Alexander Fleming Bacteriologist Who Discovered Penicillin

In 1928, Alexander Fleming (August 6, 1881 - March 11, 1955) discovered the antibiotic penicillin at Saint Marys Hospital in London. The discovery of penicillin revolutionized our ability to treat bacterial-based diseases, allowing physicians all over the world to combat previously deadly and debilitating illnesses with a wide variety of antibiotics. Fast Facts: Alexander Fleming Full Name: Alexander FlemingKnown For: The discovery of penicillin and the discovery of lysozymeBorn: August 6, 1881, Lochfield, Ayrshire, Scotland.Parents Names: Hugh and Grace FlemingDied: March 11, 1955 in London, EnglandEducation: MBBS degree, St. Marys Hospital Medical SchoolKey Accomplishments: Nobel Prize for Physiology or Medicine (1945)Spouses Names: Sarah Marion McElroy (1915 - 1949), a nurse, and Dr. Amalia Koutsouri-Voureka (1953 - 1955), a medical practitionerChildrens Names: Robert (with Sarah) who was also a medical doctor Early Years Alexander Fleming was born in Lochfield, in Ayrshire, in Scotland on August 6, 1881. He was the third child in the family of his fathers second marriage. His parents names were Hugh and Grace Fleming. Both were farmers and had a total of four children together. Hugh Fleming also had four children from his first marriage, so Alexander had four half siblings. Alexander Fleming attended both the Louden Moor and Darvel Schools. He also attended Kilmarnock Academy. After moving to London, he attended the Regent Street Polytechnic school followed by St. Marys Hospital Medical School. From St. Marys he earned an MBBS (Medicinae Baccalaureus, Baccalaureus Chirurgiae) degree in 1906. This degree is similar to earning an M.D. degree in the United States. After graduation, Fleming took a job as a researcher in bacteriology under the guidance of Almroth Wright, an immunology expert. During this time, he also completed a degree in bacteriology in 1908. Career and Research During his time studying bacteriology, Fleming noticed that while people had bacterial infections, their bodies immune system would typically fight off the infections. He became very interested in such learnings. With the advent of World War I, Fleming enlisted and served in the Royal Army Medical Corps rising to the rank of captain. Here, he began to exhibit the brilliance and ingenuity that he would become known for. During his time in the Army Medical Corps, he noticed that the antiseptic agents that were being used to fight infections in deep wounds were actually harmful, sometimes leading to the death of soldiers. In essence, the agents were interfering with the bodys natural ability to fight infection. Flemings mentor, Almroth Wright, had previously thought that sterile salt water would be better to treat these deep wounds. Wright and Fleming advocated that the antiseptics were preventing the healing process and that a sterile saline solution was the better alternative. By some estimates, it took quite some time for the practice to catch on, resulting in additional casualties. The Discovery of Lysozyme After the war, Fleming continued his research. One day while he had a cold, some of his nose mucus fell into a bacterial culture. Over time, he noticed that the mucus appeared to stop bacterial growth. He continued his study and discovered that there was a substance in his mucus that stopped bacteria from growing. He called the substance lysozyme. Ultimately, he was able to isolate a larger quantity of the enzyme. He was excited about its bacteria-inhibiting properties, but eventually determined that it was not effective across a wide range of bacteria. The Discovery of Penicillin In 1928, Fleming was still experimenting at St. Marys Hospital in London. Many have described Fleming as not being too fastidious when it came to the more technical aspects of keeping a clean laboratory environment. One day, after coming back from a vacation, he noticed that some type of mold had developed in a contaminated culture. The contaminated culture contained staphylococcus bacteria. Fleming noticed that the mold appeared to be inhibiting the growth of the bacteria. Inadvertently, Fleming had stumbled upon the antibiotic penicillin, a discovery that would revolutionize medicine and change how bacterial infections are treated. How Penicillin Works Penicillin works by interfering with the cell walls in bacteria, ultimately causing them to burst or lyse. The cell walls of bacteria contain substances called peptidoglycans. Peptidoglycans fortify bacteria and help prevent external objects from entering. Penicillin interferes with peptidoglycans in the cell wall, allowing water to come through, which eventually causes the cell to lyse (burst). Peptidoglycans are only present in bacteria and not in humans. That means that penicillin interferes with bacterial cells but not with human cells. In 1945, Fleming, along with Ernst Chain and Howard Florey, was awarded the Nobel Prize in Physiology or Medicine for their work with penicillin. Chain and Florey were instrumental in testing the efficacy of penicillin after Flemings discovery. Death and Legacy Over the course of time, certain seminal discoveries profoundly change the course of a particular discipline. Flemings discovery of penicillin was one such discovery. It is difficult to overstate the magnitude of his impact: untold millions of lives have been saved and improved by antibiotics. Fleming amassed a number of prestigious awards during his lifetime. He was awarded the John Scott Legacy Medal in 1944, the aforementioned Nobel Prize in Physiology or Medicine in 1945, as well as the Albert Medal in 1946. He was knighted by King George VI in 1944. He was a member of the Pontifical Academy of Science and was awarded the Hunterian Professorship by the Royal College of Surgeons of England. Fleming died at home in London at the age of 73 of a heart attack. Sources Tan, Siang Yong, and Yvonne Tatsumura.  Current Neurology and Neuroscience Reports., U.S. National Library of Medicine, July 2015, www.ncbi.nlm.nih.gov/pmc/articles/PMC4520913/.â€Å"The Nobel Prize in Physiology or Medicine 1945.†Ã‚  Nobelprize.org, www.nobelprize.org/prizes/medicine/1945/fleming/biographical/.

The Perfect Stranger By Amy Sterling Casil - 1299 Words

Scientist are researching genetic modification for many reasons. Some people think we are not good enough the way we are, and want to create a ‘perfect’ person. We have been given the ability to learn how to heal sickness and fix wounds with science. However, we have a responsibility to use this information wisely. We have been created with unique gifts and those gifts are important to the enhancement of life. Likewise, while researching about the Author of â€Å"The Perfect Stranger†, Amy Sterling Casil, I have discovered that she also has similar feelings about the gifts that we have all been given. We need to consider a few things as we review Casil’s story â€Å"The Perfect Stranger†. First, medical advancement is a great thing. Next, we need to make sure we are taking responsible steps while advancing and not creating even more division in our society. And lastly, we need to make sure we don’t lose our diversity and unique qualities. Alt hough, some people believe genetic modification is what we need to better the human race, in actuality genetic modification can be dangerous, because overstepping our boundaries will produce something that is no longer authentic or that is unable to relate on a genuine level. Casil’s â€Å"The Perfect Stranger† is a futuristic sci-fi story about a child, Denny, that had a heart defect in utero and the doctors corrected it via genetic modification. As the story goes on Denny’s mother, trying to give her son every advantage that money can buy, allowsShow MoreRelatedAre We Making People Better?1300 Words   |  6 Pagespeople think we are not good enough the way we are, and want to create a ‘perfect’ person. We have been given the ability to learn how to heal sickness and fix wounds with science. However, we have a responsibility to use this information wisely. We have been created with unique gifts and those gifts are important to the enhancement of life. Likewise, while researching about the Author of â€Å"The Perfect Stranger†, Amy Sterling Casil, I have discovered that she also has similar feelings about the gifts

Further Topics In Primary Mathematics Education Education Essay Free Essays

string(36) " and the difference of two lengths\." Childs can be assessed on five facets of a subject, viz. : constructs ( 1 ) , processs ( 2 ) , processes ( problem-solving ( 3 ) , connexions ( 4 ) and communication/representation ( 5 ) ) , ( Glanfield, Bush A ; Stenmark, 2003 ) . With mention to the Topic ‘Length ‘ as it is presented in Abacus Level 3 ( SDM p. We will write a custom essay sample on Further Topics In Primary Mathematics Education Education Essay or any similar topic only for you Order Now 3 – 8 ) , remark about the expected appraisal undertakings presented in the Assessment Book Level 3 ( p.60-61 ) in the visible radiation of the afore-mentioned five facets. Concepts Definition: â€Å" Measurement involves a comparing of an property of an point or state of affairs with a unit that has the same property. † ( Van de Walle, J.A. ) Therefore, constructs are of import for the kids to assist them separate the mensurable properties of the objects. Review of the Assessment Book Concepts in the subject ‘Measurement ‘ trades with the thought of length, size and units. The kids in a twelvemonth 4 category should be able to utilize vocabulary related to length such as: long, longer, short, shortest, tall, narrow, broad etc. They should besides hold an thought what appraisal, measuring and comparing lengths are all about by utilizing the standard units ( centimeter, m and kilometer ) . Besides, the kids should be introduced and asked to propose suited units and equipment for any peculiar measuring. The Assessment book ‘s chief constructs do fit with the course of study ‘ , but the Assessment book have missed to advert the kids ‘s acknowledgment that the longer lengths necessitate a larger unit, that is kilometer, and that the shortest lengths, require a smaller unit, that is the centimetre. Besides, the ability to step and record lengths utilizing formal units and denary units to the nearest half ex: 50cm = 3.5m. The Assessment book within its restriction of exercisings does address most of the listed constructs. Basically all the working exercisings and custodies on activities in the Assessment Book are a good agencies of measuring the kid ‘s impression of the measuring ‘s chief constructs. The unwritten inquiries assess the cardinal vocabulary merely like in all other activities, and assess the kids ‘s impression of ‘estimation ‘ . Exercise 1 is a good agencies of measuring whether the kid grasped the thought of comparing different lengths every bit good as usage the suited units and equipment to mensurate a peculiar object. Exercise 2 buttocks if the kids have truly savvied the relationship between different standard units, that is, from kilometer and m and m and centimeter, merely like the ‘Write the fiting measuring ‘ exercising. As the rubric ‘Match the appropriate measuring to each object provinces, here the kids are assessed on placing the suited units to fit it with the objects taken from existent life, and acknowledging that longer lengths require a larger unit ( kilometer ) and smaller lengths require a smaller unit ( centimeter ) The last exercising on the Assessment book, once more, assesses the kid ‘s ability to compare le lengths. Although the activities in the Assessment Book somehow covers the afore-mentioned mathematical constructs in measuring, there needs to be more exercisings which assess harder undertakings, constructs which kids are likely to hold on and understand by making one exercising. Concepts such as the relationship and transition of different units from kilometer to m, m to cm, and frailty versa. Review of the Text Book Coming to analyse the text edition, we think that most mathematical basic constructs are all addressed. Get downing off from the text edition ‘s bold headers ‘Centimetres ‘ ( centimeter ) and ‘Metres ‘ ( m ) are thought to be a good agency of a uninterrupted unit abbreviation reminder all through the exercisings. The exercisings ‘ rubrics are really child friendly and assessment friendly. One can observe that when the kid is asked to make more than one undertaking in an exercising, the stairss are written in a separate address bubble. For case the first exercising on page 3 invites the kid to: first to happen one of each object, so gauge its length in centimetres and eventually utilize a swayer to mensurate it. This aid the kid to confront a task measure by measure and besides assist him to analyse a job spot by spot subsequently on. It ‘s besides a good agencies of assisting the instructor analyze and measure the kids ‘s failings and strengths by set uping the measure which the kids failed to carry through the measure which the kids failed to carry through, therefore it would be a good manner for the instructor to undertake the weak point straight ways. We have noticed that kids are non invited to utilize informal units and besides it would hold been a good manner to presen t measuring. Besides, sometimes in one exercising there is more than one construct tackled, which makes the exercisings harder. The first exercising on page 3 makes us inquire what the lessons ; nonsubjective really is. Is the lesson based around the appraisal of eh measuring of the existent length ‘s construct? These types of exercisings which have in them excessively many aims are likely to do confusion. This could hold been ideal as a alteration exercising instead than the first exercising of the measuring ‘s subject. Besides neither of the exercisings invite the kids to set up when to utilize standard units. All the exercisings in the text edition though screen all the constructs. The first exercising on page screens and addresses the vocabulary related to length, appraisal and measuring, whilst the other exercising focuses on taking the suited units. Besides on page 4, kids are assessed on their ability to take the suited criterion unit and into understanding the fractional units to the nearest half even it this construct is non listed in neither the course of study non the appraisal book and besides measuring whether the kids have understood the construct that longer lengths require longer units ex. kilometer. Page 5 focal points on the construct of happening the relationship between meters and centimetres ex. 3m 15cm +25cm = 3m 40cm. The remainder of the lengths exercisings assess the kids ‘s ability to work out jobs and happen the sum and the difference of two lengths. You read "Further Topics In Primary Mathematics Education Education Essay" in category "Essay examples" Compare and Contrast the Assessment Book with the Textbook. Having to compare and contrast the assessment book with the text edition we realized that the vocabulary related to length is absent. Besides the assessment book does non advert that one of the constructs learnt by the terminal of the subject is decimals for meters and centimetres even though at that place go on to be an exercising to ‘Write each length in meters utilizing a denary point ‘ ex. 2.48m. Adding to this, even the text edition contains exercisings which concepts chiefly are: taking suited units and utilizing fractional units to the nearest whole. Besides, we think the text edition is more child and teacher friendly as respects to its content. Surely the text edition has got rather more pages with measurings exercisings than the assessment book, therefore scaffolded acquisition is exercised even more. Besides, kids have more chances to hold on the subject ‘s constructs through the multiple exercisings. On the other manus, the assessment book includes pract ical custodies on activities which help into prosecuting the kids more into the subject whilst making a richer acquisition environment and were constructs are easy understood and applied. Mentions: Chief Mention: Van de Walle, J.A ( 2007 ) Elementary and Middle School Mathematics. United States of America. Other Mentions Northern Territor Government ( 2009 ) Mathematics Measurement Retrieved on ___________ from hypertext transfer protocol: //www.det.nt.gov.au/__data/assets/pdf_file/0018/2376/ntcf_maths_measurement.pdf Procedures Definition: Procedures fundamentally refers to the staging of a lesson so as the kids comprehend the mathematical construct easier. Scaffolding chiefly consists of oppugning and listening both from the instructor and the kids. Group work, brace work, category treatments, and custodies on activities are ways which the instructor can use for scaffolding. Critique of Assessment book: The Assessment Book offers a assortment of processs that kids can utilize to larn measuring. Teachers can happen unwritten inquiries which can be discussed as group activity in category. This encourages the kids to portion their ain consequence and clear up any jobs. After such verbal exercisings, the Assessment Book moves on to written exercisings. Here, scaffolding is rather apparent since after the kids work together in category, they will subsequently be invited to work separately. Activity 2 of the Assessment book ( Practice Activities ) kids are besides cognitively challenged since they are asked to believe, estimation and so, step to measure themselves whether they were got it right or incorrect. However, non all activities in the Assessment Book purpose to measure processs relevant to a twelvemonth 4 degree. For case, inquiry ( figure 1 ) ‘Do you think this line is 3cms, 30cms, or 300cms long ‘ does non necessitate any peculiar thought accomplishments since here we are covering with eight twelvemonth olds. A more appropriate activity would hold been if kids were given three measurings to take from, but with closer figures, for illustrations 30cms, 4cms, and 50cms. The remainder of the inquiries ( 2, 3 and 4 ) are appropriate for the twelvemonth 4 degree. Adding to this, we think the ‘Match the appropriate measuring to each object ‘ exercising is excessively simple for kids in twelvemonth 4, although one can still use it as a mental warm up it helps kids visualize and differentiate between the two basic units of measuring ( centimeter and m ) . The ‘Write the duplicate measuring ‘ exercising is non scaffolded since it does non construct on the old exercising. It would hold been wiser if there was a tabular array or simple exercisings which help in measuring the kid ‘s apprehension of how many centimetres there are in a metre, and how many meters there are in a kilometre. Hence, this exercising would hold been more effectual if it was given as the subject ‘s alteration activity in the Assessment Book as it covers all the 3 basic measurings. Critique of Text book: The text edition offers assorted processs for kids to larn and hold on the length ‘s construct. Some exercisings invite the kids to gauge and mensurate length, happening a distance in the schoolroom to fit the length given, happening objects to mensurate, composing how many meters or centimetres and happening the difference or adding up meters and centimetres. Therefore, as it can be seen from the afore-mentioned activities, the exercisings involve written and verbal undertakings and besides activities where kids are provoked to utilize their thought accomplishments. Childs are foremost introduced to centimetres, so to meters and so, a combination of the two. Hence, we think that the basic units of measuring are scaffolded for the kids to larn and hold better grok the subject. Compare and Contrast the Assessment Book with the Textbook. There is a sense of process in both books as the inquiries posed to the pupils are scaffolded harmonizing to their troubles, therefore every inquiries physiques on each other. math.ecnu.edu.cn/ †¦ /EARCOME3_LAU_NGEE % 20KIONG_TSG406 ( ) .doc – the web site can non be viewed on the cyberspace since it file extention is.doc, nevertheless if you want to see the web site we kindly ask you to entree this nexus hypertext transfer protocol: //www.google.com.mt/search? hl=mt A ; source=hp A ; biw=1259 A ; bih=569 A ; q=Furthermore % 2C+ideas+are+not+isolated+in+memory+but+are+organized+and+associated+with+the+natural+language+that+one+uses+and+the+situations+one+has+encountered+in+the+past. % E2 % 80 % 99+ % 28NCTM % 2C+1989 % 2C+p.+10 % 29, and entree the nexus titled Scaffolding Students ‘ acquisition Ryan.M ( 2003 ) . Classroom Tips For Teaching Measurement. Cited on: ____________ from hypertext transfer protocol: //www.primarymaths.ie/files/measurementtips.pdf Procedures ( Problem-Solving ) Definition: â€Å" Leting the topic to be debatable agencies leting pupils to inquire why things are, to ask, to seek for solutions, and to decide incongruousnesss. It means that both the course of study and direction should get down with jobs, quandary, and inquiries for pupils. † Hiebert Er Al ( 1996, p.12 ) Van de Walle Or â€Å" Good jobs can animate the geographic expedition of of import mathematical thoughts, raising continuity, and reenforce the demand to understand and utilize assorted schemes, mathematical belongingss, and relationships. Such wonts are of value non merely in the mathematics schoolroom, but besides in formal and informal acquisition and work environments throughout life. † ( NCTM, 2000, p. 182 ) Critique of Assessment Book: The Assessment book deficiency job work outing inquiries. Looking carefully at the inquiries in the assessment book we noticed that there are merely two job work outing inquiries. These are found under the heading ‘Oral inquiries ‘ and are inquiries figure 3 and 4. Here, the kids are required to happen the entire length of two pieces of strings and to happen the difference between the highs of two kids. Since these two inquiries are under the header of ‘Oral inquiries ‘ we thought that it would hold been better if these inquiries were presented in a written mode as the kids might happen it difficult to retrieve the lengths when working it out. Afterwards the instructor can exchange the lesson to an unwritten manner where they can discourse the grounds for the methods used. Critique of Text Book: There are about five narrative amounts in the text edition, which we think are a spot disputing for eight twelvemonth old pupils. For case, on page 5, the kids have to research which routes from school they will necessitate to run, so as to run 1Km. We think, that this inquiry is misdirecting and the kids would happen it disputing if the instructor will non explicate it good. On page 7, there is another narrative amount about a puppy and how much did it turn each hebdomad. We besides think that this is disputing for the kids since they can acquire confused from where they are traveling to get down. We thought that this would be a possible manner, how the instructor can show this narrative amount to the kids: Teacher: What information was given? Student 1: That the puppy is 55cm long. It was 15cm long when it was born. That it is more than 2 hebdomads old but less than 10 hebdomads old and that it grows the same sum each hebdomad. Teacher: How can you cognize how much the puppy grew hebdomadally? Student 1: First I subtracted the puppy ‘s present length ( 55cm ) with the length when it was born ( 15cm ) . Then I divided the reply ( 40cm ) by 4 by test and mistake since I know the puppy is more than 2 hebdomads old but less than 10 hebdomads old, and got an reply of 10cm growing every hebdomad. Teacher: Who has a different reply? Student 2: I divided the puppy ‘s growing by 5cm and got an reply of 8cm growing per hebdomad. Teacher: How did you look into your reply? Student 2: I multiplied the puppy ‘s hebdomadal growing ( 5cm ) by the figure of hebdomads ( 8weeks ) and got 40cm ( the puppy ‘s present length ) . Teacher: How else can you look into the reply? Student 3: You can add 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm which makes 40cm ( the puppy ‘s present length ) Teacher: Who agrees? Why? Students: I do/I do n’t OTHER PROBLEMS FROM PAGE 8 Compare and Contrast the Assessment Book with the Textbook. Even though job resolution is seen in both the Assessment book and the Text book, we think that they are non scaffolded since they do non increase in trouble at every inquiry. The Assessment book has two job work outing amounts which are non hard for the kids to understand. However, narrative amounts found in the text edition are rather disputing for a twelvemonth 4 degree since they require a batch of believing accomplishments. Mentions: Thomas R. Post ( 1988 ) Teaching Mathematicss in Grades K-8 Allyn and Bacon, Inc Printed in the United States of America Chief Mention: Post, T.R ( 1988 ) Teaching Mathematicss in Grades K-8. United States of America. Allyn and Bacon, Inc Other Mentions: Annenberg Foundation ( 2011 ) . Detecting Student Problem resolution. Cited on _________from hypertext transfer protocol: //www.learner.org/courses/teachingmath/grades3_5/session_03/section_01_b.html Connections Defintion: â€Å" linking mathematical thoughts includes associating new thoughts to associate thoughts considered antecedently. These connexions help pupils see mathematics as a incorporate organic structure of cognition instead than as a set of complexaˆÂ ¦concepts, processs and procedures. † ( ktieb ref ) Critique of Assessment Book: Mathematicss should non be seen as a set of detached subjects but as a â€Å" web of closely connected thoughts † ( book ref ) . Such comparabilites amongst these connected thoughts are non easy perceived by the kids, and so they prompt for more account to reply the ‘why’/ Such equalities in the assorted mathematical content Fieldss ma make a sense of correctedness and linkage in the mathematical surveies. The assessment book nowadayss such connexions truly good. Exercises like exercising 1 under the header ‘ Practice activities ‘ , and the â€Å" Match the appropriate measuring to each object † exercising both provide chances for kids with exercisings affecting existent life state of affairss. This helps the kids to see what they are larning with their ain existent life state of affairss and environments, and therefore it further heighten their acquisition on what is being taught. The unwritten inquiries in the appraisal book besides aid in pro moting and disputing kids for farther account of their new thoughts, from which they could develop new scheme grounded on old mathematical cognition. Critique of Textbook: The unity between assorted countries and mathematics is besides apparent in the text edition. It is full of existent life state of affairss to which the kids can associate such mathematical constructs. Such chances help kids to enrich larning in assorted countries. The ‘snake ‘ activity offers the chance to detect if the kids have understood that a fraction has an tantamount denary presentation. Other exercisings besides help pupils to pull their town with assorted paths they might utilize to walk from place to school during a societal surveies lesson. Children are so invited to cipher the distance traveled. Since Mathematics is non a standalone topic, instructors need to pre-plan such activities so that from such connexions, more chances for the enrichment of larning are provided. Compare and contrast Assessment book with text edition: Both books make a smooth connexion with other countries so that Mathematical countries are non seen isolated from others. Through the assorted job resolution exercises found on both books but chiefly in the text edition which involve probe, anticipation and measuring exercisings, kids are enabled to construct such procedures and integrate them with scientific discipline. Both books connect truly good with other subjects, but both books could hold provided exercisings with farther probe and geographic expedition of such mathematical constructs and besides supply more chances where kids are asked to explicate their schemes when gauging lengths Communication / Representations Definition: Communication is an indispensable tool for kids to understand mathematical constructs and for problem-solving. Communication consists of enriching the mathematical vocabulary so that the kids will happen it easier to pass on with each other in order to clear up inquiries, discourse a solution or discourse a job. Communication should non merely be between the instructor and the pupil, but besides between the kids themselves. Representation assists the kids to develop and pass on their thought accomplishments and stand for their ain solutions in assorted ways. Models and images aids the kids to understand and pass on better the consequences. Review if the Assessment Book: The ‘Oral inquiries ‘ ( Numberss 1-4 ) allows communicating to discourse the reply for each inquiries. Children can portion their thoughts of how they worked the inquiry out, to the remainder of the category. However, since they are ‘oral inquiries ‘ the kids do non hold the chance to stand for their working or diagrams that they used to acquire the reply. Hence, it lack representation. Page 2 of the Assessment book, involves written exercisings. Here, the kids do non hold the chance to discourse the replies as a group since they are required to compose down their replies in the infinite provided. Review of the text book: The text edition offers rather piquant illustrations that will assist the kids to understand the measuring construct good. Some of the exercisings, for case page 3 and 4 could be worked out in braces or groups. This will besides let sharing of thoughts through communicating. Here, they are required to happen objects, estimation and mensurate them. The activity found on page 5 where the kids has to see where they can run from school so as to make 1 Km has rather an engaging image which the kids can follow, even though the inquiry is a spot disputing for LOW ABILITY STUDENTS. The narrative amounts found on page 7 and 8 allow the kids to pull diagrams or write information in their ain manner so as to happen the reply. The replies can so be discussed as whole group. Compare and Contrast the Assessment Book with the Textbook. Both the Assessment book and the Text book offer the chance to the kids to discourse replies as a whole category, if they are used carefully by the instructor. However the Assessment books lacks a spot Communication since it merely has 4 inquiries to be discussed. Apart of this, both books lack utilizing theoretical accounts to stand for their reply. 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Cultural Management and Communication - myassignmenthelp.com

Question: Discuss about theCultural Management and Communication and Fragmentation. Answer: Introduction The theme in this article looks into the evolution of global leadership, its nature and origin as well as the trends in cross-cultural management field. It also looks into how the evolutionary trends are subjective to global leadership. According to Bird, the emergence of technology led to business globalization that evolved global leadership. Globalization led to challenges in leadership development and organizations were trying to find means to solve this challenge (Bird, 2015). Cross-cultural management field focused on management systems and organizational behaviour in foreign organizations. The aim was to find out how legal, business, political and cultural systems functioned in those countries to enhance more revenue to the U.S markets. There is existing literature on the association between cross-cultural management and leadership. It seeks to portray the importance of leadership in the field of knowledge management. Cross-cultural management concept suggests that internal leaders should pay careful attention to integration, differentiation and fragmentation in the management process of cross-cultural employees in organizations. Global leadership This article sheds light on the history of global leadership under cross-cultural management which states that the process of development portrayed is a misleading pattern. Globalization has created the need for global leadership. Globalization seeks to shed light on the interaction of different economies in the market worldwide. Thus, the topic of global leadership is essential in understanding where the idea of global leaders originated from. Global leadership is associated with the significant elements that leaders should adopt in order to learn the concepts of managing organization globally (Mendenhall et al.,2017). In the intercultural concept, global leadership is involved with developing cultural awareness, managing social interaction and tolerating risk-taking activities globally to ensure success. Global leaders are tested on their behaviour and cultural competency using global leadership theories to shape their capability in the global context; Intercultural framework model This theory is based on cognition, behaviour and affects elements in the identity of a leader. Cognition constitutes of perception, knowledge and reflection in the global context. Behaviour is associated with negotiating global interactions and creating social networks globally (Henson 2016). On the other hand, affect constitutes how a leader copes with the global economy as well how emotions are managed. Cognition Cognition regarding intercultural competence is based on global knowledge, basically comprehending the global economy from the worlds perspective. It constitutes deep cultural knowledge, cultural-specific knowledge, sociolinguistic awareness and cultural self-awareness. It involves understanding other peoples views, language and their perspectives in the global context. Cultural self-awareness involves how ones cultural views define the identity while deep cultural knowledge constitutes understanding the different worldviews. Behaviour This theory is involved with appropriate and effective behaviour as well as effective communication in global intercultural context. The behaviour element constitutes of attitudes such as curiosity, respect and openness in global leadership. In the global context, curiosity is involved in transforming cultural differences into opportunities, while a leader communicates respect through valuing other leaders as well as the global market. Value to other people is incorporated differently in various cultures such as listening carefully and also portraying interest to what others are saying. When negotiating global cultural differences, there is a need for openness in order to have multiple perspectives regarding any issues arising. Developing Intercultural competence involves incorporating these three attitudes together. Affect This model involves the skills that analyzed the knowledge process. This constitutes observation, listening, evaluation, analysis, interpretation and connection. According to Henson (2016), these skills are essential in critical thinking in global leadership where individuals will use the skills to process the data acquired into meaningful information. This significantly helps individuals to be able to cope with the global context and understand global leadership. The outcome of this theory is that it leads to more flexibility, empathy and adaptability into different cultural dimensions enhancing global leadership. This manifest itself in that individuals are able to understand the worlds view from the elements of the theory. The outcomes are well demonstrated in terms of the effectiveness of intercultural interactions among individuals. Personal investment theory. Global leadership also involves the motivation of self to become a global leader. The personal investment theory involves three constitutes of motivation including patterns of behaviour, sense of self and sociocultural environment. Patterns of behaviour involve engagement, productivity and involvement in cultural dimensions. The sense of self-involves an individuals sense of purpose, their strengths and abilities as well as personal goals while sociocultural environment constitutes culture, curriculum and co-curriculum communities in the global context (Henson, 2016). The sense of self-enlightens leadership behaviour in terms of individual value, motivation and beliefs that shape the global leadership. The sense of purpose involves what an individual puts effort in as well as their investments in being a global leader. Lastly, socio-cultural environment shapes leadership behaviour in learning the roles, priorities and norms of different global cultures to be able to understand what they entail and how to handle situations involving them. Trends that had impacts on global leadership This article also pinpoints the way in which cross-cultural management reviewed the concept of global leadership. Three categories of cross-cultural management are involved in this approach including comparative, intercultural and unicultural (Bird, 2015). This category involved analyzing how the challenges of cultural differences are approved and solved to establish global leadership. This article portrays that global leadership is mostly based on the intercultural category which involves how individuals can bridge cultural gaps to realize effective global leadership. From the analysis of peer-reviewed journals indicated, it is clear that global leadership has a causal association with the intercultural category. However, globalization is the primary factor associated with global leadership as compared to intercultural differences. Globalization created a need for global leadership to monitor proper use of technology in building the global economy. Despite there been challenges in t he process, globalization has been the main factor in the creation of global leadership. According to Bird (2015), global leadership development was influenced by various factors such as expatriation, comparative leadership, a global management and intercultural communication. Expatriation was seen as a factor to build global leaders because it involved working in different countries where different cultures exist. This was seen as to create the idea of global leadership. Secondly, comparative leadership was seen to influence the idea of global leaders because there is the belief of culture affecting the behaviour of leaders. Thus, working with various cultures was seen to create an opportunity for global leadership development. Thirdly, global management was considered as an origin of global leadership in that it involved management in the global context thus it creates the opportunity to create global leaders. Finally, intercultural communication involves global leadership in that it constitutes communication among different cultures. Thus, it builds a gap for global l eadership to take place. However, these are not the main origins of global leadership as portrayed in the article. Globalization is the primary foundation of global leadership because it first involves technology and all the other streams mentioned above. For instance, global management which involves responsibilities across the border would not be in existence if there was no technology which is brought about by globalization in the first place (Osland, 2016). Thus, globalization is the main origin of global leadership in contrast to the idea conceptualized in the article. Despite the much evidence accrued in the article on the process of global leadership development by the four streams, it runs down to the concept of globalization for the existences of all the streams mentioned in the article. Effective global leadership According to Bird, global characteristics are categorized according to methodologies such as anecdotal reports, case study methods, interviews and other minor methods such focus groups, personal experiences and observations. These methods are aimed at finding out the attributes and competencies associated with global leadership. Global leadership skills come in various categories including personality, motivational inclinations, cognitive capabilities, behavioural skills, attitudinal orientation and knowledge bases. Global leadership is seen to be highly associated with cultural competencies which were enhanced by personal traits including openness and optimism (Bird, 2015). There are various challenges associated with identifying the ideal competencies for global leadership management because it is not possible to identify one competency approach that applies to all global leaders. Global leadership is associated with different traits depending on the individual. Just like any other leaders, global leaders should have the following skills, although they differ in different leaders. Customer understanding Global leaders should focus keenly on their customers needs and aim to satisfy them. These leaders will show interest in customers concerns and make a difference. This creates trust among the customers who trust the business. Strategic approach Global leaders invest in a deep knowledge of culture and industry in which they operate in, to be able to predict economic trends in the global economy. Their strategic approach tends to paint a clear picture of the future of a business and market trends. Risk taker A competent global leader portrays willingness to venture into risks. This involves capitalizing on unrealized potential in the business and establishing strategies to unleash that potential. Eye for detail Every global executive leader portrays an eye for detail skill. This means that the leader is able to recognize unique opportunities in other countries to venture in and make a brand name. For a global leader to survive in this competitive global economy, they must possess this skill. High expertise With the high level of globalization, global leadership should entail a deep knowledge of the new technologies in the market in order to thrive in the economy. It is difficult to run a business around the world, and that is why this skill is required in order to be able to handle the business in different cultures. Types of global leadership The research presented in the main article lacks clarity on the meaning of global in the economic context as well as the existence of different types of global leadership. There is uncertainty in defining expatriates and the different types that exist. Although it is difficult to pinpoint the types of global leadership that exists, attention on global leadership should be focused towards four primary trends that are proving to be beneficial to the organization rather than focusing on the types of global leadership. These trends include; World demographics The world demographics is undergoing massive changes. Different countries have different ages of people which have led to various people moving into other countries while skill shortages are experienced in some countries (Gehrke, 2014). This has primarily created a large opportunity for the growth of global leadership. Thus global leaders need to develop strategies to promote other people as well as attract and retain diverse teams. Globalization Globalization has led to economic volatility, where the east is no longer dependent on the west. Thus, global leaders have the initiative to ensure that they accelerate globalisation through cultural sensitivity, the capability to cope with uncertainties, flexibility and good strategic thinking in the global market. Climate change This is a trend that is affecting global leadership. The issue of scarce resources and climate change has become rampant globally affecting the global economy. Thus, global leaders need to call for environmentally responsible businesses in the organizations as well as strategizing on coping with rising competing demands as a result of scarce resources. Digital revolution This the final trend that global leadership should be tuned to. There is a consistent growth in the amount of computing power globally. This digital revolution has changed the way global market is categorized. Thus, global leaders should encourage openness as well as foster a connection with the traditional workers to acquire digital revolution. Conclusion Various challenges are facing global leadership in organizations. Therefore, for global leaders to meet and solve these challenges, they need to embrace change and learn ways to adapt to the different cultures. Global leaders should shift their focus to more understanding of the various backgrounds in which their business thrive in. Flexibility and collaborative, are the essential skills in surviving the global leadership. They also need to have cultural sensitivity and emotional intelligence in the global environments. Focusing on the above trends will help global leaders to develop authentic and cognitive skills to deal with future challenges in different cultural backgrounds. References Bird, A., Mendenhall, M. 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