Practical Guide To Teaching Social Studies Education Essay

Practical Guide To Teaching hearty Studies Education EssayChapter 1 Middle Secondary School loving Studies Reflective EssayMotivation and Enthusiasm (Chapin, p.1-2) be the samara points as we begin our text. thoroughly, who am I to indigence to be a Teacher? Especially in secondary grades dont you rush to be someone who has motivation to teach? Arent you supposed to have the passion to expire with young people and help them learn?Thats what June R. Chapin tells us in our textbook, A Practical Guide to Middle and Secondary Social Studies but yet when I look in the mirror long and hard after spending more than 30 years working in the fast paced advertising and merchandising industry, I actually exculpate, yes, thats meAfter raising a watchword to become a Bucknell University second year college student, and coaching his teams, leading his scout troops, guiding his move (figurative and actual), and mentoring him and his friends it dawned on meI do have the motivation and enthusiasm to teach. Watching a young mind tackle a difficult concept or wrestle with a perplexing question is a thrill for me to watch, assist and instruct. To guide and educate, thats what I need (and neediness) to do with for the rest of my life.Personal background, beliefs and biases (p.3) ar as well critical personality traits one essential consider if you want to teach. In Shakespeares Hamlet Polonius son Laertes is in a hurry to rush on with it, create onto the next boat to Paris, move forward with his life and get away from his fathers tiresome pontification. But, his father Polonius has one parting point of important wisdom for his sonThis above all to thine own self be true,And it must follow, as the night the day,Thou scum bagst not consequently be false to any man.Farewell, my forbearance season this in theeHamlet playact 1, scene 3, 78-82 my emphasisHow many of us are really true to ourselves? Do we know the kind of person we are? Are we honest and self aware when we look at that driver who just cut us off and in our anger think to ourselves Well no wonder, that persons a and dont realize the bias, belief and possible prejudice weve just reinforced in our own mind.What if you are a secondary school teacher driving to work at your job to teach social studies to diverse classes of 7th and 8th graders, for whom youre teaching a lesson virtually different cultures or tied(p) have students who whitethorn also be . Are you aware of your own bias? Are you in the right profession? Can you manage, correct and void that attitude?A teacher must forever be aware of who they are and why they may feel a certain wayand then just forget it. It isnt relevant except that you are aware of it and then put it away and if possible eliminate it. You know where youve come from, what may have originally prompted those sentiments years ago and now youve grown beyond it.And we must also face bias in materials or resources we read, watch or collar everyday. And just as with our own heritage, we must know what to look for and as it is said consider the source, to properly put into thought, any statement, comment or check fact and assign the credibility or lack it may deserve.Your beliefs active human potential, ethics and culture are also intertwined with your teaching beliefs and practices.(p.3) For me, as a professional pedagogue, particularly one in the social sciences, I must have the skeptics senses in order to discern the supposed fact from the genuine fiction, eyepatch also remembering that I myself have a personal perspective in the mix as well.The No Child Left Behind (NCLB) Act and bills movement has become a pervading concern among all adults involved in the preparation industry. Our textbook is no exception it is full of perspectives on the issue nearly likely beca role it affects the foundations of the training process and everyone except the students are concerned with what it means for the future.What I am also knowledge from many different resources, in and beyond this textbook, is that on that point is so much emphasis on problems that no ones seeing the successes. Beginning with A Nation at Risk, a report issued during the Reagan Administration shortly there needed to be a hot national standard and oversight from the Federal government for what was being taught, to whom and whether there was real comprehension and learning coming as a result. at present teachers, administrators, states and bureaucrats across the country are caught up in a challenge on accountability and standards versus schools autonomy and educational funding.My frustration with the arguments and debate really stem all the way from the National to the State to the Local to the District levels. I just want to be a classroom teacher and lead my students toward learning strong academic objectives yet I repeatedly hear the harangue, well whos in charge here?So just as I am starting a new career it seems as though th e struggle will escalate to the point where I will be unable to teach a lesson, any lesson, without some bureaucracy being involved with who, how, when and what I teach.And it seems there is minimal civic enthusiasm or encouragement for what teachers are trying to accomplish. Troubled Times for Public Schools (p7) is a mantra that the profession seems to have adopted as a frame-of-mind, instead of something to realize and which we must correct.The text also reinforces the concept of a good teacher being respected by his/her students for the same traits as one might bear from an adult, includingdepth of knowledge and demonstrating a strong effortshowing respect for themselves and their studentshaving a sense of humor and perspective on what is really important duration I remember Social Studies from my youth as a subject about which I was passionate and involved, I never really considered the textbook explanation an integrated, multidiscipline area of learning (pp.12-16) which lea ds me to understand why I cared so much the disciplinary materials covered were all my favorites sociology, political science, history, anthropology, geography, and even (some) economics.Yet today there is also a debate about how much emphasis is placed on the integration approach versus what used to be a single-discipline approach when Social Studies had more of the depth and fundamentals of certain disciplines like history, civics and literature. The term used in our text Social Studies slush (p.14) got my attention because it was so vehement and succinctly critical.My personal perspective is currently rather muddied itself by my own education, my passion for the multiple Social Studies disciplines and what I am reading There is an natural need for improvement in teaching of Social Studies. (p15)My son was in the AP US History course at his high school. What surprised me about what he was studying was that the content seemed to be what I thought should be in any US History cour se. Our Chapin textbook argues that some see the AP level as just a college pre-application opportunity instead of a class for higher level thinking. To me it is just a label for a popular provocative and broader educational area that should be expanded to all secondary students.Chapins first chapter also expounds on different teaching approaches for the Social Studies and includes charts showing examples of personal pedagogy intimating dont we want to avoid indoctrination? (And be sure we also stay away from Americanization?)It seems to me that in 2011 a teacher would be hard-pressed in the US secondary education system to find any Social Studies student who would tolerate being taught a lesson without permitting the individual to question or examine the in scoreation being transmitted.(p.18) In actual fact there probably arent many Social Studies teachers who have the integrity to enkindle an Americanized curriculum because it must today be integrated, balanced and politically c orrect.The NCSS article Teaching Social Studies as a Subversive Activity is a challenge to Social Studies teachers to return to the rebellious 1960s and 70s and dont just promote pat answers and accept the pabulum of patriotic dogma in their textbook. And instead teachers need to install a crap detector for students so to alert them to the sleek over stories theyre being taught so that High school students, exercise the basic tenets of a classless society. The authors promote Social Studies as a subversive activity whereby students maintain a civic engagement with local, regional and national concerns, (current events or local community issues, the elections, Hurricane Katrina, an international conflict, or school matters.)The problem I have with this perspective is that it seems the authors underlying approach doesnt promote discourse, it promotes discord it doesnt promote inquiry it promotes disorder it doesnt promote higher learning instead it promotes diatribe and invective.Th is is not to say that the authors arent in synchronization with much of what I swear to be my personal teaching approachSchools can also develop a greater sense of educational community through curriculum integration or inter-disciplinary teaching teachers can team with another(prenominal) teachers as their students engage in reading about other nations and peoples in childrens literature, or integrate American literature with American history in secondary school incline and social studies classrooms. p. 3, col. 2., Teaching Social Studies as a Subversive Activity by Charles L Mitsakos and Ann T. Ackerman, 2009, NCSS Point of View series.The criticism of many Districts Social Studies curriculum today is that it is in a ageless state of critique and cynicism versus practical awareness and preparation for graduates involvement in a larger society. government and business leaders who are worried about the economic consequences of inadequate education. (Chapin, p.19)In another NCS S article Should Social Studies Be Patriotic? the author, Joel Westheimer promotes a different Social Studies approach when it comes to American history and civics lessons reinforced on what he calls, democratic patriotism. Mr. Westheimer, who is a department chair at the University of Ottawa in Canada, believes that U.S. secondary students are learning authoritarian patriotism whereby credulous loyalty and commitment to my country right or wrong has become the norm and students remain unchallenged by the debates around the various visions of patriotism.Yet my electric charge with Mr. Westheimers approach is the same as previously mentioned in the volatile world of 2011 where America and her citizens are more and more described around the world as pretentious ignoramuses, too fat and lazy to address, or even be aware of, the social inescapably of a struggling world, we shouldnt throw up our pass and admit, yup, theyre rightBut, Mr. Westheimers use of democratic patriotism in the classroom is an approach that has merit, and his examples of different teachers motivating their students is impressiveThere are many varied and muscular ways to teach a democratic form of patriotism aimed at both critical consideration of the history, present, and future of our society as well as at reinforcing the ideals of improving the country and the lives of its inhabitants. such as students conduct research on improving conditions in their own neighborhood, especially with regard to broken promises to build a new school.These approaches to teaching about patriotism share several characteristics.First, teachers encourage students to ask questions rather than absorb pat answersSecond, teachers provide students with the information (including competing narratives) they need to think about patriotism in substantive waysThird, they root instruction in local contexts, working within their own specific surroundings and circumstances. Because we cannot teach democratic patriotism w ithout paying attention to the environment in which we are teaching it.And, as a teacher that believes discourse is possibly the most important dodge that we undertake with our students, we will lose their respect and our country their allegiance, if we try to gloss over or whitewash civic issues or historical controversy.But we must also remain vigilant and aware, as Social Studies teachers and as citizens, of the nearby precipice when we encourage dialog that foments dissentCritique becomes CriticismCommentary becomes CynicismDissent becomes discouragementand patriotism in any form, becomes pass.Finally in this chapter I read Chapins text about teaching values and ethics, and I askedwhy not? Ms. Chapin makes it clear that any social Studies teacher who undertakes a values approach must remain cognizant of the potential controversies and assessment dilemmas they face. First and foremost, whose values are correct? And how far should the discussion go in advance we are in a behavio ral guidance area? Yet in my opinion, values, character, moral education are not areas that should be avoided, just tempered with an understanding that a values approach might only be effective for some students, in some circumstances.Last note Improvement can be made to the teaching of Social Studies p.26Chapter 2 devicening for The Social Studies Reflective Essay1. The Social Studies?This bothers me why is the subject discipline for which I want to become a State of CT, professionally certified secondary school teacher have an English language article the placed in the title? It reminds me of the contemporary baseball zealots (usually on ESPN) who determined at the end of the last millennium that the acronym RBI which stood for Runs Batted In was inherently plural, so the acronym shouldnt or couldnt and wont be pluralized (he now has hit 27 R-B-Ito me this just sounds dumb.) So I emphatically disagreed. As a pincer following Mickey Mantle or Carl Yastrzemski I would always wan t to know how many R-B-Is he had hit. We also called them ribbies meaning the plural of R-B-I, ended with an s.Now I find as I want to change my career after 30+ years in marketing and advertising (an industry which in itself has played fast loose with the English language,) that because of the new contemporary multi-disciplined approach that Social Studies is an integrated discipline of so many other Social Sciences, that the NCSS (I assume) has contumacious it must have the article the in the title.Well, when I was a youngster, going to Social Studies class, we sometimes talked about RBIs and now as a teacher, I hope to teach Social Studies to students who sometimes will want to talk about Derek Jeters RBIs, when I will want to discuss their homework assignment, instead.(I had to reflect on this lingual concernthanks for understanding.)2. Planning my Achilles healThis is the area as a Social Studies teacher on which I MUST concentrate and remain focused.An effective teacher mu st plan well in advance what Unit they will cover, composed of what Lessons, to accomplish what Objectives, followed by what type of Assessments they will use to manage their Evaluation of each of their students performance. Then as they begin to teach during that semester, an effective educator will always adapt and adjust those Lesson(s) to accommodate or characterize the situation, setting and material for any exceptional learners or other student requirements, particularly as the calendar year progresses and any special needs or circumstances arise.A teachers effort at maintaining an inclusive classroom that differentiates the lesson plan according to their Exceptional Students Individual Education Plan (IEP) is following a standard policy and an prehend attitude for a busy teacher. Yet, as I examine my own strengths and needs for growth it is clear that written plans will be key to my optimal performance, and this must include a period of reflection and examination on how ea ch lesson may be improved after its taught. This may occur multiple times a day, or long after a unit is completed depending on how the lesson was received and performed by my students. It should also always be accompanied by my own observations and notes in the margin, as well as any notes or comments from colleagues, visiting administrators or other professionals so I can tweak, modify, adjust, or entirely re-teach the activity.And another major part of creating modifying and improving my lessons will be finding the necessary resources for students activities. In our Chapin textbook there is a list of a dozen areas to search, but that is just a start on the numerous areas one can find resources for planning Lessons.A everyday experience while teaching is feeling frustration and anger. Students are usually the trigger for these negative emotions. These emotions often make teachers tense and intrude on their thinking. (p. 34.)The key for me in this instance, or any new teacher, is patience, (they say Lesson Planning gets easier with experience.) Remaining confident and calm is vital, as I develop (and teach) each Plan that addresses the appropriate Objectives with the necessary Activities which meet correct Standards and use the necessary Assessment techniques for a comprehensive Evaluation. Confidence can come from the fact there are numerous resources, BUT only if I search extensively and frequently for topical and effective materials. By remaining dedicated to reaching that unnamed student who needs me to care, to making that extra effort on their behalf this is the personal integrity I want to have and will need in order to be the educator I want to and should be.3. Long Range PlanAfter studying Figure 2.1, on page 35 of our Chapin textbook, my focus goes to the critical juncture before the plan is laid out, My Approach and the Rationale for what, why and how I will teach these lessons. The three areas that must be addressed as the Units Curriculum Plan is established are clearly identified and understood. Two of the areas have prewritten guidelines, formats and styles (taxonomies) to follow which must be aligned, the third is up to me my Attitudes, Values Dispositions.One professional factor that we havent covered extensively yet, but I know will be critical to my career as an educator is the colleagues and teams with whom I will be working. Their contributions to my organic evolution as a professional Social Studies teacher will be critical to my growth. Some frank and honest feedback from a professional peer can be invaluable in understanding how my Plans can improve, be expanded, edited or discarded. Constructive criticism will require some receptivity and espousal without personal sensitivity to improve over time.4. Objectives Standards my other Achilles healWriting objectives is where we are in all of my professional semester ED and ESPY classes, and they are proving to be difficult for me to get a handle on. This may b e because Im over-complicating them by trying to fit too much into a single activity or lesson, or I am confusing verbs and levels of learning or the activity I want students to perform isnt correct for the objective. Simultaneously I get hung-up on what Standard fits with what Objective instructional vs behavioral vs performance.I believe nevertheless that over time in each class I will get the hang of it, with practice. Fundamentally, I know what these terms mean observable performance the physical activity that will be measured to meet the objective I have set.conditions of learning where the student is starting from or with what material, (e.g. After reading XYZ textbook, or Given a copy of President Obamas speech, etc.)measurable criteria an assessment is hinder and actually no objective can be written that doesnt have levels of criteria on a rubric that the students see in advance, accept and understand. The criteria can be difined simply with a number and students will provide 5 examples of or a measurement device using a Likert Scale of Strongly Agree, Agree, Disagree, or Strongly Disagree students will evaluateOrganizing Content UnitsIn number 2 above I described most of this section without realizing I was, however it is important to note the hierarchy of levels teachers use when planning their subject contentDistricts Subject Curriculum (Year Long)Textbook(s)Team Semester Plan (2-3 Semesters)Curriculum Module (2-3 Modules)Unit Plans (6-8 wks)Lesson Plans (30-40 lessons/Unit)Activities (2-3/lesson)I hope to be able to frequently use each of the listed resources in my Lessons, particularly those that integrate other disciplines or areas of study textbooks commercial/free preprinted lessons, integrate units with colleagues discipline (literature, science experiments, etc) technology online, presentation or other devices.It is also important that I mention biases Lesson Plan resources usually have some form of bias, particularly those obtained from a commercial or political or cause-related organization. Many teachers I have seen and known so far use valuable and unspoiled resources, particularly those associated with a textbook or a discipline-oriented publisher. However as a professional educator I must remain vigilant addressing lesson materials that may contain some form of bias. This is not to say that they cant be used in a lesson, they will just need to identified as having a bias or perspective that must be considered in their usage. Unit OutlineThe following is a skeleton Unit showing the elements that institute most Unit structures, but these can vary and this is for a Teacher-made Unit (there are many pre-published in textbooks and elsewhere.). There are other formats that may use an integrated approach with another subject discipline or a variety of technologies (Smart Boards, MS PowerPoint, MS Publisher, etc.,) or some other device or strategy to stimulate students multiple intelligences. Unit Title Standar ds Goals Focus Big Idea question Lesson Plans incl. Objectives Assessments

Safety Assessment: Benzalkonium Chloride as Sanitising Agent

Safety Assessment Benzalkonium Chloride as Sanitising AgentBenzalkonium ChlorideBenzalkonium chloride or BAC is an bactericide agent belonging to the quadruplet ammonium compound group. It is widely employ in the health care industry and cosmetic industry as an antimicrobial and cleansing agent. According to the diet and medicate Administration (FDA), 0.1-0.13% w/w BAC is considered safe and legal as an antiseptic drug product.55 BAC has also been recognized as safe and effective when combine into oral mouth rinses.56BAC is also popularly use as a rinse-free hand sanitizer and for hand washing.57 Short-term and long-term clinical studies have shown that BAC incorporated in intranasal products is safe and well-tolerated. 58Furthemore, BAC meets the performance criteria under the Tentative Final Monograph for Health Care Antiseptic Drug Products as an diligent component in rinse-free hand sanitizers. Sufficient evidence exists to support the usage of BAC as a Category I active ingredient in 1994. It was analyzed as a leave-on sanitizer at the Final Monograph for Healthcare Personnel Antiseptic Drug Products. 59A study by Dyer et al think that a hand sanitizer with BAC as the main component was a safe and effective way of decreasing illness absenteeism in grade schools.60The safety of BAC was reviewed by an in effect(p) panel and they cogitate that at soaking ups of up to 0.1%, free active ingredient is safe for human use.61It was acknowledged that BAC can be apply beyond being an active ingredient for leave-on products because of its safety and antimicrobial effectiveness profiles.The FDA has also agreed upon the usefulness of biocidal quaternary amino actives, particularly BAC, in their previous rulemaking. As an example, the FDA stated that it was non seriously concerned with the safety of quats for first aid uses like wound cleansers, skin wound protectants, and skin antiseptics in the 1991 Proposed Rule for Topical Antiseptic Drug Products for O ver-the-Counter Human Use Tentative Final Monograph for First Aid Antiseptic Drug Products. BAC was found to meet the requirements for first-aid antiseptic applications as reviewed by the expert panel at that time.Furthermore, the FDA has permitted the combination of BAC and Benzethonium Chloride homologues at concentrations of up to 0.004% as a food preservative or for long-term ingestible applications.62At the 2002 16th Report of the ornamental Ingredients Review Expert Panel, BAC was announced to be safe at concentrations of up to 0.1% w/w. The cosmetic applications studied here were those that encompassed a daily-use regimen. A publication was through on a cross-over study of 420 grade-school children (5-12 years old) for a period of 10 weeks. They were told to use a leave-on sanitizer with BAC as soon as they entered the classroom, before eating their snacks and lunch, by and by sneezing or coughing inside the classroom, and afterward using the restroom. They observed that e ven with frequent use, thither was no adverse reaction such as edema, rash or erythema, among the students during or after the study.40Another study published in 1998 investigated the performance of an alcohol-free hand sanitizer with BAC. They concluded that the product exceeded the minimum performance standards indicated by the FDA for minify bacteria.63BAC has been reported to be effective against a wide variety of microorganisms, such as mixed-type viruses and non-enveloped viruses. BAC even demonstrated on some instances, a significantly higher virucidal performance as compared to alcohol applications. One important aspect of BAC that should not be over-looked is its non-flammable nature. In fact, during the SARS epidemic in 2003, BAC-containing sanitizers were in truth effective against human coronavirus especially in use in airlines and airports as alcohol-containing products were banned because of issues in flammability.In a study on BAC at reducing illness in public and private schools, they observed a 44.2% decrease in incidence of gastrointestinal illnesses and a 50.2% reduction in respiratory-related illnesses. In a different double-blinded study with 769 students, there was a 33% reduction in illness-related absenteeism. It was recommended that alcohol-free leave-on sanitizers, like those with BAC, are the only appropriate composition for usage in settings as school. This is due to the possible misuse of alcohol-containing sanitizers as a fire accelerant or by intentional ingestion.An excellent review on the issue of bacterial underground to bactericidesanitizers was also recently submitted by SDA to FDA in response to the reopening of the docket for comments.However, the FDA advised that further studies should be done estimateing antimicrobial resistance and the potential study of resistance to these agents, including BAC. This was stated at the joint meeting in 1997 of the FDA Advisory Committees.In the field of Orthodontics, Othman et al 64 confirmed that adding BAC to an adhesive produces antibacterial properties. In the study, BAC was incorporated into a light-cured composite resin, and an evaluation of its antimicrobial and physical properties was done. BAC was incorporated into Reliance Phase II adhesive to produce BAC concentration from 0.25% to 2.50% wt/wt. The limited samples were cutting off into saucers and incubated in Strep. mutans for two days. Amount of bacterial inhibition was striped with agar disk diffusion assay. Other disks were placed in brain-heart infusion strong suit with Strep. sobrinus to measure its adherence. Cells that adhered were measured. Tensile bond strength was analyzed using a universal testing machine by attaching traction hooks to bovine teeth with the modified adhesives. Results showed an increase in antimicrobial activity in composites with higher BAC. Antimicrobial activity was negative for the composites without BAC. The composite with BAC and without BAC did not show any difference with regard to their diametral tensile stress and tensile bond strength. Therefore, they concluded that when BAC was combined with an orthodontic adhesive, it added antimicrobial properties without changing its mechanical properties.Another study that aimed to create an antibacterial adhesive without compromising its bond strength was done by Saito et al.65 Their aim was to find the dose of BAC that exhibited antibacterial effect and did not compromise bond strength.In Saitos study, Superbond CB resin cement was used. A mixture of the polymer, monomer, catalyst and BAC was produced according to the instructions of the manufacturer. Composite disks with the following BAC concentration were produced 0.25%, 0.75%, 1.25%, 1.75%, 2.5%, and 5% (wt/wt). Composite disks of the same surface (0.8 mm x 2 .0 mm thickness) were made. The test bacteria used were Strep. mutans 10449 and PS14, and Strep. sobrinus 6715 and B13. A brain-heart infusion medium was used to grow the bacteria .To evaluate the antibacterial activity, disk diffusion assay was utilized. To analyze the release of BAC as shown by an inhibition of appendage of the bacteria, the semidiameter of the growth inhibition zone was measured.The bacteria were grown overnight in a broth and diluted. An optical density of 0.5 (550nm) was used. An inoculation of 80 L (60-fold dilution) was performed on the brain-heart infusion agar plates. A glass rod was used to mete out the inoculums evenly providing uniform bacterial growth. The BAC-infused composite disks were placed on the agar and were incubated at 37C. Two days after incubation, the inhibition zones were measured.Saito also tried and true the shear bond strength using 70 extracted human premolars. The teeth were randomly distributed into seven groups and embedded in acrylic except for the buccal areas which were used for bonding. The teeth were polished using rubber prophylactic cups with pumic for 10 seconds.The teeth were etched with 65% phosp horic acid for 30 seconds and washed for 20 seconds consequently orthodontic metal brackets were bonded. Composite with the following BAC concentrations were used to bond the brackets 0%, 0.25%, 0.75%, 1.25%, 2.5%, and 5%. A 300-gram force was applied on each bracket (based on the study of Bishara et al66).The results were presented in standard deviation and mean and analyzed with ANOVA to determine if there were significant differences among the groups. For multiple comparisons, Fisher test was used. Statistical differences were notice by a Chi-square test. Significance was predetermined at P 0.5.38Results showed that there were significant differences among the composites with different BAC concentrations. No significant differences were found among the bacterial strains.When placed on the agar plate with Strep. mutans or Strep. sobrinus, no inhibition zone was observed on the composite with 0% BAC. The composite disks with BAC demonstrated a significant antibacterial property when compared with the composite without BAC. The antibacterial effect was found to increase as BAC concentration increased. This was indicated by an increase in the bacterial inhibition zones that were measured. The disks with 5% BAC had the highest metre of antibacterial activity.A significant difference in bond strength was noted among the different composites with BAC. However, as BAC concentration was raised, they observed a decline in shear bond strength.The study of Saito et al concluded that adding BAC into composite resin attributes antimicrobial properties strong enough to inhibit Streptococcus mutans and Streptococcus sobrinus.A clinically acceptable range of shear bond strength is yet to be established scientifically. Saito noted that incorporation of BAC does not lessen the strength to less than 10 MPa when an etchant (phosphoric acid) is used. The range of shear bond strength in study was 10.12 MPa 20.94 MPa. Saito et al further concluded that a composite incorporate d with BAC has a possibility for clinical application as a bonding adhesive. It was recommended in the study that it is essential to acquire a long-term release behaviour of an antibacterial agent. Therefore, a study investigating the release behaviour of BAC should be done.It was mentioned in the study by Saito that BAC has been a popular choice of contact lens antiseptic. However, the quantity of BAC used in the study was less than the amount used in contact lenses. A typical bonding procedure in an orthodontic patient requires well-nigh 150 mg of composite adhesive. Therefore, 0.7 mg of BAC is required to achieve 0.5% BAC concentration.The same author in 2009 evaluated the antibacterial activity and cytotoxicity of an orthodontic adhesive containing BAC. To achieve the coveted concentration of BAC, it was initially diluted to 50% by mixing it with the orthodontic polymer (wt/wt). It was diluted further with polymer to achieve the required concentration. 65They achieved the follo wing BAC concentrations 0.25%, 0.75%. 1.25%, 1.75%, 2.5%, and 5.0% (wt/wt). Custom-made molds were used to produce BAC-composite disks of the same size (8.0 mm x 2.0 mm). The disks were evaluated using antibacterial and cytotoxicity assays with three independent runs.To perform the disk diffusion assay, the BAC composite disks were soaked in distilled water at 37C for 0, 30, 90, and 180 days earlier to the assessment of antibacterial activity.The test bacteria used were Strep. mutans 10449 and PS14 and Strep. sobrinus 6751 and B13. They were routinely grown in a brain-heart infusion medium for 24 hours. The growth inhibition of Strep. mutans and / or Strep. sobrinus showed the release of BAC into the agar medium. Electric digital callipers were used to take measurements of the zone of growth inhibition around each BAC composite disk.To test the cytotoxicity, human gingival fibroblast cultures were grown from the cells of healthy gingival tissues from patients who were undergoing ex traction prior to orthodontic treatment. This was copied from the method of Somerman, et al. afterward the patients underwent extraction, a part of the gingival tissue attached to the interdental papilla was taken. The samples were washed twice in phosphate-buffered saline solution (PBS). The acquired tissues were dissected into 1-mm cubes and were transferred to 35-mm tissue culture dishes with -minimal essential medium supplemented with 100 g/mL of penicillin G, 500 g/mL gentamicin sulphate, 0.3 g/mL amphotericin B, and 10% fetal bovine serum. Incubation of the cultures was done in a 37C humidified incubator with 95% air and 5% carbon dioxide. When confluence was reached, the cells were detached using 0.05% trypsin in PBS for 10 minutes. They were subcultured in flasks and seeded.38The controls used in the study were the resin disks without BAC. The harvested gingival cells were laid under resin disks. In amid the disks and the gingival cells was an 8 m PET tissue layer that allo wed the passage of the components of the resins to make contact with the human gingival cells. This was based on the study of Tang et al. Incubation with the gingival cells were done at 37C for 1, 3, and 6 days.38A reduction assay kit containing tetrazolium bromide was used to assess the cytotoxicity. This was based on the reduction that occurs to MTT when exposed to living cell mitochondria. It becomes empurple fromazan. After 1, 3, and 6 days, the cells were cleaned with PBS after removal of the resins and the medium. Addition of 0.5 mL MTT medium solution was made to the wells. The solution was incubated at 37C for 3 hours. A microplate reader was used to measure the purplish lysate.They observed significant differences among the different lengths of time the samples were soaked in distilled water and among the BAC concentration. With the different bacteria, they did not recover any significant differences. No difference that was significant enough was also observed between the bacterial strain and BAC.There were significant differences noted regarding the antibacterial activity at 0 day between samples with 5% BAC compared to other BAC concentrations. There were also significant differences observed regarding antibacterial activity among 0.25%, 0.75%, and 1.25% BAC, and 1.75%, 2.5%, and 5% BAC concentration. However, there was not any significant difference detected among 1.75%. 2.5%, and 5% BAC concentrations. There was a significant difference at 180 days between 0.25%, 0.75%, and between 1.25% and 5% concentrations. They observed that the higher the concentration of BAC in the composite, the greater the decrease that occurred in antibacterial property based on the assay time prolongation.They concluded that when the samples were not soaked in water, they exhibited higher antibacterial activity. The resins with 5% BAC had the highest antibacterial property.There was a significant decrease in antibacterial activity after soaking the samples in water for 180 days at all BAC concentrations. The samples incorporated with 5% BAC had the highest antibacterial activity compared to the resin with 0.25% at all periods of the experiment. In fact, the antibacterial activity exhibited by the resin with 5% BAC soaked for 180 days was the same as the antibacterial activity shown by the resin containing 0.25% and 1.75% BAC prior to immersion in water.There were significant differences in MTT activity percentages among the BAC composites with regard to cytotoxicity to the human gingival cells. Saitos study concluded that resins with 1.25% or 1.75% BAC exhibited constant antibacterial properties when immersed in water for 180 days due to the continuous BAC release.However, an increase in cytotoxicity was noted as the antibacterial activity increased. Therefore, composites with a higher concentration of BAC were shown to be more cytotoxic. A concentration of BAC that was 0.25% or 0.75% exhibited cytotoxicity similar to the resins without BAC or th e controls at all test periods. Saito et al recommended that a similar study be made using saliva instead of water as the immersing medium. This is due to the presumption that the oral environment is different that it may influence the antibacterial activity and cytotoxicity of the resins with BAC.The study confirmed that adding BAC to a composite resin exhibits an antibacterial effect against Strep. mutans and Strep. sobrinus. The author suggested that BAC be tested in vivo for safety before it is tested clinically.

The Root of Success in Korean Cloning Essay -- Genetics

Korea is currently leading the industry of cloning. There are many ethnical and fond aspects to why Koreans are leading this industry. David Plotz identifies a theory identify as the Chopstick Theory of Scientific Supremacy in his article titled, The Seoul of Clones. Plotz states Koreans eat with narrow, surface chopsticks. Nabbing grains of rice with slippery, steel sticks requires a surgeons adroitness (Plotz, 2005). While this prototype seems ridiculous, if one dissects the meaning, it can make sense. Koreans are the only Asians that utilize chopsticks that are, quite an frankly, hard to use. Japanese and Chinese use thick wooden chopsticks and everyone else in the world uses western utensils or their bare hands to eat. Korean ethics in the workplace is just as meticulous as the chopstick example they constantly work, some convictions seven days a week, through holidays, and usually until their task is complete, not when their business closes for the day. This ethos of work is highly influenced by the deep cultural beliefs of Confucianism that is embedded in their society. Confucianism teaches that workplaces should be run as benevolent hierarchies, with younger and junior tribe obediently taking guidance from seniors (Plotz, 2005). Western ideologies promotes individualism, while Confucianism found societies work to support the balance of the concatenation of command, ultimately giving the boss/supervisor consultation for their hard work. Especially with the men (and women) in the Korean workforce, this chain of command structure is nothing new due to the mandatory military service (for men, ages 18 to 35) requirement that is enforced by the government. There are or so influences within the social patterns of southwesterly Koreans ... ...s/documents/endeavors/volume3/JoshPark.pdf Assessed may 23, 2012. Poleg, Dror. Was Confucianism important to the Economic Development of Japan and South Korea? Drorism, January 26, 2011. Web ht tp//www.drorism.com/2011/01/the-role-of-confucianism-in-the-economic-development-of-japan-and-south-korea.html Assessed May 23, 2012. Plotz, David. The Seoul of Clones. Slate Magazine, October 19, 2005. Web http//www.slate.com/articles/news_and_politics/how_they_do_it/2005/10/the_seoul_of_clones.html Assessed May 22, 2012.Scanlon, Charles. S Koreas disgraced national hero. BBC News, November 25, 2005. Web http//news.bbc.co.uk/2/hi/asia-pacific/4468812.stm Assessed May 23, 2012.Veale, Jennifer. South Koreas Pet Clone Wars. TIME, February 10, 2009. Web http//www.time.com/time/world/article/0,8599,1878398,00.html Assessed May 23, 2012. The Root of Success in Korean Cloning establish -- GeneticsKorea is currently leading the industry of cloning. There are many cultural and social aspects to why Koreans are leading this industry. David Plotz identifies a theory identified as the Chopstick Theory of Scientific Supremacy in his article titled, The Seoul of Clo nes. Plotz states Koreans eat with narrow, metal chopsticks. Nabbing grains of rice with slippery, steel sticks requires a surgeons dexterity (Plotz, 2005). While this example seems ridiculous, if one dissects the meaning, it can make sense. Koreans are the only Asians that utilize chopsticks that are, quite frankly, hard to use. Japanese and Chinese use thick wooden chopsticks and everyone else in the world uses western utensils or their bare hands to eat. Korean ethics in the workplace is just as meticulous as the chopstick example they constantly work, sometimes seven days a week, through holidays, and usually until their task is complete, not when their business closes for the day. This ethos of work is highly influenced by the deep cultural beliefs of Confucianism that is embedded in their society. Confucianism teaches that workplaces should be run as benevolent hierarchies, with younger and junior people obediently taking guidance from seniors (Plotz, 2005). Western i deologies promotes individualism, while Confucianism based societies work to support the balance of the chain of command, ultimately giving the boss/supervisor credit for their hard work. Especially with the men (and women) in the Korean workforce, this chain of command structure is nothing new due to the mandatory military service (for men, ages 18 to 35) requirement that is enforced by the government. There are most influences within the social patterns of South Koreans ... ...s/documents/endeavors/volume3/JoshPark.pdf Assessed May 23, 2012. Poleg, Dror. Was Confucianism important to the Economic Development of Japan and South Korea? Drorism, January 26, 2011. Web http//www.drorism.com/2011/01/the-role-of-confucianism-in-the-economic-development-of-japan-and-south-korea.html Assessed May 23, 2012. Plotz, David. The Seoul of Clones. Slate Magazine, October 19, 2005. Web http//www.slate.com/articles/news_and_politics/how_they_do_it/2005/10/the_seoul_of_clones.html Assessed May 22, 2012.Scanlon, Charles. S Koreas disgraced national hero. BBC News, November 25, 2005. Web http//news.bbc.co.uk/2/hi/asia-pacific/4468812.stm Assessed May 23, 2012.Veale, Jennifer. South Koreas Pet Clone Wars. TIME, February 10, 2009. Web http//www.time.com/time/world/article/0,8599,1878398,00.html Assessed May 23, 2012.

The Power of Internet Feedback :: Exploratory Essays Research Papers

The Power of Internet Feedback   Eight Sources   I.              Introduction Feedback is one of the most important elements to a occupancyes success.  No matter what the business, all have to deal with devil constants, customers and customer satisfaction.   These two things lay the groundwork for a successful business.  The customers come from various types of media strategies such as advertising, mail- piece publications, public relations, retailing and merchandising, sales, market research, and prices of goods.  In order for a business to be competitive in its market the business must know what the customer wants, what price the customer is willing to pay, why the customer would buy one brand over another and other feelings that customers need met that would make them buy your product or service.  Great customer service is the distinction that makes the difference, whether you r customers deal repeatedly with one representative of your company or with a different person each time they call, whether you do business face-to-face or electronically.   Internet feedback is the new wave as far as getting feedback from customers, A company canfult create advocates without a true understanding of customer preferences. non surprisingly, much of the innovation and groundbreaking techniques for listening to customers is coming from the Web world (Griffin.)       This is why Internet feedback is one of the most useful and resourceful tools a business or institution can have at its fingertips today.    II.         Literature Review and Findings The literature I found to be most relevant to the type of learning that I deemed most important covered a websites ability to satisfy a customer having specific feedback goals from the website.  In an essay written by Jakob Nielsen and Marie Tahir called, objective Usability Keep Your Users In Mind Incorporating Feedback at Several Stages into an Ongoing Design Process Will Help a Site to Thrive.  In this article the authors get word how the Web, like nothing else, has taught people how easy it is to walk away from a poorly designed product.  The truth with the person who could easily and swiftly go to your website they can leave just as fast.  A person who has invested the time to drive to a mall might be willing to suffer through a long checkout process much more readily than a Web customer, who can just as easily click over to the competition.

Utilitarianism And Kantian Ethics Essay -- essays research papers fc

Utilitarianism and Kantian Ethics     Ethics is one part of philosophy that pass on always be studied, and like most subjects in philosophy, volition never be viewed the same by everyone. There are so many cultures that retain so many different beliefs about the way a persons life should be lived out. Things like religion, poverty, and mental health all contribute to our beliefs in ethics. whatever people believe that the mental state of a person or the motive for that person committing a crime should be factors when sentencing time comes. Others think that no matter the situation, a crime is a crime, and no compassion should be felt for the guilty. In the studies of philosophy these beliefs are put into two categories utilitarian, witch would depict leeway to the guilty depending on the circumstances, and Kantian, were a crime is a crime, no matter the motives involved.       John Stuart Mill (1808-73) believed in an ethical theory known as utilitarianism. There are many formulations of this theory. One which is, "Everyone should act in such a way to bring the largest possibly balance of good over repulsiveness for everyone involved." However, good is a relative term. Utilitarians disagreed on what good really is. Mill make a distinction between happiness and sheer sensual pleasure. He defines happiness in terms of higher order pleasure (i.e. social enjoyments). In his Utilitarianism (1861), Mill described this principle as follows According to the Greatest blessedness Principle The ultimate end, end, in reference to and for the sake of all some other things that are desirable, (whether we are considering our own good or that of other people), is an existence acquit as far as possible from pain, and is rich in enjoyments. Therefore, based on this statement, three ideas whitethorn be identified (1) The goodness of an act may be determined by the consequences of that act. (2) Consequences are determined by the amount of happiness or unhappiness caused. (3) A "good" man is one who considers the other mans pleasure (or pain) as equally as his own. Each persons happiness is equally important. Mill believed that a free act is not an undetermined act. It is determined by the unconstrained choice of the person performing the act. Either external or internal forces compel an unfree act. Mill also determined that every ... ...rue to their soul. To shake a "healthy personality" one must believe in his decisions.      Everyday people make decisions that affect other people. Weather the decisions are made by weighing the consequences that affect other people or if the decisions are made without debate on who it will hurt is up to each individual. No matter the choice, the basic concept is to choose good over evil to ones best ability. The moral way to make decisions will never be write in stone, even modern law is mixed up in the Utilitarian and Kantian beliefs. The law says that a crime is a crime, but in our courts lawyers debate over motives, consequences, and push for sympathy for the accused. The debate over whose way is the right way will never be resolved, but man will always ask who is right.Word count 1,138Works CitedLavine, T.Z. From Socrates to Sartre the Philosophic Quest modern York Bantam Books. 1984Wolff, Robert Paul Ten Great Works of Philosophy New York New American Library, 1996Wolff, Robert Paul About Philosophy New Jersey Prentice Hall, 7th Edition, 1998Microsoft Corporation Encarta Encyclopedia 1999     

My Decision to Teach :: College Admissions Essays

My Decision to Teach There are many reasons people decide to enter the teaching field. Some enter because they relish working with people or children, others because they like being off during the summer months, and still others because of their love for a particular subject. Although all these reasons are valid, I get my reasons are much simpler. The bottom line is that I love kids and enjoy working with them. My desire to make learning a more positive figure for them has only increased with time. I knew very early in life that I enjoyed working with children I am drawn to their eagerness to learn, their trusting nature, and their scrutinizing minds. It has always been a joy for me to be around children, who are eager to learn. Children are thrilled when an adult takes time to read to them. After hearing a story only a couple of times, they are like a tape recorder set on replay. Their thirst for knowledge is overwhelming. At the easy level, children also tend to h ave a very trusting nature. They rely heavily on their elders for guidance. Most children are very honest with their feelings and dont try to deal them. This is a crucial time in a childs life it is a time when teachers and parents should be molding them for the future. It seems their minds are always working on something which makes them passing inquisitive. Their curiosities seem never to be satisfied. Children are always asking why? even when they know the answer. The inquisitive child wants to know the hows, whens, and wheres of everything. Because of my early interest in children, I developed a strong desire to teach consequently, I sought out jobs that allowed me varied experiences with children. My first experience was baby-sitting. Here I quickly learned that children must be told precisely what to do. For example, Go wash your hands with soap and dry them right now. Or, You must take your shoes off and so you may get into the bathtub. From the many baby-sit ting jobs I had, I soon discovered that if I did not have a plan the day would be rack up chaos. As early as thirteen I became familiar with the need for structure and creativity when dealing with younger children and found myself loving every little of it.