ISO 10993.10 Essays - Intradermal Injection, ISO 10993,

ISO 10993.10 The animal intracutaneous (intradermal) reactivity test was conducted to assess whether the test article (PC) could produce irritation following intradermal injection of the extracts of the test article. This study was conducted based on the requirements for the International Organization for Standardization ISO 10993-10:2009 Biological evaluation of medical devices Part 10: Tests for irritation and skin sensitization. The test article was extracted in 0.9% sodium chloride solution (SC) and cottonseed oil (CO). The extract was injected intradermally to three test rabbits in an attempt to induce irritation. 0.2 ml of the extract obtained with the SC or CO at five sites on one side of each rabbit was injected intradermally. Similarly, 0.2 ml of the SC or CO control was injected on five sites of the contra lateral side of each rabbit. Observations for erythema and edema were conducted after injection and at (24 2) h, (48 2) h and (72 2) h after injection. The final test sample score were obtained by subtracting the score of the blank from the test sample score. Under the conditions of this study, there was no evidence of significant irritation or toxicity from the extracts inject to rabbits.

How to Write a School Essay

How to Write a School Essay The word ‘Essay is derived from the old French word ‘essai meaning attempt. An essay is an attempt or effort at writing something about or on something. Essay is an ordered compilation of thoughts about literary tasks adequately written and efficiently presented. In other words, the essay must be well prepared and presented in a way that the reader finds easy to pursue and clear. Essay has to look neat and not present any obstacles. Essay must have an understandable clear attractive approach. But, most of all, an essay must consist of writers thoughts about literary texts. Some essay writing tips will surely help answer  questions like: How to write a school essay? and How to write a good school essay?. The school essay has in general three portions, Introduction, Main body and Conclusion: In introduction we in general introduce the significant issue on which we want to write the school essay along with the focuses on certain parts on the subject we also deal with the general detail about the subject of the essay in the first paragraph. In the main body write some paragraphs about the subject of the school essay. You may write one or more paragraphs about each main point. Write about some points only. Try to discuss the predominant issue in your school essay. You may write some paragraphs in favor of the subject and some against it, but only if the subject or topic permits. The main body of the essay can be taken as a soul of the essay it includes all the points which were introduced in the essay with less detail in the introduction part of the school essay. The main body of the school essay in general deals with all the points of the essay so it is no doubt the most informative and the comprehensive part of the essay. In the last paragraph write something as a conclusion. The conclusion stated in the school essay should be the ones own idea about the issue it must deal with that what one feels about the overall topic what are the arguments in the favour of the essay and what are the arguments that are running against them. You may write something general about the subject assuming the main body. In the essay sequence of essay and grammar, and spellings should be used in a right way. Use of phrases can make a school essay more efficient. To write a school essay on any topic you should follow the instructions above and bear in mind that only creativity, imagination and good essay writing skills will turn your essay into masterpiece.

Democracy as the best form of government Essay Example | Topics and Well Written Essays - 500 words

Democracy as the best form of government - Essay Example As previously mentioned, Aristotle also looked into the differences found between the three different social classes, pointing out how the larger middle class, as the mean, should be considered the ruling class. This, in a sense, showed that while Aristotle preferred democracy, he was also leaning towards something resembling an oligarchy or even an aristocracy. It could even be said that Aristotle was creating his own form of government. The richer class would not be willing to submit to authority, or government, and the poor class would never be taught how to be obedient, but the middle class was willing to do their part as citizens. The rich and poor classes varied greatly from each other, yet they also branched off into even wealthier or poorer groups. The middle class, on the other hand, was unable to be branched out, making it an equal class. With the middle class being the stabilized mean, it is believed that it would be best as the political community. The middle class, as la rge as it is, would prevent the other two classes from attempting to become dominant, which is thought to have been the goal of both the rich and poor classes. The forms of government that the rich and poor classes would create would be damaging to society, but the middle class would be able to keep it balanced and functioning properly.

Catalyst Housing Ltd. Organisations Behaviour Essay

Catalyst Housing Ltd. Organisations Behaviour - Essay Example The need for housing services, community development and affordable homes being high in the region, the company has been evolving adapting itself to the changing needs of customers in the region. On the other Volkswagen is a German automotive manufacturer, which a leading quality provider of luxury cars for the elite class in society. The increasing trend in demand for luxury cars in Germany accounts for one of the main reasons for establishment and success of the company in Germany. Additionally the availability of technological knowhow and expertise is also wide spread in the region also accounts for the radical development and success of the company in the region. The project seeks to present a comparison and contrast between the two organizational structures and cultures of Catalyst Housing Ltd and Volkswagen. This is done in close association with the impact is causes on the business performances of firms respectively. The suitability and applicability of leadership styles in the two organizations are also discussed in the project and its impacts on the present motivation levels of employees. Finally the effectiveness of group behaviours and team work is provided in the project along with the factors promoting it inhibiting it respectively. Identification of the structure and culture of each organisation, comparison and contrast the organisational structure and culture of each organisation Catalyst Housing Ltd represents a geographic organizational structure in which the organization is divided into small business units and offices which have their own independent entities based on the place where it is located. Catalyst Housing Ltd has unit s based on West London, Kensington and Chelsea, Brent as well as the South East. Each of these has their own local boards responsible for handling their own local operations. This kind of structure is particularly important and applicable for a large organization like Catalyst Housing because of its presence at different places and locations and the need to carry out business activities as per the needs and requirements of the local regions. The company has a flat hierarchical structure because of the wide dispersion of its unit’s location in different regions (Catalyst Housing, 2012). Following is an organizational st

Texas History Essay Example | Topics and Well Written Essays - 750 words

Texas History - Essay Example 7. Convicts of the colonies would be sent to Texas for construction projects. 8. The ban did not diminish migration of US citizens to migrating to Texas. 9. Forced Texas to comply with emancipation proclamation or be threatened by military intervention. 10. Authorized loan to fund cost of migrating immigrants. Antonio Lopez de Santa Anna   1. Famous battle warrior that fought more wars than Washington and Napoleon. 2. Served as a dictator for a long time 3. Needed military ambitions to support his leadership 4. In his quest as a leader, invaded Cuba and attempted to retake Mexico. 5. Greatly influenced the politics of Spanish and Mexican politics. 6. Lead Mexican troops to Alamo in which he was defeated 7. Was exiled to US after his defeat in Alamo 8. Fought in the Mexican American war with the Mexicans. 9. Got no attention in his later years of life 10. Died in Mexico City on June 21, 1876 Lorenzo de Zavala   1. Prominent leaders of leading Texas’s struggle to be liberate d 2. Best known as an author for his writing about the liberation of Mexico. 3. Big advocator of democratic reform. 4. Serves as the Mexican Constituent Congress and was elected as a senate member from 1822 to 1826. 5. Held several positions in the government and propagated for Mexican federalism. 6. Signed the Texas declaration of Independence in the Convention of 1836. 7. Edited and was part of the newspaper that propagated for democratic reform. 8. Was imprisoned by the England and taught himself how to be literate during those years. 9. Was exiled in June 1830 when President Bustamente got ousted. 10. Traveled to New York and Texas in his life. Sam Houston 1. 19th century American statesman and soldier 2. Part of Scottish-Irish family 3. Became a primary figure for Texas and was elected as the first and third President for Texas. 4. Was involved in the War of 1812 to fight the British 5. A devoted Christian and was later baptized in his life. 6. The city of Houston along with ma ny other places are named after him. 7. Was involved with a clash with a US congressman that was public. 8. One of the key figures to serve as the governor of Houston. 9. Spent time with Cherokee Nation and later became a citizen. 10. Was elected as a governor of Tennessee in 1827. Battle of the Alamo   1. Was a critical point in the Texas revolution. 2. Initiated by the Mexican troops under General lopes to invade the Alamo. 3. Texas army was joined by US army in which they defeated the Mexican Army. 4. Lead to a point in which all Mexican troops were driven out. 5. The Mexican army relentlessly kept attacking the Alamo and eventually succeed in slaying the Texan-American army. 6. Sparked the Mexican-American war from 1846 to 1848. 7. The battle of Alamo remains as a massacre site for sides 8. Travis, one of the leaders of the Texan Army, wrote his famous letter to "the people of Texas and all Americans of the world" requesting more men. 9. The Alamo served as home to missionarie s and American Indian converts. 10. In the 20th century, the Texas labeled Alamo as a prominent place. Stephen F. Austin’s was one of the most amazing personalities that literally changed from an empresario to a revolutionary. Austin was born in Virginia and was a founder of the Angl-American state of Texas. Austin is best known for his cooperation with the Mexican government as he introduced a mass number of colonists from the states to the neighboring country. Austin had a

Effectiveness of Play Based Learning on Thinking Skills

Effectiveness of Play Based Learning on Thinking Skills The effectiveness of play-based learning in developing thinking skills in young children. There is wide-held support for the thesis that a play-based curriculum will directly enhance cognition in young children. The effectiveness of play-based learning is founded on the pedagogical applications of the theories of Jean Piaget and Lev Semenovich Vygotsky. Both theorists wrote about the importance of play in the world of children and recent research in the area builds upon their ideas to confirm that play has a significant role in the development of cognitive skills in young children. In this essay, I will explore how play-based learning is linked to the development of thinking skills in young children, especially when the processes involved in play are made explicit, so that children, while enjoying the experience of play also explicitly recognise the mechanics of play, understand the role of play in their learning and anticipate the outcomes that will be achieved. I will consider both theoretical and practical levels and conclude that the benefits of play are so vital that children need to be given an abundance of opportunities to experience learning through play, because play directly affects their capacity for cognition, metacognition and problem solving, skills which are fundamental to their longer-term academic and social achievements. In a detailed synthesis of the recent research on the relationship between play and cognition, Bergen (2002) lists how such studies link play to young childrens mathematical reasoning, cognitive strategies, linguistic ability, problem-solving skills and mental representation ability. However, despite the positive literature on the importance of play in the learning experiences of children, there still exists an underlying bias – both parental and pedagogical – that sees play as a â€Å"trivial,† â€Å"purposeless† and â€Å"aimless† activity or a â€Å"jumbo category† that includes all sorts of activities, some of which are â€Å"conducive to learning† and others which are not (Wood and Attfield, 2005, p. 2). It is pertinent then to ask the same question that Moyles (2005, p. 2) asks: â€Å"Can play be equated with anything that is worthwhile in the twenty-first-century world?† A play-based curriculum includes play as a pedagogical tool. This is based on the understanding that the characteristics of play are always present in the world of the child (Piaget, 1999) and it is through play that children naturally learn about the world. Play involves a wide variety of activities and behaviours that take place in different meaningful contexts. Adults, however, according to Piaget (1999), tend to distinguish between â€Å"serious endeavour† and â€Å"play† and see a childs play as a â€Å"world of irresponsibility, in which unreality reigns supreme† (p. 366). The very nature of play might indeed be founded on behaviour that is seemingly spontaneous and idiosyncratic, but these characteristics are often mirrored in young childrens thinking patterns. Wood and Attfield (2005, p. 87) clarify that while young childrens thinking exhibits elements of disorganisation and inconsistency, there are actually very consistent patterns being developed in pla y which later integrate into a childs accumulated body of knowledge and experience. This occurs successfully when children are encouraged to become consciously aware of the processes at play in their play-based learning activities. It is when play is made explicit – that is, when it is understood at the metacognitive level – that it becomes an especially effective tool in developing thinking skills in young children (p. 87). Thinking skills are a group of skills that govern how new knowledge is learned. Clarke (2008, p. 1) defines thinking as a â€Å"complex process that involves a variety of skills that are often used together when confronted with a new and interesting situation.† Thinking skills also require â€Å"knowing about thinking.† This is metacognition. Metacognitive abilities include planning how to approach a learning task or problem, evaluating a specific learning process or approach to problem-solving, and being motivated to do this (Clarke, 2008). The development of thinking skills in young children requires that children be given opportunities to think â€Å"for themselves† and apply the knowledge they have acquired in one learning situation to another situation. Thinking skills are also often called â€Å"critical thinking† or â€Å"creative thinking† because of the assumed ability of a learner to reason, evaluate, solve and process, while being aware o f executing these skills. Clarke (2008) stresses that children need opportunities for questioning and answering in a â€Å"variety of contexts† and â€Å"play situations.† In these situations, adults should serve as guides to model the skills required for developing cognition and metacognition. Children develop thinking skills through their interactions with adults as well as with other children and through â€Å"their explorations and use of mind-engaging materials† (Puckett and Diffily, 2004, p. 36). Play is effective in developing thinking skills because different play situations offer cognitive challenges, provide opportunities for young children to form new connections between ideas and concepts, and consolidate cognitive competence by incorporating â€Å"practice, rehearsal, repetition, mastery and extension† (Wood and Attfield, 2005, p. 88). Moreover, cognitive development in young children is linked to their ability to acquire the skills that Vygotksy called â€Å"symbolic representation† (Whitebread and Jameson, 2005, p. 65), which are linked to abstract thought, the type of cognitive competence developed in later years. Young children between the ages of two and seven are in, what Piaget calls, the â€Å"pre-operational† period of cognitive development, a period characterised by the â€Å"acquisition of representational skills: mental imagery, language, and drawing† (Puckett and Diffily, 2004, p. 105). During this phase in their cognitive development, children use words, concepts, images, signs and symbols. A play-based curriculum can effectively foster the acquisition of such skills. Even a game of tag can offer opportunities for the development of thinking skills (Little, 1998) if the teacher makes explicit the mechanics of the game. For example, the physical education activity of â€Å"chasing and tagging† becomes an opportunity for thinking as well as â€Å"having fun.† Thinking skills are developed when students discuss the rules and objectives of the game with the teacher in the guiding role. For example, the teacher might ask about the strategies students used in tagging, seek ideas on how it is best to play the game, question how well students understood directions, and encourage students to consider novel ways for playing the game. Similarly, playing with play dough in the classroom can become an opportunity for developing thinking skills (Dimech and Pace, 2005) when the teacher introduces the concept and symbol of CAF (Consider All Facts.) Students are offered the opportunity to develop thinking skills when asked leading questions by the teacher, for example, â€Å"Where are we going to play?† â€Å"What should we do so as not to dirty the tables?† and â€Å"What should we do when we have finished playing?† (p. 5). Hereford and Schall (1998) also consider how guiding children through â€Å"dramatic play† can help develop creative thinking and problem-solving skills. For example, playing a â€Å"trip to the moon† could begin with guided questions that identify a problem (the need for helmets), brainstorm solutions (what can be used) and choose and evaluate a solution. Here the teacher supports the choices of the students even when impractical or illogical (p. 22). These activi ties encourage students to think for themselves and to understand the mechanics of their playing and thinking activities at a metacognitive level. In both theory and practice then, the evidence supporting a direct link between the effectiveness of play-based learning in developing thinking skills in young children is significant. The development of thinking skills thrives best when young children experience learning in a variety of complex contexts. A play-based curriculum offers the ideal multidimensional context in which young children are able to develop cognitive competence and metacognitive strategies. Young children should therefore be given ample opportunities to experience play, because play can indeed be equated with something â€Å"worthwhile.† References Bergen, B., 2002. The Role of Pretend Play in Childrens Cognitive Development. [online] In Early Childhood Research Practice, Vol. 4 No. 1. Available from: http://ecrp.uiuc.edu/v4n1/bergen.html [Accessed: 21 November 2008]. Clarke, J., 2008. What are thinking skills, and how can they be nurtured in young children? [online] In Teaching Expertise. Available from: http://www.teachingexpertise.com/articles/fostering-young-childrens-thinking-skills-3193 [Accessed: 21 November 2008]. Dimech, N., and Pace, D., 2005. Thinking Skills Lesson Plans for Kindergarten [online] Skola, Available from: http://schoolnet.gov.mt/tsearly/LESSONPLANS/lessonplansforkindergarten.PDF [Accessed: 21 November 2008]. Hereford, N.J., and Schall, J., 1998. Learning Through Play: A Practical Guide for Teaching Young Children. New York, NY: Teaching Resources/Scholastic. Little, N., 1998. Sharks and Barracudas: Chasing and Tagging Activity: An Educators Reference Desk Lesson Plan [online] The Educators Reference Desk. Available from: http://eduref.org/Virtual/Lessons/Physical_Education/Games/GAM0005.html [Accessed: 21 November 2008]. Moyles, J.R., ed., 2005. Excellence of Play. Berkshire: Open University Press. Piaget, J., and Inhelder, B., 1999a. The Growth of Logical Thinking from Childhood to Adolescence: : Classification and Seriation. London: Routledge. Puckett, M.B., and Diffily, D., 2004. Teaching Young Children. Clifton Park, NY: Cengage Learning. Whitebread, D., and Jameson, H., Play, Storytelling and Creative Writing, p. 59-71. In Moyles, J.R., ed., 2005. Excellence of Play. Berkshire: Open University Press. Wood, E., and Attfield, J., 2005. Play, Learning and the Early Childhood Curriculum. California: SAGE Publications Inc. 5/ 5

Free Essays - Jocasta is Not to Blame in Oedipus the King (Oedipus Rex) :: Oedipus the King Oedipus Rex

Jocasta is Not to Blame in Oedipus the King          In the play, Oedipus the King , written by Sophocles, it is Oedipus, not Jocasta, that deserves our criticism. Oedipus made some `errors in judgement' that caused him dire consequences and is therefore going to be inevitably condemned for them.       Many could argue that Jocasta is responsible for the downfall that Oedipus encounters due to an unsuccessful attempt to have Oedipus murdered as an infant. It could be said that she therefore deserves our criticism for her actions in the play although we cannot over look the choices the Oedipus makes himself. Oedipus chose to leave Corinth when told the news of the terrible prophecy that had been foretold about him. It was this choice that led Oedipus to kill what he thought to be a wanderer on a foreign road. In leaving Corinth he fulfilled the prophecy to kill his father. It was Oedipus' choice that accounts him responsible for the criticism he eventually endures, not Jocasta.       Oedipus choses to seek the truth about the murderer of Laius, honourably indeed to save the people of Thebes, but through this choice he in a sense administers his own lethal injection. Oedipus is warned about the consequences of his actions by Teresias when he prophesises the outcome of the search for truth. Due to Oedipus' ego which is built up by the pedestal that the people of Thebes have put him on, he does not accept the help of Teresias and continues to search. His opinion of himself being above the Gods leads him to then again shun the help of Jocasta who once again warns him of the consequences of the search for truth. Oedipus' persistence lands him our criticism, at this point we cannot criticise Jocasta as she tries to help him, and warn him about what will happen is he persists.       Although Jocasta tried to murder her son, Oedipus, to save her husband and herself from the terrible prophecy foretold at Oedipus' birth, Oedipus still deserves most of our criticism. He chose to murder another human being, through no fault of Jocasta's. She honourably tried to save her husband by having her son murdered although the person meant to do it couldn't go through with it.

Internet Jurisdiction Essay

In his article, Wolf (1999) explained how jurisdiction may be acquired through over persons who operate and use internet websites. By applying the rules enumerated in Wolf’s article to a popular bit torrent search engine based in Sweden called â€Å"thepiratebay. org†, we see that no jurisdiction may be acquired over the users or the operators of the website because 1) there is a minimal level of interactivity among the users; 2) the users and operators of the website do not engage in commercial activities; and 3) the website does not provide contact details that would allow future business transactions to take place. Personal jurisdiction is an issue because it allows the court to prosecute any criminal activity that occurs because of the use of the website. It also allows the court to impose civil liabilities on any user operator who might have caused damage to a resident of place where the court exercises jurisdiction. In ordinary procedure, personal jurisdiction is acquired by either the arrest of the culprit in criminal cases or the service of summons on the defendant in civil cases. In special cases where culprits are not residents of the forum state, the court would have to use this long-arm jurisdiction in order to punish those responsible for the illegal activity. The interactive-passive use test states that courts have to look into the nature of the transactions made by the users of the website. If the website allows users to have a â€Å"two-way online communication which fosters an ongoing business relationship†, the court may acquire personal jurisdiction over the operators of the website. However, is the website merely provides information without any other interaction, the court may not exercise jurisdiction. The key question to be asked would be: is the website operator doing business in the forum state? If yes, then the court has jurisdiction over the operator. Based on his analysis of Cybersell, Inc. v. Cybersell, Inc. , 130 F. 3d 414 (9th Cir. 1997), Wolf mentions that mere advertising is not enough to give the court jurisdiction over the operators of the website. It has to be shown that the operators â€Å"actually sold their products in the forum state†. Once again, we see that actual business must be performed before the court can claim jurisdiction over the website operator. This is because it is only the act of engaging in actual business where the website operator is deemed to purposely avail of or submit himself to the jurisdiction of the forum state.

Dialogue Helps to Tell Your Story

Dialogue Helps to Tell Your Story Dialogue Helps to Tell Your Story Dialogue Helps to Tell Your Story By Guest Author This is a guest post by Charles A. Ray. If you want to write for Daily Writing Tips check the guidelines here. Dialogue can make or break your short story or novel. No matter how good the plot or subject line, poorly-written dialogue can turn a reader off quicker than anything. I recently read a draft novel manuscript that had a fascinating premise, a compelling story line, and conflict aplenty. I was, nonetheless, completely turned off because every character in the story sounded exactly alike. They all used the same stilted Shakespearean speech, and sounded as if they were reading from Hamlet. Even a street smart black activist student, who was portrayed as aggressive and racially sensitive, talked as if he was the villain from Othello. This is not to suggest that the character should have been lampooned, or that his dialogue should have been a parody of ‘Amos and Andy’ or ‘Shaft.’ But, the character would have been more credible and believable if the dialogue had been less formal, with more use of modern slang, instead of the formal speech that was employed. The only slang word this character used in the first chapter, in over a half page of dialogue, was the word ‘ofay,’ which was inserted in a formal sentence, making it stand out like a pimple on prom night; and it was as unwelcome and out of place as a pimple. Reading the passage, which described his encounter with his professor, I had difficulty telling which of them was speaking without looking at the tags, or going back to see who spoke last. This was clearly a case of poor dialogue ruining an otherwise good story. A more effective technique is to give each character a distinctive voice; either through the words they use, or some other action that belongs to that character and that character alone. Dialogue should be written so that the reader knows immediately which character is speaking. A good way to learn to write effective dialogue is to eavesdrop on the people around you. Note the quirks that distinguish one speaker from another. For example, teenagers these days seem to put the word ‘like’ indiscriminately in their speech. Here’s an example of a conversation I overheard on the subway one day, â€Å"He was like really out of control, and like I just couldn’t get into what he was like saying, you know.† That is an actual line of dialogue that could be used in your story. You have to be careful in most cases not to use what you hear verbatim. People don’t often say what they want to say as succinctly as you need your characters to speak to keep your story moving; but informal expressions in your dialogue will make your characters sound like real people. If you want your writing to keep people interested, in addition to a strong plot, and an interesting theme, you need characters that people find believable. This means learning to write dialogue that holds a reader’s interest as much as the plot. Dialogue, when well written, can help to identify a character more effectively than paragraphs of description or narrative, and it can help keep your story moving. More importantly, it can keep a reader interested in your story from the opening sentence through to the end. You can check Charles page on RedRoom for commentary on leadership, politics and life in general, as well as information about his books. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Flier vs. Flyer5 Keys to Better Sentence Flow

The 9 Best Criminal Justice Schools

The 9 Best Criminal Justice Schools SAT / ACT Prep Online Guides and Tips Are you passionate about law and preventing crime?Curious about how punishment and prisons work? Then a criminal justice degreewould probably be a good fitfor you. But how can you find good criminal justice schools to apply to? In this article, we go over what criminal justice schools are, why people choose to earn degrees in the field, and how you can learn to identify top criminal justice schools, both in-person and online. We then give you a list of our picks for the nine best criminal justice schools. What Is Criminal Justice? Overview Before we look at the best criminal justice schools, let’s go over what exactly the criminal justice field entails. Criminal justice is the study of the criminal justice system, which includes law enforcement, correctional facilities and institutions (e.g., jails, prisons, and juvenile detention centers), criminal courts, and all the roles within these systems. Criminal justice degrees differ from degrees in criminology. Criminology is a social/behavioral science that focuses on the scientific study of delinquency and crime,including why people commit crimes and how we might be able to prevent them. On the other hand, criminal justice focuses more on the practical side, including what types of crimes take place, how courts and prisons work, the role of the police, etc. Despite the differences between these two fields, there's often some overlapin terms of topics and courses. Some schools offer degrees that combine both criminal justice and criminology. For example, the University of Missouri- St. Louis offersa BS in Criminology and Criminal Justice. What Are Criminal Justice Schools? For the sake of this article, we'll be defining criminal justice schools as any institutions that offer a criminal justice degree program (and usually a criminal justice department or college). You can look for criminal justice schools in a specific area of the US using the website All Criminal Justice Schools. Just type inyour zip codeto get a list of schoolsthat have criminal justice degrees. Alternatively, you can browse criminal justice schools by state onCriminal Justice Degree Schools. Criminal justice schools generally offer a mix of criminal justice degrees, which can include certificates/diplomas, associate degrees, bachelor's degrees, master’s degrees, and doctorates in criminal justice or a related field. Many criminal justice schools also have the option to earn a degree in criminal justice entirely online. This can be convenient for those who find it difficult to attend classes in-person and who would prefer the flexibility of an online program. So what exactly do you learn in a criminal justice program? You’ll usually cover topics that span the broader fields of sociology, psychology, political science, philosophy, and public administration. Most criminal justice programs require you to take classes on the American legal system, judicial administration, the police, legal issues, ethical concerns, and juvenile delinquency. Many criminal justice majors move on to a career in law enforcement. Why Go to a Criminal Justice School? Many people choose to attend criminal justice schools to not only learn about the criminal justice system, but to also get a job that utilizes the knowledge and skills they’ve acquired in their degree program. A degree in criminal justice can help prepare you for any of the following jobs: Bailiff CIA agent Correctional officer Crime scene investigator DEA agent FBI agent Fraud investigator Police officer Private detective Probation officer Secret Service agent Security guard State trooper Though many of these jobs require just a high school diploma, having an associate or bachelor's degree in criminal justice could help you stand out from candidates and raise your potential for higher wages and promotions. Moreover, some people get a bachelor’s degree in criminal justice to lay the foundation for getting a graduate degree in a related field such aslaw. The following tabledepictsthe median salaries for various criminal justice-related jobs, along with each job's minimum required degree and employment growth rate for the years 2016-2026. Data comes from the US Bureau of Labor Statistics (BLS). Jobs are arranged from highest salary to lowest. Note that theaverage employment growth rate is 7% for all jobs,so any job that has a rate higher than this is growing faster than average. Job Title Minimum Degree Required Median Salary (2018) Job Outlook (2016-2026) Lawyers Doctoral or professional degree $120,910 8% Sociologists Master’s or doctoral degree $82,050 1% Police and Detectives High school diploma or college degree $63,380 7% Criminal Justice and Law Enforcement Teachers, Postsecondary Master’s or doctoral degree $61,900 15% (all postsecondary teachers) Forensic Science Technicians Bachelor’s degree $58,230 17% Probation Officers and Correctional Treatment Specialists Bachelor’s degree $53,020 6% Private Detectives and Investigators High school diploma $50,090 11% Correctional Officers and Bailiffs High school diploma $44,400 -7% Security Guards and Gaming Surveillance Officers High school diploma $28,530 6% As you can see above, generally speaking, the more education you have, the higher the salary you’re likely to earn. This isn’t just true for the criminal justice field but for all fields. According to a BLS report, there's a clear trend with grad-degree holders making more money on average than bachelor's and associate degree holders. Furthermore, bachelor’s and associate degree holders typically make more than those with only a high school diploma. Which Criminal Justice Schools Should You Apply To? Now that we’ve gone over what kinds of jobs you can get with a criminal justice degree, let’s take a look at how you can figure out which criminal justice schools and programs are top-quality. A great criminal justice school will have most or all of the following qualities: A department or college specializing in criminal justice or criminology A variety of criminal justice-related classes Faculty with expertise in criminal justice and related topics, such as sociology and psychology A high graduation rate Professional and/or research opportunities Generally speaking, there is no notable difference in quality between a traditional in-person criminal justice program and an online one. If you prefer the idea of earning your bachelor’s or master’s degree online, (accredited!) criminal justice online schools can be a great choice. I suggest browsing the US News list of the best graduate online criminal justice programs to get a feel for what schools offer strong online programs. Most high-quality criminal justice schools offer equally high-quality online programs. These can be either bachelor’s or master’s programs. Note that you cannot earn a doctorate through criminal justice online schools. Any school offering this option is most likely a scam and won’t actually reward you with a legitimate doctorate. If you decide to get your criminal justice degree online, great! Just be aware that there are a few disadvantages to doing so. For one, you likely won’t get to network as much with professors and students as you would with a traditional program. Secondly, some employers might look down on an online degree (though this really depends on the employer- most should not care how you got your degree as long as it’s legitimate!). Overall, there are a lot of factors that go into picking the right criminal justice program for you.Now, let’s take a look at the best criminal justice schools, both in-person and online. The 9 Best Criminal Justice Schools, In-Person and Online There are many criminal justice schools in the US, both in-person and online. But which ones are the best? We’ve looked through several rankings lists of the best criminal justice schools to come up with our own list below ofnine top criminal justice schools. These criminal justice schools were judged primarily on the following factors: Rankings of traditional and online programs by websites such as Niche and US News Overall program/school reputation and prestige Whether or not the school has a dedicated department or school to criminal justice studies Diversity of majors and courses offered in criminal justice and related fields Breadth of faculty's areas of expertise Note that the nine criminal justice schools below are not listed in any particular order. Also, these schools include grad programs as well as online programs in criminal justice and related fields. CUNY John Jay College of Criminal Justice- New York, NY A premier criminal justice school, the CUNY John Jay College of Criminal Justice is home to 13,000 undergraduates, 41% of whom are majoring in criminal justice. Other popular majors include criminology and forensic psychology. John Jay offers many criminal justice majors,with concentrationsranging from crime control and prevention to theory and practice. Moreover, several criminal justice graduate programs are available.At the master's level, you can study criminal justice, international crime and justice, and forensic psychology, among several other related programs. At the doctoral level, your options arecriminal justice or psychology. Lastly, John Jay Online- the college’s distance-learning branch- allows you to earnan MA in either Criminal Justice or International Crime and Justice entirely online. Northeastern University- Boston, MA Established in 1967, Northeastern’s School of Criminology and Criminal Justice is a top institution for criminal justice studies. Here, students get the benefit of smaller-sized classes and have the opportunity to work directly with faculty on research projects. Professors specialize in a variety of criminal justice-related topics, from criminal law and terrorism to trafficking, juvenile justice, and incarceration. What's more, the interdisciplinary array of majors and minors allows you to combine criminal justice withother fieldssuch as computer science, psychology, cybersecurity, and political science. The school offersa criminal justice student advisory council and honor society, as well as a variety ofcriminal justice MS, JD, and PhD programs. Pennsylvania State University- University Park, PA Penn State’s Department of Sociology and Criminologyis home toone of the best criminology programs in the country (ranked #5 by US News). With this highly ranked bachelor’s program, you’ll learn everything there is to know for launching a career in criminal justice. Topics of study fall more along the lines of sociology, including why people commit crimes, the criminal justice system, and social research methods. There are two options for majors at this school: BA in Criminology, which focuses on providing students withabroad liberal arts education BS in Criminology, which helps students develop stronger science and research skills If you would prefer to major in criminal justice specifically, Penn State offers atop-ranked online Criminal Justice BS program. With this program, you’ll not only study criminology but also ethics, law, policing, alternatives to incarceration, and security. Michigan State University (Jeffness/Wikimedia Commons) Michigan State University - East Lansing, MI Another well-regardedcriminal justice school, MSU’s School of Criminal Justicegives students the option to earn a BS in Criminal Justice. This bachelor's program offers an impressive breadth of classesin topics such as criminology, investigation procedure, policing, juvenile justice, private security, corrections, violence against women, and cyber-crime. MSU also offers four study abroad programs- specificallyfor criminal justice students- in the Caribbean, Australia, Madagascar, and the Philippines. In terms of graduate study, your options include two master’s programs (in either criminal justice or forensic science) and acriminal justice doctoral program.You could alsoenroll in MSU’s online criminal justice master’s program, which is ranked #10 by US News on its online graduate criminal justice programs list. University of Cincinnati- Cincinnati, OH At UC’s School of Criminal Justice, you can major/minor in criminal justice or paralegal studies. The former is an interdisciplinary program that prepares students to work as court administrators, parole officers, criminal investigators, risk managers,etc. It isalso available entirely online, so if you can’t make it to campus, you’re in luck! In addition to these two undergraduate majors, certificates are available in the more specialized areas offorensic populations, cybersecurity, and correctional rehabilitation. UC also offersa master’s (in-person or online) and a doctoral program in criminal justice.UC is currently ranked #8 by US News for best online graduate criminal justice programs. University of California, Irvine- Irvine, CA UC Irvine’s Department of Criminology, Law, and Society offers prestigious undergraduate and graduate criminal justice programs that consistently top US News ranking lists (including Best Online Graduate Criminal Justice Programs, on which UCI is currently ranked #2). The interdisciplinary department is the only criminology department among the UC schools, and it combines the study of criminology with law and society. The faculty here specializes inan array of subject areas, including psychology and law, race and justice, and gangs and crime. The bachelor’s program in criminology, law, and society offers classes that cover a multitude of topics, such as social media and law, juvenile delinquency, law and inequality, gender and social control, and immigration and crime. It also stresses the importance of field study, often placing students in police departments, probation agencies, and public defenders’ offices. Lastly, UCI offers a doctoral program in criminology, law, and society, as well as two online master’s programs: a Master of Advanced Study in Criminology, Law, and Society; and a Master of Legal and Forensic Psychology. Sam Houston State University (J. Stephen Conn/Flickr) Sam Houston State University- Huntsville, TX Located about an hour north of Houston, Sam Houston’s College of Criminal Justice offers a large array of criminal justice courses (both in-person and online), the opportunity to study at local research institutes, and numerous criminal justice scholarships. The school has tons of undergraduate and graduate degree programs,including the following: BA/BS in Criminal Justice BA/BS in Victim Studies MA/MS in Criminal Justice MS in Forensic Science PhD in Criminal Justice You can also earn your degree online here.Criminal justice programs offered online include the BA/BS in Criminal Justice, MS in Criminal Justice, and MS in Homeland Security Management. Sam Houston is currentlyranked #3 by US Newsfor its online graduate criminal justice programs. Florida State University - Tallahassee, FL The Florida State College of Criminology and Criminal Justice is home toexcellentcriminology and criminal justice programs.Currently,FSUis ranked #6 by US News for its online graduate criminal justice programs and #5 on the list ofbest criminology schools. FSUprovides students withnumerous opportunities for real-world research through its Center for Criminology and Public Policy Research. It also works in association with the Pat Thomas Law Enforcement Academy so that students interested in becoming police officers can earn their State Officer Certifications along with their degrees. Here, you can earn a bachelor’s in criminology and criminal justice in either a traditional or online program. Master’s and doctoral degrees in criminology and criminal justice are offered too; these include a fully online master’s and a one-year MS in Criminology. University of Maryland- College Park, MD Home to the #1 ranked criminology program in the nation, UMD’s Department of Criminology and Criminal Justice is a fantastic choice for a criminal justice education. In the BA in Criminology and Criminal Justice program, students take a variety of classes, covering topics such as corrections, policing, courts and sentences, and criminological theory. UMD's master’s degree program prepares students for careers in private non-profit agencies, the government, and research institutes, while its PhD program aims to help students become criminal justice scholars and teachers. Conclusion: The Best Criminal Justice Schools Criminal justice is a popular field of study because it can open up doors to a variety of jobs in law, government, security, etc. While similar to criminology, criminal justice is more about the study of the criminal justice system itself and less about why people commit crimes. Criminal justice schools are any schools that offer a criminal justice major- and better yet, a criminal justice department or school. There are many kinds of criminal justice degrees, from associate degrees to doctorates. You can also study an array of related fields at criminal justice schools, such as criminology, criminal law, forensic science, sociology, and paralegal studies. The best criminal justice schools will have a dedicated criminal justice department, lots of criminal justice-related courses, and stellar faculty.Furthermore,criminal justice online schools can be just as good as, if not better than, traditional criminal justice schools.Soif you’d rather earn your degree online, there are plenty of options out there! Afterresearching dozens of colleges,we came up with a list of the nine best criminal justice schools. These schools are excellent options forall types of students, whether you would rather earn a bachelor’s degree or a graduate degree, or prefer to study online over in-person. In no particular order, here again are the nine best criminal justice schools: CUNY John Jay College of Criminal Justice Northeastern University Pennsylvania State University Michigan State University University of Cincinnati University of California, Irvine Sam Houston State University Florida State University University of Maryland No matter which of these schools you end up going to, you're sure to get an amazing criminal justice education! What’s Next? Lots of people who study criminal justice go into criminal law. Get the rundown ofhow pre-law works and what you can do to prepare for law school, one step at a time. Want more lists of the best schools and programs?Then check outthebestpre-med schools, the best graphic design schools, and the best architecture schools.

Sociocultural Theory Essay Example | Topics and Well Written Essays - 2500 words

Sociocultural Theory - Essay Example 101). The debate about the definition of term 'collaborative' as well as ongoing attempts to identify relevant criteria to determine whether learning is collaborative or not does not seem to have any major implications for the basics of collaborative learning. Almost every research study exploring collaborative learning environment comes to positive conclusions (Johnson, Johnson, and Stanne, 1986; Natasi and Clements, 1991). Natasi and Clements (1991) summarize these conclusions in the following way: "Cognitive-academic and social-emotional benefits have been reported for students from early elementary through college level, from diverse ethnic and cultural backgrounds, and having a wide range of ability levels Furthermore, cooperative learning has been used effectively across a wide range of content areas, including mathematics, reading, language arts, social studies and science" (p. 111). Initially, research in the realm of collaborative learning focused on functioning of an individual learner in a group: the theories which dominated cognitive psychology over the 1970s tended to emphasise the role of individual information processors in the process of cognition. The social context of this process was viewed as secondary to individual activity (Dillenbourg et al, 1996: 189). The last decades of the 20th century were marked by increased attention to the social context, and, consequently, improved understanding of the process of cognition. Much of the shift was due to growing influence of sociocultural theory in pedagogical practice. This theory is very helpful in predicting, explaining and justifying the above listed cognitive, psychological and social benefits of engaging students in collaborative learning activities MAIN DISCUSSION The theoretical background underlying contemporary models of collaborative learning relies heavily upon three major theories of learning: socio-constructivist theory, socio-cultural theory, and shared cognition theory (Dillenbourg et al, 1996). These three perspectives share the basic features of cognitive stance, including the focus on the interactive aspect of human development and learning, but the socio-cultural theory has been recently gaining momentum as the most influential among the three in the realm of language education (Lantolf, 2000; Wells, 1999). L. S. Vygotsky formulated the basics of socio-cultural theory in the 1920s and 1930s, though current conceptualisations of this approach also draw on works and ideas of other theorists (Luria, 1979; Wertsch, 1991, 1998; Newman and Holzman, 1993; Cole, 1996). The essence of socio-cultural theory is exploring the causal relationship between the social interactions and cognitive

Quality management Essay Example | Topics and Well Written Essays - 2000 words

Quality management - Essay Example A number of scholars and theorists have contributed their knowledge and expertise towards the study of quality of management. Majority of such theories have been developed from actual organizational experiences. Juran, Feigenburn, and Deming were amongst the earliest theorists who contributed valuable ideas and concepts towards quality management in organizations. These ideas were further extended and made adaptable by the Japanese theorists namely; Genichi Taguchi, Shigeo Shingo, and Kaoru Ishikawa. The ideas provided by such eminent scholars led to the development of important quality management techniques such as Six Sigma, Just in time, Mc Kinsey 7S framework, Jidoko, Kaizen and quality circles amongst much more. These concepts are widely practiced in modern organizations to gain efficiency in operations and attain quality related objectives in end products. Kelemen’s dimensions In the book Managing Quality by Mihaela Kelemen, the author has provided insight upon the impor tance of quality management on the basis of eight important approaches which are divided into two important categories. The categories are mainly the managerial and the critical perspectives of the quality management approaches. These perspectives and approaches are considered to be an extended view of Garvin’s framework in quality management. However, the approaches developed by Kelemen were seen to incorporate the notions provided by different, authors. Writers were also seen to support more than one particular approach.