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.