Molecules Shine Individually on Camera Essay Example for Free

Molecules Shine Individually on Camera Essay In a science news article by the Department of Energy, Pacific Northwest National Laboratory, an innovative discovery on a certain combination of technique for studying individual molecules undergoing reactions was presented. The article entitled â€Å"Electron Give-and-take Lets Molecules Shine Individually on Camera† was actually adopted from an article in the journal Chemical Communications by Chenghong Lei and Dehong Hu. The original title of the journal article was â€Å"Single-molecule Fluorescence Spectroelectrochemistry of Cresyl Violet. † Basically, the article reports a new technique of studying the electron transfer reactions of molecules. Through the use of the new combination of techniques, scientists have found a way of viewing individual molecules as the reaction proceeds which was traditionally impossible. Due to this breakthrough, scientists can now conduct further research to modify and even create proteins that possesses maximum reaction rates which could generate more energy than their counterparts (DOE 2008). Electron transfer reactions are crucial in the life-giving processes that occur in plants and animals. They are responsible in generating energy as well as sustaining the life of an organism such as in photosynthesis. To understand how such electron transfer reactions occur, it is possible that chemists and engineers can find ways on how to recreate such maximal energy generation which is typical of nature’s electron transfer reactions (DOE 2008). In light of these efforts, there have been several techniques of observing the mechanisms behind the reactions of biomolecules. One of these techniques is fluorescence spectroelectrochemistry. However, although fluorescence has been of great help in the field of chemistry, like other traditional techniques it only allows for the observation and analysis of bulk molecules. Therefore, in search for a method of analyzing individual molecules, scientists at the Pacific Northwest National Library have devised an instrument wherein the power of creating electric fields to initiate reactions and that of focusing into a single molecule was developed (DOE 2008). This was successfully done by combining fluorescence spectroelectrochemistry with that of single-molecule fluorescence microscope. Using the new instrument, scientists then studied electron transfer reactions in individual cases. They have found that although majority of the molecules undergo electron transfer reactions, there are some individual molecules that contradict the way other molecules behave. Upon fluorescence using cresyl violet dye, some molecules that should have been lit were not while upon removing the electric current, some molecules continued to give of fluorescence where they should have blinked off (DOE 2008). Such discovery thus account for the sub maximum energy generation of some reactions that occur. Using the same instrument, scientists can now find out why these particular molecules behave in such a way. To control the reactions could then be a great advantage for many of our chemists (DOE). Further studies are now being conducted to achieve this goal. The fusion of two important instruments used in chemistry and microbiology was actually a novel contribution to both fields. Essentially, fluorescence spectroelectrochemistry is a technique used by chemists to manipulate reactions in their study of the mechanisms molecules follow whereas single-molecule fluorescence microscopy is employed in microbiology for the study of fluorescent microorganisms. By combining the two techniques, new research ventures can now be accomplished both in the fields of chemistry and microbiology. Furthermore, the innovative instrument has somehow created a bridge between the two fields of science, one of which is primarily concerned with the minute elements of the abiotic world while the other is concerned with the minute elements of the biotic world. The information about the new combination of instrument is quite useful. Having learned of this new apparatus, it is then possible that future endeavors that might be undertaken by the readers employ the use of the device. Furthermore, the data obtained from the electron transfer reactions up close is an excellent explanation of why molecules generate as much energy only as they are able to. The plan of scientists to expand the study is also very interesting since it will clarify why molecules behave the way they do. The reader could say that the information is convincing as well as organized. Although there are no detailed descriptions of the results of the study, the presentation of the valuable outcomes is meaningful and reliable. This is due to the fact that the article is an adaptation of a reliable journal article. However, it would have been more engaging if the scientists include some data tables, graphs or pictures on the behavior of the individual molecules that were studied instead of generalizing the data presentation. The article is highly recommended to people in the field of biofuels research. As has been mentioned in the article, if engineers will find out how to control the behavior of molecules during electron transfer reactions, they may increase the energy generated by biofuels by utilizing the maximum limit of each individual molecule (DOE 2008). By doing so, engineers will obtain a large amount of energy with the least raw product input increasing efficiency and production as well as lowering costs and expenses. References DOE/Pacific Northwest National Laboratory. (2008, September 24). Electron Give-and-take Lets Molecules Shine Individually on Camera. ScienceDaily. Retrieved September 27, 2008, from http//www. sciencedaily. com/releases/2008/09/080925094. htm.

Inclusion of Children With Disabilities

Inclusion of Children With Disabilities Contemporary research and theoretical perspectives concerning the best way to cater for children with Special Educational Needs in early childhood years in the United Kingdom favour inclusion of children with most kinds of disability within the mainstream educational setting. This position is strongly leveraged by English legislation which has strengthened the endorsement of inclusion over the past 20 years, as will be seen in the body of this paper. The sense in which ‘inclusion is meant when used in Ofsted position papers or policy documents or embraced by Local Educational Authorities and espoused on local Council websites, is for children with reported emotional, physical or psychological disadvantage, to be accommodated within the existing structures of early childhood and primary school settings. The term ‘inclusion has been noted for its susceptibility to ambiguous usage, as it may refer to enhancing partnerships between children and parents in the educational process, or â€Å"concerned with minimising all barriers to learning and participation, whoever experiences them and wherever they are located within the cultures, policies and practices of a school.† In this view, â€Å"there is an emphasis on mobilising under-used resources within staff, students, governors, parents and other members of the schools communities. The diversity of students is stressed as a rich resource for supporting teaching and learning.† Moreover, more recently inclusive education has been viewed as â€Å"disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of support.† The tension between the more precise usage referring to provision of mainstream educational access for children with special educational needs (SEN), and the broader sense of the term as a reference to removing all types of exclusion on the basis of class, gender, race or religion, has been noted in a report averring that â€Å"whilst schools at the time the project began were increasingly being encouraged to become more inclusive and were able to access guidance on approaches to developing inclusive practices, this required them to make sense of often different and frequently nebulous definitions of ‘becoming inclusive in various texts. Some of these texts, for example, understood inclusion specifically in relation to children identified as having special educational needs. Others saw it as an issue not simply in special needs education, but in provision for all groups of children who had historically under-achieved in the education system, a version of inclusive education related directly to the governments wider ‘social inclusion agenda concerned with ensuring that all social groups participated in the opportunities and activities of ‘mainstream society. Nonetheless, The Centre for Inclusive Education has outlined attributes of an educational setting marked by an ‘inclusive ethos. Some notable features include: â€Å"valuing all students and staff equally; increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality; reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs; learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely; viewing the difference between students as resources to support learning, rather than as problems to be overcome; acknowledging the right of students to an education in their locality; improving schools for staff as well as for students; emphasising the role of schools in building community and developing values, as well as in increasing achievement; fostering mutually sustaining relationships between schools and communities and recognising that inclusion in education is one aspect of inclusion in society.† In addition to this helpful delineation, this charitable research body has distinguished the social model of disability, (which they favour as more equitable), from the medical model of disability, (which they deem to be outmoded and more prone to promote exclusion). The charter states, that â€Å"according to the social model of disability, barriers to learning and participation arise from the interactions between learners and the learning environment or from the nature of the setting itself. This contrasts with a medical model in which disabilities and difficulties are attributed to inherent ‘deficits in individuals to be identified and treated as ‘abnormal in segregated settings.† The rationale for inclusion is usually posited â€Å"because children whatever their disability or learning difficulty have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can, and are, being educated in mainstream schools with appropriate support.† The imperative for Special Educational Needs children, from an early childhood age on, to be accommodated within mainstream educational settings, is also supported by its representation as a matter of human rights. The assertion that all children have a right to learn and not be discriminated against is endorsed by disabled adults who demand an end to segregation right across the social spectrum. Further arguments to support the current political posture with regard to mainstreaming SEN children, focus upon the educational benefits to those with special needs, suggesting they do better academically and socially, as well as assisting educational resources on the whole to be used more efficiently. Moreover, the social imperatives include the conviction that segregation and exclusion teaches children to be ignorant and prejudiced, making the bridge building process of normal relationships beyond their grasp and therefore more difficult in later adult life. Finally, it is noted that inclusion confronts â€Å"deeply held, false beliefs about the impossibility of ever including all children in mainstream, the supposedly ‘huge expense of full inclusion, and the so-called sanctity of parental choice.† Recent legislation since approximately 1990 has had a profound effect upon the educational policies and provision of education for early childhood years SEN children. The Education Act 1993 (section 160) was subsequently consolidated into the Education Act 1996 (section 316). In 1993 the general principle that children with special educational needs should, (where this is what parents wanted), normally be educated at mainstream schools was enshrined into law, conditional on school to accommodate needs of both SEN children and mainstreamed children. Moreover, the statement emanating from the UNESCO world conference in Salamanca, Spain in 1994, urged all governments to â€Å"adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing other wise.† The new British government in 1997 published ‘Excellence for All Children Meeting Special Educational Needs, which embodied a strategy to improve standards for pupils with specials educational needs. The policy, ‘Meeting Special Educational Needs A Programme of Action was published in 1998. It undertook to review the statutory framework for inclusion in conjunction with the Disability Rights Task Force. The Task Forces report ‘From Exclusion to Inclusion published in 1999 recommended â€Å"a strengthened right for parents of children with statements of special educational needs to a place at a mainstream school†. The Special Educational Needs and Disability Act 2001 apparently delivered a strengthened right to a mainstream education for children with special educational needs. The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion. The Act seeks to enable more pupils who have special educational needs to be included successfully within mainstream education. One implication is that in theory at least, parents who have early childhood SEN children have a genuine right to choose either mainstreaming or dedicated SEN schooling for their child. In addition to the implementation of these legislative measures, the SEN specialist standards have been designed as an audit tool to help teachers and headteachers to identify specific training and development needs in relation to the effective teaching of pupils with severe and/or complex SEN. The statutory framework for SEN leaves no doubt that the presumption of the law is that children with special educational needs should be educated in mainstream schools. The Education Act 1996, reinforced through an amended regulation inserted by the SEN and Disability Discrimination Act 2001, makes this principle clear: ‘Where a statement of special educational needs is maintained for a child, then he or she must be educated in a mainstream school, unless that is incompatible with the wishes of his or her parents, or the provision of efficient education for other children. In so stating, the law formalises what has been increasingly the practice in the majority of LEAs over the last decade. In this context, use of the word ‘inclusion leads frequently to confusion, since the same noun is also applied to a raft of policies designed to secure the full participation in society (social inclusion) of people deemed for a variety of reasons to be ‘at risk. Clearly, not all pupils with SEN are at risk of social exclusion, though some are; equally clearly, not all children at risk of social exclusion have SEN. The process of diagnosis of children for SEN classification is is some ways problematic. According to the Audit Commission (2002), â€Å"One in five children a total of 1.9 million in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged.† The Wrexham County Borough Council website illustrates the process of diagnosis. â€Å"Only a small percentage of children with special needs require a statutory assessment and a statement. The SEN Code of Practice identifies a staged approach to meeting the special needs of children. Schools are required to adopt a graduated response to special needs that include a range of strategies and varying levels of intervention. As a parent you should be informed by school if your child has special educational needs and how these needs are being met. The SEN Code of Practice identifies the stages of identification and meeting special educational needs as follows: Monitoring, Early Years Action/School Action , Early Year Action Plus/School Action Plus, Statutory Assessment and Statement of Special Educational Needs.† The existence of an annual review is heartening from a stigmatization and needs equity perspective. Ones childs â€Å"statement will be reviewed annually. The LEA will notify the school when your childs review should take place and the school will set the date and organise the review. The purpose of the review is to look at the progress made over the previous twelve months in relation to the objectives on the statement.† The Derby LEA illustrates the role of statutory authorities. â€Å"A statutory assessment is a detailed investigation to find out exactly what your childs special educational needs are and what special help your child needs. It is only necessary if a mainstream school or early education setting cant provide all the help that your child needs.† Issues pertaining to gender, social class, culture and language have been well addressed byu Topping. â€Å"Despite the focus on social and educational inclusion and on ‘joined-up thinking the discourses of SEN and of equal opportunities, in terms of race and gender, have remained distinctly discrete. Although the literature on learning difficulties and disability sometimes makes reference to ‘social class, the gender or ethnicity (‘race) of pupils is rarely mentioned. Similarly, research on ethnicity and gender issues rarely acknowledges Special Educational Needs (SEN) and disabilities.†

Otto von Bismarck :: AP European History, The History of Europe

When Otto von Bismarck was recalled from Paris to become Minister-President of Prussia in 1862, German nationalism was already more than 40 years old. First apparent in the opposition to Napoleon ´s occupation of the German states, national feeling grew into a movement after 1815. This feeling was encouraged by a growth of interest in German literature and music and by increased economic cooperation between the north German states. By 1848 it was strong enough to make the creation of a united Germany one of the main demands of the revolutionaries. Otto von Bismarck was a Prussian patriot who inherited the traditions of love of king, army and country from his family. Bismarck believed that Germany should be united under Prussian leadership and that Austria should have nothing to do with Germany. Bismarck was chosen as chancellor by the Prussian king as he had a proven record as a monarchist and had little time for liberal and excessive parliamentary ideas. Bismarck helped his long term plan to unite Germany and to be the ruler by getting in a strong position with the king. The king owned Bismarck a 'favour ´ as Bismarck had solved the king ´s constitutional crisis. Bismarck played a crucial part in the unification of Germany as he helped to set up the Northern German Confederation after defeating Austria in the second of three wars. The first war was a bit 'weird ´ as Bismarck ´s goal was to get Austria out of Germany but it was the start of a long plan, he teamed up with Austria and together they quickly defeated the Danish. The duchies of Holstein were to be controlled by Austria and the duchies of Schleswig were to be controlled by Prussia. This was to be a major decision to let Austria control Holstein. Bismarck overcame the barrier that was the threat of Austria. Bismarck was very clever in the way that he provoked war with Austria he complained that Austria was not running Holstein properly. The German confederation backed Austria so Bismarck had what he wanted an excuse

Computers and Education :: Argumentative Persuasive Essays

Computers have both positively and negatively impacted the education field. They have helped teachers keeping a spreadsheet on the students so it is easier to keep their grade average straight. Computers have helped students write reports and gain information from the Internet but there are also negative affects from the computers. Students are able to obtain information from the Internet and use it as their own. Students are also able to purchase reports/papers online and turn them in. By looking at both of these one can see that the computer has impacted the field of education both positively and negatively. For teachers the computer has become an important tool in the classroom. Teachers are now able to keep a running spreadsheet on their student’s grades along with the agenda for the week. No longer do teachers need to calculate the student’s average. All that needs to be done is a simple spreadsheet with the formulas and grades/scores plugged into the cells. This helps the teacher save time so it can be used for more important things such as grading papers and planning new activities. This helps teachers because students are always asking a teacher where they stand and with this the teacher will know as long as all the information is plugged into the cells. By having the agenda on the computer the teacher is able to print it off quickly incase a student loses it. Another way the computer/Internet helps teachers is they can get new lesson plans on line. There are many sight on line that allow teachers to go to get information on activities for subjects and for certain grade levels. They also can go onto chat rooms with other teachers and exchange information. By doing this teaches can talk about what works in their classrooms and what did not. They can tell each other what activities the students liked and what activities that they did not. This helps them get new information and new ideas so the lessons are not the same and they can find variety on what is taught. Students are able to attain research for term papers/reports from the Internet. They are able to get more information on line in less time then it would take to go to the library; look up the books needed and read the books. The Internet allows students to browse through topics in a wide range in a minimal amount of time, by doing this it takes students less time to research and gives them more time to work on papers and projects.

Proposal for a Sustainable Forestry Management Policy Essay -- Proposa

Proposal for a Sustainable Forestry Management Policy Forests are an invaluable natural resource with multiple conflicting uses. When left to stand, forests help conserve biodiversity, stabilize the environment and control erosion; when logged, they provide building materials, fuel and agricultural land for human use. The challenge is to find an equilibrium between these uses: in other words, to make the transition toward sustainable forestry management. Unfortunately, poverty has driven people in developing countries to clear-cut large tracts of land, while instability and corruption have rendered developing country governments powerless to stop illegal logging and trade in illegal forest products. The results have been staggering. The World Resources Institute recently reported that tropical regions have been deforested at an alarming rate of 1% annually since 1985; in some countries, the rate has spiraled to over 7% per year (1). Much of this deforestation is linked to the illegal trade in forest products. Greenpeace estimates that up to 80% of all logs cut in the Brazilian Amazon are extracted illegally; the estimate is 70% for Indonesia (2). In order to fight the problem of illegal logging and trade, I propose the following package of policy actions. First, to change US government procurement policy to prefer timber from sustainably managed forests; second, to provide technical assistance to help developing countries with forestry management; and third, to promote a national eco-certification system for sustainably managed forestry products. FIRST, the US government shall adapt its timber procurement policy to give preferential treatment to forest products certified to meet sustainable management criteria. In t... ...rg (6) ISO 14001, 14061: http://www.iso.ch (7) "ISF Smartwood Certification," http://www.isf-sw.org/cert.htm (8) Environmental Protection Agency, Climate Protection Division. "The Power to Make a Difference." 1999 Annual Report on EnergyStar. http://www.epa.gov/appdstar/pdf/cpd99brief.pdf (9) American Forest and Paper Association. "U.S. Forest Products Industry Competitive Challenges in a Global Marketplace." http://www.afandpa.org/legislation/legislation.html (10) Rotherham, Tom. "Selling Sustainable Development: Environmental Labeling and Certification Programs." In "Environmentally Sound Trade Expansion in the Americas," University of Miami, 2000. (11) WTO Agreement on Technical Barriers to Trade (12) Dawkins, Kristen. "Eco-Labelling: Consumers' Right to Know or Restrictive Business Practice?" Institute for Agriculture and Trade Policy, 1996.

Experiment 14: Determination of an Equilibrium Constant

J— — Experiment 14: Determination of an Equilibrium Constant Objectives: To study the chemical reaction of Fe3+ and SCN- to produce Fe(SCN)2+ in aqueous solution. To measure concentrations of ions in solution using a spectrophotometer. To determine the equilibrium constant of this reaction at a given temperature. Procedure: Part 1: Calibration Curve Using Standard Solutions (Done with a group) 1. Obtain seven clean 150 mL beakers, one beaker per person. 2. Prepare solutions A-1 to A-7 in each beaker, each person preparing one solution. 3.Once all the solutions are prepared, set the wavelength of the spectrophotometer to 450nm. 4. Obtain a cuvette and fill it about half way with solution A-1, the blank sample. Insert the cuvette carefully, as to not get any fingerprints on the sides, into the spectrophotometer and zero the instrument. This will be the only time the spectrophotometer needs to be zeroed. 5. Pour out solution A-1, rinse the cuvette twice with A-2, and recor d the absorbance for A-2. Do this for the subsequent solutions. 6. Plot the data, absorbance versus concentration.This will be the calibration curve used for Part 2. Part 2: Solutions to Determine the Equilibrium Constant, K 1. Obtain 5 clean 50 mL beakers and prepare solutions B-1 to B-5. 2. Follow steps 3-5 from Part 1, using B-1 as the new blank. 3. Using the calibration curve from Part 1, determine the equilibrium concentration of [Fe(SCN) 2+] from the absorbance measured for B-1 to B-5. Data Tables: Part 1 Solutions for Calibration Curve Solution| 0. 200M Fe(NO3) 3| 0. 00200M KSCN| 0. 1M HNO3| [Fe(SCN) 2+]| Absorption| A-1| 25. 0 mL| 0. 00 mL| 75. mL| 0 M| 0. 000| A-2| 25. 0 mL| 1. 00 mL| 74. 0 mL| 2 x 10-5 M| 0. 097| A-3| 25. 0 mL| 2. 00 mL| 73. 0 mL| 4 x 10-5 M| 0. 160| A-4| 25. 0 mL| 4. 00 mL| 71. 0 mL| 8 x 10-5 M| 0. 335| A-5| 25. 0 mL| 6. 00 mL| 69. 0 mL| 1. 2 x 10-4 M| 0. 532| A-6| 25. 0 mL| 8. 00 mL| 67. 0 mL| 1. 6 x 10-4 M| 0. 684| A-7| 25. 0 mL| 10. 00 mL| 65. 0 mL| 2. 0 x 10-4 M| 0. 843| Part 2 Solutions for the Determination of the Equilibrium Constant Solution| 0. 200M Fe(NO3) 3| 0. 00200M KSCN| 0. 1M HNO3| Absorption Measured| [Fe(SCN) 2+] From Calibration Curve| B-1| 5. mL| 1. 00 mL| 5. 00 mL| 0. 113| 2. 67 x 10-5 M| B-2| 5. 0 mL| 2. 00 mL| 4. 00 mL| 0. 260| 6. 06 x 10-5 M| B-3| 5. 0 mL| 3. 00 mL| 3. 00 mL| 0. 397| 9. 28 x 10-5 M| B-4| 5. 0 mL| 4. 00 mL| 2. 00 mL| 0. 521| 1. 22 x 10-4 M| B-5| 5. 0 mL| 5. 00 mL| 1. 00 mL| 0. 614| 1. 44 x 10-4 M| Questions: 1. a. If K >>1 then the equilibrium will lie to the right, favoring the products. At equilibrium there will be very little reactant and mostly product present. b. If K

Decision Making: Espoused Versus Enacted Values

Decision Making: Espoused versus Enacted Values No matter what type of organization it is there are always tough decisions to make. These decisions are based off of the companies preferred norms and values or the employees. In any case, a decision has to be made. Sometimes there is a battle to stick with an organizations preferred values and norms or go with the values and norms exhibited by the employees (p. 39). We will look at the movie 2012 and take a look at concepts that have been described in regards to espoused values versus enacted values from Kreitner and Kinicki text Organizational Behavior (eighth edition).The movie 2012 begins in India where a geophysical team learns that the earth’s core is heating up at a rapid pace. Dr. Adrian Henley makes the decision to warn the President of the United States that the crust of the earth is becoming very unstable. This instability can lead to a major catastrophe and the entire race will be doomed. Dr. Hemley assumed the Presid ent would alert the nation immediately. He was acting on his personal values and felt that everyone should be warned. Dr. Hemley felt as though everyone should have an opportunity to prepare for the worst.This is an example of an enacted value based off of emotions and what was ethically right. The government had their own agenda that was already established. . They only alerted the rich who were able to purchase a spot on arcs that were built for this type of disaster. This is an example of an espoused value within the organization. The government saw this as a way of meeting â€Å"humanity’s needs without harming future generations† (p. 39). They believed by saving the wealthy families they would have money to invest in rebuilding civilization. Again, Dr.Henley just could not sit right with the fact that the wealthy were only being warned. It was a constant battle inside him and he had to at least alert those closest to him. Dr. Henley gave his father a call and he w arned the geologist in India that first figured out the earth’s crust was heating up at a very rapid pace. This is another example of making a decision based off of an enacted value, emotions, and what was right ethically. Besides Dr. Henley and the government, another character in the movie was dealing with the same type of decision.Writer Jackson Curtis was working as a driver for a wealthy business man. Curtis was instructed to pick up the children of his boss and bring them to the plane where they would leave for the arc. In the midst of completing his assignment he stumbles upon the same information regarding the disaster that was about to occur. Curtis had children of his own and of course he wanted to save them as well. So he used the company car to pick up his kids, rent a plane, and get them to safety. Curtis still followed his boss’ instructions while following his heart.Hence, the struggle between espoused values versus enacted values is present in a smaller business as well. Organizations and their managers hope that their espoused values will directly influence the behavior and decisions of employees (p. 39) values from Kreitner and Kinicki text Organizational Behavior (eighth edition). However, employees are human and can form their own opinions based on their own observations. Employees are human and emotions can affect their behavior and decisions. Organizations can have a strong desire to deliver results and not be oo flexible in getting those results. But with outside influences of the employees, a struggle between those espoused values and enacted values can present themselves. References 2012 (film). (n. d. ). Retrieved Sept. 21, 2012 from the OLPC Wiki http://en. wikipedia. org/wiki/2012_(film) Central Michigan University. (2009). Organizational Dynamics and Human Behavior (2nd ed. ). McGraw-Hill. Kinicki, A. & Kreitner, R. (2009). Organizational behavior: Key concepts, skills, and best practices (4th ed. ). Boston, MA: McGra w-Hill. . Decision Making: Espoused Versus Enacted Values Decision Making: Espoused versus Enacted Values No matter what type of organization it is there are always tough decisions to make. These decisions are based off of the companies preferred norms and values or the employees. In any case, a decision has to be made. Sometimes there is a battle to stick with an organizations preferred values and norms or go with the values and norms exhibited by the employees (p. 39). We will look at the movie 2012 and take a look at concepts that have been described in regards to espoused values versus enacted values from Kreitner and Kinicki text Organizational Behavior (eighth edition).The movie 2012 begins in India where a geophysical team learns that the earth’s core is heating up at a rapid pace. Dr. Adrian Henley makes the decision to warn the President of the United States that the crust of the earth is becoming very unstable. This instability can lead to a major catastrophe and the entire race will be doomed. Dr. Hemley assumed the Presid ent would alert the nation immediately. He was acting on his personal values and felt that everyone should be warned. Dr. Hemley felt as though everyone should have an opportunity to prepare for the worst.This is an example of an enacted value based off of emotions and what was ethically right. The government had their own agenda that was already established. . They only alerted the rich who were able to purchase a spot on arcs that were built for this type of disaster. This is an example of an espoused value within the organization. The government saw this as a way of meeting â€Å"humanity’s needs without harming future generations† (p. 39). They believed by saving the wealthy families they would have money to invest in rebuilding civilization. Again, Dr.Henley just could not sit right with the fact that the wealthy were only being warned. It was a constant battle inside him and he had to at least alert those closest to him. Dr. Henley gave his father a call and he w arned the geologist in India that first figured out the earth’s crust was heating up at a very rapid pace. This is another example of making a decision based off of an enacted value, emotions, and what was right ethically. Besides Dr. Henley and the government, another character in the movie was dealing with the same type of decision.Writer Jackson Curtis was working as a driver for a wealthy business man. Curtis was instructed to pick up the children of his boss and bring them to the plane where they would leave for the arc. In the midst of completing his assignment he stumbles upon the same information regarding the disaster that was about to occur. Curtis had children of his own and of course he wanted to save them as well. So he used the company car to pick up his kids, rent a plane, and get them to safety. Curtis still followed his boss’ instructions while following his heart.Hence, the struggle between espoused values versus enacted values is present in a smaller business as well. Organizations and their managers hope that their espoused values will directly influence the behavior and decisions of employees (p. 39) values from Kreitner and Kinicki text Organizational Behavior (eighth edition). However, employees are human and can form their own opinions based on their own observations. Employees are human and emotions can affect their behavior and decisions. Organizations can have a strong desire to deliver results and not be oo flexible in getting those results. But with outside influences of the employees, a struggle between those espoused values and enacted values can present themselves. References 2012 (film). (n. d. ). Retrieved Sept. 21, 2012 from the OLPC Wiki http://en. wikipedia. org/wiki/2012_(film) Central Michigan University. (2009). Organizational Dynamics and Human Behavior (2nd ed. ). McGraw-Hill. Kinicki, A. & Kreitner, R. (2009). Organizational behavior: Key concepts, skills, and best practices (4th ed. ). Boston, MA: McGra w-Hill. .