Introduction to Prokaryotes Essay Example for Free

Introduction to Prokaryotes Essay Prokaryotes are single-celled organisms that can survive in extreme environments. Bacteria is the more numerous type of prokaryotes. The group hypothesizes that the samples taken from different environments will all cultivate diverse morphology in fast growing rates in each environment. The aseptic technique was used to cultivate bacteria from different environments. The diversity of morphology and the growing rate of the bacteria was different in each environment. Introduction Prokaryotes are the oldest known life-forms, having existed for the last 3. 5 billion years. Microscopic in size, they are single-celled organisms. Prokaryotic species can survive in extreme habitats that the other life-forms are not capable of inhabiting. Prokaryotes have different shapes, the three most common shapes are spherical (cocci), rod shaped (bacilli), and spiral (spirilla). The prokaryotic cellular structures are unique to their classification. Prokaryotes have an external cell wall and a plasma membrane. The cell wall keeps the shape of the cell, protects the cell, and averts the cells from bursting in a hyposmotic environment. Prokaryotic cells contain a unique material called peptidoglycan (Sadava et al. , 2011). See more: how to write an introduction Also metabolic diversity is among the criteria used in classifying prokaryotes. The term nutrition refers to the means an organism uses to obtain two energy sources: energy and a carbon source. Carbon sources may be either organic, meaning from a living organism, or inorganic, such as carbon dioxide. Prokaryotes split into two lineages known as Archae and Bacteria. The Bacteria are more numerous than the Archae. Bacteria can be endospore-forming bacteria. Bacteria that form endospores are able to survive harsh and severe conditions. Bacteria can also be Enteric Bacteria, they inhabit the intestinal tracts of animals. One species is Escheria coli. Wild-type Escheria strains are able to grow on a variety of carbon and energy sources, such as sugars and amino acids. Some strains of Escheria are pathogenic. The detection of Escheria coli in water is a sign of contamination. Another group of pathogenic enteric bacteria are members of the genus Salmonella. These members are responsible for food poisoning and typhoid. Prokaryotes play very important roles in our environment. They are involved in the cycling of nutrients and elements in a variety of ways. Many prokaryotes are decomposers that metabolize organic compounds in dead organisms. These decompositions processes result in the return of vast quantities of carbon dioxide, inorganic nitrogen, and sulfur to our ecosystems. Other species are important as symbiotic partners with other organisms (Walsh et. al. , 2010). The diversity of the prokaryotic world is huge, and to have a better sense of knowledge of bacteria diversity in different environments an experiment to observe bacteria growth diversity in colder temperature is conducted. The group hypothesizes that the samples taken from different environments will all cultivate diverse morphology in fast growing rates in each environment. The independent variable in the experiment is the temperature control and the dependent variable is the number of colonies. Materials and Methods Seven different environments were chosen to create bacteria from and cultivated on a nutrient-rich media in eight Petri dishes. The bacteria are cultivated on TSA medium, an all-purpose medium used for cultivating all types of bacteria. Sterile water and sterile swabs are used to sample the bacteria from the environment. To make sure that the bacteria was loosened from the environment and stuck on to the swab, the swab was dipped in the sterile water immediately before taking the sample. Carefully opened the Petri dish and swiped the swab across the plate in a â€Å"Z† pattern. Closed the Petri dish and marked it with its corresponding environment. This was repeated seven times each with a different environment. The first environment was the frame of the classroom chalkboard. The second environment was the chair seat of the classroom. The third environment was the bottom of the shoe of one of our group members. The fourth environment was the floor mat inside the doorway of the Biology building. The fifth nvironment was the stair railing handle from the stairwell of the Biology building. The sixth environment was the spacebar on the keyboard of the laboratory computer. The seventh environment was the mouthpiece of the water fountain in the Biology building. To enable us to check whether or not our aseptic technique was effective the eight Petri dish was our control plate that was struck with the sterile water only. These streaks with sterile water represent control treatments. The bacteria was incubated at 37 °C for 2-3 days and then put into the refrigerator for storage. Results Two of the Petri dishes had small bacteria diversity and also a slow growth rate- the chair seat of laboratory environment sample and the water fountain mouthpiece sample (Table 1). Three of the Petri dishes had medium bacteria diversity and regular growth- the frame of the chalkboard, the stair railing handle from the stairwell, and the spacebar of the keyboard (Table 1). The other two Petri dishes had medium bacteria diversity and fast growth rate- the bottom of the shoe and the floor mat inside the doorway of the Biology building (Table 1). The Petri dish with the sterile water streaks had no bacteria growth or diversity indicating our aseptic technique was effective. Discussion The results that were obtained in the experiment did not support the hypothesis that there would be large diversity and fast growing rates in each environment. Every environment sample had its own growth rate and bacteria diversity. The primary reason may be that conditions are rarely optimum. Scientists who study bacteria try to create the optimum environment in the lab: culture medium with the necessary energy source, nutrients, pH, and temperature, in which bacteria grow predictably. Most of the strains used in the classroom either require oxygen for growth or grow better with oxygen. These bacteria will grow better on agar plates, where air readily diffuses into the bacterial colony, or in liquid cultures that are shaken. Since diffusion of oxygen into liquid depends on the surface area, it is important to have a large surface; volume ratio. This means that cultures will grow best in flasks in which the volume of liquid is small relative to the size of the vessel. Also another factor that affects growth is the nutritional medium. Bacteria grow best when optimal amounts of nutrients are provided.

Macbeth :: essays research papers

The Elizabethan Concept of the King Intro: Our actions define who we are. Who we are, defines our actions. This concept has been common to man throughout history, and the Elizabethans are no exception. They applied this statement to their kings in an attempt to classify them as good or bad, strong or weak. In the play Macbeth, we notice many references to the characteristics of a good king. The Elizabethan view was that if a king was weak, he would be taken advantage of and killed. Thesis Statement: The Elizabethan view of the king has taught us that a king must possess certain characteristics in order to survive. A king must have physical and emotional strength, good judgement, intelligence, confidence, and rational thinking, or he will be killed. 1st point - physical and emotional strength Topic Sentence: A good king must possess physical and emotional strength or he will be taken advantage of and killed. Duncan -  Ã‚  Ã‚  Ã‚  Ã‚  Act I Scene II -  Ã‚  Ã‚  Ã‚  Ã‚  Reveals King Duncan as mild and benevolent, but weak and unfit to be a king. -  Ã‚  Ã‚  Ã‚  Ã‚  Shows his physical weakness because there was rebellion and invasion, but Duncan was not out leading his army. (I, II, 1) -  Ã‚  Ã‚  Ã‚  Ã‚  Act I Scene IV -  Ã‚  Ã‚  Ã‚  Ã‚  Shows Duncan’s emotional weakness -  Ã‚  Ã‚  Ã‚  Ã‚  He is too weak and shows over-gratitude. (I, IV, 33) Macbeth -  Ã‚  Ã‚  Ã‚  Ã‚  Macbeth shows emotional weakness when he hallucinates -  Ã‚  Ã‚  Ã‚  Ã‚  During Macbeth’s soliloquy in Act II Scene I, he hallucinates and sees a dagger floating in front of him. (II, I, 33) As you can see through these examples, both Duncan and Macbeth show physical weakness and in return are both killed. 2nd point - good judgement Topic Sentence: In order for a king to stay in power and stay alive, he must make the right decisions and use good judgement. Duncan -  Ã‚  Ã‚  Ã‚  Ã‚  Uses bad judgement by giving Macbeth the title of Thane of Cawdor -  Ã‚  Ã‚  Ã‚  Ã‚  Rewards Macbeth and not Banquo which could cause envy in Banquo and cause Macbeth to feel more important than Banquo -  Ã‚  Ã‚  Ã‚  Ã‚  Shows that he is a poor judge of human nature (I, IV, 11) -  Ã‚  Ã‚  Ã‚  Ã‚  Shows poor judgement in choosing a time to reveal Malcolm as his successor to the throne -  Ã‚  Ã‚  Ã‚  Ã‚  Could not see Macbeth’s ambition which others could see (I, III, 120) -  Ã‚  Ã‚  Ã‚  Ã‚  Uses bad judgement when deciding to sleep at Macbeth’s house (I, VI, 1) Macbeth -  Ã‚  Ã‚  Ã‚  Ã‚  Makes a bad decision to kill Banquo which made the people more suspicious -  Ã‚  Ã‚  Ã‚  Ã‚  Decides to kill Macduff’s family, which gave Macduff the motive to kill Macbeth. (IV, III, 233) 3rd point - intelligence, confidence, and rational thinking Topic Sentence: To avoid being killed, a king must be intelligent, rational, and confident.

Decoding the PMP?® Exam

PM Introduction Since the early asses, project managers have prepared for the Project Management Professional ([email  protected]) Exam through intense study of the Project Management Institute's ([email  protected]) A Guide to the Project Management Body of Knowledge ([email  protected] Guide). Throw in a few ancillary primers and then take practice exam after practice exam and you've got a good chance of passing.What this approach lacks is an intuitive understanding of what it takes to put the [email  protected] Guide into practice. Many fresh-faced Amps can experience inefficiencies and extra challenges early on, until they overcome this handicap with on-the-Job experience. Depending on the scope and objectives of your project, this could have business-wide ramifications. Why learn from your mistakes when you can prevent them? The Task-Skill Method†* of PM Exam preparation offers a new approach that is more effective and offers more benefits than Just getting you rea dy to pass the exam.The Task-Skill Method prepares candidates through intensive review of the expected roles and responsibilities of a Certified Project Management Professional as identified in Mi's PM Role Delineations Study (REDS), also known as the PM Exam Blueprint. Armed with a fundamental understanding of on-the-Job requirements, you will better understand PM Exam questions and achieve higher overall scores. What's more, you'll be ready to immediately have an impact on your projects.The Task-Skill Method Revealed The Task-Skill Method is the result of more than a decade of lessons learned and process improvement. The breakthrough change lies in the foundational approach. While traditional PM Exam prep techniques prepare you to pass by essentially caching to the exam,' the new Task-Skill Method prepares you by teaching to the role of a PM The . ‘ Task-Skill Method still incorporates significant MAMBO Guide study, exam-taking skills and practice exams. However, they are us ed as reference standards and study or practice aids, rather than foundational requisites.While most traditional approaches are built around the framework of Knowledge Areas, Process Groups and Process Inputs, Tools and Techniques and Outputs, the new Task-Skill Method is built around the framework of the 37 individual Tasks and 65 individual PM Knowledge/Skill Sets of the PM Exam Blueprint. These are well defined and generally form the roles and responsibilities of a PM After . Taking into consideration overlap and redundancy, the Task-Skill Method boils down to 28 individual Tasks and 28 individual Knowledge/Skill Sets.What's more, these Tasks and Knowledge/Skill Sets serve as the foundation for all questions on the PM Exam, virtually eliminating any surprises. The 2012 PM pulse of the Profession study found that organizations with more than 35% PM certified project managers had better project performance. Keeping It Simple The Task-Skill Method reduces the amount of information y ou need to consume, sousing your objectives on what matters most and speeding up prep time. With traditional approaches, you can study up to 100 hours or more, but with the new Task-Skill Method, preparation time can be decreased by at least 25%.In a facilitated classroom environment, preparation time can require as little as 35-40 hours. Forty percent of your preparation time should be focused on the 28 PM Tasks and another 40% on the 28 PM Knowledge/Skill Sets. All should be clearly identified, understood, studied and sufficiently mastered. You should focus on understanding when and where each Task is typically performed across the project lifestyle and here each Skill Set is most essential. The remaining 20% of your time should be devoted to PM practice exams. This will hone your test-taking skills and serve as an additional learning resource.For example, in a 60-hour, self-paced, self-study plan, 12 hours would be devoted to Practice Exams, 24 hours to PM Tasks and 24 hours to P M Knowledge/Skill Sets. A Quick Look at the Exam The PM Certification Exam is a demonstration of your suitability to function as a Certified Project Management Professional. The exam includes 200 questions, many of them situational. Your score reflects your ability to: correctly identify recognized best practices; 2 use proper terminology; and 3 use logical reasoning to apply appropriate tools and techniques in given situations.PM Practice Exams 28 PM Tasks Knowledge/ Skill sets To ensure you are truly deserving of the PM Credential, many questions are deliberately made extra challenging. If you pass, you are awarded the PM Credential. If not, you can retake the exam up to three times in a one-year period. The Tasks and Skill Sets identified in the Task-Skill Method serve as the foundation for all questions on the PM Exam. Must-Know PM Tasks As a PM you may be expected to perform en or all of these 28 identified PM Tasks at various times during your project management career.The PM Exam will thoroughly test your understanding of each one by requiring you to demonstrate adequate knowledge of recognized best practices with respect to each Task. The PM Exam Blueprint identifies 37 individual PM Tasks. With many Tasks, there is overlap and some redundancy. For organization, efficiency and practical study purposes, the new Task-Skill Method effectively consolidates the 37 Blueprint Tasks to 28. Following is a detailed list of each must-know PM Task and the corresponding study aids. Evaluate Project Feasibility It is essential to establish a high-level understanding of the project early on.Is the project high risk, low risk, straightforward, complex? What constraints and assumptions are in consideration? How will you structure the project life cycle? What strategies will work? Study: [email  protected] Guide sections 3. 3 and 4. 1 Perform a Stakeholder Analysis Managing stakeholder expectations is considered the top priority each and every day by many Amps. Study: [email  protected] Guide section 10. 1 3 Develop a Project Charter A Project Charter is the formal document intended to authorize a project (or project phase).It briefly describes high-level project characteristics and identifies/authorizes the project manager. Study: [email  protected] Guide section 3. 3 and 4. 1 4 Define Project Deliverables It is essential to get a firm understanding of the project scope-?what the project is and what it isn't-?early in project planning. Study: [email  protected] Guide sections 5. 1 and 5. 2 5 Create a Work Breakdown Structure Once scope has been determined and agreed upon among key stakeholders, it should be broken down into manageable pieces.

State Versus National Standards

As you write lesson plans, you will need to refer to standards for your subject area. Standards are created to ensure that students from one classroom to another are taught the same basic information in a particular subject. While that concept might seem simple stated as such, it can, in fact, be much more complicated for the individual classroom teacher. State Standards The situation is further complicated by the periodic changes that occur to standards. When a particular curriculum area meets to change their standards, teachers are handed and expected to teach to a new group of standards from that point on. This can cause problems when drastic changes occur and teachers are still using textbooks based on the older standards. So why does this situation exist? The answer lies in flexibility and the desire for local control. States are able to determine what is important for their citizens and focus the curriculum accordingly. National Standards Will there ever be mandated national standards? At this time, it looks doubtful. Proponents claim that the curriculum would be standardized across the nation. However, the desire for local control is one of the foundational beliefs of the United States. An individual focus desired by the states would be virtually impossible with national standards. Getting Involved How can you get involved? On an individual level, just learning the state and any national standards will keep you informed of what is current in your field. You should join any organizations for your subject area such as the National Council for Teachers of English (NCTE). This will help you stay up-to-date as national standards are changed. In terms of your individual state, contact the state Department of Education to see if there is a way for you to become involved in reviews and changes to standards. In many states, teachers are selected to be a part of the standards process. In this way, you can have a voice in future changes to the standards for your subject area.

How to Make Magnetic Slime

Put a twist on the classic slime science project by making magnetic slime. This is slime that reacts to a strong magnetic field, like a ferrofluid, but its easier to control. Its easy to make, too. Here is what you do: Magnetic Slime Materials   white school glue (e.g., Elmers glue)liquid starchiron oxide powder  rare earth magnets Ordinary magnets are not strong enough to have much of an effect on magnetic slime. Try a stack of neodymium magnets for the best effect. Liquid starch is sold with laundry aids. Iron oxide is sold with scientific supplies and is available online. Magnetic iron oxide powder is also called powdered magnetite. Make Magnetic Slime You could simply mix the ingredients together at once, but once the slime polymerizes, it difficult to get the iron oxide to mix in evenly. The project works better if you mix the iron oxide powder with either the liquid starch or glue first. Stir 2 tablespoons of iron oxide powder into 1/4 cup of liquid starch. Continue stirring until the mixture is smooth.Add 1/4 cup of glue. You can mix the slime together with your hands or you can wear disposable gloves if you dont want to get any black iron oxide dust on your hands.You can play with magnetic slime just like you would with regular slime, plus it is attracted to magnets and is viscous enough to blow bubbles Safety and Clean Up If you wrap the magnets with plastic wrap, you can keep the slime from sticking to them.Clean up slime using warm, soapy water.Do not eat the slime, since too much iron is not good for you.Do not eat magnets. There is a recommended age listed on magnets for this reason.This project is not suitable for young children  since they might eat slime or magnets. Ferrofluid is more liquid than magnetic slime, so it forms better-defined shapes when exposed to a magnetic field, while the silly putty is stiffer than the slime and can crawl slowly toward a magnet. All of these projects work best with rare earth magnets rather than iron magnets. For a strong magnetic field, use an electromagnet, which can be made by running an electric current through a coil of wire.

Battle of the Books Ethan Frome vs. Of Mice and Men...

Battle of the Books: Ethan Frome vs. Of Mice and MenMany novels are meant to be enjoyed by the reader as they are read. Some novels may relate to everyday relationships, while others may relate to society in general. Two authors that deal with these topics are Edith Wharton and John Steinbeck. Edith Wharton born Edith Newbold Jones to a wealthy family in New York combined her insiders view of Americas privileged classes with a brilliant, natural wit to write humorous and incisive novels and short stories. On the other hand, John Steinbeck, born on February 27, 1902, in Salinas, California spent his summers working on nearby ranches. His inspiration came from everyday life as a worker. Ethan Frome, the title character of Edith Whartons†¦show more content†¦The climax of this novel is when Ethan and Mattie confess their love for each other and decide to commit suicide by sledding into a large tree. The falling action was that Ethan and Mattie regain consciousness after crashin g into the tree; Ethan takes both of them in and cares for them into old age. His struggles are exacerbated by his surroundings such as Zeena his wife, the bleak Starkfield landscape, and his home which often takes on an oppressive quality. Mattie was Zeenas cousin and Ethans lover. This novel shows how even though Ethan and Zeena are married; Ethan loves Mattie more than he could possibly love Zeena. Its bad enough to see the two women sitting there - but his face, when he looks around that bare place, just kills me (Chapter 10). On the other hand, Of Mice and Men, a tragic fictional novel about two migrant workers in California during the Great Depression who were George Milton, intelligent and evil, but caring; and Lennie Small, an ironically named man of large stature and immense strength, but limited mental abilities come to a ranch near Soledad south-east of Salinas, California to. George may seem like a mean guy for example in this quote: Whatever we aint got, thats what you want. God amighty, if I was alone I could live so easy. I could go get a job an work, an no trouble. No mess at all, and when the end of the month come I could take my fifty bucks and go into town and get

Contrast and Comparison to Medication †Free Samples to Students

Question: Discuss about the Contrast and Comparison to Medication. Answer: Introduction According to Blank (2011), the medication error is one of the most common mistakes made during reporting errors in the emergency department. He further states that most of this errors occur during the administration phase of the patient to the hospital. The purpose of this study (Back to Basic) is meant to reduce the administration medical errors that often take place in the emergency department. This errors get handled by reinforcing the underlying administration medical procedures which will reduce the emergency errors in the department. The study took three months where 75% of out of the 127 nurses participated in the research, and the method that got used in the study was educational intervention. Moreover, the Do not interrupt" study aims at evaluating practical techniques that will decrease non-medical related interruptions of the nurses during administrating medication (Westbrook, 2017). The study took eight weeks where 227 nurses participated in the study, and they administer ed 4781 medications. The general purpose of this paper is to have an understanding of the two studies and how they relate to each other during medication administration. The purpose of the study was to reduce the number of administration medical errors that often happen in the emergency department. According to Blank (2011), the following review was a 3-month educational intervention which used a single group that was not randomized and comparisons made on the pre-post outcome of the results. The educational interventions made where to address the current medication errors experienced in the emergency department. The methods used in the response are IV administration and preventing errors and the relevant recommended practices that reduce medication administration errors. According to Huckles-Baumgart (2014), research on medication errors are usually focused on isolated phases within the medication administration process. On the study, 75 percent of the nurses out of a total number of 127 participated in the study and three measures were used during the pre and post-intervention of the survey (Blank, 2011). These methods were tests done to acquire kn owledge on the medical administration procedures and the use of the study to understand the behavior of the participants when the recommended medication got administered. Another method used was the use of chart reviews and voluntary error reports that gave understanding about the medical administration errors that often occur. According to Blank (2011), the findings of the study show that 91 percent of the nurses achieved a perfect score during the post-test while 69 percent received a perfect score during the pre-test. From the post-survey, the nurses in their significant proportions responded that they followed the recommended practice most of the time which increased during 8 out of 10 questions in the survey. However, the results found from the study did not reach the required statistical significance. On the other hand, during the chart review, the nurses scored 299 during the pre-test while 295 scored during the post-test which still revealed little change in the total medica tion errors. The survey method accounted for 25 percent of the findings of the research while 24 percent was on the charts review. In the voluntary report, the medication errors dropped by a significant number that is from 1.28 to 0.99 failures out of 1000 patients (Blank, 2011). Through the study, there were concerns about the effectiveness of the methods used, and this provided the clinicians with better policy-making ideas that would improve safety during medication administration (Acheampong, 2014). Critique of the Back to Basic Approach to Medication The use of educational intervention is certified as sufficient during the study because it provides improved knowledge on the recommended medication administering practices though it does not translate to be an essential change in medication administration practice. Furthermore, the method was fit for the study because it provided some variation within the three months. The sample size was 75% of the 127 nurses who participated in the survey was also sufficient for the study. Therefore, the survey and chart review as the internal validity of the study because they provide emphasis made by the research while the external validity can be referred to as the educational intervention used in the research study as the general method (Blank, 2011). However, the method used was not sufficient because it did not give the required change as expected when the research began. The purpose of the study was to reduce the number of interruptions that nurses of often face while administering medication. According to Westbrook (2017), a random survey of an eight parallel cluster is done in a major teaching hospital to understand the best method that can be used to reduce interruption of nurses when they are administering medication. During the study, randomization got done on four wards, and the interventions made were comprised of putting on a vest during medication administration and patient and nurse education. Furthermore, there were strategic measures put to divert any interruptions and creation of reminders. As the study commenced, the intervention got blinded to the control wards then direct structured observations were made on the administering medication processes. The primary findings of the study were not related to the medication interruptions when administering proper dose medication. The secondary results of the survey indicated the rate of multit asking and total interruptions conducted by the study of the nurses' experience (Westbrook, 2017). From the study, there was 4781 medications administered by 227 nurses over a span of 8 weeks (364.7 hours). Moreover, there were 57 interruptions out of 100 administrations that the nurses experienced during the period where 87.9 percent of the disruptions were not related to any of the medication tasks under observation (Westbrook, 2017). Moreover, there was a reduction in the number of non- related medication interruptions which were 50 out of the 100 administrations made. There was also reduction in the medication route and ward type in the control cluster that reduced by 15 of the unrelated medication interruptions out of 100 administrations. According to Westbrook (2017), this reduction was significant in that it had far reduced number compared to the control wards. The post-survey study was completed by 88 nurses while nurses in the intervention ward reported that the vests consu med a lot of time and cumbersome. The intervention was supported by 48 percent of the nurses for it to become hospital policy. The method that was used for the study was not sufficient because it did not provide the required change within the span of 8 weeks it was conducted. Furthermore, the sample size used was adequate for the study because 4781 medications were able to be administered by the 227 nurses who participated in the study. Moreover, the method which is the use intervention got associated with a significant reduction in the unrelated medication interruptions, and this reduction has a significant effect on the medication error rates. The internal validity of the study are the use of strategic measures put to prevent and interruptions, putting on of a vest during medication administration and nurse and patient education. The external validity of the research study was the randomization of four wards as the general method used in the research study. Comparison of the Two Approaches to Medication The Back to Basic' and Do not interrupt' approaches to medication have a significance in contributing to factors that affect the effective administration of medication to patients. For instance, during operations, some interruptions can occur, and the medical personnel got focused on administering medication which reduces the medication errors that may arise. According to Anderson (2010), drug information is also very crucial during the administration of medication on the patient. It can be related to the drug packaging and labeling which is essential in preventing any medication errors. For instance, some patients received an overdose of heparin drugs due to misleading labeling and packaging and this medication error resulted in the death of three infants. Another factor that may lead to clinical issues is the environment in which the medication gets administered. For example, a research conducted in Malta shows that 37 percent of the nurses agreed that physical tiredness was a key factor that led to medication errors when nurses got tired and ignored some of the procedures required before giving medication (Karavasiliadou, 2014). Moreover, observations made indicate that the rate at which medication errors reported as voluntary is low (Aronson, 2009). It means that the Do not Interrupt' approach had to occur first so as for the Back to Basic' approach happens because the error may occur during administering dosage to the patient. From this article, we can understand that Back to Basic' and Do not interrupt' approaches to medication have a connection in that the dosage administered must be inaccurate for the medication error to occur. The Do not Interrupt approach can be stated as the most significant method because its the one that often occurs in hospitals compared to the Back to Basic method. Furthermore, the Do not Interrupt approach is the one that often happens before the Back to Basic approach takes place. Therefore, it essential when nurses get updates about the medication errors that may have occurred in their facility so that they can understand the best ways of administering medication dosages thus preventing any mistakes from happening in the future. It is essential when nurses understand the errors that occur and the necessity of reporting them in case they occur (Svitlica, 2017). References Acheampong, F., Anto, B. P., Koffuor, G. A. (2014). Medication safety strategies in hospitalsa systematic review.International Journal of Risk Safety in Medicine,26(3), 117-131. Anderson, P., Townsend, T., CCRN-CMC, C. B. (2010). Medication errors.American Nurse Today, 23-27. Aronson,J.K. (2009) Medication errors: what they are, how they happen, and how to avoid them. QJM: An International Journal of Medicine, Volume 102, Issue 8, 1 August 2009, Pages 513-521,https;//doi.org/10.1093/qjmed/hcpo52 Blank, F. S., Tobin, J., Macomber, S., Jaouen, M., Dinoia, M., Visintainer, P. (2011). A back to basics approach to reduce ED medication errors.Journal of emergency nursing,37(2), 141-147. Huckels?Baumgart, S., Manser, T. (2014). Identifying medication error chains from critical incident reports: a new analytic approach.The Journal of Clinical Pharmacology,54(10), 1188-1197. Karavasiliadou, S., Athanasakis, E. (2014). An inside look into the factors contributing to medication errors in the clinical nursing practice.Health science journal,8(1). Svitlica, B. B., Simin, D., Milutinovi?, D. (2017). Potential causes of medication errors: perceptions of Serbian nurses.International nursing review,64(3), 421-427. Westbrook, J. I., Li, L., Hooper, T. D., Raban, M. Z., Middleton, S., Lehnbom, E. C. (2017). Effectiveness of a Do not interruptbundled intervention to reduce interruptions during medication administration: a cluster randomised controlled feasibility study.BMJ Qual Saf,26(9), 734-742.