Factors That Affect Streptomyces Growth Biology Essay

Factors That Affect Streptomyces Growth Biology Essay The growth of a microorganism is extremely dependent upon the surrounding environmental conditions. Every organism has a range of optimum conditions at which members of its species will grow ideally. Inoculum, temperature, pH and dissolved oxygen concentration (among other factors) within the media is often carefully controlled in industrial applications as deviations from the optimal conditions often have profound effects on the growth rate and activity of the organism (Shuler and Kargi, 1992). When directing experiments involving microbial growth, the preparation and quality of the inocula are as important as any other parameter control. In Streptomyces if mycelia are used in the inoculum, many uncontrolled variables will emerge. These variables include age, stress level and growth stage of the cells, all of which obligatory should be controlled (Kieser et al., 2000). This problem gets even worse when attempting to initiate trials over a period of several months as even small variations in the population size of the inoculum can result in large changes in the level and rate of growth. Streptomyces vegetative inocula are often prepared through the addition of several colonies sometimes from many starter plates to small amounts of media. This is afterward incubated until sufficient biomass is produced, as determined through optical density measurements of the media. This method of vegetative inoculum used by Jakeman et al. (2004) is effective in obtaining biomass; neverthele ss it does not provide the consistent inoculum required for comparative trials. The number of cells within the inoculum is hard to directly measure and the inconsistent manner of initially adding cells can result in cells at different stages of growth or stress level. Another method of preparing an inoculum is to harvest spores from the selected culture and store under conditions not satisfactory for germination. The cells within a spore suspension remain in a consistent state while still providing an instant inoculum (Kutzner and Nitsch, 1970). This technique also allows long term storage of a viable inoculum that should produce reliable results. By suspending the spores in a soft agar spore suspension, Kutzner and Nitsch (1970) have proven that a suspension of Streptomyces spores will remain viable as an inoculum over a year. Temperature The bacterial growth behavior is greatly influenced by many factors such as environmental conditions and the physiological state of the bacteria. The temperature of the environment directly affects the activity and growth of cells; every species has an ideal temperature for growth that is influenced by its physiology (Shuler and Kargi, 1992). This optimum temperature for growth may not be the same as the temperature at which metabolites are produced most efficiently. Streptomyces venezuelae ISP 5230 are mesophilic bacteria, which means that their optimal growth temperature is between 15 and 40 Â °C. For every increase of 10 Â °C closer to the optimum growth temperature, the growth rate of bacteria approximately doubles (Truelstrup-Hansen et al, 2002). If the media temperature is above optimal, the rate of growth is reduced. The temperatures used for Streptomyces venezuelae growth have been cited as 30 Â °C Â ± 2 Â °C (Wang and Vining, 2003; Jakeman et al., 2006). At 42 Â °C Str eptomyces venezuelae express heat shock genes that motivate sporulation and antibiotic production (Yang et al., 2008). pH Similarly to temperature, the pH (hydronium ion concentration) of the media affects the growth rate of bacteria by influencing the activity of cellular enzymes (Shuler and Kargi, 1992). To achieve the maximum growth rate level, current literature recommends growing Streptomyces venezuelae in a media with the maintenance of pH between 6.0 7.8 (Jakeman et al., 2006). The optimal pH levels are often different when maximizing growth rate and highest product yield (Shuler and Kargi, 1992). However, bacteria are often able to grow within a huge range of pH. Studies on the Streptomyces species by Kontro et al. (2005) have found the optimal pH ranges of growth and sporulation for this species to be between 5.5 and 11.5. The study executed by Kontro et al. (2005) has also found that the media strongly affects the acid tolerance of Streptomyces species. When grown at pH 4 in a media that contains yeast extract most species included in the studies were unable to grow, while at the pH of 7 the majority of species displayed maximum growth rate on most types of media. In order to buffer the pH of the growth medium to near neutral values, a buffer called MOPS (3-(N-morpholino) propanesulfonic acid) is normally used for this species of Streptomyces. While studying the effects of carbon sources on antibiotic production by Streptomyces venezuelae, MOPS was added to jadomycin B production media by Jakeman et al. (2006) however, no buffer was added to the Maltose yeast extract malt extract (MYM) agar that was used for the growth during the study. Glazebrook et al. (1990) studied the effect of different carbon sources on Streptomyces venezuelae sporulation in minimal LS media. In this media, enough amounts of MOPS were added to maintain the pH of the media at near neutral values for every carbon source except glucose. During growth in glucose-based LS media, a high production of oxo-acids was observed resulting in growth inhibition. Dissolved Oxygen The dissolved oxygen available to bacterial cells within the media can be a limiting factor if the rate of consumption exceeds the rate of supply (Schuler, 2000). There is a critical oxygen concentration exclusive to each bacteria species, above which the growth rate is independent of the media dissolved oxygen concentration. This value is usually 5 10 % of the maximum saturation level; however the maximum saturation is influenced through the existence of dissolved salts, organics, and the medias temperature (Shuler and Kargi, 1992). The production of secondary metabolites can also be influenced through dissolved oxygen concentration. During antibiotic production Streptomyces clavuligerus, increased oxygen saturation above the critical dissolved oxygen concentration which resulted in additional product and biomass yield (Yegneswaran et al., 1991) up to the maximum saturation limit of oxygen in the media. Substrate The substrate used in the media is an important factor that can affect growth rate of the bacteria as well as its characteristics. For instance, Kontro et al. (2005) found that Streptomyces species changed its behavior as acidophiles, neutrophiles or alkalophiles, depending on the growth media. Most species would grow optimally at pH that is near to neutral or slightly alkaline conditions on a media that included yeast extract (Kontro et al., 2005). Streptomyces venezuelae is grown using many carbon sources including glycerol, glucose, lactose, mannose, maltotriose, maltose starch and more. The effect of these carbon sources on growth and secondary metabolite production is dependent upon many factors such as pH (Kontro et al., 2005). For example, studies on the sporulation of Streptomyces venezuelae in liquid media by Glazebrook et al., (1990) found that while maltose supported the growth and sporulation of Streptomyces venezuelae, glucose significantly inhibited sporulation. Specifi cally, when grown in minimal LS media using glucose as the main carbon source, the pH of the media dropped rapidly with the production of oxo-acids by the bacteria. The increased acidity likely contributed to growth inhibition; however the glucose was reported to also have an inhibitory effect on sporulation that was un-related to the increased acidity of the media. As the jadomycin family of antibiotics is linked to the sporulation pathway (Wang and Vining, 2003), it is visible that the media has a huge effect on the growth and antibiotic production by Streptomyces venezuelae. Work by Jakeman et al. (2006) found that the carbon source supplied in to the media also has an influence on the antibiotic production by Streptomyces venezuelae. The effect of several sugars on jadomycin B production was studied and important differences in antibiotic production between sugars were found, where glucose was found to be optimal. Heat Balance The bacterial behavior is greatly influenced by the environmental temperature; however the metabolism and activity of bacteria also affects media temperature. Naturally about 50 60 % of energy produced during the metabolism of nutrients within a system is transformed into heat energy (Shuler and Kargi, 1992). The metabolism of sugar is a great source of thermal energy that must be taken into consideration in bioreactor design (Ben-Hassan et al., 1992). Streptomyces venezuelae aerobically metabolize sugars for energy and the production of metabolites. In industry, the amount of substrate used by the microorganism for growth and product synthesis determines the economic viability of the process. The heat energy produced can be determined through the utilization of a heat balance model (Ghaly et al., 1992). Once the heat of mixing is determined, the energy generated by Streptomyces venezuelae can be determined. The work by Ghaly et al. (1992) on the heat generated through mixing and me tabolism during lactose fermentation showed that the temperature of media increased from 22 to 32 Â °C with bacterial growth (Figure 3.9). This increase in temperature was due to the heat generated by the yeast (7.4 JÂ ·s-1) as well as the heat of mixing (1.01 JÂ ·s-1). The amount of heat generated by the organisms in a bioreactor can be estimated by modeling the heat flux over the boundary of the enclosed system. This mathematical model or heat balance balances the thermal energy generated within a system with the energy stored and lost from the system (Ben-Hassan et al., 1992). To develop a heat balance using this method, a trial must first be executed on the system through normal stable state operation to evaluate the heat generation during operation of the bioreactor. A heat balance can be performed on a bioreactor to determine the amount of thermal energy generated within the system during normal operation due to mixing. To model the system under different operating circumst ances the reactor can be run at several agitation speeds (e.g. 200, 400 and 600 rpm) until a state of thermal balance is reached. At thermal balance the amount of energy generated within the bioreactor is equal to the amount of energy lost; this state of stability can be used to eliminate unknown parameters within the heat balance model.

Explanation of the Gantt Chart

Explanation of the Gantt Chart Its use a simple logic calculations to identify the critical path, it does include: A sequence of activities has a timing duration. Adding the timing durations from the start till the end (forward pass), it helps to determine the early and late start. Deduct the timing durations from the end to the start (backward pass), it help to determine the late and early finish. Deduct the early finish from the late finish, by that we found the total float. The early start for activity A is 0, while the late finish for activity R is equal to its late start. The critical path is the longest serious of activities in the diagram with no flexibility, linked to each other without interruption. In other word its the path has activities with total float equal zero.While the duration of the project determine by the earliest and late finish of the last activity in the project. Gantt chart is useful tool to project manager, in this chart there is a calendar time scale enable to determine the project duration including , not only the working days, but also holydays and weekend. If the project starts on 11 January 2010 in 5 day working week, assuming there is no holidays the earliest day the project will completed is 2 April 2010. (See end of the document). a. As activity P is a critical activity in a critical path a one day delay will create a delay in activities Q and R, which delay the project end for one day. Also it could generate an increase in project cost. The project manager should be able to predict this before its occurred, therefore he should analyses the network diagram and looking for maneuver margin. b. If activity N completed 1 day earlier, it could give other activities in the path such as O, P, Q, and R one day flexibility. However it doesnt mean that the project will finish earlier because other activity recourses were schedule and it could be not available at that time, but still there is possibility to the project to finish 1 day before than schedule. c. Activity I is not critical activity, thats mean it has a float or slack which is in this activity is 6 days. There for a delay for 2 days in this activity will not create a delay in whole project, however there a possibility to generate increase in cost than the estimated before. In the network diagram all the project activities are represented accordance with the relations that exist between them, the activities represented by nodes (boxes), these mentioned the beginning and the end of each activity The benefits for the diagram are: Obtain a schematic representation of the project. predict the required time to complete the project. distinguish between critical and non critical activity in the project, and thus determine the possible maneuver margin for each task, which can be by moving some resources from non-critical tasks and focus on critical activity, which contributes to reduce the time of the project with a fixed cost. Implementing the network diagram is summarized in these steps: know all the activities for the project their is a list of all tasks (activities) often included in the outset project based on Work Breakdown Structure Identify the relations between these tasks there are tasks that can be implemented in parallel, or may depend on the end of the other tasks (sequence), in this step is a list of all the project tasks and its relations with other tasks. Setting the network diagram after knowing the tasks, and the relations with other activities, the project activities are drawn as Node network diagram. Estimate the required time an estimate of required time to complete each activity passed on past experiences, or by using intuition and logic, the estimate may not be free of error. identifying the critical activity and critical path of the project critical activity is an activity which, if the delay occurred during the implementation, it could delay the whole project with the same amount, the critical path is the path that connects critical activities and it starts from the beginning of the project and finished at the end of the project, it is the longest path in terms of length in the network diagram. On this path there is no margin time to maneuver in the implementation of any task because of the lack of flexibility time in any task on this path. Update the network diagram on a regular basis during the implementation of the project, real-time registration is taken for each activity, and in the meantime, critical path may appear to show new activities were not taken into account.

Kants Formalism Theory Essay -- essays research papers fc

Kant's Formalism Theory The theories of Immanuel Kant, a German philosopher, have had an impact on the formulation and shaping of ethics today. Immanuel Kant graced this earth from 1724 to 1804. During his eighty year life time, he formulated many interesting ideas regarding ethical conduct and motivation. Kant is strictly a non-consequentialist philosopher, which means that he believes that a person's choices should have nothing to do with the desired outcome, but instead mankind simply goes about doing good because it is morally correct. Kant theorizes that moral reasoning is not based on factual knowledge and that reason by itself can reveal the basic principles of morality. Ideas contemplated and developed and theorized by Kant include the concepts of good will, the categorical imperative, universal acceptability, and humanity as an end rather than a means. These non-consequential concepts have made a remarkable impression on current ethical views. According to Kant, the only good thing in the world is "good will." Other things might be desirable, but their ethical merit is only measured by an individual's good will. (Shaw, 65) As used by Kant, the term "will" is referred to as in individual's ability to act from principle. For example, if an individual performs a good deed motivated by anything other than the simple goodness of the deed, the individual is not ... Kants Formalism Theory Essay -- essays research papers fc Kant's Formalism Theory The theories of Immanuel Kant, a German philosopher, have had an impact on the formulation and shaping of ethics today. Immanuel Kant graced this earth from 1724 to 1804. During his eighty year life time, he formulated many interesting ideas regarding ethical conduct and motivation. Kant is strictly a non-consequentialist philosopher, which means that he believes that a person's choices should have nothing to do with the desired outcome, but instead mankind simply goes about doing good because it is morally correct. Kant theorizes that moral reasoning is not based on factual knowledge and that reason by itself can reveal the basic principles of morality. Ideas contemplated and developed and theorized by Kant include the concepts of good will, the categorical imperative, universal acceptability, and humanity as an end rather than a means. These non-consequential concepts have made a remarkable impression on current ethical views. According to Kant, the only good thing in the world is "good will." Other things might be desirable, but their ethical merit is only measured by an individual's good will. (Shaw, 65) As used by Kant, the term "will" is referred to as in individual's ability to act from principle. For example, if an individual performs a good deed motivated by anything other than the simple goodness of the deed, the individual is not ...

Analysis of Gabriel Garcias One Hundred Years of Solitude Essay

Analysis of Gabriel Garcia's One Hundred Years of Solitude Historical roots of Macondo and the Buendia family. One Hundred Years of Solitude is about on imagined mythical town which is named as Macondo. Its foundation, rise, development and death throughout the history of its founders; Buendia family is narrated. It is the evolution and eventual decadence of a small Latin American town and its inhabitants. The novel is dominated by Colombian settings and the Buendia family is a Colombian family of those times that the story takes places. At that point, the reader may question the position of the book. Is the story of the fictional town Macondo and Buendia family simply about the failure of that particular town and family or is there something beyond. Did Gabriel Garcia Marquez, the author of One Hundred Years of Solitude, spend three years to write this book that then became his master piece, only because he wanted to talk about an imagined town, an imagined family and their failure. Or, is the book a metaphor for Latin America's, specifically Colombia's and her peoples history. Did Marquez w rite this book to paste it on history as an example of a history not to be repeated again, to paste it as a warning. As the second part of this assay, I want to focus on gypsies since they construct an other culture other than the inhabitants of Macondo. To find out the importance of this distinct, nomadic gypsy culture will enable the reader to make a comparison between gypsies and their contact with civilization, and Buendia family and their failure within their solitude. In other words, by comparing gypsies and Buendias, the reader will be able to get some important clues about Buendias' failure. Gabriel Garcia Marquez is the Nobel Prize wining author of "One Hundred Years of Solitude" of 1982. The ambiguity, aesthetic genius and the usage of the technique, 'magical realism' that is the connection between the fantasy and reality brought that success. The reader does not have to think too hard to enjoy the book. This is the beauty of Third World writing, that it deals with both specific and international issues. Third World and multi-cultural writers are describing, reproducing and addressing a heterogeneous and international (and this is often what passes for post-colonial) readership. Third world is a useful term which makes it possible to talk about this... .... Buendias overlooked the beauty of the heterogeneous thinking and behaving and stacked with the useless homogenous way of living that ended their aimless existence. Their aimless living left its place to a tabula rasa, a new fresh start at the end of the novel. Famous Colombian writer, Gabriel Garcia Marquez, by creating this new page, by eliminating the Buendia family, is preparing a new chance for other peoples, in fact for Latin Americans. His book is now pasted on history with the help literature and the intended readers may look at it and learn a lot from it. The story of Macondo and Buendias is not simply a story of a fictional town and its inhabitants. Marquez uses Aureliano's method, pasting names on objects to remember their names and functions. By pasting this book as a warning, Marquez names the true history of Colombia. He retells the civil war; the War of One Thousand Days and the banana massacre that is denied by the Colombian Government and erased from history boo ks. Marquez pasted his book to show some overlooked parts of Colombia's history and the dangers of circularity and repetitions and he wants his book to be a guide, a warning at least for a better future.

A Comparison of Moods in Beowulf and Samuel Becketts Waiting for Godot :: comparison compare contrast essays

Moods in Beowulf and Samuel Beckett's Waiting for Godot  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Reading a work of literature often makes a reader experience certain feelings.   These feeling differ with the content of the work, and are usually needed to perceive the author's ideas in the work.   For example, Samuel Beckett augments a reader's understanding of Waiting For Godot by conveying a mood, (one which the characters in the play experience), to the reader. Similarly, a dominant mood is thrust upon a reader in Beowulf.   These moods which are conveyed aid the author in conveying ideas to a reader.   Ã‚  Ã‚  Ã‚   In Waiting for Godot, Beckett uses many pauses, silences, and ellipses (three dots (...) used to create a break in speech) to express a feeling of waiting and unsureness.   There is a twofold purpose behind this technique. For one, it shows that Vladimir and Estragon, the two main characters who are waiting for Godot,   are unsure of why they are waiting for him.   This also foreshadows that they will be waiting a very long time.   Ã‚  Ã‚  Ã‚   In some cases in literature, an idea can only be conveyed properly if those on the receiving end of the idea   are able to experience the feelings that a character is experiencing in the work.   For example, in order for a reader to feel how and understand why Vladimir and Estragon feel as though they do while they wait, it is essential for that reader to either understand or experience the same feelings that Vladimir and Estragon are experiencing.   Vladimir and Estragon are waiting;   waiting for Godot, to be exact; and Beckett wants the reader to feel as if he or she were waiting also.   Along with the feeling of waiting that a reader may experience, he or she might also understand how Vladimir and Estragon feel at times: Unsure, not very anxious to move on, and constantly having to wait.   A feeling of timelessness is even evoked, allowing almost anyone from nearly any time to understand Vladimir and Estragon's predicament.   Ã‚  Ã‚  Ã‚   Many times people may feel overwhelmed by a higher force unalterable to them.   This force may control something such as their fate.   In the Anglo-Saxon culture, a popular belief was that of fate.   The writers of Beowulf may have known that not all people believe in the power of fate. Therefore, to properly convey such an idea as the inevitability of fate in the epic, the writers included events which, when read, are also "experienced" by the reader.

State-funded faith schools

This paper will look at the manner in which state-funded religion schools came into being in the United Kingdom. It will reason that authorities educational policy and its in-migration and integrating policies play a cardinal function in finding the demand for the proviso of province religion schools. The province support of religion schools has a long history in the United Kingdom. The National Society of the Church of England founded 17,000 schools to offer instruction to the hapless between 1811 and1860. ( DfES, p.2 ) The province support of these schools began in 1870 when Church and other voluntary establishments began to have financess to supplement and help them in their educational proviso. ( Cush, p.435 ) As at January 2008, of the 20,587 maintained primary and secondary schools in the UK, 6,827 have a spiritual character and of these nine are Muslim. ( Bolton, 2009, Table 1 ) There are three types of schools with spiritual character in the UK – maintained, academies and independent schools – with the province providing support for the first two. Maintained schools are either: volunteer controlled which means the Local Education Authority provides all the support in return for control largely over spiritual instruction and administration ( most Church of England schools are voluntary controlled ) ; and voluntary aided where the province provides 90 % of the support for more control over spiritual instruction and administration ( most other denominations fall into this class, particularly Roman Catholic schools ) . ( Cush p. 435-436 ) . Christian and Judaic religion schools were the lone religion schools having province support until 1998 when the Islamia Schools Trust, a fter a conflict of 12 old ages, was awarded voluntary aided position for its schools. Whilst there are merely nine province funded Muslim schools, there are over 100 Muslim schools in Britain. These independent schools tend to organize their attempts through the Association of Muslim Schools. On November 11th, 2007 during Prime Minister ‘s Questions, the authorities stated that sing instruction it â€Å" is committed to a diverse system of schools driven by parental demands and aspirations ; that the Government does non hold marks for faith schools but remains committed to back uping the constitution of new schools by a scope of suppliers. † ( Bolton, 2009, p.14 ) Reaffirming the Government ‘s place on religion schools, Ed Balls, the so Secretary of State for Children, Schools and Families said on January 9th, 2008: â€Å" It is non the policy of the Government or my Department to advance more faith schools. We have no policy to spread out their Numberss. That should be a affair for local communities. † ( Bolton, 2009, p.16 ) The thrust for some members of the Muslim community towards their ain religion schools needs to be understood in visible radiation of the background of Muslim migration into the UK, their subsequent integrating and recent universe events. The first Muslims geting from South Asia in the 1950s were semi-skilled or unskilled laborers. They had a inclination to remain insulated from the wider community – this being every bit much a map of their ain pick as a response to the racism and societal exclusion they were sing. ( Hefner, p.227 ) Subsequent unfastened in-migration policies of the 1970s allowed their households to follow and now 75 % of all Muslims in the UK are from South Asia. Harmonizing to the 2001 nose count, the about 1.6 million British Moslems make up approximately 3 % of the population. ( Hefner, p. 227 ) In the UK, â€Å" Muslim † has become synonymous with â€Å" Pakistani † . Third coevals British-born Muslim households no longer believe of themselves as immigrants, although what it means to be a British Muslim is still a construct being negotiated. Our individualities are defined as much by our ain apprehension of our histories as by how we think others perceive us. In recent old ages, the individuality of Muslims has been tied up with universe events and striking representations in the media. Since September 11th, 2001, Muslims have been bombarded by an overpoweringly hostile media and a authorities seemingly captive on encroaching on the autonomies and human rights of its Muslim citizens. Salma Hafejee described an event that evoked non uncommon feelings in her 21 twelvemonth old boy. Talking on a movie for â€Å" Our Lifes † , a undertaking which explored the penetrations and experiences of Muslim adult females in Bradford, she told the narrative of a weekend visit her boy took to Barcelona. Coincidently, on the weekend of his trip there had be en a series of apprehensions made in Barcelona in connexion with what had been described as terrorist activities. On his return place, her boy was met by constabularies and questioned for several hours. She said he had ever felt British and believed that his British passport would protect him, but for the first clip he felt an foreigner in his ain place. ( Speak-it, 2009 ) One can good conceive of that this experience and the changeless bombardment of negative images associating to his religion in the media must hold been perplexing. Naturally surrounded by such ill will and â€Å" other † ised in this manner, a community would hold a inclination to shut ranks and look inward for comfort, protection and security. This state of affairs can be seen as some justification for why the Muslim community turned to Muslim schools to continue their communal individuality and Muslim patterns. The Education Reform Act 1988 provinces that schools should â€Å" advance the religious, moral, cultural, mental and physical development of students at the school and in society†¦ † Some Muslims were get downing to oppugn whether a non-Muslim schooling environment would be able to adequately carry through that demand for their kids. The Education Act of 1944 made faith the lone topic it was mandatory to learn in school, but the instruction of faith is comparatively superficial, intending that from the position of those for whom a spiritual ethos is of import, mainstream schools are unable to supply the religious and spiritual dimension adequately. How authoritiess deal with the proviso of faith does look to hold some bearing on the educational picks of parents. An scrutiny of Belgium and The Netherlands shows that when the authorities proviso of spiritual instruction is high, the demand for spiritual schools is muted. In Belgium, 4 % of the population is Muslim – chiefly of Turkish or Moroccan descent. Since 1975, it has been the jurisprudence to supply Islamic direction in province schools on the same footing as other faiths are taught. The first, and merely, province funded Islamic primary school opened in 1989 and seems to be linked to the inability of two municipalities to name officially recognized instructors and thereby their refusal to supply Islamic direction. In The Netherlands, 6 % of the population is Muslim and besides chiefly of Turkish or Moroccan descent. The province does non hold a policy for the specific proviso of Islamic direction and there are 45 Islamic schools in The Netherlands. ( Merry, 2005 ) In the UK, the deficiency of equal proviso of spiritual instruction in mainstream province schools, the ill will of the media, the authorities and the populace to their religion and community, and the recorded underachievement of Pakistanis in mainstream schools combine to organize a powerful incentive for Muslim parents to take over control of the instruction of their kid. Given the UK authorities ‘s expansive rhetoric about advancing and back uping Britain to be a multi-cultural society, and its declared committedness to a diverse system of schools driven by parental demands and aspirations, the support of Muslim province funded schools is an easy stretch. But an in agreement definition of a multicultural society seems deplorably missing. The authorities has a ‘policy of advancing multiculturalism ‘ but if it is unable to specify what a multicultural society could look like, how does it cognize that the policies it is advancing are effectual to run intoing this terminal? Today ‘s multicultural Britain has many faces dependent mostly on ethnicity, geographics and societal category, which in bend is one of the determiners of educational accomplishment. Is multicultural merely the recognition of diverseness in our society or is it an battle with that diverseness to make a society that is pluralistic? Does it intend that we are all free to populate in our ain sub-worlds without interface with the wider community or does it intend that we are encouraged to prosecute with each other? Where is the yarn that binds us as citizens if we live wholly culturally independent lives? This was a inquiry that was raised by Ray Honeyford more than twenty old ages ago and it is still a inquiry that warrants turn toing thoughtfully today. In 1982 Bradford Council issued guidelines for its purpose in instruction. These included: preparing kids for a life in a multicultural society ; countering racism and the inequalities of favoritism ; developing the strengths of cultural and lingual diverseness ; and reacting to the demands of minority groups. Ray Honeyford was a headteacher in a Bradford in-between school and he was concerned that the educational policies he was expected to implement were impracticable. He argued that the 20 % of Bradford ‘s Islamic immigrant population had purposes to stay in Britain. For their interest and for the interest of others, they should take part to the full in British life, and that in order to make so efficaciously their instruction needed to emphasize the primacy of the English linguistic communication, and British civilization, history and traditions. ( Dalrymple, 2002 ) In 1984, Honeyford wrote an article that was rejected by The Times Educational Supplement before being published by the far right Salisbury Review. The fact that it was this publication that was the first method of transmittal connoted a batch to its readers and no uncertainty would hold influenced the subsequent reading of the article itself. In â€Å" Education and Race – an Alternate position † Honeyf ord ( 2006 ) suggested that the perversion of linguistic communication ( he had a Masters in linguistics ) around race and cultural issues had made it impossible to talk candidly about the concerns and worlds that our progressively diverse society was throwing up. He highlighted that chunking together all non-whites into one class that was â€Å" black † created a duality of anti-white solidarity. What we, today, name â€Å" other † -ing. His primary concern was the impact of an imposed multicultural mentality on the instruction of his pupils. British jurisprudence obliges a parent to guarantee that his or her kid is registered and attends school on a regular basis. He argued that the inclination for Asiatic households to take their kids out of school and direct them to the sub-continent for months at a clip was non merely illegal but had obvious negative educational effects. The Department of Education and Science turned a unsighted oculus go forthing headteachers, li ke Honeyford, to follow with an attending policy based on the parent ‘s state of beginning. He found this untenable and cast it as an â€Å" officially canonic policy of racial favoritism. † ( Honeyford, 2006 ) Honeyford farther highlighted that the absence of English as a primary linguistic communication of direction at the school left the â€Å" cultural white † minority pupils in his schools educationally disadvantaged. His broader concern was how the operation of interior metropoliss with its production of cultural ghettos, and multi-racial educational policies could bring forth an integrated and harmonious society. He concluded: â€Å" I suspect that these elements, far from assisting to bring forth harmoniousness, are, in world, runing to bring forth a sense of atomization and strife. And I am no longer convinced that the British mastermind for via media, for puddling though, and for good natured tolerance will be sufficient to decide the inevitable tensen esss. † ( Honeyford, 2006 ) Post-publication, Honeyford endured a drawn-out and acrimonious run against him taking to his eventual early retirement. The acerb response to his averments for better and more integrative instruction did non raise the authorities action. Issues raised by the â€Å" Honeyford Affair † continue to be debated more than two decennaries subsequently. Honeyford ‘s tough and brave inquiring of issues that the authorities was excessively uncomfortable to raise and seek and work through have left a permanent vacuity on integrating and the harmonious and â€Å" multicultural † universe we reasonably aspire to. In visible radiation of these personal businesss, the argument on religion schools – which preponderantly relates to keep schools – leads us foremost to inquire what the purpose and intent of instruction is. Is instruction intended to supply us with accomplishments for employment, in which instance it is driven by a practical measurable end product? Or is in intended for, as Aristotle called it, human booming? And are these two needfully reciprocally sole? If instruction is deemed a human right, so what function does the kid drama in finding the instruction that he receives? These inquiries do n't look to hold been straight touched upon by those debating the desirableness of religion schools. Given the faith school argument touches on countries of instruction, political relations and faith it is improbable to be a cold-eyed 1. Most of the argument is opinion- instead than evidence-based ( Cush p.440 ) and authors on the issue repeatedly bemoan the deficiency of empirical grounds to confirm claims from either side. As Moslems are going acutely cognizant of their minority position, the thrust towards Islamic schools is every bit much a response to the onslaught on their individuality as it is about the ethos of instruction. Harmonizing to Heffner and Zaman ( 2007, p. 228 ) â€Å" In recent old ages, the issue of Islamic instruction has been a critical portion of the argument about what it means to be a British Muslim today and an of import terrain in the dialogue of individuality, citizenship and co-existence. † Mainstream instruction tends to see the universe though an Anglo-saxon lens and accomplishments are Europeanised. The survey of the parts made by Muslim bookmans over the centuries in many capable countries is a encouragement to self-esteem and those naming for Muslim schools are looking for a alteration in the manner the universe is viewed. The mission statement of the Islamia Trust Schools states that it â€Å" strive [ s ] to supply the best instruction in a secure Islamic environment through the cognition and application of the Qur'an and Sunnah. † ( Islamia ) What this requires is a reconception of the manner in which any topic can be taught, negociating as it must through the Qur'an and the Sunnah. The statement being made is that Muslim kids are going de-Islamised ( Khan-Cheema, p.83 ) and that mainstream schools are neglecting to supply an ethos in which all, non merely secular, facets of a kid ‘s life are catered for. Concern for the deficiency of individual sex proviso in the mainstream for miss is besides voiced as a concern and a ground for necessitating the proviso of Muslim schools. The academic underachievement of Pakistanis in mainstream schools is good recognised, but their accomplishment in religion schools is good above norm ( Bolton, 2009 ) . The direct connexion associating improved academic consequences and faith schools should be made carefully as academic accomplishment is besides liked to the economic and societal category of the household. The instance against Muslim religion schools is a obliging one. Those contending this place say that these schools are a genteelness land for fundamentalist and intolerant spiritual positions that are non inclusive of the bulk. They propagate segregation and voluntary apartheid and create ghettos which exclude other races and religions, therefore making societal division. With Islam about universally cast as a menace to universe order this raises inquiries associating to citizenship and trueness. Those in this cantonment may pull some of their inspiration from the place Honeyford took on the demand to incorporate instead than segregate more than 2 decennaries ago. Why would, and how could, an immigrant who lands in the UK who is able to make for himself an environment that reflects – culturally, socially, and educationally – the one which he left, have any chance to construct trueness to his host state. Clearly the authorities ‘s place on what a multicultural Britain would look like demands to be debated much more openly – if merely so we can seek and understand how we will acquire at that place. A individualistic each-to-his ain policy can non certainly supply the manner frontward. The inquiries Honeyford asked more than 20 old ages ago, unsavory as they were, are inquiries we might necessitate to inquire once more today.MentionsBolton, Paul & A ; Gillie, Christine ( 2009 ) . Faith schools: admittances and public presentation. House of Commons Library Standard Note SN/SG/4405Cush, Denise ( 2005 ) . Reappraisal: The Faith Schools Debate. British Journal of Sociology and Education, Vol.26, No.3 ( Jul.,2005 ) , pp. 435 -442Department for Children, Schools and Families ( DfES ) . Faith in the System: The function of schools with a spiritual character in English instruction and society.Hefner, Robert W. & A ; Zaman, Muhammad Q. ( 2007 ) Schooling Muslimism: The civilization and political relations of Modern Muslim Education. Princeton University Press.Hewer, Chris ( 2001 ) . Schools for Muslims. Oxford Review of Education, Vol. 27, No. 4, The State, Schools and Religion ( Dec. , ) 2001 ) , pp.515-527Hewitt, Ibrahim ( 1996 ) . The Case for Muslim Schools in Issues in Islamic Education. The Muslim Educational Trust, London.Hussain, Imitiaz, A. ( 2003 ) , Migration and Settlement: A Historical Perspective of Loyalty and Belonging in British Moslems: Loyalty and Belonging, ed Mohammad Siddique Seddon, Dilwar Hussain, Nadeem Malik. The Islamic Foundation, Leicestershire.Khan-Cheema, Muhammad, A. ( 1996 ) . British Muslims in State Schools: a positive manner frontward in Issues in Islamic Education. The M uslim Educational Trust, London.Lawson, Ibrahim ( 2005 ) . Leading Muslim Schools in the UK: A challenge for us all. National College for School Leadership.Merry, Michael S. & A ; Driessen, Geert ( 2005 ) . Muslim Schooling in Three Western States: Policy and Procedure. Comparative Education, Vol. 41, No. 4 ( Nov. , 2005 ) , pp. 411-432Parker, Stephen ( 2005/2006 ) . Reappraisal: In Good Religion: Schools, Religion and Public Funding. Journal of Law and Religion, Vol. 21, No. 1 ( 2005/2006 ) , pp. 217-219Speak-it Productions ( 2009 ) . Film – Our Lifes Project hypertext transfer protocol: //www.youtube.com/ourlivesproject # p/u/4/lFnuhPijzXM

Motivation is the incentive to work Essay

Motivation is the incentive to work; hence having a motivated workforce is vital for most businesses, since a highly motivated workforce can lead to higher rates of productivity, better quality output, and low rates of absenteeism and labour turnover. The main factors which, affect the motivation of workers are pay levels, job security, promotional prospects, responsibility, working conditions, fringe benefits, participation in decision-making and working in a team There are two basic theories of motivation, content theories and process theories. Content theories deal with what actually motivates people, what needs to be satisfied in order for workers to be motivated. Maslow’s hierarchy of needs is an example of a content theory. Process theories on the other hand deal with the though processes which affect the workforces behaviour. An example of this is staff at a company working on commission, e.g. their pay is directly affected by production or their sales. I hope to improve my understanding of the different theories and how these theories are applied in real world companies. Abraham Maslow’s theory of human motivation was published in 1943. He based his theory upon his belief that actualisation was the driving force of human personality. His theory is a five-tiered hierarchy of needs, and is as such; 1.) Physiological needs – These are the basic needs to survive, food, shelter and warmth. 2.) Security needs – These are the needs for job security, security from emotional and physical harm. 3.) Affiliation needs – These are the needs for affection, belonging, acceptance and friendship. 4.) Esteem needs – The need for self-respect and to gain the respect of others 5.) Self-actualisation – The need of a person to reach there full potential. Maslow believed that each level had to be fulfilled before the next level could be achieved, but once a level had been achieved that level no longer motivated, for example, hungry man may be desperate for food, but once he eats a good meal, the promise of food no longer motivates him. I believe since, this theory was written in the 1950’s it is no longer as relevant, compared to when it was written, due to everybody’s physiological needs are met, either by the government or by their job. Security needs are met in today’s world, due to the fact that people cannot be unfairly dismissed, hence so long as they do there work correctly they are secure in their job. So these two factors are no longer motivational. Other than two levels becoming obsolete, I believe Maslow’s theory to be relevant to many companies in the business world, which in turn means that I believe Hertzberg’s theory to be relevant to most companies in the business world. An example of a company to which Maslow’s hierarchy of needs is indeed relevant, is Asda. Physiological needs are provided by Asda, but as they are no longer a motivating factor, they are considered irrelevant, since if a person were to not have a job their physiological needs would be provided for by the government. At Asda job security is provided in that, personnel, if Asda deems them, to be inadequate workers, are given an informal warning, then three official warnings, then a weeks notice would be given if there’s no improvement. The affiliation needs of people are fulfilled by each Asda employee being given a ‘buddy’, which whom, problems, qualms, etc can be privately and confidentially discussed. The esteem needs of people are met by Asda having events such as an achievers lunch, at which, that month’s best worker from each department is invited to a lunch together. There are also other things like an award for giving the best customer service each month, departmental competitions and employee’s, if they have an idea to improve Asda, can ‘tell Tony’, this is a scheme which, allows all Asda employees to participate in the running of the company. The prospect of self-actualisation is achieved by offering employees the opportunity for training, promotion, which will allow them to work their way up the job ladder, to their maximum potential. Douglas McGregor’s theory of the x and y managers was published in a book called ‘The Human Side Of Enterprise’, in 1960. His theory stereotypes all managers into two groups, type x and type y. Type x manager’s work on the assumption that all human beings have an inherent dislike of work and will avoid it if they can. Due to this they work on the principle of reward and punishment, or stick and carrot. McGregor believed that type x managers are lazy, obtuse, dislike responsibility and need to use control factors to motivate employees, such as pay. Theory x managers contradict, since it relies on employees needing only financial gain to motivate them. Theory x managers give only context factors, which, in Hertzberg’s opinion do not motivate. Theory y managers are creative and aim to develop potential. They work under the assumption that control and punishment are not the only way to get people to work. People will be more productive if they are committed to the aims of the organisation, and they will be committed if they have job satisfaction Asda attempt to use type y managers since, employees are encouraged to be creative, with ideas such as the ‘tell Tony’ scheme mentioned above. But there is one outlying principle used by Asda, which, shows that management cannot be stereotyped, in that employees are financially punished, if they receive an official warning, in that they lose their bonus. Hertzberg theory is that there are context or hygiene factors and motivators or content factors. Context or hygiene factors do not motivate, but without them there would be dissatisfaction. These factors involve the work environment rather than what people actually do on the job. Context factors are, salary, supervision, security, working conditions and status. Motivators or content factors are factors, which, motive employees and involves what people actually do on the job. These are achievement, recognition, advancement and responsibility. As with Maslow the context factors, which are the same as the physiological needs and the security needs, have to be fulfilled before the content factors can be fulfilled, which are similar to the higher tiers of Maslow’s hierarchy, but it is separated into two tiers, rather than five. I believe Hertzberg’s theory to be a modification of Maslow’s theory that is more applicable to the modern world, since modern or basic needs, no longer include only food, shelter and warmth, most people will consider a TV, car, etc, basic needs. These modern basic needs can be covered by Hertzberg’s context factors. Asda use Hertzberg’s theory, since it is a modern extension of Maslow’s theory, as I explained above. Taylor theory was not about motivation; rather it was about specialisation, which had the same final result as motivation, increased productivity and efficiency. Taylor formed the basis for all the theorists with his introduction of the scientific approach to decision making. Taylor’s theory is still applicable to all professions, since he created specialisation, which is the basis of all modern businesses. Previous to Taylor creating specialisation workers had changed jobs erratically, so people never learnt how to do a job efficiently, but when Taylor introduced specialisation people only did one type of job, weaving for example, so they became skilled in doing that specific thing, so the production line was more efficient. During this assignment I have developed a more though understanding of what motivates people and the theories developed to motivate people. Prior to completing this assignment I had failed to realise the importance of motivation.