A Lab Report on Microbial Growth Sample

A Lab Report on Microbial Growth Paper Typical hosts of this species are humans and other warm-blooded animals, where a favorable temperature of ICC is usually maintained in the intestinal tract. S. Epidermis may cause urinary tract infections (Tutsis) and infections associated with intramuscular devices such as prosthetic heart valves, shunts, etc. (Babushka, 2004). The second microorganism that was analyzed during this procedure was Escherichia coli. E. Coli is a gram-negative and bacillus (rod-shaped) bacterium, that thrives in an optimum temperature of 37th commonly found in the intestinal tract of humans and other mammals (Cappuccino and Sherman, 2011).. It sis facultative anaerobe that is not normally pathogenic, but pathogenic strains cause U TLS and bladder infections (SAC, 2013). Another bacteria that was observed, was Protests memorabilia. This microorganism is gram-negative and rod shaped. P. Memorabilia is motile and swarms towards nutrients such as maltose (Murphy, 2004). It is a mesosphere, which lives in an optimal temperature of ETC. P. Memorabilia is able to elongate itself and secrete a polysaccharide for motility on items such as medical equipment (Murphy, 2004). This organism is found in the human gastrointestinal tract, but can cause infections when in contact with the urinary tract, wounds, or lungs (Murphy, The fourth bacterium that was analyzed in this experiment was Pseudonymous fluorescent. This gram-negative rod shaped bacterium has a distinct yellow color that glows under fluorescent light (Monte, 2011). It normally inhabits soil, plants, and water surfaces, but can cause respiratory tract infections, cystic fibrosis, pneumonia, and infections to burn patient wounds (Monte, 2011). We will write a custom essay sample on A Lab Report on Microbial Growth specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Lab Report on Microbial Growth specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Lab Report on Microbial Growth specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The optimum growth temperature of P. Fluorescent is between 25-ICC (Monte, 2011). As stated earlier, selective and differential media were used to further understanding of isolating and identifying microorganisms. Selective media allows microbial growth of target organisms, while preventing or slowing the growth of other microorganisms, based on nutritional content (Wisterias, 2003). Differential media does not retard the growth of any one organism, but the nutritional composition of the media causes certain microorganisms to grow differently (i. . Different colors) than other microorganisms (Wisterias, 2003). Another important way to distinguish the differences between microorganisms, is by analyzing differences and similarities in metabolism. The oxides test is a useful procedure to identify oxides-negative gram-negative enteric bacterial rods from the also gram-negative rods, Pseudonymous and Aerons (Wisterias, 2003). The oxides test detects the presence of stockroom c, which is a n enzyme that assists an organism with utilizing oxygen through aerobic respiration (Wisterias, 2003). The catalane test identifies if catalane is present in a bacterial sample. Catalane is an enzyme found in aerobic microbes that catalysts hydrogen peroxide, and a positive test reveals oxygen bubbles forming while a negative results yields no bubbles as the bacteria does not contain catalane Wisterias, 2003). Methods: Selective and Differential Media: Each half lab bench acquired two plates of each agar: Blood Agar (BAA), McCracken Agar (MAC), Imitation Salt Agar (MASS), Heighten Agar (HECK), and Each plate was labeled with a marker. Proper Triplicate Soy Agar (TTS). Septic inoculation technique was used to inoculate each media. An inoculating loop was flamed to redness over a Bunsen burner and then acquired bacterial colonies from a nutrient agar sample, then it was streaked in an E shape on one half of the selective and differential plates. The loop was then flamed to redness gain for sterilization. Each selective and differential plate was streaked with these pairings of bacteria: E. Coli and Interrogator arrogates, or E. Coli and S. Epidermis. Each of these plates were then incubated for 24 hours at a temperature of ICC. The bacteria P. Memorabilia and Microcosmic lutes, were observed on Blood Agar, McCracken Agar, Imitation-Salt Agar and Heighten Enteric Agar, in Dry. Brooks lab room inside of a fume hood. Results of the incubated plates were then acquired after the allotted time. The oxides test was then conducted on P. Memorabilia and E. Coli. Colonies of ACH species were acquired on provided 24-hour Triplicate Soy Agar plates which were first labeled. A dropper was used to drop a freshly prepared 1% aqueous solution of tetrameters-Para-phenylalanine, on an isolated colony of each species. Results were then recorded. The catalane test was then conducted on P. Memorabilia and E. Coli. One 48-hour Triplicate Soy Broth culture for each species was labeled on each half of the plate. Each half of the plate was then streaked with each of the two species using the inoculating technique stated earlier in the first section of the methods. The plate was then incubated for 24 hours at a temperature of mm. After the allotted time of incubation, 2 drops of 3% hydrogen peroxide solution was added to an isolated colony of each organism used. The results were then recorded. Results: Table 1: Selective and differential media bacterial growth Bacterium McCracken Agar Mann ITIL-Salt Agar Heighten Enteric Agar Inoculated Purple Pink/Red Green S. Epidermis No Growth Yellow Minimal Growth, Green E. Coli Pink P. Memorabilia Brown Cream-colored Dark green/black Table 2. Hemolytic reactions of bacteria grown on blood agar Bacterium Type of hemolytic observed Beta Gamma Oxides Test: The P. Fluorescent specimen had a positive reaction which entails a blue coloring. This shows that P. Fluorescent contains the stockroom c enzyme. E. Oil had a negative, no-color change result, thus no presence of stockroom c. Catalane Test: E. Coli displayed a positive result for the catalane test, with visible oxygen gas bubbles. P. Fluorescent also had a positive catalane test result. Discussion: Each selective and differential medium that was used in this procedure has varying characteristics that allow for characterizing each microorganism. Imitation-salt agar was used to disting uish between imitation ferments, which these colonies develop yellow zone areas, and imitation nonmembers, which do not show a color change (Wisterias, 2003). McCracken agar distinguished lactose ferments, which develop a pink/red color, and lactose unfermented bacteria, which do not develop a distinct color (Wisterias, 2003). Heighten enteric agar was used to distinguish ferments and nonmembers of lactose, sucrose, saline, and amino acids that contain sulfur (Wisterias, 2003). Heighten enteric agar contains bile salts which provide each of the substrates sited. Blood agar contains hemoglobin, which distinguished between alpha, beta, and gamma hemolytic reactions (Wisterias, 2003).

Using Maps with American Literature as Informational Texts

Using Maps with American Literature as Informational Texts Teachers of American literature in middle or high school classrooms have the opportunity to select from a little over  400 years of writing by American authors. Because each author offers a different perspective on the American experience, teachers may also choose to provide the geographic context that influenced each of the authors taught in a curriculum. In American literature, geography is often central to an authors narrative.   Representing the geography of where an author was born, raised, educated, or wrote can be done on a map, and the creation of such a map involves the discipline of cartography. Cartography or Map Making The International Cartographic Association (ICA)  defines cartography: Cartography is the discipline dealing with the conception, production, dissemination and study of maps. Cartography is also about representation – the map. This means that cartography is the whole process of mapping. The  structural models  of cartography  can be used to  describe the process of mapping for an  academic discipline. Supporting the use of maps in the study of literature to better understand how geography has informed or influenced an author is made in an  argument made by  Sà ©bastien Caquard and William Cartwright in their 2014  article  Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping  Ã‚  published in  The Cartographic Journal. The article explains how  the potential of maps to both decipher and tell stories is virtually unlimited. Teachers may use maps that help students better comprehend how the geography of America may influence authors and their literature. Their description of narrative cartography is an aim,  to shed light on some of the facets of the rich and complex relationships between maps and narratives. Influence of Geography on American Authors Studying the  geography that influenced the authors of American literature can mean using some of the lenses of social sciences such as  economics,  political science,  human  geography,  demography,   psychology  or  sociology. Teachers may spend time in class and provide the cultural geography background of the authors who penned the most traditional selections of literature in high school  such as Nathanial Hawthornes The Scarlet Letter, Mark Twains The Adventures of Huckleberry Finn, John Steinbecks Of Mice and Men.   In each of  these selections, as in most American literature,  the  context of an authors  community,  culture, and relationships is  tied to specific time and location. For example, the geography of colonial settlements is seen in the  first pieces of American literature, beginning with a  1608 memoir by Captain John Smith, English explorer and  leader of Jamestown (Virginia). The explorers accounts are combined in a piece  titled  Ã‚  A True Relation of Such Occurrences and Accidents of Noate as Hath Happened in Virginia.   In this recounting, consider by many to be wildly exaggerated, Smith describes  the story of  Pocahontas saving his life from the hand of Powhatan.   More recently, the 2016 winner of the Pulitzer Prize  Ã‚  for fiction  was written by  Viet Thanh Nguyen  who  was born in Vietnam and raised in America. His story  The Sympathizer  is described as, A layered immigrant tale told in the wry, confessional voice of a man of two minds- and two countries, Vietnam and the United States. In this award-winning narrative, the contrast of these two cultural geographies is central to the story. The American Writers Museum: Digital Literary Maps There are a number of different digital  map resources available to teachers with Internet access  to use in providing students background information. Should teachers want to give  students an opportunity to research American authors, a good starting place might be the American Writers Museum,  A National Museum Celebrating American Writers. The museum already has a digital presence, with their physical offices scheduled to open in Chicago in 2017. The mission of the  American Writers Museum is to engage the public in celebrating American writers and exploring their influence on our history, our identity, our culture, and our daily lives. One featured page on the museums  website is a Literary America  map  that features  American writers from all over the country.  Visitors can  click on a states icon to see what literary landmarks are located there   such as author homes and museums, book festivals, literary archives,  or even an authors final resting places.   This Literary America  map will help students meet several of the goals of the new American Writers Museum which are to: Educate the public about American writers – past and present;Engage visitors to the Museum in exploring the many exciting worlds created by the spoken and written word;Enrich and deepen appreciation for good writing in all its forms;Inspire visitors  to discover, or rediscover, a love of reading and writing. Teachers should know that the digital Literary America map on the museums website is interactive, and there are links to multiple other websites. For example, by clicking on New York State icon, students could choose to be connected to an obituary on the New York Public Librarys website for  J.D. Salinger,  author of Catcher in the Rye. Another click on the New York State icon could  take students to  a news story about the 343 boxes  containing the  personal papers and documents of the poet  Maya Angelou  that were acquired  by the  Schomburg Center for Research in Black Culture. This acquisition was featured in an article in the NY Times, Schomburg Center in Harlem Acquires Maya Angelou Archive  and there are links to many of these documents. There are links on the Pennsylvania state icon to museums dedicated to authors born in the state. For example, students can choose between Edgar Allan Poe National Historical SitePearl S. Buck HouseZane Grey Museum Similarly, a click on the Texas state icon offers students an opportunity to digitally visit three museums dedicated to the American short story author, William S. Porter, who wrote under the pen name O.Henry: O. Henry HouseO. Henry MuseumWilliam Sidney Porter, O. Henry Museum The State of  California offers multiple sites for students to explore on American authors who had a presence in the state: Eugene O’Neill National Historic SiteJack London State Historic ParkJohn Muir National Historic SiteNational Steinbeck CenterRobinson Jeffers Tor House FoundationThe Beat MuseumWill Rogers Ranch Additional Literary Author Map Collections 1. At the Clark Library (University of Michigan Library) there are a number of literary maps  for students to view.  One such  literary map was drawn by  Charles Hook Heffelfinger (1956).  This map lists the last names of many American writers along with their principal works within the state in which the book takes place. The description of the map states: As with many literary maps, while many of the works included may have been commercial successes at the time of the map’s publication in 1956, not all of them are still acclaimed today. Some classics are included, however, such as  Gone With the Wind  by Margaret Mitchell and  The Last of the Mohicans  by James Fenimore Cooper. These maps can be shared as a projection in class, or students can follow the link themselves. 2. The Library of Congress  offers an online collection  of maps titled, Language of the Land: Journeys Into Literary America. According to the website:   The inspiration for this exhibition was the Library of Congresss collection of literary mapsmaps that acknowledge the contributions of authors to a specific state or region as well as those that depict the geographical locations in works of fiction or fantasy.   This exhibition includes the  1949  Booklovers Map  published by R.R. Bowker of New York which  features important points of interest across America’s historical, cultural, and literary landscape at the time. There are many different maps in this online  collection, and the promotional description for the exhibition reads: From Robert Frosts New England farms to John Steinbecks California valleys to Eudora Weltys Mississippi Delta, American authors have shaped our view of Americas regional landscapes in all their astonishing variety. They have created unforgettable characters, inseparably identified with the territory they inhabit. Author Maps AreInformational Texts Maps can be used as informational texts in the English Language Arts classroom as part of the key shifts educators can use in order to  integrate the Common Core State Standards.  These key shifts of the  Common Core  state that: Students must be immersed in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life. Informational texts play an important part in building students’ content knowledge. English teachers can use  maps as informational texts to build student background knowledge and improve comprehension. The use of maps as informational texts  could be covered under the following standards: CCSS.ELA-LITERACY.RI.8.7  Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CCSS.ELA-LITERACY.RI.9-10.7  Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-LITERACY.RI.11-12.7  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Conclusion Letting students explore American authors in their geographic and historic context through cartography, or mapmaking, can help their comprehension of American literature. The visual representation of the geography that contributed to a work of literature is best represented by a map. The use of maps   in the English classroom  can also help students develop an appreciation of Americas literary geography while increasing their familiarity with the  visual language of maps for other content areas.

Risk management in British Petroleum (BP) Essay

Risk management in British Petroleum (BP) - Essay Example It is however, critical to understand that BP has been in the news in the past due to different disasters thus exposing its risk management practices in place. The deepwater drilling oil spill in the Gulf of Mexico is just one of the examples of how the operations of BP can actually create significant risks for the firm and damage its reputation in the global market place. (Maung, 2010). Company manages its overall risk management infrastructure in terms of the UK Corporate Governance Code and its own internal policies. The overall effectiveness of the risk management policies, procedures and internal control systems are evaluated by the Board of the firms and outlines broader policy guidelines in terms of managing the overall risk within the organization. BP has also put in place which monitors and identifies different risks and communicates their observations and recommendations to the Board of Directors which ultimately formulate and design strategies for overall risk management p rocess within the organization. Communication of potential risk issues should therefore be open enough to make them reach at appropriate level. ( Olson,& Wu,2010) Current Risk Management Process The overall policy for managing and overseeing the risk management process within BP is the ultimate responsibility of the Board of Directors of the firm1. ... The overall supervisory responsibility however, remains with the Board of Directors to ensure that proper risk management infrastructure is in place. This is in consistence with the principal that the BoD should have a supervisory role in risk management process.( Hillson, 2003), BoD performs the regular reviews of the risks and recognises the same in the annual plan of the British Petroleum as a Group. Board also has the mandate to review and analyse as to whether the Group Chief Executive has been effective in implementing the risks identified and explored by the Board and whether the overall risk management process at the organization wide level is managed effectively. It is also important to note that the Board has the direct responsibility of overseeing the geopolitical and reputational risks. These two risks are directly managed and identified by the Board and BoD through its own operational mechanism oversees this risk. Board however, achieve this objective by delegating the s ame to different Risk Committees which forward their recommendations and observations to the Board and it is then decided by the Board as to what risks to be further perused and evaluated and which risks should be left unattended. This should however, be based upon the assumption that the BoD has the right kind of representation of all the stakeholders so that risk management as a process is implemented from the perspective of all the stakeholders.( Hopkins, 2010). As discussed above that the overall responsibility by the Board is delegated to the Group Chief Executives who have further delegated the same to the individual business units. It is however, critical to note that Board has also created different committees which directly oversee the process of risk management within the