all the students studying here. I enrolled myself into an English course along with other four different courses. English was not easy to read or grasp the first time through but gradually after few lectures in which there was continuous communication and questions asked during the class I could comprehend. Communication between students and  their teachers is the key to learning. I remember before giving assignments, my teacher would supply us with background information as to how to begin, how to use key words, make clear sentences and etc. She was a resource for me. She not only gave information on what we were reading but called upon us to formulate an idea and share it with the class. When the teacher allowed my classmates and me to converse, we could come up with new ideas and shared with her to get her opinion. She would either say that we made an excellent point and that she never thought of it before or might even share a better knowledge with us from her experience about it. This reminds me of Paulo Friere’s quote that, Through dialogue, the teacher-of-the-student and the students of the teacher cease to exist and a new term emerges: teacher student with student-teacher. The teacher is no longer the one who teaches you but one who teaches himself in dialogue with the students. They become jointly responsible for a process in which all grow (324). Friere also states that, both should simultaneously be teachers and students. The teacher no longer knows everything and students know nothing (319). The role of students and the teachers are not necessarily what need to be altered. From my experience, I agree with Freire that the role of the teacher and the s tudent will always remain; however, it is the distance between role and authority of the two, which should change. They are now partners. This example also relates to the story of the Falkland Islander by Walker Percy, who, by himself learnt through his own actions. He took a jack knife and started digging to see for himself and learnt with a different perspective then that of a biology student who would diagnose as per given instructions. In my case, I was given that freedom to critically think and come up with ideas by different perspectives. I was exercising the sovereign right and was master of my own creation. I could have taken help from my teacher but I believed in myself that I could do it and even when in trouble, my teacher was there for me as a true guidance and subordinate to show me the path. Thus I strongly agree with Walker Percy that, â€Å"The Falkland Islander explores his dogfish and he is the person exercising the sovereign right of a person in his lordship and mastery of creation†(467). I certainly agree with Paulo Friere’s problem posing education method and Walker Percy’s studying method as both has led to a meaningful learning experience in my life. I was not only able to think and decide for myself  but it also helped me gain a lot of confidence. It made me realize that I might have missed out on certain meaningful learning experience if I had not been given a chance to think by myself. The bottom line is that education should provide tools and practice in critical thinking for students, not absolute answers. I completely agree with Freire’s argument in this chapter. In fact, I feel that it is one of the most meaningful pieces of educational literature that I have ever encountered. WORK CITED Frieire, Paulo. â€Å"The ‘Banking’ Concept of Education.† Ways of Reading. Boston: Bedford, 2011. Percy, Walker. â€Å"The Loss of Creature.† Ways of Reading. Boston: Bedford, 2011.

The Theme of Humanity in the Poem Hawk Roosting Essays

The Theme of Humanity in the Poem Hawk Roosting Essays The Theme of Humanity in the Poem Hawk Roosting Paper The Theme of Humanity in the Poem Hawk Roosting Paper Essay Topic: Literature Hawk Roosting is one of Ted Hughes many poems which describes nature and animal savagery. In this particular work, Hughes details the characteristics of a regal hawk, ruling over its domain. Although it may seem to be a simple descriptive piece, Hawk Roosting actually maintains a duality throughout each verse. Not only is it a vivid description of a living being, the poem is Ted Hughes critique on humanity. Beneath its surface is a stark reminder of how our weaknesses are degrading us into common animals. The first verse paints a scene of a hawk resting on the treetops: I sit in the top of the wood, my eyes closed Inaction, no falsifying dream Between my hooked head and hooked feet: Or in sleep rehearse perfect kills and eat. Straight away the poem asserts the dominance of the bird. The words Top of the wood suggests the hawk is a predator, high up in the food chain. It is also an animal that lives for hunting as every day it will rehearse perfect kills and eat in its dreams. Similarities can be drawn which shows that we are just like the hawk. Humans dominate the world and we constantly invent new ways of simplifying our lives. At the most basic level, we kill and eat like all animals do. The writer uses this verse to establish the hawk as a symbol of all humanity. Therefore, when he further illustrates the hawk later on, he is actually pointing out our habits and tendencies. The allegory of the hawk symbolizing humanity continues into the second and third verses: The airs buoyancy and the suns ray Are of advantage to me; And the earths face upward for my inspection. It took the whole of Creation To produce my foot, my each feather: Now I hold Creation in my foot. These verses further develop the idea that the hawk is a supreme creature. It looks down on its realm and controls all the animals. Therefore, it is able to hold Creation in my foot. On the other hand, as the hawk actually represents us, the writer is also commenting on mankind. The airs buoyancy and the suns ray correspond to natural resources and how they are of advantage to us. Instead of letting the course of nature take over our lives, we control the Earth as it face upward for our inspection. The phrase It took the whole of Creation suggests that humans see themselves as the ultimate species. Overall these two verses emphasize the fact that we are the rulers of the Earth. The world is metaphorically our oyster, a small thing that is easily held in our grasp. As the poem progresses into the fourth verse, the hawk awakes from its stillness and takes flight: Or fly up, and revolve it all slowly I kill where I please because it is all mine. There is no sophistry in my body: My manners are tearing off heads - Firstly the writer projects an image of the hawk flying above with a birds-eye view as the world revolves. Interestingly, it is the hawk that is doing the revolving. All of its dominion merely orbit around it. The hawk also owns its territory so it can kill where I please. These first two lines is a link to the last verse which further underlines the hawks supremacy. Similarly, we exploit the Earth because we believe it belongs to us. Although we consider ourselves a civilised race, the writer points out that some of our methods are far from graceful. In fact, he describes our way of living as tearing off heads. For example, we factory-farm animals for profit and we invade other countries to quench our thirst for fuel. As we become the masters of our planet, we grow insensitive to the fact that our greed is causing us to regress back to savages. The poem turns even more chilling as it enters the fifth verse: The allotment of death. For the one path of my flight is direct Through the bones of the living. Here the hawk is a metaphorical grim reaper. Its job is the allotment of death. From this verse we also perceive an image of the hawk swooping down on its prey as it flies through the bones of the living. The writer describes this as the one path of my flight that is direct. He is implying that the only constant element in a hawks life is to kill. Just like the hawk, we can allocate death as well because the earth is our domain. During our lifetimes we sacrifice the lives of many other creatures to fulfil our desires. We kill animals for food and we hunt exotic species for commodities. We are not that different from the hawk, after all. The final verse stresses the permanence of the hawks reign: The sun is behind me. Nothing has changed since I began. My eye has permitted no change. I am going to keep things like this. The phrase the sun is behind me implies that even the sun is a supporter of the hawk. Here the writer conveys yet another image to us. The suns rays are chasing after the hawk as if following a great leader. Nothing can unseat it from power. On the other hand, this verse also criticises the human aversion to change. For example, people still pollute the planet even though they know it can cause climate change and natural disasters. The last three lines highlight this fact. We have not done anything in the past to amend our mistakes Nothing has changed since I began. We are unwilling act now My eye has permitted no change. We will not abandon our methods in the future I am going to keep things like this. This is the heart of Ted Hughes criticism. We humans, as the masters of this world, are continuously destroying our planet because we are reluctant to change our wicked ways. In the end, Hawk Roosting is fundamentally an illustration of a magnificent creature. Nevertheless, Hughes masterfully embedded his critique on humanity into the poem. Just like the hawk, we are predators. However, our prey is nature and its resources. We are no better than cruel savages. Hawk Roosting is Hughes attempt at making us aware of this fact. Ultimately, his wish is that we preserve a better world for future generations.

Popular Quotes From Fight Club (1999 Movie)

Popular Quotes From 'Fight Club' (1999 Movie) For those who get a high by watching action movies, Fight Club is a must-watch. The movie has lean mean macho-fighters, hard-core duels, and adrenalin-surging fight scenes. Brad Pitt fans will love him in the role of Tyler Durden. Secret fighting clubs and primal instincts are no longer taboo according to this movie. Let your adrenalin soar with these Fight Club quotes. Narrator: Fight club wasnt about winning or losing. It wasnt about words. The hysterical shouting was in tongues, like at a Pentecostal Church. Tyler: God Damn! We just had a near-life experience, fellas. Tyler: You have a kind of sick desperation in your laugh. Narrator: Is Tyler my bad dream? Or am I Tylers? Narrator: Life insurance pays off triple if you die on a business trip. Tyler: Sticking feathers up your butt does not make you a chicken. Narrator: I am Jacks cold sweat. Narrator: If I did have a tumor, Id name it Marla. Tyler: Its only after weve lost everything that were free to do anything. Narrator: I got in everyones hostile little face. Yes, these are bruises from fighting. Yes, Im comfortable with that. I am enlightened. Narrator: I felt like destroying something beautiful. Narrator: When you have insomnia, youre never really asleep... and youre never really awake. Tyler: Listen up, maggots. You are not special. You are not a beautiful or unique snowflake. Youre the s ame decaying organic matter as everything else. Narrator: On a long enough timeline, the survival rate for everyone drops to zero. Narrator: This is your life and its ending one minute at a time. Tyler: Tomorrow will be the most beautiful day of Raymond K. Hessles life. His breakfast will taste better than any meal you and I have ever had. Tyler: Hey, you created me. I didnt create some loser alter-ego to make myself feel better. Take some responsibility! Tyler: Three minutes. This is it... ground zero. Would you like to say a few words to mark the occasion? Narrator: [voiceover] With a gun barrel between your teeth, you speak only in vowels. Tyler: Fight Club was the beginning, now its moved out of the basement, its called Project Mayhem. Tyler: Only after disaster can we be resurrected. Tyler: [whispering] Tell him the liberator who destroyed my property has realigned my perception. Tyler: All right, if the applicant is young, tell him hes too young. Old, too old. Fat, too fat. If the applicant then waits for three days without food, shelter, or encouragement he may then enter and begin his training. Narrator: You wake up at Seatac, SFO, LAX. You wake up at OHare, Dallas-Fort Worth, BWI. Pacific, Mountain, Central. Lose an hour, gain an hour. This is your life, and its ending one minute at a time. You wake up at Air Harbor International. If you wake up at a different time, in a different place, could you wake up as a different person? Narrator: We have front row seats for this theater of mass destruction. The demolition committee of Project Mayhem wrapped the foundation columns of a dozen buildings with blasting gelatin. In two minutes, primary charges will blow base charges and a few square blocks will be reduced to smoldering rubble. I know this... because Tyler knows this. Marla: Ive got a stomach full of Xanax. I took what was left of a bottle. It might have been too much. Tyler: Its getting exciting now, 2 and 1/2. Think of everything weve accomplished, man. Out these windows, we will view the collapse of financial history... one step closer to economic equilibrium. Tyler: In the world I see... you are stalking elk through the damp canyon forests around the ruins of Rockefeller Center. Youll wear leather clothes that will last you the rest of your life. Youll climb the wrist-thick kudzu vines that wrap the Sears Tower. And when you look down, youll see tiny figures pounding corn, laying strips of venison on the empty car pool lane of some abandoned superhighway. Narrator: I am Jacks raging bile duct. Narrator: I ran. I ran until my muscles burned and my veins pumped battery acid. Then I ran some more. Narrator: After fighting, everything else in your life got the volume turned down. Tyler: Without pain, without sacrifice, we would have nothing. Narrator: Look, nobody takes this more seriously than me. That condo was my life, okay? I loved every stick of furniture in that place. That was not just a bunch of stuff that got destroyed, it was ME!

Contract law coursework Essay Example | Topics and Well Written Essays - 2000 words

Contract law coursework - Essay Example when this would involve forcing a contract upon an unwilling party,†3 nevertheless, since Jerry &Co has commenced performing the terms through construction, they are deemed to have accepted the contract4 with the additional provisions inserted by Mrs. Lowrie. When the record of a transaction is contained in a document – oral evidence is excludedas in this case, the parol evidence rule has generally excluded oral evidence, so parties are bound by the writing alone5. However oral representations made by Jerry& Co have induced Lowrie to enter into the contract.6 Most importantly, it must be noted that as per Clause 5 of written contract, Jerry& Co provide no warranty on materials used in construction.7 Ans 2 (a): The document signed by Mrs Lowrie and Jerry &Co does not represent the entire agreement between the parties. For one thing, there are additional terms and provisions which are relevant in the context of the contract – which are spelt out in the standard form building contract.8 Mrs Lowrie may not have entered into the contract without the oral representations on completion time and materials.9 (b) The oral statements made on March 4th and April 3rd do not form a part of the formal written contract between the parties. However, these statements may be classed as representations – which are statements of fact made by one party that form the basis upon which the other party is induced to enter into the contract. When such statements/representations are not reduced into writing, the Court may draw the conclusion that the parties did not intended them to be contractual terms10 and therefore, an injured party may not be able to hold the other party to those representations. The important distinction between a contractual term and a representation is that while contractual terms are enforceable in the event of a dispute, representations may not be. Ans 3: If the oral statements were deemed to be representations and not contractual terms, then