The Declaration of Independence In The USA History - Free Essay Example

Sample details Pages: 4 Words: 1077 Downloads: 3 Date added: 2019/04/26 Category History Essay Level High school Tags: Declaration of Independence Essay Did you like this example? The United States of America celebrates Independence Day on 4th of July. This crucial day carries lots of significance for the American people. It is very important to understand the document that led Americans to decide about the separation of the United States from the British regime. The war between France and Britain lasted 7 years. Britain eventually had victory in the War. This massive victory brought a great joy in Britain and also in American colonies. However, this victory turned out to be very expensive to the British government. In order to recover the tremendous debt of the war, Britain levied a number of taxes to the colonies. The Sugar Act was put in action in 1764 which imposed taxes on sugar and other goods. The following year, the British government imposed taxes on all paper documents through the Stamp Act of 1765. Colonists had to pay taxes on each printed paper that were used in the colonies (Stamp Act). 2 years after, in 1767, the Townshend Acts put further taxes on almost everything that were imported by the American colonies. (Townshend Acts). The British government wanted revenue from the American colonies through taxes. However, the Tax Acts imposed by the representatives in Britain were not the representatives from American colonies. This b rought a huge tension in the American colonies. The colonial representatives were furious to the British government which led to the consequences of rebellion in colonies against the British government. The unconstitutional acts against the American colonies rose to the mob violence (Declaration). These mobs started destroying every sculpture which related colonies with British regime. In retaliation, the British government sent troops to stop mob violence which brought more tensions in the colonies since these troops started beating and harassing the mob members. Also, the pamphlet Common Sense written by Thomas Paine forced many colonists to consider Independence as the best option (Goldfield,115). Don’t waste time! Our writers will create an original "The Declaration of Independence In The USA History" essay for you Create order The colonial leaders then began to think of leaving behind the relationship with Britain. The second continental congress started a campaign to cut off the British rule in Colonies. They proposed Thomas Jefferson to write the declaration of independence. In the declaration of Independence Jefferson points out the inevitable reasons to overthrow the British rule from American Colonies. The unanimous decision of the declaration of Independence proposes the impelling causes to the separation. Jefferson writes, We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness (Declaration). He is making a conclusion that if any government tries to take away the rights of people given by the Creator, the citizen of that government has moral duty to abolish the government and form a new one in order to protect their rights. Jefferson is indicating that the current government is an evil which is torturing its innocent citizen. He clearly remarks the illegal actions of the King of Great Britain towards the colonial citizens in the Declaration of Independence. Some of his illegal actions are rejecting the laws in colonies, taxation on the imports, disregarding the judicial powers, military dependency, cutting the trades off with the rest of the world, disallowing the legislature system, controlling the sea power, etc. The colonists were not ready to accept another day of British rule. And hence, they declare the right to be independent states Along with the declaration, they wanted to have their own government through which they could do all the actions that an independent country does. They wanted absolute zero connection with Britain (Transcription). Unlike the other founding documents, the Declaration of Independence is not legally binding, but it is powerful (Independence). The British government had been ignoring the past documents that were related to the separation of the Colonies from British rule. However, the Declaration of Independence had shocked badly to the throne. In reply, the British government wrote to the Colonists contradicting the credibility of the declaration document. British King was dissatisfied with the declaration document the way it had blamed King George III for the slave issue. Britain was also unconvinced with the documents statement all men are created equal because they saw that colonists were still owning slaves. Although Britain tried its best to disregard the declaration of independence by criticizing it, the colonists completely ignored Britains comments. In reply, the British sent troops to the colonies within a month of the Declaration of Independence. This time the colonists did not tolerate any of the troops oppression. And hence they started fighting back. Even though the British government tried to console the Colonists, the Colonists were firm about their decision to never fall under the British regime again (Surber). The revolutionary war in the British colonies soon became global. It started to look like the war between two different nations. European countries like Spain and France did not like Britain in that period. They found a way to get back at Great Britain by supporting the Americans. With the help of these foreign countries, the colonists became more powerful and were able to win the war against British rule. With the end of the revolutionary war, the United States of America became a free and independent country (Effects). The significance of the Declaration of Independence has evolved along with the time. Within the next two centuries of the declaration of independence, more than 120 nations have declared their independence. All these nations look bac k at the declaration of independence of the U.S.A as an ideal document. The Declaration of Independence needs to live as long as the United States of America lives. Works Cited Effects of the Declaration decofind1776, https://decofind1776.weebly.com/effects.html. Accessed Nov 23, 2018. Goldfield, David, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E.Argersinger and William L. Barney. Chapter 6: The War for Independence: 1774-1783 The American Journey: A History of The United States. Hoboken, NJ, Pearson, 2017. Stamp Act History, Nov 9, 2009. https://www.history.com/topics/american-revolution/stamp-act. Accessed Nov 20, 2018. Surber, Katie. British Reply to the Declaration: Summary Analysis Study, https://study.com/academy/lesson/british-reply-to-the-declaration-summary-analysis.html. Accessed Nov 22, 2018. The Declaration of Independence Archives, https://www.archives.gov/founding-docs/declaration. Accessed Nov 22, 2018. The Declaration of Independence Archives, https://www.archives.gov/founding-docs/declaration. Accessed Nov 22, 2018. Townshend Acts History, Nov 9, 2009. https://www.history.com/topics/american-revolution/townshend-acts. Accessed Nov 21, 2018. Why Was the Declaration of Independence Written? History, June 29, 2018. https://www.history.com/news/how-the-declaration-of-independence-came-to-be. Accessed Nov 20, 2018.

Personal Space And Threat Threshold - 2014 Words

Theory Summary According to Judgee Burgoon’s Expectancy Violation Theory, violating non-verbal expectancies, under certain conditions, can be more passive then conforming (Garard class-notes). This theory is applied to when an individual’s personal space and threat threshold is violated. Burgoon defines personal space as, â€Å" the invisible, variable volume of space surrounding an individual that defines that individual’s preferred distance from others† (Griffin 2012). The size and shape of our personal space can be made by how people define their own cultural norms and with what people actually prefer. â€Å" Our space always reflects a compromise between the conflicting approach-avoidance needs that we as humans have for affiliation and privacy† (Griffin 2012). Burgoon didn’t originally make the idea of personal space. Edward Hall used the term proxemics to refer to the study of people’s personal space. Proxemics is â€Å"the stud y of people’s use of space as a special elaboration of culture† (Griffin 2012). Hall states that Americans have four different proxemics zones. The four-proxemics zones are intimate distance: zero to eighteen inches, personal distance: eighteen inches to four feet, social distance four to twelve feet and public distance twelve to twenty-five feet (Griffin 2012). Hall’s research was based on North American norms and behaviors (Garard class-notes). Hall strongly suggested that in order to be effective, â€Å"we learn to adjust our nonverbal behavior to conform toShow MoreRelatedEssay On Develop Software To Secure The Internet Of Things1356 Words   |  6 Pagessuch an extent that cost of communication is reducing and use of mobile phones and smart devices is skyrocketing. It is not an exaggeration that our life today is a slave to technology. 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Waking up one day in the infamous Buchenwald, Wiesel was â€Å"liberated by American soldiers â€Å"who were enraged about the mass devastation they saw the camp. Even â€Å"though he didn’t know the language

Reflection

Reflection-Leg Ulcers Essay Reflecting Writing Leg ulcers Reflecting on the situation that had taken place during my second placement working in the community. This will give me the perfect opportunity to develop and utilise my commutation skills in order to maintain the relationships with my patient. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988). Baird and Winter (2005,) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other people perspectives, being self-aware and improving the future by learning the past. In my context with the patient, it is important for me to improve the nurse-patient relationship. In this relationship, there is a sense of trust and a mutual understanding exists between a nurse and a patient that build in a special link of the relationship (Harkreader and Hogan, 2004). (Peplau 1952, cited in Harkreader and Hogan 2004) note that a good contact in a relationship builds trust as well as would raise the patient’s self-esteem which could lead to new personal growth for the patient. Besides, (Ruesch 2007) mention the purpose of the therapeutic communication is to improve the patient’s ability to function. So in order to establish a nurse-patient interaction, a nurse must show up caring, sincerity, empathy and trustworthiness (Kathol, 2003). Those attitudes could be expressed by promoting the effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) define the interpersonal skills is the total ability to communicate effectively with other people. In my reflective writing I will be discussing my development of relationship in the circumstance of the nurse-patient relationship using the interpersonal skills. My reflection is about one patient whom I code her as Mrs. Smith, not a real name to protect the confidentiality of patient’s information (NMC, 2009). In this paragraph I would describe on the event takes place and describe that event during my second placement. I was in the community for five weeks; Mrs. Smith is 85 years old and has a five-year history of chronic venous ulceration affecting her right leg. When I first met Mrs. Smith, her leg ulcer was treated with an alginate dressing and a four-layer compression bandaging system. In the previous six months, she had detected an offensive odour from her ulcer and this had stopped her mixing with other people. The odour had got worse in recent weeks to a point where she described it as unbearable. The ulcer had signs of infection including localised heat and erythema combined with a purulent discharge. The alginate did not absorb all the wound exudate and slight maceration was noted to the skin surrounding the wound. Mrs. Smith also experienced chronic pain from her leg ulcers and regularly took paracetamol. However, this did not reduce the pain associated with dressing changes. The nursing team decided to reassessment Mrs. Smith in order for effective wound healing to occur, a holistic approach to care needs to be implemented. This must include a comprehensive understanding of the wound-healing process and patients psychosocial needs. If all of a patients needs are met, the transition from ill health to health may proceed rapidly and more efficiently (Flanagan, 1997). The two areas of concern for Mrs. Smith were odour and pain associated with dressing changes and reducing these symptoms was more important to her than wound healing. Mrs. Smith had noticed that there was an odour coming from her legs, this meant that she no longer socialised with others because of the smell from her ulcers and avoided physical interaction where possible. Living with a leg ulcers wound is devastating (Hack, 2003). Van Toller (1994) noted that malodour associated with skin ulceration can lead to serious psychological problems, ranging from general depression to becoming a virtual social outcast. The community nurses had actively encouraged Mrs. Smith to re-establish social interactions with old friends. However, Young (2005) observed that patients can interpret this type of encouragement as a lack of understanding by nurses of the effect that their condition is having on their life. Wilkes et al (2003) conducted a qualitative study on the effect of malodour on nurses and found that adverse feelings such as nausea were common. However, nurses hide these emotions from their patients to protect the patients feelings. The community nurses decided that they needed to talk to Mrs. Smith about the odour and involve her in selecting a dressing product that was designed to alleviate or reduce the problem. Synthesis - Preserving Artifacts EssayThe fibres of the dressing absorb substantial volumes of wound exudate, forming a gel that is removed in one piece (Robinson, 2000). A comparative randomised study comparing alginates and hydrofibres demonstrated a significantly longer wear time for a hydrofibre than an alginate (Harding et al, 2001). The authors also found that 82% of people experienced no pain when a hydrofibre dressing was removed compared with 62% with the alginate, and the hydrofibre was less likely to adhere to the wound bed (Harding et al, 2001). A visual numerical ain scale using a 0-10 rating system was selected to assess pain as it is easy to use and analyse (Choiniere et al, 1990). Mrs. Smith completed the pain chart immediately after every dressing change for the first four weeks of the new treatment protocol and the progress of the ulcer was evaluated using the established wound assessment tool on a weekly basis. Mrs. Smith assessed her pain as eight with the algin ate dressing (severe pain) but, by the end of the first week of using the new dressing, she noted an immediate reduction in pain (score of six). There was no further change in pain severity in the second week. However, in the third week, Mrs. Smith noted a further reduction in pain (score of four) and it remained at this level until the completion of the fourth week. Conclusion After caring for Mrs. Smith for 5 weeks, I noticed a change in her attitude towards her dressing changes. She no longer feared them being changed, although she still continued to experience some pain, but she did not complain much. She is regaining her confidence and now attends the leg ulcer clinic twice a week where she socialises with other patients; this should help raise her self-esteem. his could also lead to new personal growth for Mrs. Smith so therefore she should start to feel well again. I hope Mrs. Smith legs continue to keep healing and she keeps up her socializing. References Briggs, E. et al (2002)Pain at Wound Dressing Changes: A Guide to Management. EWMA position document: Pain at Wound Dressing Changes. London: MEP. Choiniere, M. et al (1990) Comparisons between patients and nurses assessment of pa in and medication efficacy in severe burn injuries. Pain; 40: 2, 143-152. Clay, C. S. Chen, W. Y. J. (2005) Wound pain: the need for a more understanding approach. Journal of Wound Care; 14: 4, 181-184. de Laat, E. H. et al (2005) Pressure ulcers: diagnostics and interventions aimed at wound-related complaints: a review of the literature. Journal of Clinical Nursing; 14: 4, 464-472. Eichenbaum, H. (2002) Learning and memory: brain systems. In: Squire, L. R. et al (eds). Fundamental Neuroscience. San Diego, CA: Elsevier Science. Flanagan, H. (1997) Wound Management. London: Churchill Livingstone. Hack, A. 2003) Leg ulcers wounds taking the patients perspective into account. Journal of Wound Care; 12: 8, 319-321. Harding, K. G. et al (2001) Cost and dressing evaluation of hydrofiber and alignate dressings in the management of community-based patients with chronic leg ulceration. Wounds; 166: 229-236. Heenan, A. (1998) Frequently Asked Questions: Alginate Dressings. www. worldwidewoun ds. com/1998/june/Alginates-FAQ/alginates-questions. html. Krasner, D. (1995) The chronic wound pain experience. Ostomy Wound Management; 41, 3, 20-25. Moffat, C. J. et al (2002) Understanding Wound Pain and Trauma: An International Perspective. EWMA position document: Pain at Wound Dressing Changes. London: MEP. Robinson, B. J. (2000) The use of a hydrofibre dressing in wound management. Journal of Wound Care; 9: 1, 32-34. Thomas, S. et al (1998) Odour-absorbing dressings. Journal of Wound Care; 7: 5, 246-250. Thomas, S. (1997)SMTLDressings Datacard. www. dressings. org/Dressings/sorbsan. html. Thomas, S. (1990) Wound Management and Dressings. London: The Pharmaceutical Press. an Rijswijk, L. (1996) The fundamentals of wound assessment. Ostomy Wound Management; 42: 7, 40-42. Van Toller, S. (1994) Invisible wounds: the effects of skin ulcer malodours. Journal of Wound Care; 3: 2, 103-105. Wilkes, L. M. et al (2003) The hidden side of nursing: why caring for patients with malignant leg ulcers wounds is so difficult. Journal of Wound Care; 12: 2, 76-80. Young, C. V. (2005) The effects of leg ulcers fungating wounds on body image and q uality of life. Journal of Wound Care; 14: 8, 359-362. 1

Dental Assistant Essay Example

Dental Assistant Essay This will inform you of the responsible duties of the Dental Assistant (DA). It is estimated that careers in Dental Assisting are expected to grow by 31% between the years 2010 to 2013. Due to ongoing and current technology, oral and general health will continue to increase the demand for preventative dental services. A dental assistant is a oral health care professional trained to provide supportive procedures and services to the dentist and to patients. These responsibilities include retrieval of patient’s records, greeting and welcoming the patient, taking or reviewing of x-ray’s, leading the patient into a comfortable climate controlled and disinfected treatment room, making the patient comfortable in the dental chair and preparing the operatory for the examination, which includes the set-up of the hand piece instrument tray in order of operation, as well as comforting the patient by means of conversation, informing the pentient of the procedure(s) to be done, and allowing the patient to voice their questions and or concerns. We will write a custom essay sample on Dental Assistant specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dental Assistant specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dental Assistant specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Once the patient is prepared for treatment, the dental assistants duties are dental materials to the dentist during any and all procedures done by the dentist. Taking impressions of teeth for crown and or bridges, pouring and trimming molds to transfer dental instruments and accessories, and provide a mix and transfer of, constructing custom trays and fabricating temporary crowns and bridges, application of fluoride or seal treatments, and clean/deep cleaning and polishing of teeth or dentures. The assistant may also carry out specific phases of patient treatment under the supervision of the dentist. This is known as â€Å"expanded functions†, which a specific intraoral skill that is a completed as a procedure or as part of a procedure by the dental assistant delegated by the dentist which may acquire direct or indirect supervision. The DA must acquire advanced training and clinical functions approved by the State before the dentist can delegate such procedures. Duties also include disinfecting of the treatment room after each and every use, disinfecting and sterilization of hand piece instruments before and after each use and preparation of the basic tray set-up, thereafter. Added procedures for the dental assistant may also include front office duties, such as front office management, patient appointment setting, patient billing, Bookkeeping, filing, accounting, answering and making calls to patients and or Insurance companies for billing purposes. Dental Assistants will be a necessity for dentists as it will increase patient care in oral health as well as productivity throughout the Dental career field. ~References~ Bird Robinson 10th Edition â€Å"Modern Dental Assistant†. (Chapter 33-3, pg. 522 523)

Adaptation Proposal The Death of Ivan Ilyich by Leo Tolstoy

Adaptation Proposal The Death of Ivan Ilyich by Leo Tolstoy The ‘death of Ivan Ilych’ is a novella that focuses on the impending death of Ivan Ilych. Ivan was a high court judge in Russia during the 19th century. Despite having a poor relationship with his wife, Ivan had a good life. Ivan fell and suffered minor injuries while he was decorating his new apartment.Advertising We will write a custom essay sample on Adaptation Proposal: â€Å"The Death of Ivan Ilyich† by Leo Tolstoy specifically for you for only $16.05 $11/page Learn More The injuries resulted in a terminal illness. The novella focuses on the imminent death of Ivan Illych. The adaptation of the novella would portray the life of Chan. Chan is a high school student in modern day China. Chan has a modest upbringing. His parents taught him the value of hard work. Consequently, Chan strives to excel in his studies. His hard work has paid off as he constantly has the highest grades in his class. One day, while Chan was playing basketball wi th his friends, he suffered minor injuries. Initially, he thought that the injuries were minor. However, the pains did not subside with time. This forced him to seek medical attention. In hospital, Chan was shocked when the doctor told him that he had a highly advanced cancer of the brain. The doctor told him that he had about 6 months to live. The devastating news threatened Chan’s dream of attaining a high school diploma. His final exams were five months after his initial diagnosis. However, Chan did not want to give up on his dream. He could not conceive the notion that three and half years of hard work would go to waste. Therefore, he immersed himself in his studies. This is despite the fact that he knew that he may die before sitting for his final exams. Chan died soon after finishing his exams. He attained a very good score. The teachers and students honored him post-humorously.  The adaptation will target people of all ages. The story in the adaption can relate to pe ople of all ages. It is the story of despair, hard work, and eventual triumph. People of all ages may face the problems that Chan faced. Among different people, the ‘cancer diagnosis’ may be bankruptcy, loss of a loved one, or loss of a job. The story shows that determination and hard work enables people to overcome their problems. This is despite the magnitude of the problems.  The adaptation will strive to show that people should not give up despite the problems that they may face. People should always chase their dreams at all costs. Chan was an academically gifted student. However, he did not lose hope due to the cancer diagnosis. He strived to attain his dream of graduating from high school.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Eventually, he triumphed. He attained a very good grade.  Adaptation of the movie will face several challenges. One of t he major challenges is the ability to determine the most appropriate length of a certain scene. The length of scenes portray the focus of a movie. In the novella, the author focuses on the death of Ivan Illych. Therefore, adaptation would focus on the imminent death of Chan. However, it would be difficult to determine the most appropriate length of various scenes. In addition, it is difficult to find characters who would be able relay the message in the movie effectively.  The characters of the movie would help in tackling the above problems. Therefore, it is vital to choose highly talented characters who would be able translate the aura of the book to the movie. The movie will show how determination and hard work lead to eventual triumph. This is the main idea in the novella. In both the novella and the adaptation, the characters triumph.  The movie will use a deep focus. Deep focus will enable the movie to provide a clear and sharp image of a wide area. This will enable the mo vie to capture Chan’s environment more effectively. In addition, it would help in portraying factors that affect people who are in Chan’s generation. To achieve this, the movie will use a large amount of light. The aperture of the camera will also help in achieving deep focus. The movie will use a camera with a small aperture. Chan’s death is the most important scene in the movie. The movie begins with Chan’s dying breaths. He will be in his bedroom surrounded by his grief-stricken family and friends. The scene shows the sense of relief in Chan’s eyes and the sorrow in his family’s eyes. The sense of relief in the face of imminent death helps in raising questions among the viewers. Viewers expect people who face imminent death to have horror in their eyes. The movie provides flashbacks that show how Chan got to his current predicament. The flashbacks also show Chan’s relationship with his family and friends. In addition, the flashback s help in explaining why Chan did not face death with horror in his eyes. Despite having a short life, he had attained his dream of graduating from high school. Therefore, this scene shows characters that are central to the movie.

Glossary of Common Mitosis Terms

Glossary of Common Mitosis Terms Mitosis Glossary Mitosis is a form of cell division that enables organisms to grow and reproduce. The mitosis stage of the cell cycle involves the separation of nuclear chromosomes, followed by cytokinesis (division of the cytoplasm forming two distinct cells). At the end of mitosis, two distinct daughter cells are produced. Each cell contains identical genetic material. This Mitosis Glossary is a good resource for finding succinct, practical, and meaningful definitions for common mitosis terms. Mitosis Glossary - Index Anaphase - stage in mitosis where chromosomes begin moving to opposite ends (poles) of the cell. Allele - an alternative form of a gene (one member of a pair) that is located at a specific position on a specific chromosome. Asters - radial microtubule arrays found in animal cells that help to manipulate chromosomes during cell division. Cell Cycle - the life cycle of a dividing cell. It includes Interphase and the M phase or Mitotic phase (mitosis and cytokinesis). Centrioles - cylindrical structures that are composed of groupings of microtubules arranged in a 9 3 pattern. Centromere - a region on a chromosome that joins two sister chromatids. Chromatid - one of two identical copies of a replicated chromosome. Chromatin - mass of genetic material composed of DNA and proteins that condense to form chromosomes during eukaryotic cell division. Chromosome - a long, stringy aggregate of genes that carries heredity information (DNA) and is formed from condensed chromatin. Cytokinesis - d ivision of the cytoplasm that produces distinct daughter cells. Cytoskeleton - a network of fibers throughout the cells cytoplasm that helps the cell maintain its shape and gives support to the cell. Daughter Cell - a cell resulting from the replication and division of a single parent cell. Daughter Chromosome - a chromosome that results from the separation of sister chromatids during cell division. Diploid Cell - a cell that contains two sets of chromosomes. One set of chromosomes is donated from each parent. Genes - segments of DNA located on chromosomes that exist in alternative forms called alleles. Haploid Cell - a cell that contains one complete set of chromosomes. Kinetochore - a specialized region on the centromere of chromosome where spindle polar fibers attach to the chromosome. Kinetochore Fibers - microtubules that connect kinetochores to spindle polar fibers. Interphase - stage in the cell cycle where a cell doubles in size and synthesizes DNA in preparation for cell division. Metaphase - stage in mitosis where chromosomes align alo ng the metaphase plate in the center of the cell. Microtubules - fibrous, hollow rods, that function primarily to help support and shape the cell. Mitosis - a phase of the cell cycle that involves the separation of nuclear chromosomes followed by cytokinesis. Nucleus - a membrane-bound structure that contains the cells hereditary information and controls the cells growth and reproduction. Polar Fibers - spindle fibers that extend from the two poles of a dividing cell. Prophase - stage in mitosis where chromatin condenses into discrete chromosomes. Sister Chromatids - two identical copies of a single chromosome that are connected by a centromere. Spindle Fibers - aggregates of microtubules that move chromosomes during cell division. Telophase - stage in mitosis where the nucleus of one cell is divided equally into two nuclei. More Biology Terms For information on additional biology related terms, see the Genetics Glossary and Difficult Biology Words.

Case Study Proposal Format Ford Motor Company Recalls on Ford Vehicles Essay

Case Study Proposal Format Ford Motor Company Recalls on Ford Vehicles - Essay Example As the sales increased, the recall issue arose and juggling the two between the limited dealers capacity, brought the sales for Lincoln MKZ down (Miller, 2014). The ford cars have been marred with a number of recalls over the recent tines for a number of problems. Ford recalled it 2013-14 c-max engine cars and escape due to software malfunctions that may delay the activation of the airbags. The company recalled 2013 Ford C-max energi in order to rectify the potential problem in a defective child lock installation in the rear door of the car. Ford also recalled 2013 Ford focus Electric and C-max vehicles because of the inability for the door chime to work when the driver’s door was open. Ford recalled 2013 C-Max hybrids because the lack of panoramic roofs did not make it compliant to the federal laws for protecting against vehicle head injuries. Ford also recalled 2012-13, Ford Edge due to the fire hazards that may result from the potential leaks from its 2.0 liter engines (Edmunds.com, 2014). These are just some of the recent recalls. Ford has a strong history of recalls for problems that range from assembly issues, defective components to non-compliance with state laws. The Ford escape is one major example that has been recalled 10 times for different reasons. This portrays the company’s inability to show consistency in offering perfect vehicles. The recurring nature of these recalls depict the fact that ford needs a strategic organizational overhaul to strengthen its key production department functions like quality control, product testing, compliance, assembly supervision actions etc. Alan Mulally, former CEO of Ford spoke at the automotive news world congress to voice his company’s challenges of increasing production, introducing innovative vehicles and delivering these launches on time (NAUGHTON, 2010). However the current Mark Fields faces is keeping the company’s image up, revamping its production line to rectify

GM Strategic Essay Example | Topics and Well Written Essays - 500 words

GM Strategic - Essay Example GM has made purposeful commitment to the environment i.e. to make continuous development as well as improvement by decreasing the harmful impact of environment which includes the issues like greenhouse gas releases and fuel economy in its broad assortment of quality vehicles (General Motors, 2012). From the perspective of the environmental issue with regard to the aspect of fuel economy, the valuable engineers belonging to the company are reinvesting as well as restructuring the various technological advancements for the purpose of enhancing the fuel economy, ensuring less release of greenhouse gases and most importantly diminishing its reliance on petroleum. In relation to the factor of the enhancement in fuel economy, it has been apparent that the company is consistently enhancing the competence of its gasoline-powered vehicles by the application of enhanced technological advancements which include dynamic fuel management, insertion of direct fuel and variable valve timing (General Motors, 2012). From the viewpoint of the other important environmental issue i.e. the release of greenhouse gases, the company has showed its deliberate commitment towards implementing the alternative fuels as well as the bio-fuels in order to decrease petroleum dependence along with lowering the release of greenhouse gases. In this context, it has been viewed that the company is the worldwide leader in the production of Flex-Fuel vehicles which operates on gasoline and E85 ethanol. This particular technological advancement of Flex-Fuel vehicles of the company can be observed in the cars as well as the trucks of the company (General Motors, 2012). There lie several strategic reasons for GM to emphasize upon the environmental factors which comprise the aspect of fuel efficiency and the release of greenhouse gases. One of the imperative reasons is about the deliverance of long-term value of the investments to the

Starhub analysis Essay Example for Free

Starhub analysis Essay Generic Characteristics of Telco Industry Market structure is either a: Monopoly Natural monopoly Oligopoly Dominated by a handful of big players High capital expenditure (capex) Absolute fixed cost is high But fixed cost per user is very low Telco may be very cash flow rich if capex is controlled Low operating expenditure (opex) Average cost per user is very, very, VERY low. Generic Characteristics of Telco Industry Lines of business Voice Traditional fixed lines overtaken by mobile Some households do not even have fixed lines i.e. M1 gives free fixed line with fibre plan Lucrative international dialing business is largely  gone Replaced by data i.e. Skype, VOIP etc. Generic Characteristics of Telco Industry Lines of business Data Escalating bandwidth demand (geometric growth) Some business models have failed as a result Unlimited mobile data plan replaced by tiered  pricing plans Reasonably priced unlimited fixed broadband/fibre  still available in some countries (not so in the US). Price differentiation between home and business data  plans Sub segment differentiation exists – gamers (low  latency) Telcos need data to make up for loss revenue in voice  business Generic Characteristics of Telco Industry Lines of business Pay TV Telcos offering pay TV not common for all  countries. Exists in Singapore. Always a balancing act between controlling cost  of content and charging viewers more Cost is increasing for developed countries  » Not so for developing countries†¦.. Video on-demand new business model Don’t pay for a whole channel, just pay for the TV program you want Mio TV vs Cable TV Generic Characteristics of Telco Industry Strategy for non-saturated markets Build out infrastructure and coverage while  controlling capex Gain market share by grabbing customers Especially in underserved markets Attempt to lock in existing customers Increase revenue by offering differentiated price  plans Tiered data plans (both mobile and fixed) Sell supplementary services Caller ID, low latency etc. Generic Characteristics of Telco Industry Strategy for mature and saturated markets Infrastructure and coverage largely built so there is little capex Control opex tightly Gain market share by poaching customers from  competitors Avoid price war Same as before Attempt to lock in existing customers Increase revenue by offering differentiated price plans Expand into overseas markets Any economies of scale? Industry Life Cycle Analysis Porter’s Five Forces Threat of New Entrants Bargaining Power of Suppliers Competitive Rivalry Within the Industry Threat of Substitutes Bargaining Power of Buyers Porter’s Five Forces Threat of New Entrants How easy is it for new players to enter the industry? What are the barriers to entry? Loyalty to existing brands Stickiness and incentives (e.g. loyalty points) High switching costs High capex and fixed opex costs Scarcity of resources Government restrictions and licensing Technology and intellectual property rights Porter’s Five Forces Power of Suppliers How much pressure can suppliers exert on the  business? Single or few suppliers (monopoly or oligopoly) Few or no substitutes Switching to new supplier is costly or time  consuming Supplier’s product is extremely important Supplier’s industry has higher profitability than  buyer’s industry Porter’s Five Forces Power of Buyers How much pressure can buyers exert on the  business? Single or few big buyers Purchases are in large volumes Switching to a different competitor is easy No stickiness or loyalty Buyer’s are price sensitive Company’s product is not important Porter’s Five Forces Availability of Substitutes How likely are customers to switch? Few or many similar products on the market? Switching cost is low and easy to do Disruptive technology Secular changes in consumption patterns and  lifestyles Porter’s Five Forces Competitive Rivalry How intense is the competition in the industry? High competition means low margins Number of competitors and size Any dominant company? Little differentiation between competitor’s  products and services Industry life cycle Young market means all firms grow as overall pie  expands Mature market means competitors grow by taking  market share from other companies Applying Porter’s Five Forces to Starhub Threat of New Entrants Government license is required and need to bid for  airwaves in government auction Is Singapore government issuing new telco licenses? What is the availability of airwaves? Auction prices cheap or costly? High capex and fixed cost†¦..but very low opex cost per user! Loyalty and stickness Some stickiness due to contract obligations (early  termination penalty) and incentives (handset upgrade  subsidies) Low switching costs if not under contract No cost and retain old mobile number Applying Porter’s Five Forces to Starhub Power of Suppliers Pressure from handset manufacturers Handset subsidy recouped by locking in  customers into contracts Big difference in price of handset without contract Apple able to negotiate for higher prices Telcos subsidize more. Costs passed down to  consumers. Pressure from content providers Cable TV pays HBO, Fox etc for content Special events like EPL cost much more Costs have been escalating lately†¦.. Applying Porter’s Five Forces to Starhub Power of Buyers Many retail customers (Starhub is no. 2 in SG) Extremely price sensitive Little brand loyalty and stickiness Individual customer have zero power Easy to switch out to competitor’s offerings Product is important but not tied to Starhub E.g. can get same handset and data plan from  competitors Some tradeoff between monthly price plan and data All telcos moving away from all-you-can-eat data plan Applying Porter’s Five Forces to Starhub Availability of Substitutes Handsets are not tied to Starhub Voice and data plans are also not unique to Starhub Cable TV content is differentiated Competes only with Singtel but not directly Different content and pricing content Special events like EPL are hotly contented Applying Porter’s Five Forces to Starhub Competitive Rivalry Extremely high competition Mature and saturated Singapore market Starhub grows by taking market share from Singtel and M1 Little differentiation between competitor’s  products and services But no direct price competition! Despite rivalry, industry margins relatively high Low opex cost per user Average revenue per user (ARPU) is growing Driven mainly from new tiered data plans Key Ratios for Telco Industry Earnings Before Interest, Taxes, Depreciation and Amortization (EBITDA) Indicator of a company’s financial performance Churn Rate Actual rate at which customers leave for a  competitor Average Revenue Per User (ARPU) Takes into account revenue, capex and opex. As market matures, ARPU drops†¦. THE EQUITY RESEARCH PROCESS Purpose of the Equity Research Report To communicate to clients a single message How to allocate financial resources All other issues are secondary What are readers looking for? Ideas, ideas and ideas! Unique ideas are great but most of the time, ideas  generated could just be the same as everyone else Herd instinct is safe option! But no one will remember you†¦..! How to Make the Report Valuable? Use the KISS principle Investors have little time (and patience) Communicate clearly, concisely and get to the point. Have something to say Does it lead to an actionable idea? Report is an opportunity to standout and may lead to  other revenue generating activities or more face time  with the client. How to Make the Report Valuable? Issue the report in a timely fashion Giving investment opinion and advise too late is  pointless â€Å"Better late than never† fails in this case Treat your reader with respect Reader may be an investment professional herself Don’t patronize or condescend Tailor tone and language to target audience How to Make the Report Valuable? Be impartial and objective A research report is not an advertisement. Even if you like the company very much, not over  hype the company – leave that to the IR firms Know your stuff Be familiar with both the industry and company Be brave (but be prepared to face the firing squad) The best analysts are willing to take risks with their  opinions

Self Reflective Practice Essay -- Childcare Directors, Early Childhood

This paper will explore the role of the director in modeling reflective practice as a tool to move a program towards programmatic excellence. Childcare directors are closely connected to all aspects of the childcare program; they supervise and support the teachers and staff and they work with the children and families. They are responsible for the program administration. They are the program manager and the center leader. This paper will suggest ways to incorporate more reflective practice into our programs at Kennedy Heights Community Center. The literature on self-reflective practice will be explored and analyzed to support the paper’s thesis of reflective practice as a tool on the path to excellence. The limitations and weaknesses of reflective practice will also be explored. Reflection- Literature Review In her article, Becoming a Self Mentor, Bloom states, â€Å"The capacity to reflect and engage in candid introspection is at the core of achieving self-awareness. Reflective practitioners think creatively, imaginatively, and at times self-critically about what they are doing. Individuals who use a variety of reflective practices have a better understanding of themselves† (pg. 55). If we value continuous programmatic improvements then practitioners must know themselves to effectively change and improve themselves. Teachers and directors cannot adjust or improve their attitudes or behaviors if they are unable to honestly acknowledge and own their actions. Reflection can help to close the gap between â€Å"espoused theories and theories in action† (Bloom, 2007). The best written handbooks and program manuals are meaningless if teachers and directors do not implement the philosophy and vision of the program as written. If centers talk... ...d care and education to know what excellence looks like, but also knowledge of adult education to get all the teachers to the pursuit of excellence. While reflective practice is a critical part of professional development, the program administrator must continuously move a program towards excellence and have a deep understanding of best practices and what quality childcare looks like to effectively model and facilitate reflective practice that leads to sustainable change. While some aspects of quality are concrete and stable; many aspects of quality childcare reflect the needs of the children and their families and are constantly changing. It takes management skills to maintain consistency and leadership skills to facilitate the changing program needs to maintain quality. The director serves both roles and therefore serves as the gatekeeper to program quality.

How to Be Healthy Essay

Specific Purpose: â€Å"To inform my audience about how to eat healthy.† Central Idea: In this speech, I’ll be explaining why it is important to eat healthy, and give tips on what to do to initiate healthier eating habits. Introduction: Attention Getter: How many of you want to be healthy? Credibility Material: My mom is a dietitian; which is a person who specializes in the study of food and nutrition in relation to health, and she’s always stressing to my brother and I to eat up vegetables and to eat fruit everyday. Relevance to the Audience: Almost everybody knows that it’s important to eat healthy. However, not everybody can explain exactly why. Healthy eating is essential for a number of reasons, and not all of them are as obvious as â€Å"getting your vitamins.† Preview of Main points: Why pay attention to what you eat? Is healthy eating the same as going on a diet? How to eat to be healthy? Link: First off†¦ I. Why pay attention to what you eat? A. Healthy eating is one of the best things you can do to prevent and control many health problems, such as Obesity, Heart Disease, High Blood Pressure, Type 2 Diabetes, & Some types of cancer. 1) According to the Centers for Disease Control & Prevention, about one-third of U.S. adults (33.8%) are obese and approximately 17% (or 12.5 million) of children and adolescents aged 2—19 years are obese. Even for people at a healthy weight, a poor diet is associated with major health risks that can cause illness and even death. B. Healthy foods are full of nutrients that contribute to the health of your skin, hair and nails. These nutrients not only make you look better, but also keep your skin healthier. C. You’ll benefit your brain. The Alzheimer’s Association says a brain-healthy diet is one that reduces the risk of heart disease and diabetes, encourages good blood flow to the brain, and is low in fat and cholesterol. Like the heart, the brain needs the right balance of nutrients, including protein and sugar, to function well. Link: Next†¦ II. Is healthy eating the same as going on a diet? A. Healthy eating is not a diet. It means making changes you can live with and enjoy for the rest of your life. Diets are temporary. Because you give up so much when you diet, you may be hungry and think about food all the time. And after you stop dieting, you also may overeat to make up for what you missed. B. C. Eating a healthy, balanced variety of foods is far more satisfying. And if you match that with more physical activity, you are more likely to get to a healthy weight-and stay there-than if you diet. Link: Now that I’ve told you the differences between healthy eating and diets†¦ III. How to eat healthy? A. It’s easier than you think to start eating healthy! The U.S. Department of Agriculture has set guidelines for a healthy diet. The USDA’s â€Å"MyPyramid† divides food into five groups and explains how much of each food group you need, as well as the benefits of each food group. Following the USDA’s recommended dietary guidelines can help reduce the risk of some diseases, including heart disease. B. Small changes can make a big difference to your health. Try incorporating at least six of the eight goals below provided by the President’s Council on Fitness, Sports & Nutrition into your diet. Commit to incorporating one new healthy eating goal each week over the next six weeks. 1) Make half your plate fruits and vegetables. 2) Make half the grains you eat whole grains. 3) Switch to fat-free or low-fat (1%) milk. 4) Choose a variety of lean protein foods. 5) Compare sodium in foods. 6) Drink water instead of sugary drinks. 7) Eat some seafood. 8) Cut back on solid fats Conclusion: In conclusion, healthy eating is not about strict nutrition philosophies, staying unrealistically thin, or depriving yourself of the foods you love. Rather, it’s about feeling great, having more energy, stabilizing your mood, and keeping yourself as healthy as possible.

Language Obervation Essay

Setting: The observation took place in the child’s home. The child’s home is a semi-detached house in a housing estate Immediate Context: This observation took place in the kitchen. TC is seated at the kitchen table finishing his homework. His father is nearby washing up at the sink. The observation took place at 2.30 in the afternoon. An hour after TC returned home from school. TC’s brother and sister are running around the kitchen while another brother is sitting at the table playing Lego. Name of Child: TC Brief description of the child: TC is a male aged 6 years and 5 months. He has been in school since September 12 months ago. He has one older brother (aged nine) three young brothers (twin 3 year olds and a 2 year old) he has  a younger sister also (aged 2 years). Because of the number in his family he is very active and talkative. Aim of observation: The aim of this observation is to observe TC for a period of time of 10 minutes in order to assess his language development. Observation: TC is sitting on a chair at the kitchen table finishing off his homework he is drawing objects that begin with â€Å"I†. He asks how to spell ice-cream, igloo and ice as these are the shapes he’s drawing. He takes out a sheet filled with words to learn. He is now looking at his words and pronouncing them. TC has finished his homework and packed away his bag. He takes out a sheet a paper. TC -> A â€Å"Daddy how do you spell IGLOO?† A -> TC â€Å" I-G-L-O-O† TC -> A â€Å"How do you spell ICE?† A -> TC â€Å"I-C-E† TC -> A â€Å"How do you spell ICE-CREAM† A -> TC â€Å"Well you already have ice on your page copy that first† TC -> A â€Å"but I need to spell ice-cream† A -> TC â€Å" Write down ICE then put a – then put C-R-E-AM† TC -> A â€Å"Okay† A -> TC â€Å"Are you finished now Ois?† TC -> A â€Å"Where’s Mammy Daddy?† A -> TC â€Å"Show me, what it is?† TC -> A â€Å"No it’s for Mammy, not you; you won’t know what to do with it!† A -> TC â€Å"ok she’ll be here in a minute she’s gone to the bathroom† A1 -> TC â€Å"what’s wrong Oision?† TC -> A1 â€Å"this is a letter for you from teacher† A1 -> TC â€Å"what’s it about?† TC -> A1 â€Å"The parent teacher meeting† A1 -> TC â€Å"ok what have I to do with it?† TC -> A1 â€Å"you have to read it and fill it out for teacher† A1 -> TC â€Å"oh right okay you go on and play so, good boy† Evaluation: The aim of this observation was to observe and record the language of TC, a six year old boy, for fifteen minutes as he finished his homework and engaged in conversation with his parents in order to gain a better understanding of his language development. I feel that I achieved this aim very well and that generally TC’s language development appears to be within the normal range for his age. Certainly, TC’s word pronunciation is accurate. He does make little errors tough e.g. he says â€Å"ate† for â€Å"eight†. This is usual for his stage of development. While children between four and five years pronounce most words correctly, they â€Å"may show some immature sound substitutions† (Flood 2010) One of the theorists I have studied is Skinner (1957), Skinner believed â€Å"that  learning, including language learning, occurs as a result of reinforcement.† Another theorist I have studied is Bruner(1915-). Bruner believed first-hand experience allows children to develop their ideas and thinking, he called this â€Å"enactive thinking†. Bruner stress the importance of the child’s environment in language development. He believes â€Å"The adults and more able peers in a child’s life provide what he calls a language acquisition support system (LASS).† Motherese, recasting, expanding and labelling all part of this system . Key stage of language development Gross Motor Skills †¢ Child tries to understand the meaning of words. The child uses adverbs and prepositions. The child talks confidently, and with more and more fluency. †¢ The child uses language creatively. The child adds vocabulary all the time. †¢ The child is an explorer and communicator; he or she begins to be able to define objects by their function – for example, â€Å"what is a bicycle† â€Å"you cycle a bicycle†. Fine Motor Skills †¢ A young child does not learn well in isolation from other children and adults. The child begins to share as he or she learns. Sharing sharpens and broadens the child’s thinking. This helps the child to learn better – for example, he begins to understand book language, and that stories have characters and a plot (the narrative). †¢ The child begins to realise that different situations require different ways of talking. The child establishes a sense of audience (who he or she is talking to). In summary, TC’s language development in terms of both fine and gross motor skills seems to be just on target and have reached the developmental milestones expected for his age. Personal Learning Gained †¢ I learned more about children’s language development. I know understand the terminology of â€Å"labelling†, â€Å"semantics†, â€Å"syntax†, â€Å"recasting† and â€Å" expanding†. †¢ I learned that in order to do so accurately, a tape recording with transcription is advisable. References †¢ Child Care & Education (5th Edition) (Bruce, Meggit, Grenier) Hodder Education †¢ Planning Play and the Early Years (2nd Edition) (Penny Tassoni, Karen Hucker) Heinemann †¢ Child Development for Students in Ireland (Eilis Flood) Gill&Macmillan †¢ Education & Care in the Early Years (4th Edition) (Josephine Donohue & Frances Gaynor) Gill&Macmillan

Race Ethnicity and The American Dream

Race Ethnicity and The American Dream Free Online Research Papers This semester I have taken a class at the University called Race, Ethnicity and American Dream. This class talked a lot about stereotyping in American Society, and made the students fully aware of the issues that are currently going on in society. Here, I am about to tell you the three most important things I learned throughout the semester and hopefully you can pass this along to whomever you wish. First and foremost, I learned that race is determined by several different things such as: blood, genes, parents, appearance/skin color, and your nationality. I found this extremely significant because not many people in society know exactly how race is determined. They just hear the concept almost every day and just think of it as the word race, but instead, in our class we learned exactly how your own race is determined. The next important thing I learned in class this semester is the talk about white privilege, and how whites are the hierarchy in society. White privilege makes whites feel one of three things. First, it makes white people feel comfortable, that the world was designed for them. Secondly, it makes white people normal. They don’t have to describe themselves as white, unlike every other nationality. Lastly, it equates whites with positive attributes, which entitles beauty, wealth, ability, and even intelligence. White privilege is all about a system of advantages that no other ethnicity can have. The last most important thing I learned in class this semester was the first death penalty that was given out in Texas to white men for killing a different race, occurred recently in 1998. A group of three white men were driving and happened to see an African-American standing outside when they decided to go up to him and beat him to death, for no apparent reason. Oh yeah, and I forgot to mention that after he was knocked unconscious, but still alive, the white men decided to tie him to their truck and drag him for 3 miles until his body disintegrated. I bet you didn’t know that, did you? The reason that why you didn’t know, is because the media could care less about an African-American getting beat up to death. However, what do you think would happen if it were the opposite way? If three black men were to kill a white man? I certainly believe it would be all over the news, and still talked about in classrooms all over the nation today. The problem is, we still live in a racist society and somehow, this needs to change. It’s not fair to Races other then white who get singled out for no apparent reason. It’s just not fair. Something needs to change now, or the world will never be unified as one. Research Papers on Race Ethnicity and The American DreamWhere Wild and West MeetCapital PunishmentBook Review on The Autobiography of Malcolm X19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionHip-Hop is ArtThe Hockey GameMoral and Ethical Issues in Hiring New EmployeesStandardized Testing

Stepping back from my company to become a full-time novelist

Stepping back from my company to become a full-time novelist Stepping Back From My Company To Become a Full-Time Mystery Novelist JD Shiner enjoyed a twenty-eight-year career in the world of wireless data communications and now writes full-time. He is an expert on developing technologies, fiber transmission, firearms, fast cars, and thriller fiction. In this guest post, JD talks about his decision to take a break from the world of telecommunications in order to become a full-time novelist, and shares his advice for other  writers looking to do the same.A goal to write a specific number of words every  dayAlthough I was not able to follow his regimen to the letter, I did take his advice and set myself up on a modified version of it. For instance, Stephen King  states that he likes to write 3,000 words per day. I only wish I could write that many! My goal was 1,000 words per day when I started. Some days I did more, some days less.Self-publishing manuscript #27Never give up. Read a lot. Write a lot. Writing full-time has been extremely challenging. It has also been extremely rewarding. The Caves of Corihor is available on Amazon for Kindle and paperback.Are you a full-time writer? Are you thinking of becoming one? What has the journey of deciding to devote yourself to your craft full-time been like?  Leave your thoughts, experiences, or any questions for JD in the comments below.

How does the educator demonstrate an understanding of the focus Assignment

How does the educator demonstrate an understanding of the focus learners performance with respect to both learning targets as reflected in the lesson objectives - Assignment Example le for selecting such a resource was forms as the resource was able to exhibit a clear association between learning targets, performance and assessment of the learning instructions. Through the resource it was clear that learning targets played an essential role in assisting teachers to demonstrate a comprehension of the focus learner’s performance in relation to learning targets within the goals of the lesson (Moss & Brookhart 2012). Despite the contributions of the resource various improvements were considered essential. For instance the resource laid more emphasis on the learning targets as opposed to the focus learning performance which is an important aspect that can be engaged by educators in lesson planning and meeting the objectives of the lesson. From the resource utilized various lessons can be learnt by educators. These lessons are important as they will enhance their skills and make them better educators. An important lesson involves the connection between the learning targets and the lessons goals. Through this association the skills of the educators will be enhanced in terms of designing classroom evaluation within the context of lesson planning and understanding (Moss & Brookhart 2012). Moss, M.C. & Brookhart, S.M. (2012). Learning Targets. Helping Students Aim for Understanding in Today’s Lesson. Retrieved on 20 April, 2015 from,

Legal Closed Memo Assignment Project Essay Example | Topics and Well Written Essays - 2000 words

Legal Closed Memo Assignment Project - Essay Example Barnett Productions administered a psychological test to Mr. Merton, which the latter passed. This factor, added to the context of the reality show within which the offensive events occurred, may be excellent grounds for defense for Barnett Productions. The company can argue that the events constitute mere annoyances within the context of a reality show. Despite such defenses however, two aspects work strongly in Mr. Merton’s favor – (a) the knowledge defendants had about his childhood trauma and the sign by which it was manifested externally and (b) the deceptive manner in which Mr. Merton’s cooperation was elicited. Since Mr. Merton was subjected to a reappraisal of his childhood trauma purely to generate a newsworthy reality show, the outrageous criterion may be established. A lounge singer, the client, Mr. Murton, is currently unable to work, because he suffers from recurring panic attacks, clinical depression, and paralyzing stage fright. He claims that these serious conditions are the result of Barnett Productions’ duping him into participating in a reality television show called â€Å"Regular Guy.† Specifically, he claims that, during the show’s taping, he was forced to partake in humiliating school-yard contests while a group of athletically gifted â€Å"hunks† ridiculed his limited physical abilities. Mr. Merton states that during the taping of the recess segment, the hunks shouted insults. â€Å"I remember, one of them said to another ‘What a bunch of losers. These guys look like 14-year-olds. We should kick their asses’ and another one said, ‘See these babies squeal? I bet they’re about to go in their pants’.† Mr. Merton states that he was subjected to a background investigation and psychological testing and passed both. According to Mr. Murton, the show’s producers also brought him to beach front property that was directly across from the school where Mr. Murton’s bullying had previously occurred.

Richard P Essay Example | Topics and Well Written Essays - 1250 words

Richard P - Essay Example 6. This book has lots of details about the remarkable people who were inducted into slavery forcibly but subsequently asserted their independence. 7. Assimilation of the ethnic minority/black race into the American Mainstream society cannot be achieved though legal provisions only. All-round efforts at every level are required. 8. African culture is the intangible heritage of humanity and suitable steps need to be taken to preserve it. 9. The intrinsic value of the traditional/holistic medical practices need to done on scientific basis. 10. The white race should give up the concept that they are the superior race. All men are created equal by god. Order#: 522517 Topic: Richard P What, if any are the lessons to be learned by students of history from Price's book? An anthropologist is a great investigator. Just as a sculptor removes piece by piece from a stone block, to chisel ultimately a perfect statue, an anthropologist scores the achieves, sieves through the records, travels extens ively, drafts questionnaires and gets the answers from the expected and unexpected quarters, and comes to his conclusions. His vision and mission is to find out the truth about the subject of his investigation. The geographical area chosen by Richard Price for his long and arduous task is Saramaka Maroons of Suriname, one of the most difficult places on Planet Earth. He has the harvest of mythologies relating to the tribes inhabiting in this place. His mentor and guide for his four decades of research is Tooy and he has covered three centuries of African exile and resettlement in America. To put the anthropological material in the narrative style is a tough asking. One has to be an anthropologist, historian and a fiction writer all molded into one. Richard Price is one such personality. Social imaginary of African American societies is unique. The common African-American citizen, men, women and children have played a historic role to build this country, without their being aware of it, and without being given any designated role or project. I have no hesitation to conclude that this is no ordinary travelogue in the company of a fellow-traveler Tooy, who is a local man. Price has a passionate commitment to the main subject of his research—Saramak Tribe. He gathers transcripts, writes field notes and presents before the reader, who feels that he is actually travelling with Richards while turning the pages of the book. One comes to know the dominant impact of ethnicity on Nationalism. This book provides great backgrounder information about the difficult process of assimilation of the tribes into the mainstream of American society. One important historical fact that I have learnt from Richard’s researched findings is the incredible role played by the rebel slaves. Though brought for slave labor against their will and with brutal force, some brave amongst them (tribal leaders?) had the guts and foresight to establish their own colony in the depths of the forests and they protected their culture, nurtured it, transmitted to the future generations and stood by their traditions. Perhaps African traditional divine powers wished to make the history of the region available to humankind which Richard tackled during the course of his adventurous research. His finding Tooy, a priest, philosopher and healer, I consider, is one such divine intervention. He must have facilitated Richard’

Types of Parasites

Types of Parasites Chapter 1 General Introduction 1.0 Introduction 1.1 Fish Parasites Parasitism is an obligatory association between two distinct species, in which one species parasite is dependent on its host for nutrients and shelter (Elmer Glenn, 1961). The parasites can be divided into two groups which are ectoparasites and endoparasites. Ectoparasites are found on the external surfaces of the host such as skin, fins and gills, while endoparasites usually hide within the internal tissues or organs in the host (Cheng, 1986). Fishes acts as hosts to a wide variety of parasites such as the protozoans, platyhelminthes, acanthocephalan, nematodes and crustaceans (Lim, 1987). Parasites are typically smaller than their host. A distinct host usually found to be infected by a group of parasites (Zander, 1998). The chemical and physical factors which are either in micro-environment or macro-environment play an important role to determine the distribution and density of parasites (Cheng, 1986). Parasites show a preference among different age groups (Zander et al., 1993), sex of host (Lim, 1987) or according to host density and behaviour (Cheng, 1986). Remarkably, parasites have a distinguished ability to deal with the normal physiological and structural changes of the host, for example, the peristaltic movement and intestinal mucosa (Cheng, 1986) for survival, and starting their parasitism phase. Apart from that, the presence of parasites commonly irritates the host, causing immunological change (Lim, 1979) and may eventually cause death (Zander, 1998). Parasites penetrate the hosts tissue, causing chronic body system problems to the host. Moreover, the irritation site will initiate secondary infection by micro-organisms to the host (Cheng, 1986). 1.2 Specific parasite Gobies play a role as main host and transmitters (Zander, 1993) of parasites. Varieties of protozoan, helminthes, mollusks, crustaceans have been described as parasites of fish (Lim, 1987). They are able to reproduce either sexually or asexually. Some species of parasites have specific attachment to enable them to hold onto the host for food, transport (Cheng, 1986) or shelter (Elmer Glenn, 1961). The phylum Platyhelminthes consists of a large group of free-living invertebrates but most live as parasitic species on or in other organisms. There are 3 main classes under this phylum, namely, class Monogenea, class Trematode, and class Cestoda (Solomon et al., 2002). Monogeneans are typical gillworms (Bunkley-Williams E. H. Williams, 1994). Some species attach themselves on the body surface or invade into the inner organ of aquatic species (Reed, Francis-Floyd Klinger, 1996). Monogeneans have a series of hooks that enable them to attach on the host (Reed et al., 1996). They usually inhabit the gill and feed on skin mucosa (Lim, 1987). Reed et al. (1996) mentioned that a monogenean, Dactylogyrus sp., usually attaches itself to the gills of freshwater fish. It reproduces by laying eggs, while Gyrodactylus is typically found on the skin and fins of fish. This parasite produces live young or can be described as viviparous during its whole life. Digenea was formerly described as digenetic trematodes and this species of flukes usually has at least two hosts in their life cycle (Smyth, 1962). The parasite usually has a terminal opening mouth with a sucker which is subterminal or ventral. It may or may not have an oral sucker (Yamagutti, 1958). They are particularly found as endoparasites in the digestive tract, but are sometimes found throughout the inner organ systems of vertebrates (Yamagutti, 1958). The adult digeneans are commonly hermaphroditic but reproduction still requires two worms. Digeneans have a complex life cycle with two to three intermediate hosts (Cheng, 1986). Cestode is a parasitic flatworm or commonly known as tapeworm (Solomon, et al., 2002). An adult worm consists of a scolex which maybe armed with suckers and sometimes hooks for attachment on host (Solomon et al., 2002); and a strobila which is a linear series that be formed by one or more segments (also described as proglottides) which contain reproductive structures (Yamagutti, 1959). Most of the cestodes are monoecious and each proglottid has a male reproductive system and a female reproductive system. Both self and cross-fertilization will take place in cestode (Smyth, 1962). Nematode is commonly called as round worm (Solomon et al., 2002) that can infect a vertebrates eye, mouth, alimentary system, body cavity and the other parts (Smyth, 1962). This species can also be found as a parasite of many species of fishes. Some species parasitize plants and are described as an important agricultural pest (Campbell, 2002). It is smooth and consists of a cylindrical body, a pointed tail and cuticle layer surrounding its body (Solomon et al., 2002). Nematodes are typically dioecious. The female is generally larger than the male (Cheng, 1986). Apart from that, nematode life cycles differ depending on the species of the nematode (Smyth, 1962). 1.3 The Family of Gobiidae The members which form the family Gobiidae are known as gobies. It is the largest family of marine fishes and consists of two hundred genera (retrieved from Wikipedia). The members of the Family Gobiidae have their own special characteristics. They have a cylindrical body and the pelvic fins usually form an adhesive disc (Maurice Anthony, 1993). This species usually inhabits the shore in shallow bays and estuaries and also freshwater swamps and lakes (retrieved from Wikipedia). Some species are restricted to coral reefs, rocky coast, sandy, mangrove swamp or muddy beaches (Murdy, 1989). 1.4 Oxudercine Gobies (Mudskippers) The mudskippers are known as ‘ikan belacak, ‘ikan tembakul or ‘ikan belukor in Malay. The members of the goby family classified as mudskipper species based on body traits and behaviours (Murdy, 1989). Oxudercine gobies are described as the members of mudskippers (Murdy, 1989). There are thirty four species from ten genera found throughout the world (Murdy, 1989). They are Apocryptes, Zappa, Pseudapocryptes, Apocryptodon, Parapocryptes, Oxuderces, Scartelaos, Boleophthalmus, Periophthalmodon and Periophthalmus. Only seven genera of mudskippers (Periopthalmodon, Periophthalmus, Boleophthalmus, Scartelaos, Oxuderces, Parapocryptes and Pseudopocryptes) were found along the Selangor coast (Khaironizam, 2004). According to Khaironizam (2004), Cantor (1849) had identified five species of mudskippers while Koumans (1953) had noted eight species in Malaysia. Apart from that, there were four species already reported by Macne (1968) and five species were described by Berry (1972). He also mentioned that Murdy (1989) stated 11 species of mudskippers in Malaysia while Takita (1999) had studied 12 species of mudskippers (refer to Appendix A5). The mudskippers are euryhaline and semi-terrestrial species (Clayton, 1993). They have a rounded body and united pelvic fins. They also have a pair of protruding eyes and one to two rows of teeth in the upper jaws. Besides this, they can survive for a long time above water and move on land. Commonly, the males are smaller than the females. The mudskippers usually feed on crabs, insects, and other small organisms (Clayton, 1993). There are several adaptations that allow the mudskippers to survive successfully out of the water. Their bronchial chamber can fill up with water which allows them to walk on land for up to several hours. They spend much of their lives out of water and are able to undergo osmoregulation as well as oxygen uptake via their skin and gills (Clayton, 1993). They are abundant in muddy areas or mangroves. Oxudercine gobies often build mud towers around their burrows as refuge from predators (Clayton, 1993). The mudskippers have certain economic importance which provide substituted fishery for the period of torrential rain in some coastal countries. These fishes are commonly eaten in China, Taiwan, India and some parts of Malaysia. Nowadays, the mudskippers are also used as feed for aquarium fish (Clayton, 1993) 1.4.1 World Distribution of Mudskippers Mudskippers can be found around the tropical world as well as in the coastal regions of Asia, from Indonesia to Borneo (see 3). A few species are also found in Africa and Australia, whereas none are found in the new world (refer to Appendix A1). 1.5 Literature Reviews on Gobiid Parasites (refer to Appendix A7) There is too few research on parasitological studies of mudskipper in the Asian region. Most of the studies nowadays concentrate on the behavior and ecology of oxudercinae gobies (Khaironizam, 2004); taxonomic and cladistic of the oxudercine gobies (Murdy, 1989); and the nitrogen excretion of mudskipper in water and on land, the growth of mudskipper, habitat of mudskipper and osmoregulation system among this species (Clayton, 1993). Mhaisen and Al-Maliki (1996) mentioned that Myxobolus pfeifferi (Sporozoa), Diplozoon sp. (Monogenea) and Neoechinorhynchus sp. (Acanthocephala) were found in dark-blotched mudskippers, Periophthalmus waltoni, from the mudflats of the Khor Al-Zubair estuary. A new record showed the heterophyid (trematode) had served Boleophthalmus pectinirostris and Scartelaos sp. as second intermediate host (Sohn et al., 2005). Clayton (1993) indicated that cestode, agamofilarial and acanthocephalid cysts have been described as parasite in Periophthalmus koelreuteri (Pearse, 1933), Periphthalmodon schlosseri and Boleophthalmus boddarti (Khoo, 1966). Besides, the larval ascarid nematodes infected Periophthalmodon schlosseri (Khoo, 1966). Pseudapocryptes lanceolatus were found to be infected by parasitic copepod, Gnathia sp. A larval cestode was also described by Pearse (1932) in Periophthalmus modestus. A study by Choudhury and Nandi (1973) did not establish any parasitic infection on Boleophthalmus boddarti and Scartelaos histophorus. The intestinal flagellates were also noted by Pearse (1933) in Boleophthamus boddarti. The bacterial flora had been observed by Morii and Kasama (1989) to be in the intestine of Boleophthalmus pectinirostris and Periophthalmus modestus. In West Africa and Singapore, a new species of acanthocephalan was detected in Periophthalmus barbarus and Periophthalmus schlosseri. Eighteen Gyrodactylus species were collected from gobies of the genus Pomatoschistus and the host-parasite relationship was discussed (Huyse et al., 2003). Geets et al. (1999) found that three gobies (Pomatoschistus minutus, P. lozanoi and P. pictus) were infected by Gyrodactylus arcuatus in the North Sea and noted that Gyrodactylus longidactylus n. sp. is host specific (Geets et al., 1998). This study showed that monogenea was found in Pomatoschistus lozanoi from the North Sea (Geets et al., 1998) Longshaw et al. (2003) discovered that Gyrodactylus quadratidigitus n. sp. (Monogenea: Gyrodactylidae) was found on the on the gills and body surface of Thorogobius ephippiatus (Lowe). Neogobius fluviatilis, Neogobius kessleri and Neogobius melanostomus from Slovakia were investigated by OndraÄ kovà ¡ et al. (2003) and were found to be infected by a metazoan parasite.According to Garcia et al. (2004), Lepidogobius lepidus that has been newly recorded as being a host to thirty three cestode pleroceroides of Phyllobothrium sp. Digenea (Aphalloides timmi, Apatemon gracilis, Podocotyle atomon, Cryptocotyle concavum, Cryptocotyle lingua) and nematode (Hysterothylacium sp.) are found to be present externally and internally in Pomatoschistus minutus, P. pictus, P.microps, Gobiusculus flavescens and Gobius niger (Zander, 2004). Pampoulie et al. (1999) noted that infection of Aphalloà ¯des cÅ“lomicola has a bad impact on Pomatoschistus microps (Krà ¸yer, 1838). Gobies were described as main host and transmitters (Zander, 1993) of parasites. Zander (1998) noted that goby fishes serve the digenean, cestode, nematode and acanthoceplalan serve the goby fishes as their intermediate host. Pomatoschistus microps is the final host of Podocotyle atomon and Aphalloides timmi and these parasites had different abundance according to different seasons (Zander et al., 2002). Malek (2001) mentioned that Labratrema minimus and Cryptocotyle concavum have infected gobies (Pomatoschistus microps and Pomatoschistus minutes). According to Charlebois et al. (1997), there were 144 collected round gobies parasitized by 7 species of parasites. They are Diplostomum sp.(digenean), Eustrongylides tubifex(nematode), Rhabdochona decaturensis, Spinitectus sp., Spiroxys sp.(nematode), Leptorhyncchoides thecatus (class Palaeacanthocephala) and glochidia (larvae of freshwater bivalves). Apart from that, another study showed that four of the 67 gobies had parasites and three of them were infected by Acanthocephalus dirus while the latter was infected by nematode. Parasite infection of the male gobies was higher than female (Appleby, 1996). Most of the parasites were found from the gills, oral cavity and pharynx of gobies. Marianne et al. (2004) mentioned that Ellipsomyxa gobii (Myxozoa) infected goby, Pomatoschistus microps, as fish host. According to Lynda et al. (2004), there were four species of freshwater parasites were found in round goby, Neogobius melanostomus. These parasites included trematodes and crustaceans. Schistocephalus solidus, Aphalloides timmi and Apatemon gracilis including a metacecaria had been found in the goby fishes (Zander, 2001). These gobies have a low richness, prevelance, mean intensity and mean abundance of parasite. The gobies are intermediate host of digenean which is Diplostomum sp., acanthocephala (Acanthocephalus dirus) and nematode, Eustrongylides sp. (Camp et al., 1999). 1.6 Objectives of Study This is a general study on the parasites of oxudercine gobies (mudskippers) along the Selangor coastal area. The study is divided into two parts with the first part being a general survey of parasites on mudskippers while the second part discuss the relative factors affecting distribution of parasites. It also had an observation on the occurrences mudskippers along Selangor coast. Chapter 2 Materials and Methods 2.0 Introduction The present study focuses on the mudskippers found along the coastal area of Selangor. The fishes were caught from Jeram, Sementa (2 sites), Carey Island (3 sites) and Morib. A total of 127 specimens belonging to 7 species of mudskippers were collected and they included Boleophthalmus boddarti, Periophthalmus chrysospilos, Periophthalmus novemradiatus, Periophthalmus modestus, Periophthalmodon schlosseri, Pseudapocryptes elongates (Pseudapocryptes lanceolatus) and Scartelaos histophorus. Fish parts including the body surface, gills and gut were observed. The weight and the size of each specimen (standard size and the length) were recorded. Apart from that, the diet of mudskippers also was documented according to their stomach contents. Next, the parasites found from different parts of fish specimens were identified and tabulated. ANOVA, Coefficient of Dispersion, the Chi Square Test and population parameters were used to analyze data. 2.1 Methodology i) Fish collection site The fish specimens were caught by having the sampling at Jeram, Sementa, Carey Island and Morib (see 4). The field works were carried out during spring tide because the low tide was the lowest level while the high tide had the highest point when compared to the normal time. The salinity and pH of water were recorded. Fishes were caught by using different sizes of scoop net (medium or small). Otherwise, the fish can be caught using the cast net or by angling. Some crustaceans or small fishes were used as bait to attract fishes. The mudskippers were kept in water-filled aquarium to make sure that they may survive longer. (If the fishes die during sampling, some ice cubes can be added into plastic bag to freeze the dead fish). Species identification was done using a taxonomic characteristic key. 2.2 Fish Dissection Each fish was killed by a blow on their head or by severing the nerve cord. The weight and the size of specimen (standard size and the length) were recorded. After that, the gill and alimentary system of the fish were taken out step by step for observations. The parts examined were placed in a petri dish (with some drops of seawater in it. The seawater possibly contained the protozoans, copepods, mud, sea grasses and the others) Gill removal The operculum (a bony plate) was lifted and the gill parts were examined. Next, the operculum was cut across its base and the gill was being exposed. The gills were removed by cutting the upper and lower attachments of the arch. The gill apparatus were separated one by one into 8 pieces and the isolated gills were placed into a petri dish partially-filled with water. A pipette was used to suck and separate the parasite from the mucus, blood blot or tissues. A needle or a pair of fine forceps was usually used to scrape the mucus or tissue so as to separate the parasites from mucus or tissue. Alimentary system or gut part removal The alimentary system is a canal which starts from the esophagus and ends below the rectum. The body of the fish was cut longitudinally from the operculum parts till the tail part of the fish. After getting out the gill apparatus, it was lifted out together with the alimentary system by using a pair of forceps. The alimentary tract was cut into 4 parts (stomach, small intestine, big intestine and rectum). Again, a needle or forceps was used to scrape the mucus or tissue to separate the parasites from the mucus or tissue. The food items from the stomach content of the fish were recorded because this could possibly gives us some informations on the life cycle of parasite (Mhaisen and Al-Maliki, 1996) 2.3 Parasite collection Scalpel or dissecting needles were used to scrape gently the gill filaments and gut dermis of the fish. The parasite were sucked out by using a small pipette (if they were too small) or a pair of forceps (if they were bigger) and placed into a cavity block filled with some drops of seawater. Then, the parasite was examined under a dissecting microscope. The parasite was preserved using different methods according to the species of parasites. i) Fixation of the monogenean or any unknown species of parasite A coverslip was placed over the parasite after it was placed at the centre part of a slide. The slide-fixed parasite would be examined with a dissecting microscope to make sure the slide contained the specimen. After leaving the slide to be dry for a few minutes, a clear nail varnish was used to fix the four edges of the coverslip on the slide to prevent any movement of the coverslip. Ammonium picrate glycerin was added to the sides of the coverslip to allow it to seep under the coverslip, to fix and to clear the specimens. ii) Preservation methods for different types of parasite There were different parasite preservation methods used depending on the species and quantity of the collected parasites (see Table 1) Table 1: Preparation methods for different types of parasite Parasite Preparation methods Nematode Warm 70% alcohol was poured over the worms and later the specimens were transferred to fresh 70% alcohol for storage Trematode Digenea Warm 10% formalin was poured over the worms and the specimens were kept overnight in the fixative. They were transferred into fresh 70% alcohol for storage Cestode Warm 70% alcohol was poured over the worms and later transferred to fresh 70% alcohol for storage 2.4 Data analysis Coefficient of Dispersion (C.D) The coefficient of dispersion (C.D) was calculated to see how the population is dispersed, such as random, uniformed or clumped. It is calculated by dividing the variance over the mean and the relative relationship between mean and variance would establish the distribution pattern of the parasites in a population. If the C.D is close to or equals to one, the population is randomly dispersed. If the C.D is more than one, the population is clumped or over-dispersed. If the C.D is less than one, it shows that the population is uniformly dispersed or under-dispersed. The ratio of the mean to the variance is called the Coefficient of Dispersion (C.D) and the calculated formula is as below: The Analysis of Variance (ANOVA) The Analysis of Variance (ANOVA) (refer to Appendix A4) was used to test for significant differences among the variances. In this study, ANOVA was used to test for significant differences among the variances of parasites in the mudskippers sampled around the Selangor coastal area. In addition, the relative test had exhibited the interaction among the different factors affecting the occurrences and quantity of parasites. A test was calculated to show the correlation between the interaction of the different independent variables and the quantity of parasites on the gills and gut of the mudskipper. The significant result for fish survival in relation to the quantity of different parasite species under different variables was also documented. Chi Square Test The Chi Square Test was done to test whether a sample from a population follows a specified distribution or not. The Chi Square value was calculated as follow: Where as: = The observed number of cases which be written off as i row number of j column number = The expected number of cases which under the H0 to be characterized with i row number of j column number = It is run over all cells r = The number of rows in Chi-square table k = The number of columns in Chi-square table The calculated value was tested at a significance level of 95%. The value was yielded by the formula which was approximated by distribution with (r-1) (c-1). If the calculated value exceeded the tabulated one, the null hypothesis would be rejected at p = 0.05. Population Parameter The basic parasitological parameters which are prevalence, abundance and intensity were calculated for each parasite. According to Cox (1982), prevalence is defined by the percentage of host. Formula calculation of each basic parasitological parameter is as below: Prevalence is to look at how common a host (mudskipper) is infected in a population. Prevalence = Number of infected host X 100% Number of host examined Intensity is the quantity of parasite found in the host samples (mudskippers). Intensity = Total number of parasites Total number of infected host Abundance is the total number of parasites found in all the examined hosts. Abundance = Intensity Total number of host examined Chapter 3 Results and Discussions 3.0 Introduction This study focuses on parasites of oxudercine gobies (mudskippers) along Selangor coast. The fishes were caught (see Chapter 2) from Jeram, Sementa (2 sites), Carey Island (3 sites) and Morib (refer to 4). There were totally 127 mudskippers caught for study. The collected fish were identified by using taxonomic keys and cladistic analysis of family Gobiidae. 127 mudskippers consist of 7 species from 5 genera were collected. They were 27 Boleophthalmus boddarti, 36 Periophthalmus chrysospilos, 54 Periophthalmus novemradiatus, 1 Periophthalmus modestus, 1 Periophthalmodon schlosseri, 7 Pseudapocryptes elongates (Pseudapocryptes lanceolatus) and 1 Scartelaos histophorus (refer Appendix A3). In this study, parasites of the gills, the gut and the body surface of fish were investigated (see Chapter 2). There was found nothing from the body surface of fish. Five groups of parasites found from the whole study. They were monogenean, digenean, nematode, cestode and some unknown parasite cysts. Apart from that, the environmental factors (pH and salinity of water) also were discussed (see Table 2; Appendix A2). 3.1 Parasites of oxudercine gobies (mudskippers) Table 2 showed the summarized parasite data of oxudercine gobies (mudskippers) (refer to Appendix A2). Parasites species differ among oxudercine gobies (mudskippers) based on studied sites. Five groups of parasites were detected from this present study (see Table 3; 5-11). Identification is not easily to be done based on general main beliefs about parasite. There are varies in morphology and biological characters among parasites (see Satyu Yamaguti, 1953). The collected parasite consists of digeneans (see section 1.2; 5-8), monogenean (see section 1.2; 9), nematode (see section 1.2), cestode (see section 1.2; 10), and unidentified parasite cysts (see 11). Digeneans inhabit the gills and the gut of mudskippers (see Table 3). In this study, three types of digeneans were found in the gut of mudskippers. However, two of these three types of digeneans were also found in the gills. These digeneans are probably regurgitated from the gut as they have the same morphology with the guts digeneans. Gyrodactylus sp. (Monogenea, Gyrodactylidae) was described from the gills of mudskippers (see 8). The gills are the preferred part for monogenean. Table 3 showed that cestode and nematode inhabit the gut of fish specimens. Most of them found as encysted form in the mudskippers. In this study, the unidentified parasites cysts were found in the gills and gut of the mudskippers (see Table 3; 11). The unidentified parasites found in the gut of the mudskippers are probably cysts of cestode or nematode. However, some unknown parasites cysts which were found in the gills are considered as myxosporid. Table 2 Excel Table 3: Parasite record of the examined fish Parasite species Number of Species Microhabitat i) Digenea (see 5-8) 3 Gut and gill ii) Monogenea (see 9) 1 Gill iii) Cestode (see 10) 1 Gut iv) Nematode 1 Gut v)Unidentified parasite cysts 3.2 Parasites and their hosts Table 4 showed the presences of parasites on oxudercine gobies (mudskippers). Eight monogeneans were found limited to Pseudapocryptes lanceolatus (see Table 4 Table 5). Monogenean seems to be host specific and it prefers to inhabit the gills of Pseudapocryptes lanceolatus. Next, digeneans occurred in Periophthalmus chrysospilos and Periophthalmus novemradiatus (see table 4). There were 136 digeneans found in Periophthalmus chrysospilos while ten digeneans were detected from Periophthalmus novemradiatus (see Table 5). It is possibly because digeneans are able to adapt well in Periophthalmus chrysospilos. Periophthalmus chrysospilos, Periophthalmus novemradiatus and Periophthalmodon schlosseri were infected by cestodes (see Table 4). Most (twenty eight cestodes) were found in Periophthalmus novemradiatus (see Table 5). According to Table 5, there were twenty five nematodes found from Periophthalmus novemradiatus. Nematodes also occurred in Periophthalmodon schlosseri, mostly in the encysted form in the gut of mudskippers. There were 402 unidentified parasite cysts (see section 3.1) observed in Boleophthalmus boddarti, Periophthalmus modestus and Periophthalmus novemradiatus (see Table 4 Table 5). Most were found in Boleophthalmus boddarti. . Table 4: Parasites from Different Mudskippers Species Parasite Species Boleophthalmus boddarti Periophthalmus modestus Periophthalmus novemradiatus Host Species Periophthalmus chrysospilos Periophthalmodon schlosseri Pseudapocryptes Lanceolatus Scartelaos hisphorous Monogenea + Digenea + + Cestode + + Nematode + + + Unknown parasite cysts + + + = Parasite detected; = Parasite not detected Table 5: The Quantity of Compound Parasite Community Present in the Different Mudskipper Species Host Species Parasites Digenea Monogenea Nematode Cestode Unidentified cysts Boleophthalmus boddarti 0 0 0 0 395 Periophthalmus chrysospilos 136 0 0 1 0 Periophthalmus novemradiatus 10 0 7 28 6 Periophthalmus modestus 0 0 0 0 1 Pseudopocryptes lanceolatus 0 8 0 0 0 Periophthalmodon schlosseri 0 0 25 4 0 Scartelaos histophorus 0 0 0 0 0 3.3 Parasite and their habitat The salinity and pH of the water from the specimen collection areas were recorded (see table 2). Table 6 showed that site Sementa 2 with salinity reading from 23†° to 25†° and pH of water between 7.35 and 7.58 had the highest parasitic infection rate. There were 29 out of 40 samples found to have parasitic infection. Morib recorded the lowest parasitic infection rate (6%), only one out of 18 mudskippers was infected with parasite cysts. The parasitic infection rate of the mudskippers may perhaps vary with a distinct study area. The abundance of parasite was probably affected by the salinity of the macro-habitat (Zander Reimer, 2002). Monogenean prefers to inhabit in water with pH 7.44 (see Table 7; 13). Digeneans can be found in water with pH ranging from 5.71 to 8.71 (Table 7). Most digeneans were found in water with pH 7.35. Cestode and nematode occurred individually in the inner body of the host. Cestodes were found from the site Carey Island 2, site Sementa 2 and Morib (see Table 2). Table 7 showed that twenty-eight cestodes were found from site Carey Island 2 (see Table 2) with water pH measured as 5.71. Nematodes could be found in water with a wide range of pH ranging from 5.71 to 8.71 (Table 7). With reference to Table 7, the unidentified parasite cysts were found more abundantly in water pH 7.35 (Table 7; 14). The abundance of parasites in a distinct area differs with pH of water based on their own optimum pH and tolerance to the environment. Table 6: The Parasitic Infection of Mudskipper in Different Locations along Selangor Coast Locations Total of Samples pH water(†°) Salinity Parasitic infections Infection Rate Jeram 5 N.A N.A 2 40% Carey Island 1 5 7.44 11 3 60% Carey Island 2 36 5.71 17 14 39% Carey Island 3 3 8.17 11 2 67% Sementa1 20 6.81 28 5 25% Sementa2 40 7.35-7.58 23-25 29 73% Morib 18 7.21 25-30 1 6% 2 Table 7 : Parasites in different pH range. pH of water Parasite 5.71 6.81 7.21 7.35 7.44 7.58 8.17 Digenea 10 0 1 135 0 0 1 Cestode Types of Parasites Types of Parasites Chapter 1 General Introduction 1.0 Introduction 1.1 Fish Parasites Parasitism is an obligatory association between two distinct species, in which one species parasite is dependent on its host for nutrients and shelter (Elmer Glenn, 1961). The parasites can be divided into two groups which are ectoparasites and endoparasites. Ectoparasites are found on the external surfaces of the host such as skin, fins and gills, while endoparasites usually hide within the internal tissues or organs in the host (Cheng, 1986). Fishes acts as hosts to a wide variety of parasites such as the protozoans, platyhelminthes, acanthocephalan, nematodes and crustaceans (Lim, 1987). Parasites are typically smaller than their host. A distinct host usually found to be infected by a group of parasites (Zander, 1998). The chemical and physical factors which are either in micro-environment or macro-environment play an important role to determine the distribution and density of parasites (Cheng, 1986). Parasites show a preference among different age groups (Zander et al., 1993), sex of host (Lim, 1987) or according to host density and behaviour (Cheng, 1986). Remarkably, parasites have a distinguished ability to deal with the normal physiological and structural changes of the host, for example, the peristaltic movement and intestinal mucosa (Cheng, 1986) for survival, and starting their parasitism phase. Apart from that, the presence of parasites commonly irritates the host, causing immunological change (Lim, 1979) and may eventually cause death (Zander, 1998). Parasites penetrate the hosts tissue, causing chronic body system problems to the host. Moreover, the irritation site will initiate secondary infection by micro-organisms to the host (Cheng, 1986). 1.2 Specific parasite Gobies play a role as main host and transmitters (Zander, 1993) of parasites. Varieties of protozoan, helminthes, mollusks, crustaceans have been described as parasites of fish (Lim, 1987). They are able to reproduce either sexually or asexually. Some species of parasites have specific attachment to enable them to hold onto the host for food, transport (Cheng, 1986) or shelter (Elmer Glenn, 1961). The phylum Platyhelminthes consists of a large group of free-living invertebrates but most live as parasitic species on or in other organisms. There are 3 main classes under this phylum, namely, class Monogenea, class Trematode, and class Cestoda (Solomon et al., 2002). Monogeneans are typical gillworms (Bunkley-Williams E. H. Williams, 1994). Some species attach themselves on the body surface or invade into the inner organ of aquatic species (Reed, Francis-Floyd Klinger, 1996). Monogeneans have a series of hooks that enable them to attach on the host (Reed et al., 1996). They usually inhabit the gill and feed on skin mucosa (Lim, 1987). Reed et al. (1996) mentioned that a monogenean, Dactylogyrus sp., usually attaches itself to the gills of freshwater fish. It reproduces by laying eggs, while Gyrodactylus is typically found on the skin and fins of fish. This parasite produces live young or can be described as viviparous during its whole life. Digenea was formerly described as digenetic trematodes and this species of flukes usually has at least two hosts in their life cycle (Smyth, 1962). The parasite usually has a terminal opening mouth with a sucker which is subterminal or ventral. It may or may not have an oral sucker (Yamagutti, 1958). They are particularly found as endoparasites in the digestive tract, but are sometimes found throughout the inner organ systems of vertebrates (Yamagutti, 1958). The adult digeneans are commonly hermaphroditic but reproduction still requires two worms. Digeneans have a complex life cycle with two to three intermediate hosts (Cheng, 1986). Cestode is a parasitic flatworm or commonly known as tapeworm (Solomon, et al., 2002). An adult worm consists of a scolex which maybe armed with suckers and sometimes hooks for attachment on host (Solomon et al., 2002); and a strobila which is a linear series that be formed by one or more segments (also described as proglottides) which contain reproductive structures (Yamagutti, 1959). Most of the cestodes are monoecious and each proglottid has a male reproductive system and a female reproductive system. Both self and cross-fertilization will take place in cestode (Smyth, 1962). Nematode is commonly called as round worm (Solomon et al., 2002) that can infect a vertebrates eye, mouth, alimentary system, body cavity and the other parts (Smyth, 1962). This species can also be found as a parasite of many species of fishes. Some species parasitize plants and are described as an important agricultural pest (Campbell, 2002). It is smooth and consists of a cylindrical body, a pointed tail and cuticle layer surrounding its body (Solomon et al., 2002). Nematodes are typically dioecious. The female is generally larger than the male (Cheng, 1986). Apart from that, nematode life cycles differ depending on the species of the nematode (Smyth, 1962). 1.3 The Family of Gobiidae The members which form the family Gobiidae are known as gobies. It is the largest family of marine fishes and consists of two hundred genera (retrieved from Wikipedia). The members of the Family Gobiidae have their own special characteristics. They have a cylindrical body and the pelvic fins usually form an adhesive disc (Maurice Anthony, 1993). This species usually inhabits the shore in shallow bays and estuaries and also freshwater swamps and lakes (retrieved from Wikipedia). Some species are restricted to coral reefs, rocky coast, sandy, mangrove swamp or muddy beaches (Murdy, 1989). 1.4 Oxudercine Gobies (Mudskippers) The mudskippers are known as ‘ikan belacak, ‘ikan tembakul or ‘ikan belukor in Malay. The members of the goby family classified as mudskipper species based on body traits and behaviours (Murdy, 1989). Oxudercine gobies are described as the members of mudskippers (Murdy, 1989). There are thirty four species from ten genera found throughout the world (Murdy, 1989). They are Apocryptes, Zappa, Pseudapocryptes, Apocryptodon, Parapocryptes, Oxuderces, Scartelaos, Boleophthalmus, Periophthalmodon and Periophthalmus. Only seven genera of mudskippers (Periopthalmodon, Periophthalmus, Boleophthalmus, Scartelaos, Oxuderces, Parapocryptes and Pseudopocryptes) were found along the Selangor coast (Khaironizam, 2004). According to Khaironizam (2004), Cantor (1849) had identified five species of mudskippers while Koumans (1953) had noted eight species in Malaysia. Apart from that, there were four species already reported by Macne (1968) and five species were described by Berry (1972). He also mentioned that Murdy (1989) stated 11 species of mudskippers in Malaysia while Takita (1999) had studied 12 species of mudskippers (refer to Appendix A5). The mudskippers are euryhaline and semi-terrestrial species (Clayton, 1993). They have a rounded body and united pelvic fins. They also have a pair of protruding eyes and one to two rows of teeth in the upper jaws. Besides this, they can survive for a long time above water and move on land. Commonly, the males are smaller than the females. The mudskippers usually feed on crabs, insects, and other small organisms (Clayton, 1993). There are several adaptations that allow the mudskippers to survive successfully out of the water. Their bronchial chamber can fill up with water which allows them to walk on land for up to several hours. They spend much of their lives out of water and are able to undergo osmoregulation as well as oxygen uptake via their skin and gills (Clayton, 1993). They are abundant in muddy areas or mangroves. Oxudercine gobies often build mud towers around their burrows as refuge from predators (Clayton, 1993). The mudskippers have certain economic importance which provide substituted fishery for the period of torrential rain in some coastal countries. These fishes are commonly eaten in China, Taiwan, India and some parts of Malaysia. Nowadays, the mudskippers are also used as feed for aquarium fish (Clayton, 1993) 1.4.1 World Distribution of Mudskippers Mudskippers can be found around the tropical world as well as in the coastal regions of Asia, from Indonesia to Borneo (see 3). A few species are also found in Africa and Australia, whereas none are found in the new world (refer to Appendix A1). 1.5 Literature Reviews on Gobiid Parasites (refer to Appendix A7) There is too few research on parasitological studies of mudskipper in the Asian region. Most of the studies nowadays concentrate on the behavior and ecology of oxudercinae gobies (Khaironizam, 2004); taxonomic and cladistic of the oxudercine gobies (Murdy, 1989); and the nitrogen excretion of mudskipper in water and on land, the growth of mudskipper, habitat of mudskipper and osmoregulation system among this species (Clayton, 1993). Mhaisen and Al-Maliki (1996) mentioned that Myxobolus pfeifferi (Sporozoa), Diplozoon sp. (Monogenea) and Neoechinorhynchus sp. (Acanthocephala) were found in dark-blotched mudskippers, Periophthalmus waltoni, from the mudflats of the Khor Al-Zubair estuary. A new record showed the heterophyid (trematode) had served Boleophthalmus pectinirostris and Scartelaos sp. as second intermediate host (Sohn et al., 2005). Clayton (1993) indicated that cestode, agamofilarial and acanthocephalid cysts have been described as parasite in Periophthalmus koelreuteri (Pearse, 1933), Periphthalmodon schlosseri and Boleophthalmus boddarti (Khoo, 1966). Besides, the larval ascarid nematodes infected Periophthalmodon schlosseri (Khoo, 1966). Pseudapocryptes lanceolatus were found to be infected by parasitic copepod, Gnathia sp. A larval cestode was also described by Pearse (1932) in Periophthalmus modestus. A study by Choudhury and Nandi (1973) did not establish any parasitic infection on Boleophthalmus boddarti and Scartelaos histophorus. The intestinal flagellates were also noted by Pearse (1933) in Boleophthamus boddarti. The bacterial flora had been observed by Morii and Kasama (1989) to be in the intestine of Boleophthalmus pectinirostris and Periophthalmus modestus. In West Africa and Singapore, a new species of acanthocephalan was detected in Periophthalmus barbarus and Periophthalmus schlosseri. Eighteen Gyrodactylus species were collected from gobies of the genus Pomatoschistus and the host-parasite relationship was discussed (Huyse et al., 2003). Geets et al. (1999) found that three gobies (Pomatoschistus minutus, P. lozanoi and P. pictus) were infected by Gyrodactylus arcuatus in the North Sea and noted that Gyrodactylus longidactylus n. sp. is host specific (Geets et al., 1998). This study showed that monogenea was found in Pomatoschistus lozanoi from the North Sea (Geets et al., 1998) Longshaw et al. (2003) discovered that Gyrodactylus quadratidigitus n. sp. (Monogenea: Gyrodactylidae) was found on the on the gills and body surface of Thorogobius ephippiatus (Lowe). Neogobius fluviatilis, Neogobius kessleri and Neogobius melanostomus from Slovakia were investigated by OndraÄ kovà ¡ et al. (2003) and were found to be infected by a metazoan parasite.According to Garcia et al. (2004), Lepidogobius lepidus that has been newly recorded as being a host to thirty three cestode pleroceroides of Phyllobothrium sp. Digenea (Aphalloides timmi, Apatemon gracilis, Podocotyle atomon, Cryptocotyle concavum, Cryptocotyle lingua) and nematode (Hysterothylacium sp.) are found to be present externally and internally in Pomatoschistus minutus, P. pictus, P.microps, Gobiusculus flavescens and Gobius niger (Zander, 2004). Pampoulie et al. (1999) noted that infection of Aphalloà ¯des cÅ“lomicola has a bad impact on Pomatoschistus microps (Krà ¸yer, 1838). Gobies were described as main host and transmitters (Zander, 1993) of parasites. Zander (1998) noted that goby fishes serve the digenean, cestode, nematode and acanthoceplalan serve the goby fishes as their intermediate host. Pomatoschistus microps is the final host of Podocotyle atomon and Aphalloides timmi and these parasites had different abundance according to different seasons (Zander et al., 2002). Malek (2001) mentioned that Labratrema minimus and Cryptocotyle concavum have infected gobies (Pomatoschistus microps and Pomatoschistus minutes). According to Charlebois et al. (1997), there were 144 collected round gobies parasitized by 7 species of parasites. They are Diplostomum sp.(digenean), Eustrongylides tubifex(nematode), Rhabdochona decaturensis, Spinitectus sp., Spiroxys sp.(nematode), Leptorhyncchoides thecatus (class Palaeacanthocephala) and glochidia (larvae of freshwater bivalves). Apart from that, another study showed that four of the 67 gobies had parasites and three of them were infected by Acanthocephalus dirus while the latter was infected by nematode. Parasite infection of the male gobies was higher than female (Appleby, 1996). Most of the parasites were found from the gills, oral cavity and pharynx of gobies. Marianne et al. (2004) mentioned that Ellipsomyxa gobii (Myxozoa) infected goby, Pomatoschistus microps, as fish host. According to Lynda et al. (2004), there were four species of freshwater parasites were found in round goby, Neogobius melanostomus. These parasites included trematodes and crustaceans. Schistocephalus solidus, Aphalloides timmi and Apatemon gracilis including a metacecaria had been found in the goby fishes (Zander, 2001). These gobies have a low richness, prevelance, mean intensity and mean abundance of parasite. The gobies are intermediate host of digenean which is Diplostomum sp., acanthocephala (Acanthocephalus dirus) and nematode, Eustrongylides sp. (Camp et al., 1999). 1.6 Objectives of Study This is a general study on the parasites of oxudercine gobies (mudskippers) along the Selangor coastal area. The study is divided into two parts with the first part being a general survey of parasites on mudskippers while the second part discuss the relative factors affecting distribution of parasites. It also had an observation on the occurrences mudskippers along Selangor coast. Chapter 2 Materials and Methods 2.0 Introduction The present study focuses on the mudskippers found along the coastal area of Selangor. The fishes were caught from Jeram, Sementa (2 sites), Carey Island (3 sites) and Morib. A total of 127 specimens belonging to 7 species of mudskippers were collected and they included Boleophthalmus boddarti, Periophthalmus chrysospilos, Periophthalmus novemradiatus, Periophthalmus modestus, Periophthalmodon schlosseri, Pseudapocryptes elongates (Pseudapocryptes lanceolatus) and Scartelaos histophorus. Fish parts including the body surface, gills and gut were observed. The weight and the size of each specimen (standard size and the length) were recorded. Apart from that, the diet of mudskippers also was documented according to their stomach contents. Next, the parasites found from different parts of fish specimens were identified and tabulated. ANOVA, Coefficient of Dispersion, the Chi Square Test and population parameters were used to analyze data. 2.1 Methodology i) Fish collection site The fish specimens were caught by having the sampling at Jeram, Sementa, Carey Island and Morib (see 4). The field works were carried out during spring tide because the low tide was the lowest level while the high tide had the highest point when compared to the normal time. The salinity and pH of water were recorded. Fishes were caught by using different sizes of scoop net (medium or small). Otherwise, the fish can be caught using the cast net or by angling. Some crustaceans or small fishes were used as bait to attract fishes. The mudskippers were kept in water-filled aquarium to make sure that they may survive longer. (If the fishes die during sampling, some ice cubes can be added into plastic bag to freeze the dead fish). Species identification was done using a taxonomic characteristic key. 2.2 Fish Dissection Each fish was killed by a blow on their head or by severing the nerve cord. The weight and the size of specimen (standard size and the length) were recorded. After that, the gill and alimentary system of the fish were taken out step by step for observations. The parts examined were placed in a petri dish (with some drops of seawater in it. The seawater possibly contained the protozoans, copepods, mud, sea grasses and the others) Gill removal The operculum (a bony plate) was lifted and the gill parts were examined. Next, the operculum was cut across its base and the gill was being exposed. The gills were removed by cutting the upper and lower attachments of the arch. The gill apparatus were separated one by one into 8 pieces and the isolated gills were placed into a petri dish partially-filled with water. A pipette was used to suck and separate the parasite from the mucus, blood blot or tissues. A needle or a pair of fine forceps was usually used to scrape the mucus or tissue so as to separate the parasites from mucus or tissue. Alimentary system or gut part removal The alimentary system is a canal which starts from the esophagus and ends below the rectum. The body of the fish was cut longitudinally from the operculum parts till the tail part of the fish. After getting out the gill apparatus, it was lifted out together with the alimentary system by using a pair of forceps. The alimentary tract was cut into 4 parts (stomach, small intestine, big intestine and rectum). Again, a needle or forceps was used to scrape the mucus or tissue to separate the parasites from the mucus or tissue. The food items from the stomach content of the fish were recorded because this could possibly gives us some informations on the life cycle of parasite (Mhaisen and Al-Maliki, 1996) 2.3 Parasite collection Scalpel or dissecting needles were used to scrape gently the gill filaments and gut dermis of the fish. The parasite were sucked out by using a small pipette (if they were too small) or a pair of forceps (if they were bigger) and placed into a cavity block filled with some drops of seawater. Then, the parasite was examined under a dissecting microscope. The parasite was preserved using different methods according to the species of parasites. i) Fixation of the monogenean or any unknown species of parasite A coverslip was placed over the parasite after it was placed at the centre part of a slide. The slide-fixed parasite would be examined with a dissecting microscope to make sure the slide contained the specimen. After leaving the slide to be dry for a few minutes, a clear nail varnish was used to fix the four edges of the coverslip on the slide to prevent any movement of the coverslip. Ammonium picrate glycerin was added to the sides of the coverslip to allow it to seep under the coverslip, to fix and to clear the specimens. ii) Preservation methods for different types of parasite There were different parasite preservation methods used depending on the species and quantity of the collected parasites (see Table 1) Table 1: Preparation methods for different types of parasite Parasite Preparation methods Nematode Warm 70% alcohol was poured over the worms and later the specimens were transferred to fresh 70% alcohol for storage Trematode Digenea Warm 10% formalin was poured over the worms and the specimens were kept overnight in the fixative. They were transferred into fresh 70% alcohol for storage Cestode Warm 70% alcohol was poured over the worms and later transferred to fresh 70% alcohol for storage 2.4 Data analysis Coefficient of Dispersion (C.D) The coefficient of dispersion (C.D) was calculated to see how the population is dispersed, such as random, uniformed or clumped. It is calculated by dividing the variance over the mean and the relative relationship between mean and variance would establish the distribution pattern of the parasites in a population. If the C.D is close to or equals to one, the population is randomly dispersed. If the C.D is more than one, the population is clumped or over-dispersed. If the C.D is less than one, it shows that the population is uniformly dispersed or under-dispersed. The ratio of the mean to the variance is called the Coefficient of Dispersion (C.D) and the calculated formula is as below: The Analysis of Variance (ANOVA) The Analysis of Variance (ANOVA) (refer to Appendix A4) was used to test for significant differences among the variances. In this study, ANOVA was used to test for significant differences among the variances of parasites in the mudskippers sampled around the Selangor coastal area. In addition, the relative test had exhibited the interaction among the different factors affecting the occurrences and quantity of parasites. A test was calculated to show the correlation between the interaction of the different independent variables and the quantity of parasites on the gills and gut of the mudskipper. The significant result for fish survival in relation to the quantity of different parasite species under different variables was also documented. Chi Square Test The Chi Square Test was done to test whether a sample from a population follows a specified distribution or not. The Chi Square value was calculated as follow: Where as: = The observed number of cases which be written off as i row number of j column number = The expected number of cases which under the H0 to be characterized with i row number of j column number = It is run over all cells r = The number of rows in Chi-square table k = The number of columns in Chi-square table The calculated value was tested at a significance level of 95%. The value was yielded by the formula which was approximated by distribution with (r-1) (c-1). If the calculated value exceeded the tabulated one, the null hypothesis would be rejected at p = 0.05. Population Parameter The basic parasitological parameters which are prevalence, abundance and intensity were calculated for each parasite. According to Cox (1982), prevalence is defined by the percentage of host. Formula calculation of each basic parasitological parameter is as below: Prevalence is to look at how common a host (mudskipper) is infected in a population. Prevalence = Number of infected host X 100% Number of host examined Intensity is the quantity of parasite found in the host samples (mudskippers). Intensity = Total number of parasites Total number of infected host Abundance is the total number of parasites found in all the examined hosts. Abundance = Intensity Total number of host examined Chapter 3 Results and Discussions 3.0 Introduction This study focuses on parasites of oxudercine gobies (mudskippers) along Selangor coast. The fishes were caught (see Chapter 2) from Jeram, Sementa (2 sites), Carey Island (3 sites) and Morib (refer to 4). There were totally 127 mudskippers caught for study. The collected fish were identified by using taxonomic keys and cladistic analysis of family Gobiidae. 127 mudskippers consist of 7 species from 5 genera were collected. They were 27 Boleophthalmus boddarti, 36 Periophthalmus chrysospilos, 54 Periophthalmus novemradiatus, 1 Periophthalmus modestus, 1 Periophthalmodon schlosseri, 7 Pseudapocryptes elongates (Pseudapocryptes lanceolatus) and 1 Scartelaos histophorus (refer Appendix A3). In this study, parasites of the gills, the gut and the body surface of fish were investigated (see Chapter 2). There was found nothing from the body surface of fish. Five groups of parasites found from the whole study. They were monogenean, digenean, nematode, cestode and some unknown parasite cysts. Apart from that, the environmental factors (pH and salinity of water) also were discussed (see Table 2; Appendix A2). 3.1 Parasites of oxudercine gobies (mudskippers) Table 2 showed the summarized parasite data of oxudercine gobies (mudskippers) (refer to Appendix A2). Parasites species differ among oxudercine gobies (mudskippers) based on studied sites. Five groups of parasites were detected from this present study (see Table 3; 5-11). Identification is not easily to be done based on general main beliefs about parasite. There are varies in morphology and biological characters among parasites (see Satyu Yamaguti, 1953). The collected parasite consists of digeneans (see section 1.2; 5-8), monogenean (see section 1.2; 9), nematode (see section 1.2), cestode (see section 1.2; 10), and unidentified parasite cysts (see 11). Digeneans inhabit the gills and the gut of mudskippers (see Table 3). In this study, three types of digeneans were found in the gut of mudskippers. However, two of these three types of digeneans were also found in the gills. These digeneans are probably regurgitated from the gut as they have the same morphology with the guts digeneans. Gyrodactylus sp. (Monogenea, Gyrodactylidae) was described from the gills of mudskippers (see 8). The gills are the preferred part for monogenean. Table 3 showed that cestode and nematode inhabit the gut of fish specimens. Most of them found as encysted form in the mudskippers. In this study, the unidentified parasites cysts were found in the gills and gut of the mudskippers (see Table 3; 11). The unidentified parasites found in the gut of the mudskippers are probably cysts of cestode or nematode. However, some unknown parasites cysts which were found in the gills are considered as myxosporid. Table 2 Excel Table 3: Parasite record of the examined fish Parasite species Number of Species Microhabitat i) Digenea (see 5-8) 3 Gut and gill ii) Monogenea (see 9) 1 Gill iii) Cestode (see 10) 1 Gut iv) Nematode 1 Gut v)Unidentified parasite cysts 3.2 Parasites and their hosts Table 4 showed the presences of parasites on oxudercine gobies (mudskippers). Eight monogeneans were found limited to Pseudapocryptes lanceolatus (see Table 4 Table 5). Monogenean seems to be host specific and it prefers to inhabit the gills of Pseudapocryptes lanceolatus. Next, digeneans occurred in Periophthalmus chrysospilos and Periophthalmus novemradiatus (see table 4). There were 136 digeneans found in Periophthalmus chrysospilos while ten digeneans were detected from Periophthalmus novemradiatus (see Table 5). It is possibly because digeneans are able to adapt well in Periophthalmus chrysospilos. Periophthalmus chrysospilos, Periophthalmus novemradiatus and Periophthalmodon schlosseri were infected by cestodes (see Table 4). Most (twenty eight cestodes) were found in Periophthalmus novemradiatus (see Table 5). According to Table 5, there were twenty five nematodes found from Periophthalmus novemradiatus. Nematodes also occurred in Periophthalmodon schlosseri, mostly in the encysted form in the gut of mudskippers. There were 402 unidentified parasite cysts (see section 3.1) observed in Boleophthalmus boddarti, Periophthalmus modestus and Periophthalmus novemradiatus (see Table 4 Table 5). Most were found in Boleophthalmus boddarti. . Table 4: Parasites from Different Mudskippers Species Parasite Species Boleophthalmus boddarti Periophthalmus modestus Periophthalmus novemradiatus Host Species Periophthalmus chrysospilos Periophthalmodon schlosseri Pseudapocryptes Lanceolatus Scartelaos hisphorous Monogenea + Digenea + + Cestode + + Nematode + + + Unknown parasite cysts + + + = Parasite detected; = Parasite not detected Table 5: The Quantity of Compound Parasite Community Present in the Different Mudskipper Species Host Species Parasites Digenea Monogenea Nematode Cestode Unidentified cysts Boleophthalmus boddarti 0 0 0 0 395 Periophthalmus chrysospilos 136 0 0 1 0 Periophthalmus novemradiatus 10 0 7 28 6 Periophthalmus modestus 0 0 0 0 1 Pseudopocryptes lanceolatus 0 8 0 0 0 Periophthalmodon schlosseri 0 0 25 4 0 Scartelaos histophorus 0 0 0 0 0 3.3 Parasite and their habitat The salinity and pH of the water from the specimen collection areas were recorded (see table 2). Table 6 showed that site Sementa 2 with salinity reading from 23†° to 25†° and pH of water between 7.35 and 7.58 had the highest parasitic infection rate. There were 29 out of 40 samples found to have parasitic infection. Morib recorded the lowest parasitic infection rate (6%), only one out of 18 mudskippers was infected with parasite cysts. The parasitic infection rate of the mudskippers may perhaps vary with a distinct study area. The abundance of parasite was probably affected by the salinity of the macro-habitat (Zander Reimer, 2002). Monogenean prefers to inhabit in water with pH 7.44 (see Table 7; 13). Digeneans can be found in water with pH ranging from 5.71 to 8.71 (Table 7). Most digeneans were found in water with pH 7.35. Cestode and nematode occurred individually in the inner body of the host. Cestodes were found from the site Carey Island 2, site Sementa 2 and Morib (see Table 2). Table 7 showed that twenty-eight cestodes were found from site Carey Island 2 (see Table 2) with water pH measured as 5.71. Nematodes could be found in water with a wide range of pH ranging from 5.71 to 8.71 (Table 7). With reference to Table 7, the unidentified parasite cysts were found more abundantly in water pH 7.35 (Table 7; 14). The abundance of parasites in a distinct area differs with pH of water based on their own optimum pH and tolerance to the environment. Table 6: The Parasitic Infection of Mudskipper in Different Locations along Selangor Coast Locations Total of Samples pH water(†°) Salinity Parasitic infections Infection Rate Jeram 5 N.A N.A 2 40% Carey Island 1 5 7.44 11 3 60% Carey Island 2 36 5.71 17 14 39% Carey Island 3 3 8.17 11 2 67% Sementa1 20 6.81 28 5 25% Sementa2 40 7.35-7.58 23-25 29 73% Morib 18 7.21 25-30 1 6% 2 Table 7 : Parasites in different pH range. pH of water Parasite 5.71 6.81 7.21 7.35 7.44 7.58 8.17 Digenea 10 0 1 135 0 0 1 Cestode